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Journal of Instructional Mathematics
Published by STKIP Kusuma Negara
ISSN : -     EISSN : 27222179     DOI : https://doi.org/10.37640/jim
Core Subject : Education,
Education Mathematics
JIM is a scientific journal containing and disseminating research findings, in-depth study, and innovative ideas in the field of education. Teacher and lecturer innovation in educational sector development can make a positive contribution to schools and educational institutions. JIM is published periodically (twice a year in May and November) by Research and Community Services in STKIP Kusuma Negara Jakarta, with a total of 5 articles published every time (10 articles annually). The scope of this journal is: 1) Learning Model and Approach, (2) Curriculum, (3) Assessment and Evaluation, (4) Ethnomathematics, (5) Didactical Design Research, (6) Technology-Assisted Learning.
Arjuna Subject : Umum - Umum
Articles 71 Documents
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Mathematics Students’ Retention Using Algebrator Software in Port Harcourt Metropolis, Nigeria Onyekachi Uchechukwu Ahumaraeze; Ekene Esther Ndubisi
Journal of Instructional Mathematics Vol. 6 No. 1 (2025): Contemporary Perspectives on Mathematics Teaching, Learning, and Technology
Publisher : Pendidikan Matematika STKIP Kusuma Negara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37640/jim.v6i1.2340

Abstract

The study focused on improving students’ retention in mathematics using Algebrator Softwares in Port Harcourt Metropolis, Nigeria. It examined the effect of Algebrator-based instruction, gender influence, and the interaction between instructional strategy and gender on retention in Algebra. A quasi-experimental research design was employed. Using a quasi-experimental design, 154 senior secondary students (94 experimental, 60 control) were selected through purposive sampling from a population of 21,079. The experimental group was taught using Algebrator software, while the control group received traditional lecture-based instruction. Data were collected via a validated Mathematics Retention Test on Algebra (MRTA) and analyzed using mean, standard deviation, and analysis of covariance. The findings of the study showed that students taught with Algebrator software showed significantly higher retention in Algebra than those taught through lectures. Gender had no significant effect on retention, and no interaction was found between instructional strategy and gender. It was recommended, among other suggestions, that Algebrator Software should be used to teach Mathematics especially Algebra to advance students' retention.
Design of 6E-Instructional Model Assisted by GeoGebra Media in Improving Students' Mathematical Visual Spatial Ability on the Topic of Prism Natan Prasetya; Maximus Gorky Sembiring; Sudirman Sudirman
Journal of Instructional Mathematics Vol. 6 No. 1 (2025): Contemporary Perspectives on Mathematics Teaching, Learning, and Technology
Publisher : Pendidikan Matematika STKIP Kusuma Negara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37640/jim.v6i1.2341

Abstract

Students’ mathematical visual-spatial ability is crucial for understanding geometry. However, its suboptimal level calls for quality learning. The purpose of this study was to test the quality of the Geogebra-assisted 6E-Instructional Model (6E-IM) on students' spatial visual ability; test the effect of Geogebra-assisted 6E-IM on spatial visual ability; and describe students' spatial visual ability after receiving the Geogebra-assisted 6E-IM model. This study used an embedded design. The Geogebra-assisted 6E-IM model (independent variable) was measured through interviews, while spatial visual ability (dependent variable) was assessed using questionnaires. The results showed that the geometry learning instrument with the 6E-IM learning model assisted by Geogebra was in the very good category with a score of 92%, and positively affected students' visual-spatial abilities. Description of students' spatial visual ability involving 2 students in each category, in the high category, met all indicators of spatial visual ability; students with moderate spatial visual ability met two indicators of spatial visual ability; and students with low spatial visual ability met one indicator of spatial visual ability. The results of this study are expected to be Geogebra integrated 6E-IM Design can be used by teachers to improve students' visual spatial abilities.
Exploring the potential of Mathematics; Innovative Mobile Application for multiplication by 5, Sharpening Students' Critical Thinking and Mathematical Computational Skills Khoerul Umam; Abdul Hakim Ma'ruf; Ervin Azhar; Hari Setiadi
Journal of Instructional Mathematics Vol. 6 No. 1 (2025): Contemporary Perspectives on Mathematics Teaching, Learning, and Technology
Publisher : Pendidikan Matematika STKIP Kusuma Negara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37640/jim.v6i1.2344

Abstract

The integration of innovative digital tools offers a promising avenue to address traditional learning hurdles and enhance student engagement. This study aims to develop a mobile application to improve students' critical thinking and mathematical computational skills in the material of the multiplication rule of 5. The low level of both abilities and the limitations of innovative learning media. The use of the ADDIE development research method. The results of the study showed that the application was significantly successful in improving computational skills and critical thinking skills, which was empirically proven by increased test scores and active student involvement during the mathematics learning process. An important contribution in providing effective digital learning solutions for basic materials as a foundation in developing knowledge for students. Furthermore, this application serve as a scalable model for integrating technology to address fundamental learning gaps in mathematics across various educational settings. Its success suggests the potential for broader adoption of similar tools to foster essential cognitive skills from an early age.
Comparative Analysis of Presentation of Set Material in Indonesian and Fijian Mathematics Textbooks Jesika Dwi Putriani; Ely Susanti; Cecil Hiltri Martin
Journal of Instructional Mathematics Vol. 6 No. 1 (2025): Contemporary Perspectives on Mathematics Teaching, Learning, and Technology
Publisher : Pendidikan Matematika STKIP Kusuma Negara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37640/jim.v6i1.2385

Abstract

Textbooks are essential learning tools that significantly influence students' comprehension of mathematical concepts, including the foundational topic of sets. This study aimed to analyze how set materials are presented in Indonesian and Fijian mathematics textbooks, focusing on facts, concepts, principles and errors, cognitive levels, problem-solving, and alignment with the Programme for International Student Assessment (PISA) framework. Using a qualitative descriptive-comparative method, the study examined three textbooks: Indonesia’s KTSP (2011), Merdeka Curriculum (2022), and a Fijian mathematics book. Data were collected through document analysis. The findings revealed distinct presentation approaches: KTSP emphasizes symbols and formal definitions; the Merdeka Curriculum uses real-life contexts; and the Fijian book adopts a simple, visual style. Regarding cognitive levels, KTSP questions are mostly C1–C2, Merdeka Curriculum texkbook includes C4–C5, while Fiji remains at C1–C3. However, all three lack sufficient alignment with PISA question types. In terms of problem-solving, KTSP tends to be procedural, the Merdeka Curriculum is more reflective, and Fiji lacks problem-solving tasks. These findings highlight the need for textbooks to include more contextual and higher-order thinking problems to support students’ mathematical literacy and deeper understanding.
Games in Mathematics Teaching: A Practice with Didactic Resources in the Final Years of Elementary School Paulo Vitor da Silva Santiago; Francisco Cleuton de Araújo; Rosângela da Silva do Amaral de Araújo
Journal of Instructional Mathematics Vol. 6 No. 2 (2025): Innovative Approaches to Mathematical Understanding and Literacy
Publisher : Pendidikan Matematika STKIP Kusuma Negara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37640/jim.v6i2.2452

Abstract

Mathematics learning in Brazilian public schools faces persistent challenges, particularly in relation to students’ mastery of the four basic operations. Traditional methods have often failed to generate interest or engagement, highlighting the need for alternative strategies such as mathematical games. This research analyzes the importance of using games in the mathematics classroom as resources that foster motivation, socialization, and problem-solving. The study adopted a qualitative approach in the form of a case study with sixth-grade students from a public school in Caucaia, Ceará, Brazil. The subjects were selected through convenience sampling, as this group represented students in a critical stage of mathematical development who frequently experience difficulties with arithmetic. Data collection included classroom application of the games Stop Math and Mental Bingo, a student questionnaire, and participant observation. Analysis was conducted through Bardin’s Content Analysis in three stages: game exploration, practical application, and reflection. The results showed that 83% of the students reported feeling motivated by the games, most considered the activities easy to perform, and observations indicated higher levels of concentration, participation, and interaction during lessons. These findings confirm that playful methodologies can strengthen learning of basic operations and make mathematics teaching more engaging, particularly in under-resourced public schools.
Uncovering Gaps in Deductive Geometry Thinking: Rasch-Based Evidence from Students’ Work on Quadratic Functions Fiki Alghadari; Bella Arisha; Nurul Hidayah; Saparuddin Saparuddin; Budi Eka Dharma
Journal of Instructional Mathematics Vol. 6 No. 2 (2025): Innovative Approaches to Mathematical Understanding and Literacy
Publisher : Pendidikan Matematika STKIP Kusuma Negara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37640/jim.v6i2.2510

Abstract

The deductive structure is fundamental in mathematics, but students often struggle to derive logical consequences when constructing proofs or engaging in the bridging process. This study analyzed students’ ability to deduce logical relationships between properties in geometric thinking on quadratic functions. The participants were students (N=139) from the mathematics education program. The properties of quadratic functions and their interrelationships contained in the premises represented students’ responses to the instrument. The responses were dichotomously coded based on the criteria of the carried-out deduction process and then evaluated using Rasch analysis. The findings revealed that, in general, the distribution of students’ ability levels was below most levels of the carried-out deduction process. Although a group of students had already reached the high-ability category, the overall distribution was still dominated by low-ability levels. Many students continued to face serious challenges in reaching the final stage of the deduction process—advanced premise integration and deductive synthesis—since most of them established relationships among properties merely from the given information. There were indications that learning experiences during higher education contributed positively to the improvement of students’ ability at the deduction level. The study recommends four steps to habituate students to the process of deduction.
Designing JUMPISA: A PISA-Based Jumping Task to Support Students’ Statistical Literacy using Jambi Context Duano Sapta Nusantara; Florante P. Ibarra; Feri Tiona Pasaribu; Uci Lusinda
Journal of Instructional Mathematics Vol. 6 No. 2 (2025): Innovative Approaches to Mathematical Understanding and Literacy
Publisher : Pendidikan Matematika STKIP Kusuma Negara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37640/jim.v6i2.2518

Abstract

Statistical literacy is a critical competence for 21st-century students, yet many struggle to apply statistical concepts in authentic contexts. This study reports the development of JUMPISA, a PISA-based Jumping Task contextualized for secondary students in Jambi Province, designed to enhance students’ abilities to interpret, represent, and reason with data. Employing a design research approach with iterative development, the study included preliminary and formative evaluations to assess task validity and feasibility. The JUMPISA tasks integrate content on uncertainty, work-related contexts, and varying reasoning levels in line with PISA’s framework. Results indicate that students demonstrated notable improvement in engaging with authentic statistical problems. Beyond practical effectiveness, this study advances the theoretical understanding of context-sensitive PISA Task design, showing how locally contextualized, inquiry-driven tasks can be systematically developed and validated for international assessment. JUMPISA exemplifies a model for aligning global assessment frameworks with local educational contexts, offering guidance for both researchers and practitioners in designing assessment-informed instructional activities.
The Effectiveness of RME in Improving Numeracy of Class V Students in the Teaching Campus Program Nur Akfina; Ageng Triyono; Titi Anjarini
Journal of Instructional Mathematics Vol. 6 No. 2 (2025): Innovative Approaches to Mathematical Understanding and Literacy
Publisher : Pendidikan Matematika STKIP Kusuma Negara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37640/jim.v6i2.2532

Abstract

The numeracy skills of students in the schools studied are still low, although numeracy is a fundamental skill needed to understand mathematical ideas. This study aims to examine the effectiveness of Realistic Mathematics Education (RME) in improving numeracy performance among fifth grade students in elementary schools who receive support from the national teaching placement program in Kebumen Regency. This study used a pre-experimental approach with a one-group pretest-posttest structure, involving all fifth graders selected through purposive sampling who took part in contextual learning activities related to daily living situations. Numeracy ability was measured using official government instruments provided before and after the intervention. The results showed a clear improvement in numeracy performance and highlighted increased student participation and a more positive response to math teaching when based on a real-world context. The study concludes that RME contributes to strengthening students' motivation, logical reasoning, and problem-solving skills, and is therefore recommended as an instructional approach to support the development of essential mathematics competencies in primary schools.
The Relationship between Quality of Understanding and Problem-Solving Ability in Mathematics Learning: A Systematic Literature Review Fanni Yunita; Djamilah Bondan Widjajanti
Journal of Instructional Mathematics Vol. 6 No. 2 (2025): Innovative Approaches to Mathematical Understanding and Literacy
Publisher : Pendidikan Matematika STKIP Kusuma Negara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37640/jim.v6i2.2556

Abstract

The quality of understanding and problem-solving abilities are essential components in mathematics learning. Understanding serves as a foundation for students to comprehend mathematical concepts, while the ability to solve problems allows students to use their knowledge in everyday contexts. The purpose of this study is to explore the relationship between students’ quality of understanding and their problem-solving ability through a systematic literature review. The review focuses on how instrumental and relational understanding influence students’ effectiveness in solving mathematical problems. The search process was conducted using Harzing’s Publish or Perish software with Google Scholar and Scopus as the primary databases, limited to studies published between 2014 and 2025, resulting 30 relevant articles. The findings demonstrate a consistently positive relationship, where relational understanding contributes more strongly to effective and flexible problem-solving than instrumental understanding, especially in non-routine tasks. This review offers a clearer comparison of the relative roles of instrumental and relational understanding in supporting problem-solving, which has not been explicitly emphasized in earlier studies. Additionally, factors such as learning style, prior knowledge, reasoning skills, gender, emotional intelligence, and adversity quotient were identified as complementary influences that shape both understanding and problem-solving performance.
Development of an RME-Based Teaching E-Module in the Peatlands Context for Grade VIII SMP Pythagorean Theorem Material Milala, Loy Cindy Br; Oktavia, Setri; Sasalia S., Putri; Artuti, Emy
Journal of Instructional Mathematics Vol. 6 No. 2 (2025): Innovative Approaches to Mathematical Understanding and Literacy
Publisher : Pendidikan Matematika STKIP Kusuma Negara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37640/jim.v6i2.2602

Abstract

This study aims to develop a mathematics teaching e-module based on the Realistic Mathematics Education (RME) approach within the peatlands context for Grade VIII students on the Pythagorean Theorem. The research applies nine stages of the Dick and Carey instructional design model: identifying instructional goals, conducting instructional analysis, analyzing learners and contexts, writing performance objectives, developing assessment instruments, designing instructional strategies, developing instructional materials, conducting formative evaluation, and revising instruction. The study involved 31 students and one mathematics teacher. Data were collected through expert validation sheets and response questionnaires for teachers and students. Expert validation results showed that all aspects of the e-module and student worksheet (LKPD) including content, context, evaluation, media, language, format, and layout achieved high validity. Teachers and students rated the product in the Good to Very Good category, which means the e-module and LKPD are feasible for classroom use. Revisions based on expert and user feedback made the Final Prototype clearer and more engaging. Overall, the study indicates that the RME-based e-module with a peatland context is valid, practical, and effective in improving students’ understanding of the Pythagorean Theorem throught contextual learning.

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