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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 78 Documents
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GeoGebra AR in Mathematics Learning: Students’ Perceptions from Indonesian Junior High Schools Thofan, Angre Andes; Sasalia S., Putri; Milala, Loy Cindy Br
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.v6i2.2603

Abstract

It is becoming more and more necessary for educational practices to use digital technologies that can facilitate efficient and meaningful learning in the age of rapid technology advancement. Digital technology is crucial in mathematics education because it helps pupils envision and comprehend abstract ideas that are frequently challenging to learn through traditional teaching methods. The purpose of this study is to examine students’ views on the use of GeoGebra Augmented Reality (AR) in mathematics classes at public junior high schools in Palangka Raya. Twenty questions covering five areas—knowledge and awareness, usefulness and application, obstacles and restrictions, support and facilities, and interest and attitude—were answered by 248 students using a survey method with a descriptive quantitative approach. The findings indicate that students’ overall perceptions of GeoGebra AR are high, especially regarding its usefulness, their interest in it, and the support from their schools. They still have to deal with issues like device availability and restricted internet access, though. In conclusion, GeoGebra AR has great potential as an innovative learning tool to boost students’ motivation and understanding of math, in line with the Merdeka Curriculum.
An Analysis of Students’ Needs for Educational Games in Mathematics Learning Dina Septiyana; Glenda Loisa Katrin; Angre Andes Thofan; Putri Sasalia S.
Journal of Instructional Mathematics Vol. 7 No. 1 (2026): Digital Media and Critical Thinking in Mathematics Learning
Publisher : Pendidikan Matematika STKIP Kusuma Negara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37640/jim.v7i1.2604

Abstract

The persistent gap between conventional mathematics instruction and students' digital-era learning needs demands a fundamental reimagining of instructional media in junior high schools. This study used students perceptions as data, including the effectiveness of current mathematics learning, the level of technology use, and the obstacles they experienced while learning mathematics at junior high schools in Palangka Raya City. Data were collected through a needs questionnaire that focused on learning motivation, the availability of learning media, and students’ views on the use of games as learning aids. The analysis showed that most students needed learning media that were more engaging, interactive, and able to help them visualize mathematical concepts more clearly. Further findings indicated that students’ difficulties in understanding mathematical concepts were related to the teaching methods used by teachers and the limited use of digital learning media in the classroom. Integrating educational games could provide visual, contextual, and interactive experiences to support deeper understanding. These results strengthen the evidence that game-based learning can increase student engagement and encourage a more meaningful learning process. Addressing students' learning needs through digital instructional media, particularly educational games, is fundamental to advancing meaningful mathematics learning in secondary education.
Development of RME-Based Electronic Student Worksheet on Peatland Context for Pythagoras Theorem in Grade VIII Junior High School Setri Oktavia; Loy Cindy Br Milala; Putri Sasalia S.; Sugiharto Sugiharto
Journal of Instructional Mathematics Vol. 7 No. 1 (2026): Digital Media and Critical Thinking in Mathematics Learning
Publisher : Pendidikan Matematika STKIP Kusuma Negara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37640/jim.v7i1.2605

Abstract

The learning approach used in the following research is the Realistic Mathematics Education (RME) approach by utilizing peatlands as a context and digital media as a tool. The learning media developed is the electronic student worksheet with the help of liveworksheets in its use. Currently, schools have not developed electronic student worksheet assisted by liveworksheets and have not used peatlands as a context. The purpose of the following this study is conducted to produce a product as electronic student worksheet proven to be valid and practical for implementation, so that students are motivated in learning. The following research uses 4 of the 5 ADDIE stages. The results of the study show that the developed electronic student worksheet is feasible and practical to use with an average of 91% and 82% from 2 validators respectively with very feasible criteria. According to the results of the calculation of the response questionnaire from 30 students and 1 educator, it states that electronic student worksheet is practically used in learning with an average of 89% and 88% respectively. It is hoped that future researchers can use the following electronic student worksheet to see its practicality from year to year.
Unveiling the Relationship of Zoomer Generation Learning Preferences and Mathematical Conceptual Understanding Maharani Maharani; Mutia Mutia; Anisya Septiana
Journal of Instructional Mathematics Vol. 7 No. 1 (2026): Digital Media and Critical Thinking in Mathematics Learning
Publisher : Pendidikan Matematika STKIP Kusuma Negara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37640/jim.v7i1.2716

Abstract

This study aims to know relationship between Gen Z's mathematics learning preferences and their ability to understand mathematical concepts. The research method used a quantitative approach with a correlational study design. The research population consisted of 199 eighth-grade students at MTs Baitul Makmur, and through simple random sampling, a sample of 34 students. The instruments used were questionnaires and tests. The data analysis technique employed was the product-moment correlation test. The research results indicate that: (1) Gen Z students prefer learning in pairs (70.52%) and asking questions directly to the teacher (69.99%) while passive methods such as rewriting (51.17%) and listening to recordings (52.64%) are less preferred as they are considered less effective; (2) Gen Z students are fairly good at using mathematical steps (approximately 69.11%), but still struggle to understand the key aspects of the concepts (60.29%), so Gen Z students understand how it works more than its meaning; (3) There is a significant relationship between learning preferences (X) and mathematical concept understanding ability (Y), with a correlation coefficient of 0.629, thus falling into the category of a strong relationship. The coefficient of determination of 39.43% indicates that learning preferences contribute moderately to students' conceptual understanding ability.
E-Worksheets Based on Ethno-Modeling and Tri-N to Improve Mathematical Critical Thinking Skills of Grade VII Students Hani Handayani; Sri Adi Widodo; Irham Taufiq; Wahyu Hidayat; Usman Arifin
Journal of Instructional Mathematics Vol. 7 No. 1 (2026): Digital Media and Critical Thinking in Mathematics Learning
Publisher : Pendidikan Matematika STKIP Kusuma Negara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37640/jim.v7i1.2758

Abstract

Mathematical critical thinking remains an essential yet underdeveloped competency in 21st-century mathematics learning, particularly when instruction lacks meaningful cultural context. At SMP Pembangunan Piyungan, number-topic instruction predominantly emphasizes procedural over contextual and reflective thinking, signaling an urgent need for culturally-grounded, innovative learning media. This study examines the improvement trend in seventh-grade students' mathematical critical thinking ability through E-Worksheets integrating Ethno-Modeling—connecting mathematical concepts with Piyungan's local cultural context—and the Tri-N approach (Niteni, Nirokke, Nambahi), which systematically guides students through observing, imitating, and developing ideas. Employing a time-series design, data were collected via mathematical critical thinking tests administered at each intervention meeting and analyzed quantitatively by tracking average score trends over time. Results demonstrate a consistent upward trend, with average scores rising from 89.09 at the first meeting to 96.18 at the seventh—indicating that E-Worksheets grounded in local cultural contexts and structured Tri-N learning stages effectively foster students' mathematical critical thinking development. These findings position Ethno-Modeling-based E-Worksheets integrated with Tri-N as a promising alternative medium for meaningful and culturally responsive mathematics learning.
The Role of Realistic Mathematics Education in Developing Critical Thinking Skills: A Systematic Literature Review Hanipa Hanipa; Duano Sapta Nusantara; Rohati Rohati
Journal of Instructional Mathematics Vol. 7 No. 1 (2026): Digital Media and Critical Thinking in Mathematics Learning
Publisher : Pendidikan Matematika STKIP Kusuma Negara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37640/jim.v7i1.2761

Abstract

Although critical thinking is fundamental to 21st-century mathematics learning, research synthesizing how Realistic Mathematics Education (RME) develops this competency remains fragmented and underexplored. This study aims to map the literature profile, development trends, as well as challenges and recommendations of research related to the integration of RME and critical thinking abilities. A Systematic Literature Review (SLR) method was applied to 18 articles from Scopus and Google Scholar for the period 2019-2025 using VOSViewer bibliometric analysis. The results show that RME consistently improves critical thinking abilities through three clusters: learning implementation, RME characteristics based on real contexts, and effectiveness evaluation. Research trends evolved from effectiveness verification (2019-2021), technology integration (2022-2023), toward differentiated learning and exploration of local cultural contexts (2024-2025). This evolutionary pattern raises a critical question: whether such trends reflect the theoretical maturity of RME as a robust and coherent pedagogical framework, or whether they indicate fragmentation of approaches that risks diluting the core principles of RME. Main challenges include variations in learning design quality and limited digital infrastructure. The study recommends continuous RME implementation, strengthening of teacher education curriculum, and development of specific critical thinking measurement instruments for RME based mathematics learning are needed.
Analysis of Errors Made by Students with Low Computational Thinking Levels Using the Newmann Procedure Inayah Wulandari; Musthofa Musthofa
Journal of Instructional Mathematics Vol. 7 No. 1 (2026): Digital Media and Critical Thinking in Mathematics Learning
Publisher : Pendidikan Matematika STKIP Kusuma Negara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37640/jim.v7i1.2792

Abstract

Computational thinking plays a crucial role in strengthening strategies for solving complex problems. However, many students are still found to have low computational thinking abilities, which are attributed to errors occurring during the problem-solving process based on computational thinking. This study aims to analyze the errors made by students with low computational thinking abilities when solving rational number problems using the Newmann procedure. The method employed is descriptive analysis of the responses from students with low computational thinking abilities, following the Newmann procedure. The analysis revealed that comprehension errors were the most frequently observed type of error in solving rational number problems based on computational thinking indicators, particularly in problems assessing decomposition, algorithmic thinking, and generalization. Other types of errors were also identified, including reading and transformation errors in problems assessing abstraction, process errors in problems measuring decomposition, and final answer errors in problems evaluating decomposition, abstraction, and generalization. The results of this study indicate that low computational thinking abilities in students can be attributed to errors summarized in the Newmann procedure, and it offers recommendations for enhancing computational thinking by considering interventions that can minimize these types of errors.
Exploring the Mathematical Conceptual Understanding of Students Using AI Chatbots in Pythagorean Theorem Material Nur Rahman Nida; Rohati Rohati; Ade Kumalasari
Journal of Instructional Mathematics Vol. 7 No. 1 (2026): Digital Media and Critical Thinking in Mathematics Learning
Publisher : Pendidikan Matematika STKIP Kusuma Negara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37640/jim.v7i1.2818

Abstract

The rapid development of artificial intelligence (AI) in education has created new opportunities to enhance students’ mathematical conceptual understanding and support more personalized learning experiences. This study aims to explore students’ mathematical conceptual understanding when using AI chatbots in learning the Pythagorean Theorem. This study employs a descriptive qualitative approach, involving eighth-grade junior high school students selected through purposive sampling based on their level of conceptual understanding. Data were collected through a perspective questionnaire, an essay-based test, and semi-structured interviews, and analyzed using data reduction, data presentation, and conclusion drawing. The findings reveal that students were able to meet all indicators of mathematical conceptual understanding, with AI helping them understand definitions, visualize geometric relationships, obtain immediate feedback, and recognize real-world applications of the Pythagorean Theorem. However, students still face difficulties in meeting some of the indicators of mathematical conceptual understanding in the Pythagorean theorem, which were influenced by a tendency to rush and the suboptimal use of AI features. In conclusion, although AI can effectively support conceptual understanding, its integration in learning should be accompanied by teacher guidance to foster metacognitive awareness and deeper, more reflective learning.

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