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Journal of Mathematics Learning Innovation (JMLI)
Published by Institut Agama Islam Negeri Parepare
ISSN : -     EISSN : 29854105     DOI : 10.35905
Core Subject : Education,
Mathematics
Journal of Mathematic Learning Innovation (JMLI) adalah jurnal internasional akses terbuka peer-refereed yang telah didirikan untuk penyebaran pengetahuan mutakhir di bidang pendidikan matematika. Jurnal ini didirikan atas kerjasama antara pengembangan pendidikan matematika dan matematika. Mulai tahun 2022 akan terbit dua kali dalam setahun ( Maret dan September ). Semua manuskrip yang dikirimkan pada awalnya akan ditinjau oleh editor dan kemudian dievaluasi oleh minimal dua reviewer melalui proses tinjauan double-blind. Hal ini untuk memastikan kualitas manuskrip yang diterbitkan dalam jurnal
Arjuna Subject : Matematika - Matematika (Lain-Lain)
Articles 54 Documents
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Literasi Statistik Ditinjau Dari Adversity Quotient Siswa Liyanti, Rekha Putri; Musyrifah, Eva; Hafiz, M.
Journal of Mathematics Learning Innovation Vol 4 No 1 (2025): Journal of Mathematics Learning Innovation
Publisher : Department of Mathematics Education, Faculty of Tarbiyah, Institut Agama Islam Negeri Parepare

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35905/jmlipare.v4i1.10981

Abstract

Penelitian ini bertujuan untuk mengkaji literasi statistik siswa berdasarkan Adversity Quotient (AQ), mengingat bahwa kemampuan menghadapi tantangan (AQ) dapat mempengaruhi pemahaman dan penerapan konsep-konsep statistik. Penelitian ini dilaksanakan di sebuah sekolah menengah pertama di Kelurahan Kamal, Kota Tangerang Selatan, pada semester genap tahun ajaran 2023/2024, dengan fokus pada siswa yang menghadapi tantangan pembelajaran matematika dalam konteks literasi statistik. Metode penelitian yang digunakan adalah deskriptif kuantitatif, dengan melibatkan 140 siswa sebagai subjek. Instrumen yang digunakan terdiri dari tes, yang mencakup 9 soal utama yang dikembangkan menjadi 14 soal esai literasi statistik, serta instrumen non-tes yang terdiri dari 60 pertanyaan. Data dikumpulkan melalui tes uraian literasi statistik dan angket AQ. Hasil penelitian menunjukkan bahwa literasi statistik siswa dalam menyelesaikan soal masih tergolong rendah, sementara rata-rata tingkat AQ siswa berada pada kategori sedang. Terdapat perbedaan rata-rata kemampuan statistik berdasarkan kategori AQ, dengan siswa AQ tinggi menunjukkan kemampuan statistik yang lebih baik dibandingkan siswa dengan kategori sedang, dan siswa kategori sedang unggul dibandingkan siswa kategori rendah. Temuan ini mengimplikasikan pentingnya penguatan AQ sebagai salah satu upaya untuk meningkatkan literasi statistik siswa
Mengenal Keterkaitan antara Pemahaman Konsep Berdasarkan Teori Skemp dengan Kemampuan Metakognitif Siswa dalam Pembelajaran Matematika Ahmad, Andi Elsah Nur Azizah
Journal of Mathematics Learning Innovation Vol 4 No 1 (2025): Journal of Mathematics Learning Innovation
Publisher : Department of Mathematics Education, Faculty of Tarbiyah, Institut Agama Islam Negeri Parepare

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35905/jmlipare.v4i1.12437

Abstract

Pemahaman konsep matematis merupakan landasan berpikir siswa dalam pembelajaran matematika. Adanya pemahaman konsep yang dimiliki, siswa dengan mudah memahami dan menerapkan materi matematika. Salah satu keterampilan yang berperan penting terhadap pemahaman konsep matematis adalah kemampuan metakognitif sehingga penelitian ini bertujuan untuk mengkaji bagaimana pengaruh pemahaman konsep matematis berdasarkan teori Skemp terhadap metakognitif siswa dalam pembelajaran matematika. Metode yang digunakan dalam penelitian ini adalah literature review. Artikel yang dikumpulkan menggunakan database seperti Goggle Scholar dan beberapa referensi pendukung dari buku. Terdapat 41 artikel jurnal yang difokuskan untuk dikaji dan dilakukan analisis lebih dalam. Hasil penelitian menunjukkan bahwa terdapat pengaruh pemahaman relasional dan pemahaman instrumental terhadap metakognitif siswa dalam pembelajaran matematika. Siswa yang memiliki metakognitif tinggi memiliki kemampuan pemahaman relasional dan instrumental yang baik, sedangkan siswa yang memiliki metakognitif yang sedang dan rendah hanya memiliki kemampuan pemahaman instrumental. Hal ini juga dapat dikatakan bahwa dalam pemahaman relasional dan instrumental perlu adanya kesadaran dan pengetahuan tentang apa yang mereka pikirkan, mengapa dan bagaimana mereka mengerjakan dan menyelesaikan masalah dengan baik dan tepat serta langkah apa yang harus mereka lakukan ketika dihadapkan dengan permasalahan yang kompleks dan yang membutuhkan penalaran yang tinggi.
Analisis Kebiasaan Belajar Peserta Didik Di Era Digitalisasi Terhadap Hasil Belajar Matematika: Analysis of Learning Habits in the Digital Era and Their Correlation with Mathematics Learning Outcomes Mukaddas, Iqbal; Junaid, Abdul Hakim; Hariady
Journal of Mathematics Learning Innovation Vol. 4 No. 2 (2025): Journal of Mathematics Learning Innovation
Publisher : Department of Mathematics Education, Faculty of Tarbiyah, Institut Agama Islam Negeri Parepare

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35905/jmlipare.v4i2.13234

Abstract

Penelitian ini bertujuan untuk memaparkan secara detail bagaimana kebiasaan belajar siswa di era digital saat ini, termasuk pola perilaku belajar mereka dalam kaitannya dengan hasil belajar matematika. Secara spesifik, riset ini menggali relasi antara pemanfaatan media sosial dengan perilaku belajar siswa kelas XI di SMK Negeri 3 Pinrang. Pengambilan sampel dilakukan dengan teknik proporsional random sampling, dan jumlah sampel sebanyak 40 siswa ditentukan melalui perhitungan rumus Yamanen dari total populasi. Metode yang digunakan adalah asosiatif korelasional dengan pendekatan ex post facto dan survei. Analisis data melibatkan analisis deskriptif untuk menggambarkan kebiasaan belajar dan hasil belajar matematika, serta analisis korelasi sederhana untuk mengidentifikasi keterkaitan antara kebiasaan belajar di era digital dan hasil belajar matematika. Temuan utama penelitian menunjukkan beberapa hal. Pertama, rata-rata nilai kebiasaan belajar siswa adalah 60,06, mencakup aspek-aspek seperti kebiasaan belajar yang positif, kebiasaan belajar yang kurang efektif, kebiasaan belajar digital secara kolaboratif, dan pemanfaatan aplikasi dalam belajar. Kedua, rata-rata hasil belajar matematika siswa mencapai 74,17, yang dinilai berdasarkan kemampuan matematis seperti pemahaman konsep, keterampilan berhitung, kemampuan memecahkan masalah, dan kemampuan komunikasi matematika. Ketiga, tingkat keeratan hubungan antara kebiasaan belajar dengan perilaku belajar terhadap hasil belajar matematika tergolong kuat. Hal ini ditunjukkan oleh koefisien korelasi Pearson sebesar 0,723, yang mengindikasikan bahwa secara fungsional, kebiasaan belajar memiliki korelasi yang signifikan dengan perilaku belajar yang memengaruhi hasil belajar matematika siswa kelas XI SMK Negeri 3 Pinrang.
Pengaruh Lingkungan Belajar dan Gaya Belajar Terhadap Hasil Belajar Mahasiswa Pendidikan Matematika : The effect of learning environment and learning styles on learning outcomes in of undergraduate mathematics students Luci Febriyanti, Yuspira; Granita
Journal of Mathematics Learning Innovation Vol. 4 No. 2 (2025): Journal of Mathematics Learning Innovation
Publisher : Department of Mathematics Education, Faculty of Tarbiyah, Institut Agama Islam Negeri Parepare

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35905/jmlipare.v4i2.14123

Abstract

This study aims to analyze the influence of learning environment and learning style on the learning outcomes of Mathematics Education students at Sultan Syarif Kasim State Islamic University, Riau. The study used an ex post facto method with a quantitative approach, involving 50 students as respondents from the classes of 2022, 2023, and 2024. Data were collected through a learning environment questionnaire and a web-based learning style test, then analyzed using normality, homogeneity, multicollinearity tests, as well as t-tests, F-tests, and multiple linear regressions. The results of the study showed that both the learning environment and learning style partially and simultaneously had a significant effect on student learning outcomes, with a significance value of p <0.05 in all tests conducted. A conducive learning environment and adjustment of learning styles according to individual characteristics have been shown to increase students' motivation, understanding, and academic achievement. These findings emphasize the importance of efforts to improve the quality of the learning environment and understanding of learning styles in supporting academic success in the field of mathematics education.
Problem Based Learning dalam Penguatan Literasi Matematis, Berpikir Kritis, dan Motivasi Belajar Siswa SMP: Problem-Based Learning in Strengthening Mathematical Literacy, Critical Thinking, and Learning Motivation of Junior High School Students Nurul Zahra, Dindah; Lodiana Bees, Nene; Alifiani, Nurrisqi
Journal of Mathematics Learning Innovation Vol. 4 No. 2 (2025): Journal of Mathematics Learning Innovation
Publisher : Department of Mathematics Education, Faculty of Tarbiyah, Institut Agama Islam Negeri Parepare

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35905/jmlipare.v4i2.14864

Abstract

This study aims to examine the effectiveness of the Problem-Based Learning (PBL) model on students' mathematical critical thinking skills, mathematical literacy, and learning motivation in mathematics. The method used in this research is a Systematic Literature Review (SLR). Data collection and analysis were conducted using the PRISMA method, which consists of four main stages: (1) Identification, (2) Screening, (3) Eligibility, and (4) Inclusion. The results of this study indicate that: (1) the Problem-Based Learning model is effective in improving students' mathematical critical thinking skills compared to other learning models; (2) the Problem-Based Learning model is effective in enhancing students' mathematical literacy; and (3) the Problem-Based Learning model is effective in increasing students’ motivation to learn mathematics.
Analisis Kesalahan Newman Kesulitan Siswa pada Modulus Vektor dan Vektor Satuan: Bukti Penilaian Formatif Di Kelas 10: Newman’s Error Analysis of Student Difficulties in Vector Modulus and Unit Vector: Evidence from Formative Assessment in Grade 10 Sholikhah, Badi’atus; Retno Murniasih, Tatik
Journal of Mathematics Learning Innovation Vol. 4 No. 2 (2025): Journal of Mathematics Learning Innovation
Publisher : Department of Mathematics Education, Faculty of Tarbiyah, Institut Agama Islam Negeri Parepare

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35905/jmlipare.v4i2.15014

Abstract

In solving problems, students occasionally make errors, either intentionally or unintentionally. This study aims to analyze the errors made by students in solving problems related to vector modulus and unit vector material. The research is qualitative and descriptive in nature. Data were collected through observation, testing, and documentation methods. The research subjects consisted of 23 students from the 10th grade of MA Mamba'ul Ulum for the 2024/2025 academic year. The students' errors were analyzed according to Newman's theory, which classifies errors into five categories: reading errors, comprehension errors, transformation errors, process skills errors, and encoding errors. The results of the error analysis show that the most frequent error made by students was reading errors, with an average percentage of 28%. The causes of these errors include the students' lack of understanding or forgetfulness regarding the concepts of vector modulus and unit vectors, incorrect symbol notation, incorrect conclusions in their answers, and a lack of precision in performing calculations. The findings of this analysis can be used by educators to address and correct these errors to prevent them from recurring in the future.
Pengembangan Media Pembelajaran Pada Materi Pecahan Berbasis Etnomatematika: Development Of Learning Media On Fractions Based On Ethnomathematics Lestari, Karmila Ayu
Journal of Mathematics Learning Innovation Vol. 4 No. 2 (2025): Journal of Mathematics Learning Innovation
Publisher : Department of Mathematics Education, Faculty of Tarbiyah, Institut Agama Islam Negeri Parepare

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35905/jmlipare.v4i2.15021

Abstract

This research focuses on creating educational resources for fraction topics through the lens of ethnomathematics, incorporating elements of local Bugis culture via traditional cakes such as katirisala, Sikaporo, and cucuru’ bayao. The approach utilized in this study is Research and Development (R&D) following the ADDIE model, which encompasses Analysis, Design, Development, Implementation, and Evaluation. Data were gathered using a combination of observation, interviews, surveys, tests, and documentation, which were then analyzed to evaluate the media's validity, practicality, and effectiveness. Expert evaluations revealed a very favorable feasibility rating, with media experts giving a score of 96.66% and material experts providing a score of 83.33%. The practicality assessment indicated that the media fell into a practical category, obtaining an average rating of 79.76% from students and a perfect score of 100% from teachers. The media's effectiveness was evidenced by an N-Gain value of 0.88, classifying it in the high category, which shows a considerable improvement in students' grasp of the concept of equivalent fractions. These outcomes suggest that the fraction learning media based on ethnomathematics is not only valid and practical but also effective in enhancing students’ educational performance. This suggests that the media can serve as a creative alternative for teaching mathematics in elementary schools while also reflecting local cultural heritage.
Efektivitas Pembelajaran Jigsaw Berbasis Youtube Pada Materi Konsep Statistika Dasar: The Effectiveness of YouTube-Based Jigsaw Learning on Basic Statistics Concepts Sinar; Kamal Ahmad, Andi; Sardi, Ahmed; Razzaq, Abdul; Ishak
Journal of Mathematics Learning Innovation Vol. 4 No. 2 (2025): Journal of Mathematics Learning Innovation
Publisher : Department of Mathematics Education, Faculty of Tarbiyah, Institut Agama Islam Negeri Parepare

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35905/jmlipare.v4i2.15034

Abstract

This study aims to determine the effectiveness of YouTube-based jigsaw learning in improving student learning outcomes in basic statistics concepts at SMPN 2 Duampanu. Using a quasi-experimental research method with a quasi-experimental design, the study was conducted in the even semester of the 2024/2025 academic year. The results showed a significant increase in scores, with the average pretest score from 52.32 to 74.72 on the posttest, and the average pretest score from 29.40 to 46.04 on the posttest. After implementing YouTube-based jigsaw learning, the learning effectiveness increased by 16.64 points. Statistical analysis using a t-test yielded a t-value of 18.624 for the experiment and 13.396 for the control, > t-table 2.064 (α=0.05), indicating a significant difference in the implementation of YouTube-based jigsaw learning. This proves that YouTube-based jigsaw learning is effective in improving student learning outcomes.
KESULITAN ANAK BERKEBUTUHAN KHUSUS TUNAGRAHITA DALAM MENYELESAIKAN OPERASI BILANGAN DENGAN PEMBERIAN SCAFFOLDING BERBANTUAN PUZZLE: Kesulitan Anak Berkebutuhan Khusus Tunagrahita Dalam Menyelesaikan Operasi Bilangan Dengan Pemberian Scaffolding Berbantuan Puzzle Lailah, Azza Nur; Ni'matul Mahbubah; Ulfa Masamah
Journal of Mathematics Learning Innovation Vol. 5 No. 1 (2026): Journal of Mathematics Learning Innovation
Publisher : Department of Mathematics Education, Faculty of Tarbiyah, Institut Agama Islam Negeri Parepare

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Children with intellectual disabilities often have difficulty understanding numerical concepts and performing arithmetic operations, which remains a common problem in mathematics education in special schools. This study aims to describe these difficulties and the changes in children's abilities after being given puzzle-assisted scaffolding. The study used a qualitative approach with a Single Subject Research (A–B–A) design, which included an initial baseline phase (A1), an intervention phase (B), and a second baseline phase (A2). The research subject was a child with moderate intellectual disability who still experienced difficulties in recognizing numbers and completing simple arithmetic operations. Data were collected through observation, interviews, and documentation, then analyzed qualitatively through data reduction, data presentation, and conclusion drawing. The results showed that in phase A1, the child experienced difficulties in recognizing two-digit numbers, understanding operation symbols, and calculating independently. In phase B, scaffolding and puzzles helped improve children's understanding and accuracy in completing number operations. In phase A2, some of the acquired skills remained even without assistance, although they were not yet fully stable. This study concluded that puzzle-assisted scaffolding had a positive impact on the understanding of number operations in children with intellectual disabilities, but continuous practice was still needed to achieve consistency in skills.
Systematic Literature Review Pengaruh Kecemasan Matematika terhadap Koneksi Matematis Peserta Didik: Systematic Literature Review: Hubungan Kecemasan Matematika Dan Kemampuan Koneksi Matematis Peserta Didik Handayani, Anita; Hasan; Salma; Dina
Journal of Mathematics Learning Innovation Vol. 5 No. 1 (2026): Journal of Mathematics Learning Innovation
Publisher : Department of Mathematics Education, Faculty of Tarbiyah, Institut Agama Islam Negeri Parepare

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Differences in students' affective conditions, particularly math anxiety, are thought to influence mathematical connection skills in linking concepts across topics, disciplines, and everyday contexts. This study aims to analyze the effect of math anxiety on mathematical connection skills and identify variations in mathematical connection skills based on levels of math anxiety. The research method used was a Systematic Literature Review (SLR) with reference to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. Data were collected by searching for journal articles indexed in Google Scholar and OpenAlex using the Publish or Perish application for publications published between 2017 and 2026. Articles that met the inclusion criteria were analyzed using content analysis techniques to identify patterns of relationships and variations in research findings. The results of the study showed that mathematical anxiety generally had a significant negative relationship with mathematical connection abilities, where students with low anxiety levels tended to demonstrate better mathematical connection abilities. However, some studies have also found anomalies, namely that students with high math anxiety are able to demonstrate relatively good mathematical connection skills under certain conditions. These findings indicate that the relationship between math anxiety and mathematical connection skills is not always linear and emphasize the importance of considering affective factors in the design of mathematics learning.

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