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Arifta Nurjanah
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INDONESIA
Indonesian Journal of Mathematics Education
Published by Universitas Tidar
ISSN : 26543907     EISSN : 2654346X     DOI : https://doi.org/10.31002/ijome
Core Subject : Education,
Mathematics
Indonesian Journal of Mathematics Education is a scientific journal which publishes the research issues on mathematics and mathematics education, could be experiments, research and development, survey, etc. This journal is published twice a year in April and October.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 32 Documents
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Building Self-Regulated Learning and Numeracy: An Experimental Study of the AIR Learning Model Based on Scientific Approach Gunawan, Gunawan; Setyaningrum, Wahyu
Indonesian Journal of Mathematics Education Vol. 7 No. 2 (2024): Indonesian Journal of Mathematics Education
Publisher : Universitas Tidar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/ijome.v7i2.2543

Abstract

This research aims to (1) determine the effectiveness of the Auditory, Intellectually, Repetition (AIR) learning model with a scientific approach to numeracy; (2) to determine the effectiveness of the AIR learning model with a scientific approach to self-regulated learning. This type of research is a pre-experiment with a one-group pretest-posttest design. The population in this research was all students in eighth grader at one of the junior high schools in Yogyakarta City, and one class was taken to bet the research class. Data collection techniques in this research used tests and non-tests. The test instruments used were pre-test and post-test questions on numeracy skills, and the non-test instruments used were self-regulated learning questionnaires and learning implementation observation sheets. Data analysis in this research consisted of a normality test with the Liliefors test, paired sample t-test, and N-Gain test. The research results show that (1) the AIR learning model with a scientific approach is effective for numeracy; (2) the AIR learning model with a scientific approach is not effective for self-regulated learning.
Examining Conceptual Understanding and Engagement in Mathematics Students P. Balacuit, Ian Cesar; B. Nabua, Edna; G. Saludares, James Rey
Indonesian Journal of Mathematics Education Vol. 8 No. 1 (2025): Indonesian Journal of Mathematics Education (In Press)
Publisher : Universitas Tidar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/ijome.v8i1.2535

Abstract

This study examines the relationship between conceptual understanding and the level of engagement students in mathematics. Conceptual understanding was assessed across key mathematical topics, including sequences, polynomials, circles, coordinate geometry, combinatorics, probability, and measures of position. On the other hand, engagement was assessed through its cognitive, behavioral, emotional, and social dimensions. Employing a descriptive-correlational research design, this study considered data from 128 students selected through proportional sampling. A researcher-made test was used to measure conceptual understanding, and a validated scale was adopted to assess student engagement. Descriptive statistics showed that 39.4% of students had very low conceptual understanding, while only 8.59% demonstrated a very high level. The students have very low performance in topics such as factoring polynomials and interpreting measures of position. Engagement levels varied, with students reporting the lowest level of engagement in terms of cognitive dimension (x̄ = 2.59), while behavioral (x̄ = 2.80), emotional (x̄ = 2.90), and social engagement (x̄ = 2.89) were at moderate levels. This study found significant positive correlations between conceptual understanding and all dimensions of engagement, with the strongest relationship observed between conceptual understanding and social engagement (p = 0.629, p = 0.001). These findings highlight the consistent association between engagement and learning outcomes. This study suggests that future research be initiated to improve student engagement and conceptual understanding in mathematics.
Students' Difficulties in Solving HOTS-Based Mathematical Problems Shahnaz Nurazizah; Nurul Arfinanti
Indonesian Journal of Mathematics Education Vol. 8 No. 1 (2025): Indonesian Journal of Mathematics Education (In Press)
Publisher : Universitas Tidar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/ijome.v8i1.2260

Abstract

Critical thinking is essential for solving complex problems, and mathematics provides an effective medium for developing this skill. This study aimed to identify students' difficulties in solving mathematical critical thinking problems based on Higher Order Thinking Skills (HOTS). The participant were 33 Grade X students from a senior high school in Yogyakarta. A descriptive method was employed, with data collected through tests, interviews, questionnaires, and documentation. The instrument was a HOTS-based test aligned with four indicators of mathematical critical thinking skills: interpretation, analysis, evaluation, and inference. Data analysis followed three stages: reduction, presentation, and conclusion drawing. The results revealed three levels of students' mathematical critical thinking skills: high (27.27%), moderate (51.52%), and low (21.21%). Students in the high category demonstrated strong performance across all indicators, while those in the moderate category generally understood the problems but often made mistakes in analysis and evaluation. Students in the low category encountered difficulties in all indicators, particularly in comprehending problem information, applying mathematical concepts, and formulating conclusions. These findings highlight that the main difficulties occur in the stages of interpretation, analysis, evaluation, and inference, especially among those with moderate and low skill levels.
Influence of Social Skills on Students' Mathematical Representation Ability Izzati, Nurma; Maula, Minhatul
Indonesian Journal of Mathematics Education Vol. 8 No. 1 (2025): Indonesian Journal of Mathematics Education (In Press)
Publisher : Universitas Tidar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/ijome.v8i1.2364

Abstract

Social skills play an important role in mathematics learning because they support communication, collaboration, and the presentation of ideas. At the same time, mathematical representation is a key process in expressing concepts in verbal, visual, and symbolic forms. This study aims to determine the influence of social skills on students' mathematical representation ability. A quantitative approach with a one-shot case study design was employed. The population consisted of 605 of an elementary school students at Cirebon, Indonesia in the 2024/2025 academic year, and a cluster random sampling technique was used to select 31 students as the sample. Data were collected through a mathematical representation test and a social skills questionnaire. The results showed that social skills significantly influence students' mathematical representation ability, contributing 67.5%, while the remaining 32.5% is explained by other factors. The regression analysis produced a coefficient of 0.775, indicating that for every one-unit increase in the social skills, the mathematical representation ability score is predicted to increase by 0.775 units. These findings emphasize the importance of developing social skills to enhance mathematical representation and create more effective learning experiences.
Bibliometric Analysis: Problem-Based Learning, Problem-Solving Skills, Self-Regulated Learning Assisted by Geogebra in Vocational High School Setyani, Arie; Masrukan; Kurniasih, Ary Woro
Indonesian Journal of Mathematics Education Vol. 8 No. 1 (2025): Indonesian Journal of Mathematics Education (In Press)
Publisher : Universitas Tidar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/ijome.v8i1.2274

Abstract

This study aims to analyze the bibliometric mapping of vocational high school mathematics research from 2020 to 2024 to address the research gap on problem-solving skills in the problem-based learning model assisted by GeoGebra, with a focus on students’ self-regulated learning in vocational high school. The data collected focuses on the keywords "mathematics, problem-solving, self-regulated learning, GeoGebra" to identify journals published between 2020 and 2024, using Google Scholar as the data source through Publish or Perish to gather data and Harzing's VOSviewer for bibliometric mapping. This study identified seven articles related to the keywords. The research follows the PRISMA systematic review method. The findings indicate that publications on problem-solving skills within the problem-based learning model assisted by GeoGebra, viewed from students' self-regulated learning in vocational high school, still have the potential to grow in the coming years. Moreover, problem-based learning positively impacts students' self-regulated learning and problem-solving skills in vocational high school.
The Effect of Teams Games Tournament (TGT) on Students’ Motivation, Engagement, and Mathematics Performance Sukowati, Kukuh; Suyanto, Adi; Noviyanti, Mery
Indonesian Journal of Mathematics Education Vol. 7 No. 2 (2024): Indonesian Journal of Mathematics Education
Publisher : Universitas Tidar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/ijome.v7i2.2630

Abstract

This study aims to analyze the impact of implementation the Teams Games Tournament (TGT) model on students’ learning motivation, learning engagement, and mathematics learning outcomes in partially and simultaneously. This research employed a quantitative approach. The population consisted of all fifth-grade students in elementary schools in Kebumen District, totaling 1,664 students. A sample of 255 students was selected using a simple random sampling technique. Data were collected through observation, questionnaires, and documentation. The hypotheses were tested using non-parametric statistical methods, including the Wilcoxon Signed Rank Test, Mann Whitney Test, and Median Test. The results showed that: (1) there was a positive impact of the implementation of TGT on learning motivation, engagement, and mathematics learning outcomes in elementary school students as indicated by the Wilcoxon Signed Rank Test significance value of 0.000; and (2) simultaneously, the implementation of the TGT model also had a significant effect on students’ motivation, activeness, and mathematics learning outcomes, with a p-value of 0.000. Based on these findings, it is recommended that teachers apply the TGT model as an alternative strategy to enhance student motivation, engagement, and academic performance in mathematics learning. Further research may explore the integration of TGT with digital learning media or its long-term effects on students’ cognitive and social development.
Students’ Problem-Solving Skills Based on Polya’s Stages Madzkiyah, Azizah Fathanatul; Subanji; Arifin, Slamet
Indonesian Journal of Mathematics Education Vol. 7 No. 2 (2024): Indonesian Journal of Mathematics Education
Publisher : Universitas Tidar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/ijome.v7i2.2648

Abstract

Problem-solving is recognized as one of the core aspects of learning mathematics, as it helps students develop essential thinking and reasoning skills. Strengthening problem-solving abilities is also a key goal of mathematics education. The purpose of this study was to analyze students' problem-solving skills based on Polya's theoretical stages. A triangulation approach was applied by combining qualitative methods with data collection through interviews and written tests. The participant consisted of 19 fifth-grade students in an elementary school at Sorong Regency, West Papua, Indonesia. The findings showed that students' problem-solving performance were generally low. Specifically, 15.79% students achieved a high level, 47.73% students were categorized as medium category, and 36.84% students were in the low category. Students with low ability demonstrated difficulties in understanding problems and implement solution steps, while those with medium ability were able to understand problems but often made calculation errors. High-performing students solved problem effectively but tended not to verify their solutions. These results highlight the need for instructional strategies that systematically strengthen students’ problem-solving skills across different ability levels.
How to Construct Super Edge-Magic Total Labeling of Theta Graph θ(2,b,c) Mujtahid, Zainul; AN, M Salman; Hidayat, Amam Taufiq; Qausar, Haves; Zahara, Yulia
Indonesian Journal of Mathematics Education Vol. 7 No. 1 (2024): Indonesian Journal of Mathematics Education
Publisher : Universitas Tidar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/ijome.v7i1.990

Abstract

This research study and provide the property of super edge-magic total labelings of theta graph. Edge magic labeling on a graph  is an injective function   from  to a subset of integers { } with the property that there is a positive integer  such as  for each . An edge-magic labeling  is called super edge-magic total labeling if it satisfies . A graph is called (super) edge-magic total if it admits some (super) edge-magic total labeling. A theta graph  is constructed by embedding the endpoints of three paths of length consecutive  such that there are two vertices of degree three and the other of degree two. This study gave some conditions for such a super edge-magic total of theta graph. Based on this condition, this paper introduce some algorithms to apply and develop super edge-magic total labeling from some previous theta graphs.
The Effect of the Problem-Based Learning Model on The Numeracy Ability of Grade X Students in Solving AKM Problems on Opportunity Material Ilmayasinta, Nur; Febriyanti, Rahma; Kurniyawati, Wifadah
Indonesian Journal of Mathematics Education Vol. 7 No. 1 (2024): Indonesian Journal of Mathematics Education
Publisher : Universitas Tidar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/ijome.v7i1.1145

Abstract

This research was conducted on grade X students of a public senior high school in Karangbinangun, Lamongan, Indonesia, on opportunity material by applying Problem-Based Learning (PBL) model. This study aims to determine the effect of the PBL model on students' numeracy ability in solving Asesmen Kompetensi Minimum (AKM) problems on opportunity material. This research is quantitative research using a nonequivalent control group design. The sampling technique used in this study was purposive sampling. Data collection techniques in this study used test instruments, whereas the validity, reliability, differentiating power, and difficulty index have been explained. The data analysis techniques used independent sample t-test and N-gain test. The results showed that applying the PBL model could improve the numeracy ability of students in solving AKM problems on opportunity material. This is evidenced by the difference in the average post-test score obtained by students in the experimental class (88) and in the control class (84). Based on the calculation of the average pretest and post-test in both classes, the percentage of numeracy ability of students in the experimental class was 55.62%, while the percentage of numeracy ability of students in the control class was 51.73%. The calculation of the independent sample t-test also shows significance in the value of sig. (2-tailed) less than 0.05 (0.000 < 0.05). Therefore, the PBL model affects students' numeracy abilities.
Development of FlipaClip-Based Learning Media to Improve Problem-Solving Skills Nifrani, Nila; Sutiarso, Sugeng; Firdaus, Rangga; Suningsih, Ari
Indonesian Journal of Mathematics Education Vol. 7 No. 1 (2024): Indonesian Journal of Mathematics Education
Publisher : Universitas Tidar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/ijome.v7i1.1190

Abstract

This study aims to evaluate the effectiveness of FlipaClip as a learning media, and to compare the problem-solving abilities of students who learn using FlipaClip and PowerPoint. This study employed the ADDIE development paradigm (Analysis, Design, Development, Implementation, and Evaluate) as a framework for research and development (R&D). The findings demonstrated the validity and viability of learning media that use a contextual approach to linear program content. With extremely valid criteria, the material validation findings came out at 84.38%. The validation results from media experts were 94.79%, which is considered highly valid. Although the student response received an assessment percentage of 83.64%, the response also met the FlipaClip-based learning media's "very interesting" requirements, indicating that it is practical to use. Moreover, the research shows that FlipaClip-based learning media on program material can improve the mathematical problem-solving ability of class XI students. Quantitatively, the difference is shown by the interpretation of N-Gain obtained in the experimental class, which is quite an effective category with a percentage of 70.22%. The average mathematical problem-solving ability of grade XI students who are given FlipaClip-based learning media is higher than the average student who is not given the media, as indicated by the results of the independent sample t-test, namely the Sig. (2- tailed) value of 0.000 <0.05.

Page 3 of 4 | Total Record : 32

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