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Arifta Nurjanah
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Program Studi Pendidikan Matematika, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Tidar
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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 36 Documents
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Students' Mathematical Literacy in Solving PISA Model Questions: A Case Study of Systematic and Intuitive Cognitive Style Utama, Dikey Putra; Budiarto, Mega Teguh; Masriyah
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.v7i1.1332

Abstract

This research is a qualitative descriptive study that aims to describe the mathematical literacy of high school students with a systematic and intuitive cognitive style in solving PISA model questions. The cognitive style test, cognitive style inventory, and mathematics ability test were used to select research subjects. One student with a systematic cognitive style and one with an intuitive cognitive style were selected with equivalent mathematical abilities and the same gender. The results of the mathematical literacy test and test-based interviews were used to collect data on students' mathematical literacy. Time triangulation was used to test the credibility of the findings obtained. Data analysis techniques include data reduction, presentation, and drawing conclusions. The research results show that in formulating problems, systematic students identify the information obtained from the two questions in more detail and are more careful in understanding the questions, while intuitive students identify the necessary information to solve the problem in general. In applying problems, systematic students design and use strategies to find solutions, identifying known information from the problem first, while intuitive students create and use strategies to find solutions and solve problems using the concept of comparison. For the interpreting aspect, the two students reinterpreted the mathematical results they obtained into contextual problems, stated the truth of the answers they obtained, and provided arguments to support their answers.
The Impact of Implementing Guided Inquiry-Based Mathematics E-Worksheets Using the Blended Learning Method on Increasing Students' Critical Thinking Triyono, Ageng; Kusuma, Arie Purwa; Alghadari, Fiki; Wibowo, Teguh; Marhaeni, Nafida Hetty; Adnan, Mazlini
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.v7i1.1391

Abstract

The development of mathematics e-worksheets focused on forming critical thinking skills for class VII students is still very minimally carried out by teachers. This research is critical to test the effectiveness of guided inquiry-based e-worksheets implemented using the blended learning method in improving students' critical thinking abilities. The type of research was a quasi-experiment with a nonequivalent pretest-post-test control group design involving two subjects: the experimental group that applied guided inquiry-based e-worksheets and the control group that used other e-worksheets. Each subject group consisted of 18 students from one of the Yogyakarta boarding schools, which became the research population. Research data came from pretest and post-test results collected using critical thinking test instruments developed based on indicators from Facione (2018). Data analysis was conducted using a paired sample t-test followed by an independent sample t-test. The results of data analysis show: (1) there is a significant difference between the pretest and post-test results in the experimental group; (2) there is a significant difference between the results of students' critical thinking tests in the experimental and control groups; and (3) the difference in increasing critical thinking skills of students in the experimental group is higher than students in the control group. These results conclude that applying guided inquiry-based e-worksheets using the blended learning method is more effective than other e-worksheets when viewed from the aspect of increasing students' critical thinking abilities.
Exploring Students’ Statistical Reasoning through the Statistical Reasoning Learning Environment 'Adna, Syita Fatih; Parta, I Nengah; Anwar , Lathiful; Azhar, Farid; Darmawan, Puguh Andhia
Indonesian Journal of Mathematics Education Vol. 8 No. 2 (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.v8i2.2766

Abstract

This study aimed to (1) analyze students’ statistical reasoning achievement through the Midterm Exam in the Educational Research Statistics course, (2) evaluate lecturers’ adherence to Statistical Reasoning Learning Environment (SRLE) principles using the Statistics Teaching Inventory (STI), and (3) examine the relationship between students’ reasoning outcomes and SRLE implementation. Employing a descriptive quantitative-qualitative method with purposive sampling of one class, data were collected from exam results and STI responses. The findings indicate that students demonstrated strong performance in the aspects of Describing (approximately 89%), Organizing (75.8%), and interpreting data in the context of the t-test (71.6%). However, difficulties remain in the aspect of Representing Data, particularly in one-way ANOVA tasks that require Interpreting SPSS outputs, which only reached 64.4%. Meanwhile, the STI results show that lecturers’ adherence to SRLE principles falls within the moderate to high category (scale 3–5), especially in the application of contextual tasks and the use of real data, both receiving the highest score of 5. These results emphasize the need to enhance students’ skills in representing and interpreting complex data and the importance of consistent SRLE implementation to foster statistical reasoning development.
Improving Students’ Mathematics Learning Achievement Through a Culturally Responsive Teaching Approach Supported by Spinner Media Lasmiasih; Wanda Nugroho Yanuarto; Purwani
Indonesian Journal of Mathematics Education Vol. 8 No. 1 (2025): Indonesian Journal of Mathematics Education
Publisher : Universitas Tidar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/ijome.v8i1.2866

Abstract

This study aims to improve the mathematics learning achievement of third-grade students at a public elementary school in Central Java, particularly on the topic of presenting data in tabular form, through the implementation of the Culturally Responsive Teaching (CRT) approach supported by a spinner media. The problem addressed in this study is the low level of students’ mathematics achievement, which was below the Minimum Mastery Criteria. This study employed a Classroom Action Research design using the Kemmis and McTaggart spiral model, consisting of planning, action, observation, and reflection stages. The results demonstrated a consistent improvement in learning achievement in each cycle. In the pre-cycle phase, the students’ average score was 65. In Cycle I, the classical mastery percentage reached 35% with an average score of 67. A significant improvement was observed in Cycle II, where the mastery percentage increased to 91% with an average score of 89. These findings indicate that the implementation of the Culturally Responsive Teaching approach, supported by spinner media, was effective in improving the mathematics learning achievement of third-grade students at the school.
Interactive Multimedia in Differentiated Learning: Improving Students' Mathematical Representation and Confidence Kartina, Tina; Sundayana, Rostina; Puspitasari, Nitta
Indonesian Journal of Mathematics Education Vol. 8 No. 2 (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.v8i2.2936

Abstract

This study investigates the role of interactive multimedia in differentiated learning to enhance students’ comprehension, mathematical representation, and self-confidence, while accounting for their diverse learning styles. The research involved 97 eighth-grade students at a public junior high school at Garut Regency, Indonesia, divided into four classes. A quantitative approach with a quasi-experimental design was employed, grouping students homogeneously and heterogeneously based on visual, auditory, and kinesthetic learning styles. Data were collected using mathematical comprehension and representation tests, as well as a self-confidence questionnaire. The results show improvements in mathematical comprehension by 17.59 points in homogeneous group and 16.86 points in heterogeneous group, and increases in representation ability by 13.08 and 12.41 points, respectively. Students’ self-confidence also increased in both groups, with a difference of 0.169 points. These findings indicate that interactive multimedia integrated into differentiated learning significantly enhances students’ cognitive and affective outcomes. In conclusion, multimedia aligned with students’ learning styles fosters an inclusive and adaptive learning environment, supports differentiated instruction, and strengthens students’ conceptual understanding and confidence.
AI-Enhanced Electronic Modules Bridge Mathematical Induction Learning Gap Sari, Mayang; Lestari, Isnawati Lujeng; Uripno, Gusti; Suprihatiningsih, Siti; Hariyanti, Firda
Indonesian Journal of Mathematics Education Vol. 8 No. 2 (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.v8i2.2988

Abstract

This study develops and validates AI-integrated electronic modules (e-modules) for instruction in mathematical induction. Mathematical induction requires sophisticated logical reasoning, yet students often struggle to master this proof technique. The research employed a systematic three-phase approach: analysis of learning challenges, design of e-module architecture with AI integration, and development using the Canva platform with integrated AI tools including Wolfram Alpha, Interactive Theorem Provers, and ChatGPT. Validation used a 4-point Likert scale across four primary dimensions, including material aspect, media aspect, language aspect, and learning aspect. Unlike traditional materials, these AI-integrated e-modules provide personalized feedback, adaptive learning pathways, and real-time diagnostic support tailored to individual student needs. Results demonstrate the potential of AI-enhanced educational technology in bridging the gap between complex mathematical reasoning and student comprehension.

Page 4 of 4 | Total Record : 36

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