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JDIME: Journal of Development and Innovation in Mathematics Education
Published by Institut Agama Islam Negeri Kerinci
ISSN : 29862744     EISSN : 2986402X     DOI : https://doi.org/10.32939
Core Subject : Education,
Education Mathematics Other
The Journal of Mathematics Education Development and Innovation (JDIME) is a forum for the publication of research and development in the field of mathematics education. The journal aims to advance the understanding of how people learn mathematics and how to teach it effectively. The journal covers a wide range of topics related to development and innovation in mathematics learning including curriculum development, instructional approaches, assessment practices, and the use of technology in mathematics teaching and learning. JDIME publishes original research papers, review articles, and case studies that address current issues and challenges in mathematics education development and innovation. The journal strives to publish high-quality, rigorous research that is relevant to the field of mathematics education and has the potential to make a significant contribution to the understanding of the field.
Arjuna Subject : Matematika - Matematika (Lain-Lain)
Articles 25 Documents
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Development of Augmented Reality-Based Learning Media with GeoGebra 3D to Enhance Interest and Concept Understanding in Ceva Theorem Sarah, Siti; Simanjuntak, Rosi Ade Putri; Sinurat, Putra Paulus; Berutu, Jhosua; Suwanto, Fevi Rahmawati
JDIME: Journal of Development and Innovation in Mathematics Education Vol. 3 No. 1 (2025): Journal of Development and Innovation in Mathematics Education
Publisher : Insitut Agama Islam Negeri Kerinci

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32939/jdime.v3i1.4395

Abstract

This study aims to develop an Augmented Reality (AR)-based learning media utilizing GeoGebra 3D to teach the Ceva's Theorem in a triangular prism, with the goal of enhancing students' conceptual understanding and interest in learning mathematics. The research employs a Research and Development (R&D) approach using the ADDIE development model, which includes five stages: Analysis, Design, Development, Implementation, and Evaluation. Data collection techniques involved media validation sheets, content validation sheets, practicality questionnaires, concept understanding tests, and student interest questionnaires. The validation results indicated that the developed media was highly valid, with an average score of 4.62 for technological design and 4.54 for content. The practicality of the media was also rated very practical by both teachers (4.7) and students (4.58). The effectiveness test revealed a significant improvement in concept understanding, with a gain value of 0.59 (moderate category), as well as an increase in student interest, reflected by an average score of 4.32 (high category). These findings indicate that the AR-based learning media using GeoGebra 3D is not only valid and practical but also effective in improving students' understanding and interest in complex spatial geometry topics. This study contributes to the development of interactive, contextual, and digital learning innovations that align with the demands of 21st-century education.
Development of Interactive Learning Media Based on Augmented Reality for Solid Geometry Concepts Lestari, Wahyu; Dafik, Dafik
JDIME: Journal of Development and Innovation in Mathematics Education Vol. 3 No. 1 (2025): Journal of Development and Innovation in Mathematics Education
Publisher : Insitut Agama Islam Negeri Kerinci

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32939/jdime.v3i1.5060

Abstract

This study aims to develop an interactive learning medium based on Augmented Reality (AR) for teaching three-dimensional geometric shapes to junior high school students. The medium was designed to enhance students’ understanding of geometric concepts, particularly in terms of spatial visualization. The research employed a development approach using the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The development process involved validation by content and media experts, as well as trials conducted with students to evaluate their responses and the medium’s effectiveness. The results indicated that the developed AR learning medium was highly valid, with a material validity score of 94.5% and a media design validity score of 91.3%. Student response questionnaires revealed that 93.7% of students felt the medium helped them better understand the concepts of three-dimensional figures, while 89.1% stated that the medium made learning mathematics more engaging and enjoyable. Additionally, the average pretest score was 61.7, which increased to 84.2 in the posttest. A paired t-test showed a significance value of p < 0.01, indicating that the improvement in learning outcomes was statistically significant. The AR learning medium was thus proven to be valid and effective in assisting students in visualizing complex geometric objects, as well as making the learning process more engaging and interactive. Consequently, this study recommends the use of AR as an effective alternative learning tool to enhance students' mathematical understanding at the junior high school level.
Innovative Transformation Geometry Learning: Developing Augmented Reality Media to Boost Students' Critical Thinking Meke, Konstantinus Denny Pareira; Seto, Stefania Baptis; Tupen, Stefanus Notan
JDIME: Journal of Development and Innovation in Mathematics Education Vol. 3 No. 1 (2025): Journal of Development and Innovation in Mathematics Education
Publisher : Insitut Agama Islam Negeri Kerinci

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32939/jdime.v3i1.5070

Abstract

This study aims to develop an Augmented Reality (AR)-based transformation geometry learning media to enhance students' understanding and critical thinking skills. The method used is Research and Development (RnD) with a waterfall software development model. This model is chosen due to its systematic and sequential nature, which facilitates the clear mapping of each development stage. The development stages include planning, design, construction, testing, and implementation, involving validity testing by experts and product trials with students. The validity results show that the developed AR application is deemed highly feasible by media and subject matter experts, with validity percentages reaching 82% and 83%, respectively. Product trials with students showed that the AR application is practical to use, with a student learning completion rate of 88.4%. The results of this study indicate that AR-based learning media is effective in improving students' understanding of transformation geometry concepts and enhancing their critical thinking skills. The implication of this research is that AR-based learning media can be integrated into mathematics teaching, particularly for geometry topics, to improve teaching effectiveness and foster the development of better critical thinking skills in students.
Enhancing Conceptual Understanding and Learning Interest in Geometry through Augmented Reality-Based Learning Media Husna, Asmaul; Risdiyanti, Irma; Yanto, Yufitri; Hamidah, Ida; Handican, Rhomiy
JDIME: Journal of Development and Innovation in Mathematics Education Vol. 3 No. 1 (2025): Journal of Development and Innovation in Mathematics Education
Publisher : Insitut Agama Islam Negeri Kerinci

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32939/jdime.v3i1.5072

Abstract

This study aims to develop Augmented Reality (AR)-based learning media in geometry courses to enhance students' conceptual understanding and learning interest. This research uses a Research and Development (R&D) methodology with the ADDIE model (Analysis, Design, Development, Implementation, Evaluation) for media development procedures. The subjects of the study involved students from the Mathematics Education program at a university in Indonesia. Data were collected through validation sheets and effectiveness tests, with validity and reliability tested using paired sample t-tests. The results showed that the AR-based learning media developed received an excellent validation score (4.2/5) from experts and demonstrated significant effectiveness in improving conceptual understanding of geometry (t = 15.23, p < 0.05) as well as students' learning interest (t = 12.76, p < 0.05). The use of AR in geometry learning was found to increase student engagement and make abstract concepts easier to understand. These findings are consistent with previous studies showing that AR can enhance the quality of learning, particularly in complex subjects such as geometry. This study provides empirical evidence regarding the potential of AR in higher education and suggests broader implementation across various disciplines to improve students' understanding and motivation.
Interactive Edutainment Game: Learning Media for Integer Operations for Middle School Students Aryanti, letty; Aryasandy, Nensy; Yerizon, Yerizon
JDIME: Journal of Development and Innovation in Mathematics Education Vol. 2 No. 2 (2024): Journal of Development and Innovation in Mathematics Education
Publisher : Insitut Agama Islam Negeri Kerinci

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32939/jdime.v2i2.5077

Abstract

This study aims to develop and evaluate the effectiveness of an HTML5-based interactive learning media in the form of an edutainment game to enhance Junior High School (JHS) students' understanding of integer arithmetic operations. Adopting a Research and Development (R&D) approach, the media was developed through seven stages of the Borg and Gall model: needs analysis, planning, product development, expert validation, initial product revision, field testing, and final product revision. The research subjects consisted of 30 seventh-grade students, one mathematics teacher, and three expert validators. The validation results indicated that the media was "highly valid" with average scores of 4.8 for content, 4.7 for visualization, 4.9 for interactivity, and 4.8 for technology functionality. The practicality of using the media received positive responses, with scores of 4.6 from the teacher and 4.7 from students, indicating comfort and ease of use. Pretest and posttest results showed a significant improvement in students' understanding, with an average pretest score of 55.3 and a posttest score of 82.1, reflecting a 48.5% improvement with a significance value (0.000 < 0.05), indicating a statistically significant difference in student learning outcomes before and after using the media. Therefore, this media is deemed suitable as an alternative innovative, interactive, and student-centered mathematics learning tool for 21st-century learners.

Page 3 of 3 | Total Record : 25

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