Interval: Indonesian Journal of Mathematical Education
Interval: Indonesian Journal of Mathematical Education is a peer-reviewed open-access journal established to disseminate state-of-the-art knowledge in mathematics education. Editors will review all submitted manuscripts and then evaluate them by at least two international reviewers through the double-blind review. This is to ensure the quality of the published manuscripts in the journal. Interval: Indonesian Journal of Mathematical Education Journal welcomes high-quality manuscripts resulting from a research project in the scope of mathematics education
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<![CDATA[Improving Mathematics Learning Outcomes Through the Consideration Model for Class VII Students ]]>
<![CDATA[Fitriah, Fitriah]]>;
<![CDATA[Akorede, Asanre]]>;
<![CDATA[Agyei, Emmanuel]]>
<![CDATA[ Interval: Indonesian Journal of Mathematical Education Vol. 1 No. 2 (2023): December ]]>
Publisher : <![CDATA[Cahaya Ilmu Cendekia Publisher ]]>
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DOI: 10.37251/ijome.v1i2.771
<![CDATA[Purpose of the study: The current research aims to determine student learning outcomes in class VII which are improved through the application of a decision-making model, namely the consideration model. Methodology: This research uses the classroom action research method, the sample involved in this research is class VII students. There are several research procedures that will be carried out, namely: planning, action, observation, and reflection. The quantitative data analysis technique is descriptive statistical analysis, while qualitative data is assessed verbally when observing the learning process. Main Findings: Based on the results of research and descriptive analysis, the average value of mathematics learning outcomes after implementing the Consideration Model in cycle I was 64.80. Meanwhile, the average value of learning outcomes after implementing the Consideration Model in cycle II was 77.83. Class VII students' mathematics learning outcomes have increased. This increase is caused by the learning techniques used which can increase student activity and reduce student tension in learning mathematics. Novelty/Originality of this study: Previous research aimed to determine the model of consideration and value clarification in improving affective abilities. Meanwhile, this research is new in improving students' mathematics learning outcomes through the consideration model.]]>
<![CDATA[Application of the Numbered Head Together Type Cooperative Learning Model to Improve Student Learning Outcomes in Mathematics Subjects ]]>
<![CDATA[Dessi, Langga Cintia]]>;
<![CDATA[Shah, Mansi]]>
<![CDATA[ Interval: Indonesian Journal of Mathematical Education Vol. 1 No. 2 (2023): December ]]>
Publisher : <![CDATA[Cahaya Ilmu Cendekia Publisher ]]>
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DOI: 10.37251/ijome.v1i2.773
<![CDATA[Purpose of the study: The aim of this research is to determine the increase in student learning outcomes in mathematics subjects, the subject of relationships between units, after implementing the Numbered Head Together (NHT) cooperative learning model for students. Methodology:This research uses Classroom Action Research. The research subjects in this study were third grade elementary school students. The research instruments are test questions, interview guide sheets, and observation guide sheets. Main Findings: The research results obtained in the first cycle were 8 students or 34.78% of students who completed their studies and 15 students or 65.21% who had not completed their studies with an average score of 49.13. In cycle II the number of students who completed increased to 16 students or 66.7% and those who had not completed decreased to 8 students or 33.3% with an average score of 62.5. In the implementation of cycle III, the number of students who completed it reached 22 students or 91.67% and only 2 students or 8.3% did not complete it with an average score of 85.20. Novelty/Originality of this study: The novelty of this research is the latest in this research is the selection of learning models, especially the Numbered Head Together (NHT) cooperative learning model. Through this NHT type cooperative learning model, students can freely express their opinions and learn to respect other people's opinions while still referring to the material and learning objectives so that they can improve student learning outcomes.]]>
<![CDATA[The Influence of Number Dice Games in Improving Early Childhood Mathematical Logic in Early Childhood Education ]]>
<![CDATA[Sari, Renta]]>;
<![CDATA[Omeiza, Idris Ibrahim]]>;
<![CDATA[Mwakifuna, Monica Asagwile]]>
<![CDATA[ Interval: Indonesian Journal of Mathematical Education Vol. 1 No. 2 (2023): December ]]>
Publisher : <![CDATA[Cahaya Ilmu Cendekia Publisher ]]>
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DOI: 10.37251/ijome.v1i2.776
<![CDATA[Purpose of the study: The aim of this research is to determine the effect of the number dice game in improving the mathematical logic intelligence of young children in Early Childhood Education. Methodology: The method used in this research is quantitative with an experimental research design, the sampling technique is purposive sampling, with post test and pre test research instruments, the data analysis used is inferential statistics. Main Findings: The results of this research show that Early Childhood Education Teachers use the number dice game media used in mathematics learning, which is a game that children like because it is very easy and interesting to play. In order to stimulate various areas of development such as cognitive, language and social. Social skills trained in this game include the willingness to follow and obey the rules of the game, playing in turns. Mathematical cognitive skills that are stimulated are stating the order of numbers, recognizing number symbols and number concepts. Novelty/Originality of this study: The use of a number dice game introduces a novel and engaging way for young children to interact with mathematical concepts. It offers an enjoyable learning experience that can potentially enhance children's motivation and interest in mathematics, establishing a positive foundation for learning.]]>
<![CDATA[The Influence of Teacher Teaching Creativity on Student Learning Outcomes in Mathematics Subjects ]]>
<![CDATA[Hardyanti, Venny Siti]]>;
<![CDATA[Lateef, Hanny]]>;
<![CDATA[Abbas, Sagir Adamu]]>
<![CDATA[ Interval: Indonesian Journal of Mathematical Education Vol. 1 No. 2 (2023): December ]]>
Publisher : <![CDATA[Cahaya Ilmu Cendekia Publisher ]]>
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DOI: 10.37251/ijome.v1i2.778
<![CDATA[Purpose of the study: to determine the influence of teacher teaching creativity on student learning outcomes in the first semester of fifth grade mathematics in elementary schools. Methodology: The method used is quantitative with a quantitative descriptive research design, data analysis using inductive statistics with research instruments, namely interviews, observation questionnaires and documentation. Main Findings: The results of this research show the teaching creativity of Class V Mathematics Teachers at Sdit Rabbi Radhiyya. does not have a big influence on the learning outcomes of students in the first semester of class V in mathematics, this can be seen from the results of the data analysis obtained, namely 0.174. It is very evident that in the learning process teachers still use the lecture method. Novelty/Originality of this study: It is hoped that this research can provide information for readers and interested parties in knowing the influence of teacher teaching creativity on student learning achievement.]]>
<![CDATA[Efforts to Improve Mathematics Learning Outcomes Using Napier Bone Teaching Aids for Elementary School Students ]]>
<![CDATA[Fakhroni, Ahmad Alfiyan]]>;
<![CDATA[Puotier, Zutaah]]>
<![CDATA[ Interval: Indonesian Journal of Mathematical Education Vol. 1 No. 2 (2023): December ]]>
Publisher : <![CDATA[Cahaya Ilmu Cendekia Publisher ]]>
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DOI: 10.37251/ijome.v1i2.779
<![CDATA[Purpose of the study: This research aims to improve mathematics learning outcomes in multiplication calculation operations using Napier bone teaching aids so that an active, creative, enjoyable learning process can be produced and ultimately complete learning outcomes can be achieved. Methodology:This research was conducted using mixed methods, namely quantitative methods and qualitative methods. The qualitative method was carried out using a type of classroom action research. Meanwhile, quantitative methods use observation techniques, and formative tests are analyzed using descriptive techniques. The sample for this research was 33 fourth grade elementary school students, consisting of 16 boys and 17 girls. The sampling technique uses simple random sampling. Data analysis techniques use percentage statistics and qualitative using miles and huberman. Main Findings: The results of observations carried out in cycle I followed by a formal test showed data in the form of a class average result of 45.75. In cycle II the average student formal test result was 61.21 and the difference between cycles I and II proved that there was an increase in student learning outcomes. In cycle III the average formal test result was 72.12. Meanwhile, the students' achievement of the Minimum Completeness Criteria ) has been achieved in accordance with the class KKM achievement standard, namely 87.9%. Novelty/Originality of this study: The novelty of this research is that it is a means of creating interesting activities and games that encourage direct learning and foster a deeper understanding of multiplication.]]>
<![CDATA[Exploring the Integration of Computational Thinking and Mathematical Modelling in STEM Education ]]>
<![CDATA[Fitriani, Fifi]]>;
<![CDATA[Triandafillidis, Triandafillos]]>;
<![CDATA[Thao, Le Phuong]]>
<![CDATA[ Interval: Indonesian Journal of Mathematical Education Vol. 1 No. 2 (2023): December ]]>
Publisher : <![CDATA[Cahaya Ilmu Cendekia Publisher ]]>
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DOI: 10.37251/ijome.v1i2.1341
<![CDATA[Purpose of the study: The aim of this study is to explore the effectiveness of integrating Computational Thinking (CT) and Mathematical Modelling (MM) in STEM education to improve students’ understanding of mathematical concepts, problem-solving skills, and engagement in the learning process. Methodology: This study utilized a quasi-experimental method with pre-test and post-test design. The sample of this study consisted of 200 students, who were randomly selected from four high schools in the Jambi City and Muaro Jambi areas. Tools included a mathematics achievement test and a student engagement questionnaire. Data were analyzed using paired t-tests and independent t-tests with the aid of SPSS software. Main Findings: The integration of Computational Thinking and Mathematical Modelling significantly improved students' understanding of mathematical concepts, problem-solving skills, and engagement. The experimental group showed a notable increase in post-test scores and higher engagement levels compared to the control group. Novelty/Originality of this study: This study introduces a novel framework for integrating Computational Thinking and Mathematical Modelling in STEM education, highlighting its potential to enhance both cognitive and affective aspects of learning. It provides empirical evidence supporting the use of innovative approaches to advance mathematics education.]]>
<![CDATA[Unveiling College Student Preferences: Integrating Numerical and Factor Analysis in Understanding Choices for Mathematics Majors ]]>
<![CDATA[Rahmayani, Fitri]]>;
<![CDATA[Hambali, Sulaiman Muritala]]>;
<![CDATA[Moghadam, Amin Abrishami]]>;
<![CDATA[Ripeanu, Dumitru]]>;
<![CDATA[Nkambule, Thulisile]]>
<![CDATA[ Interval: Indonesian Journal of Mathematical Education Vol. 1 No. 2 (2023): December ]]>
Publisher : <![CDATA[Cahaya Ilmu Cendekia Publisher ]]>
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DOI: 10.37251/ijome.v1i2.1346
<![CDATA[Purpose of the study: This study aims to understand the factors that influence students in choosing a mathematics major using the factor analysis method. Methodology: Data were collected through structured interviews from 150 students at two different universities using stratified random sampling techniques. Analysis was performed using Principal Component Analysis (PCA) and Varimax rotation to identify the main dimensions that influence student preferences. Numerical analysis helped to group the variables into relevant factors based on the loading values Main Findings: Factors that influence students in choosing Mathematics Major consist of 19 variables which are grouped into 5 factors, namely: the first factor is privileges and facilities with an eigenvalue of 4.088%, the second factor is the lecture building and social factors with an eigenvalue of 2.431%, the third factor is the promotion factor with an eigenvalue of 1.743%, the fourth factor is the job factor with an eigenvalue of 1.351%, the fifth factor is the comfort factor with an eigenvalue of 1.148%. Novelty/Originality of this study: These findings provide new insights for educational institutions in designing effective promotional strategies and developing relevant curricula to increase the attractiveness of mathematics majors. The novelty of this study lies in the application of factor analysis to map students' specific reasons, which has rarely been done before in the context of higher education.]]>
<![CDATA[The Influence of Traditional Navigation Knowledge and the Utilization of Ethnomathematics on the Success of Traditional Fishermen's Operations ]]>
<![CDATA[Kurniawan, Dwi Agus]]>;
<![CDATA[Elfaituri, Khaled]]>;
<![CDATA[Samuel, Ahenkora]]>;
<![CDATA[Dalhadi, Nehmar J.]]>;
<![CDATA[Sindu, Sindu]]>
<![CDATA[ Interval: Indonesian Journal of Mathematical Education Vol. 1 No. 2 (2023): December ]]>
Publisher : <![CDATA[Cahaya Ilmu Cendekia Publisher ]]>
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DOI: 10.37251/ijome.v1i2.1353
<![CDATA[Purpose of the study: This study aims to analyze the influence of traditional navigation knowledge and the use of ethnomathematics on the success of traditional fishermen's operations in Indonesia. Using a quantitative approach and the Partial Least Squares Structural Equation Modeling (PLS-SEM) method. The survey was conducted on traditional fishermen who have been operating for more than five years, utilizing local navigation knowledge, and applying mathematical principles in going to sea. Methodology: The research instrument was a closed questionnaire with a 5-point Likert scale to measure three main variables: Traditional Navigation Knowledge, Utilization of Ethnomathematics, and Success of Traditional Fishermen's Operations. Data were analyzed through validity, reliability, and structural model tests. Main Findings: results show that traditional navigation knowledge has a significant effect on the success of fishermen's operations with a path coefficient of 0.45 (p = 0.002). The use of ethnomathematics also has a significant effect with a path coefficient of 0.36 (p = 0.005). Overall, the two independent variables explain 60% of the variation in the success of fishermen's operations. This finding emphasizes the importance of integrating local wisdom and scientific approaches to improve the effectiveness and efficiency of traditional fishermen's activities. Novelty/Originality of this study: This research has a novelty by integrating two approaches, namely the influence of traditional navigation knowledge and ethnomathematics, and exploring mathematical concepts in local culture. The results provide an important contribution in developing a model that combines local wisdom and scientific principles to support the sustainability of traditional fishermen's operations in Indonesia.]]>
<![CDATA[Development of Combinatorial Optimization Models with Discrete Mathematics Methods in Mathematical Physics Courses ]]>
<![CDATA[Astalini, Astalini]]>;
<![CDATA[Pino-Fan, Luis Roberto]]>;
<![CDATA[Boonsiri, Somjai]]>;
<![CDATA[Zainudeen, U.L.]]>;
<![CDATA[Aye, Tin Nwe]]>;
<![CDATA[Duong, Vu]]>
<![CDATA[ Interval: Indonesian Journal of Mathematical Education Vol. 1 No. 2 (2023): December ]]>
Publisher : <![CDATA[Cahaya Ilmu Cendekia Publisher ]]>
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DOI: 10.37251/ijome.v1i2.1354
<![CDATA[Purpose of the study: This research aims to develop a combinatorial optimization model based on discrete mathematical methods that can be applied to mathematical physics problems in complex systems, such as molecular energy configurations and viscoelastic system simulations. Methodology: The study used a development approach with ADDIE design (Analysis, Design, Development, Implementation, Evaluation). Data were obtained through interviews, simulations, and instrument validation involving lecturers and students of mathematical physics. Main Findings: The results of the study showed that the developed model had an average accuracy of 85% and a time efficiency of 2.5 seconds per iteration. This model also received positive feedback from users, with an average satisfaction score of 4.6 out of 5. Novelty/Originality of this study: The novelty of the research lies in the integration of discrete mathematical methods with combinatorial optimization to solve complex mathematical physics problems.]]>
<![CDATA[Unveiling the Complex Interplay Between Active Learning and Teacher Development: Insights from TIMSS 2022 in Georgia ]]>
<![CDATA[Chumburidze, Manana]]>;
<![CDATA[Setiabudi, Edy]]>;
<![CDATA[Vassiliadou, Maria]]>;
<![CDATA[Hasanov, Rovsen]]>;
<![CDATA[Duangpaserth, Khamphone]]>
<![CDATA[ Interval: Indonesian Journal of Mathematical Education Vol. 1 No. 2 (2023): December ]]>
Publisher : <![CDATA[Cahaya Ilmu Cendekia Publisher ]]>
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DOI: 10.37251/ijome.v1i2.1363
<![CDATA[Purpose of the study: This study investigates the relationships between active learning, teacher professional development, and mathematics achievement, leveraging data from the 2022 Trends in International Mathematics and Science Study (TIMSS) in Georgia. By focusing on a national context that has undergone significant educational reforms, this research provides a unique perspective on the synergy between instructional strategies and student outcomes. Methodology: Using a quantitative approach, data were collected from 194 teachers engaged in professional development programs through a structured questionnaire. The analysis revealed robust psychometric properties for all constructs, with moderate relationships observed between active learning and mathematics achievement. Main Findings: However, the hypothesized direct paths among active learning, teacher professional development, and student achievement were statistically significant, suggesting a more intricate interplay of contextual and mediating factors. Novelty/Originality of this study: The novelty of this study lies in its exploration of these relationships within Georgia’s educational landscape, where the intersection of professional development and active learning remains underexplored in international assessments. The findings underscore the complexity of translating pedagogical strategies into measurable improvements in student performance. Implications include the need for policymakers and educators to adopt integrated, context-sensitive approaches that address underlying factors such as teacher efficacy, classroom climate, and instructional quality. Furthermore, the study calls for future research to investigate mediating variables and longitudinal effects to uncover the mechanisms driving mathematics achievement and to inform the design of more effective educational interventions.]]>
