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[Development of Student Worksheets Based on Calligraphy Art on the Subject of Circles ]]>
<![CDATA[Naimah, Siti]]>;
<![CDATA[Al Wosabi, Abdullah Ghalib H.]]>
<![CDATA[ Interval: Indonesian Journal of Mathematical Education Vol. 2 No. 1 (2024): June ]]>
Publisher : <![CDATA[Cahaya Ilmu Cendekia Publisher ]]>
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DOI: 10.37251/ijome.v2i1.978
<![CDATA[Purpose of the study: The purpose of this research is to develop a student worksheet based on the art of calligraphy on the subject of class VIII circles at State Islamic Junior High School 1 Pringsewu. This research also aims to test the validity, practicality and effectiveness of the student worksheet developed. Methodology: This research uses research and development methods (Research & Development). The research subjects were 29 class VIII students at State Islamic Junior High School 1 Pringsewu. Data will be analyzed using validation instrument data analysis techniques, student response questionnaires, and learning outcomes tests. Main Findings: The main finding of this research is the development of calligraphy-based student worksheets on the subject of class VIII circles. This student worksheets includes components such as cover, table of contents, subtitles, competency standards, basic competencies, material, discussion, conclusions and practice questions. This student worksheets has gone through a process of validation and testing in learning. Novelty/Originality of this study: Research regarding the development of student worksheets based on calligraphy art on circles revealed that the integration of art and mathematics can increase students' creativity and understanding of geometric concepts. The results of this research show that an interdisciplinary approach not only makes learning more interesting, but is also effective in strengthening students' analytical and aesthetic abilities.]]>
<![CDATA[The Influence of a Realistic Mathematics Education Approach on Students' Mathematical Problem Solving Ability ]]>
<![CDATA[Fitriana, Hanny]]>;
<![CDATA[Waswa, Anne N.]]>
<![CDATA[ Interval: Indonesian Journal of Mathematical Education Vol. 2 No. 1 (2024): June ]]>
Publisher : <![CDATA[Cahaya Ilmu Cendekia Publisher ]]>
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DOI: 10.37251/ijome.v2i1.979
<![CDATA[Purpose of the study: The purpose of this research is to determine the effect of a realistic mathematics education approach on students' mathematical problem solving abilities. Methodology: The method used was a quasi-experiment with a post-test only research design. Sampling was carried out using the cluster random sampling technique. The research instrument given was a test with a description type of 5 questions. Data analysis using the t-test from both groups obtained a t value of 4.47 , while t table was at a significance level of 5% with degrees of freedom (dk) = 47.09, namely 1.68, so it can be said that t count > t table. Main Findings: the results of hypothesis testing using the "t test" for heterogeneous samples obtained t = 4.47 and t table = 1.68, with a significance level of α = 5% and degrees of freedom (dk) = 47.09. This data shows that H 0 is rejected and H 1 is accepted or in other words the mathematical problem solving ability of students in the experimental group is higher than the mathematical problem solving ability of students in the control group. Novelty/Originality of this study: Research on the effect of the Realistic Mathematics Education approach on students' mathematical problem solving abilities shows significant improvements in students' analytical and applied skills, opening new avenues for more effective teaching methods in schools. Apart from that, this approach not only improves mathematical abilities but also enriches students' learning experiences through a more real and relevant context.]]>
<![CDATA[Improving Learning Discipline: The Effect of Self-Management Ability on Students in Mathematics Subjects ]]>
<![CDATA[Azis, Irawati]]>;
<![CDATA[Clefoto, Mahlatse]]>
<![CDATA[ Interval: Indonesian Journal of Mathematical Education Vol. 2 No. 1 (2024): June ]]>
Publisher : <![CDATA[Cahaya Ilmu Cendekia Publisher ]]>
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DOI: 10.37251/ijome.v2i1.982
<![CDATA[Purpose of the study: This research aims to describe and interpret the ability to self-manage students' mathematics learning discipline in class VIII Darud Da'wah wal Irsyad Al-Irsyah Makassar junior high school. Methodology: This research uses two variables, namely self-management ability as the independent variable and students' mathematics learning discipline as the dependent variable. The population in this study were all Class VIII students at Darud Da'wah wal Irsyad Al-Irsyah Makassar junior high school. The total sample was 30 class VIII students at Darud Da'wah wal Irsyad Al-Irsyah Makassar junior high school. To obtain data, questionnaire instruments and documentation were used by researchers to mathematics teachers. Main Findings: Based on the results of research and descriptive analysis, the average score for self-management ability is in the good category and the average score for mathematics learning discipline is in the good category. The results of the inferential analysis show that the Rcount value is 0.982, while the Rtable at the 5% significance level is 0.361. Thus, the Rcount value is much greater than the Rtable value, so Ha is accepted, meaning that there is a significant relationship between students' thinking abilities and the mathematics learning discipline of Class VIII students at Darud Da'wah wal Irsyad Al-Irsyah Makassar junior high school. Novelty/Originality of this stud: Through this research, it was found that implementing self-management strategies not only improves students' academic performance but also builds attitudes of responsibility and independence that are essential for long-term success in education.]]>
<![CDATA[The Relationship between Educational Level and the Role of Parents with Learning Achievement in Mathematics ]]>
<![CDATA[Mardiati, Diah Chairi]]>;
<![CDATA[Alorgbey, Bernard]]>;
<![CDATA[Zarogi, Abubakar Bawa]]>
<![CDATA[ Interval: Indonesian Journal of Mathematical Education Vol. 2 No. 1 (2024): June ]]>
Publisher : <![CDATA[Cahaya Ilmu Cendekia Publisher ]]>
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DOI: 10.37251/ijome.v2i1.983
<![CDATA[Purpose of the study: This research aims to determine the relationship between parental education level and student learning achievement and between the role of parents and student learning achievement which was carried out at State Elementary Islamic School 1 South Tangerang. Methodology: This research uses a correlational quantitative approach. The sample to be studied is 36 students. The sample used in this research, the author used a Nonprobabillity Sampling technique, Saturated Sampling/Census type. this research uses data collection methods in the form of documentation and distributing questionnaires. The data analysis techniques used in this research are descriptive analysis and parametric statistical analysis. Main Findings: The results of this study show that there is a positive and significant relationship between the level of parental education and the learning achievement of class V Madrasah Ibtidaiyah Negeri 1 South Tangerang City students with a correlation coefficient of 0.357. And there is also a significant positive relationship between the role of parents and the learning achievement of class V Madrasah Ibtidaiyah Negeri 1 South Tangerang City students with a correlation coefficient value of 0.359 Novelty/Originality of this study: This study provides a new perspective that the combination of parents' high level of education and their active involvement in their children's education is a stronger determining factor in improving mathematics achievement than other factors.]]>
<![CDATA[Development of Predict Observe Explain Based Flat Side Building Worksheets to Improve Students' Mathematical Representation Skills ]]>
<![CDATA[Setiyani, Eka Nur]]>;
<![CDATA[Panomram, Waratchaya]]>;
<![CDATA[Wangdi, Tashi]]>
<![CDATA[ Interval: Indonesian Journal of Mathematical Education Vol. 2 No. 1 (2024): June ]]>
Publisher : <![CDATA[Cahaya Ilmu Cendekia Publisher ]]>
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DOI: 10.37251/ijome.v2i1.984
<![CDATA[Purpose of the study: This research aims to knowing student and teacher responses to Predict Observe Explain based worksheets to develop students' mathematical representation abilities. Methodology: The type of research that will be used is research and development (R&D). In this research, the 4D device development research method (Four D Model) was used as a research and development procedure. The data collection technique in research on developing student work sheets uses a questionnaire. The data collection instrument used in this research is the product trial instrument. Data obtained through trial instruments were analyzed using qualitative descriptive statistics. Main Findings: Based on the results of questionnaire data on student responses in the small-scale and large-scale field trials, the mathematical media developed in the criteria for interpreting attractiveness, it is very interesting as a source of learning material and is suitable for use. Novelty/Originality of this study: This study found that the Predict Observe Explain -based flat-sided geometric worksheet is suitable for use in improving students' mathematical representation skills and getting a positive response from students and teachers. This research contributes to the development of innovative and effective learning tools in the context of mathematics learning.]]>
<![CDATA[Enhancing Pedagogical Content Knowledge in Mathematics Teachers Through Collaborative Professional Development ]]>
<![CDATA[Maudia, Nelva]]>;
<![CDATA[Awodeyi, Amos Folayan]]>;
<![CDATA[Mohammed, Abubakar Siddiq]]>
<![CDATA[ Interval: Indonesian Journal of Mathematical Education Vol. 2 No. 1 (2024): June ]]>
Publisher : <![CDATA[Cahaya Ilmu Cendekia Publisher ]]>
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DOI: 10.37251/ijome.v2i1.1342
<![CDATA[Purpose of the study: The purpose of this study is to explore how collaborative professional development programs can enhance the Pedagogical Content Knowledge (PCK) of mathematics teachers, particularly in integrating pedagogy with content, improving teaching strategies, and addressing challenges in the classroom. Methodology: This study uses a qualitative research design with a case study approach. Data collection tools include in-depth interviews, classroom observations, and document analysis. The participants consist of 20 middle school mathematics teachers. Data analysis is conducted using thematic analysis, with a focus on identifying patterns and themes related to the development of PCK. Main Findings: The study found that collaborative professional development significantly improved teachers' ability to integrate pedagogy with content, implement innovative teaching strategies, and develop more structured lesson plans. Additionally, 75% of teachers reported increased student engagement, while 60% faced challenges related to time and resource limitations. Novelty/Originality of this study: This study provides new insights into the effectiveness of collaborative professional development in enhancing Pedagogical Content Knowledge (PCK) among mathematics teachers. It contributes to existing knowledge by demonstrating the impact of collaborative learning on teaching strategies and identifies key challenges, offering valuable implications for future teacher training programs.]]>
<![CDATA[Realistic Mathematics Education: Unlocking Problem-Solving Potential in Students ]]>
<![CDATA[Miharja, Marenda Atika]]>;
<![CDATA[Bulayi, Makungu]]>;
<![CDATA[Triet, Le Viet Minh]]>
<![CDATA[ Interval: Indonesian Journal of Mathematical Education Vol. 2 No. 1 (2024): June ]]>
Publisher : <![CDATA[Cahaya Ilmu Cendekia Publisher ]]>
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DOI: 10.37251/ijome.v2i1.1344
<![CDATA[Purpose of the study: The purpose of this study was to explore the role of Realistic Mathematics Education (RME) in improving students' mathematical problem-solving skills and learning strategies in the classroom. This study also analyzed the effectiveness of the RME approach and students' and teachers' perceptions of the approach. Methodology: This study used a mixed method with a quasi-experimental design (pretest-posttest control group) and a case study. Data were collected using problem-solving tests, observation sheets, and interviews. The research instruments included context-based test questions, observation guides, and interview guides. Data analysis was carried out using statistical tests using SPSS and thematic analysis for qualitative data. Main Findings: The main results of this study indicate that the Realistic Mathematics Education (RME) approach significantly improved students' mathematical problem-solving skills compared to the conventional method. The mean posttest scores of students in the RME group were higher, with consistent improvement. Observations showed more active student engagement, use of visual aids, and contextual relevance in learning. Interviews revealed positive perceptions of teachers and students towards the effectiveness of the RME approach. Novelty/Originality of this study: This study is interesting since it thoroughly examines how well Indonesian students, particularly those in junior high school, can solve mathematical problems through Realistic Mathematics Education (RME). In addition to examining students' opinions and teachers' learning practices, this study offers a fresh perspective on the RME approach's growth within the local educational setting.]]>
<![CDATA[Transformation of Character Assessment through ICT Technology: A Study of the Use of Web-Based Platforms ]]>
<![CDATA[Saputra, Andi]]>;
<![CDATA[Musonda, Allan]]>;
<![CDATA[Nikolantonakis, Kostas]]>
<![CDATA[ Interval: Indonesian Journal of Mathematical Education Vol. 2 No. 1 (2024): June ]]>
Publisher : <![CDATA[Cahaya Ilmu Cendekia Publisher ]]>
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DOI: 10.37251/ijome.v2i1.1345
<![CDATA[Purpose of the study: The purpose of this study was to determine the perceptions of teachers, students, and parents towards the use of a web-based character assessment system supported by Information and Communication Technology (ICT), and to determine the results of student character using a web-based character assessment system. Methodology: This study uses a quantitative research approach with a descriptive design. The tools used include a perception questionnaire and a web-based character assessment system. Data were collected using a questionnaire for perception data, and character data were collected using a web-based platform for character assessment. Analysis was performed using SPSS for descriptive statistical evaluation. Main Findings: The study found that the majority of teachers (70%), students (68.67%), and parents (76%) rated the web-based character assessment system as very effective. The results showed that most students achieved good or excellent character outcomes, with an average score of 70.0. This demonstrates the system's ability to accurately assess and support students' character development. Novelty/Originality of this study: This study introduces a comprehensive, ICT-enabled, web-based character assessment model that combines real-time data, transparency, and collaboration between schools and families. This study advances existing knowledge by demonstrating the potential of technology to enhance character education, providing a scalable framework for broader educational applications.]]>
<![CDATA[Exploring Educational Equity: New Insights from TIMSS and National Achievement Metrics in Tunisia ]]>
<![CDATA[Abdaoui, Noura]]>;
<![CDATA[Brahim, Ahmat]]>;
<![CDATA[Ahmed, Tasabeeh]]>;
<![CDATA[Prihatin, Laela Tri]]>;
<![CDATA[Akpo, Simon Eno]]>
<![CDATA[ Interval: Indonesian Journal of Mathematical Education Vol. 2 No. 1 (2024): June ]]>
Publisher : <![CDATA[Cahaya Ilmu Cendekia Publisher ]]>
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DOI: 10.37251/ijome.v2i1.1358
<![CDATA[Purpose of the study: This paper investigates the relationship between mathematics achievement in the Trends in Mathematics and Science Study (TIMSS) and two key school achievement measures—grades and national test results—in Tunisia. Going beyond previous studies, this research also explores how these relationships differ across diverse student subgroups, providing a nuanced understanding of educational equity. Methodology:Give name, Employing robust statistical analyses, the study uncovers a strong positive correlation between TIMSS mathematics scores and both grade 6 and grade 9 achievement measures, underscoring TIMSS’s reliability as an indicator of student performance in the national context. Notably, students from more educated households consistently outperformed their peers from less-educated backgrounds on TIMSS, and the association between TIMSS scores and school achievement measures was significantly stronger for students from advantaged home environments. Main Findings: These findings suggest that socioeconomic factors and school contexts critically shape TIMSS performance, highlighting disparities in educational outcomes. Furthermore, the results call for a re-evaluation of how TIMSS data is interpreted and utilized in national education policies, especially in addressing inequities. By illuminating the complex interplay between individual backgrounds, school contexts, and standardized assessments, this study contributes to a deeper understanding of TIMSS as both a tool for measuring student achievement and a reflection of systemic challenges. Novelty/Originality of this study: These insights have profound implications for policymakers, educators, and researchers seeking to leverage TIMSS data for meaningful educational improvements while ensuring equity across diverse student populations.]]>
<![CDATA[Numerical Solution Analysis of Planetary Motion Models Using the Runge-Kutta Method ]]>
<![CDATA[Sulthon, Moh. Ba'its]]>;
<![CDATA[Tu’sadiyah, Halimah]]>;
<![CDATA[Bulayi, Makungu]]>;
<![CDATA[Ibtisam, Talha]]>;
<![CDATA[Jeewantha, Tharaka]]>
<![CDATA[ Interval: Indonesian Journal of Mathematical Education Vol. 2 No. 1 (2024): June ]]>
Publisher : <![CDATA[Cahaya Ilmu Cendekia Publisher ]]>
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DOI: 10.37251/ijome.v2i1.1359
<![CDATA[Purpose of the study: This study aims to solve the planetary motion model numerically using the fourth-order Runge-Kutta method and analyze the planetary motion profile through the resulting numerical solutions. Methodology: The process is carried out by solving the planetary motion model numerically using the fourth-order Runge-Kutta method, creating a program from the numerical solution, and simulating the program with variations in the parameters of the stability of the trajectory and the distance of the planet to the sun. The simulation results are in the form of estimates of the speed of the planet's motion in the x and y directions against time, and the influence of these parameters on the trajectory and velocity graphs are analyzed. Main Findings: Simulations show that the trajectory stability parameter and the planet's distance to the sun affect the planet's trajectory and velocity graphs. On the trajectory graph, the planet's distance to the sun affects the aphelion, minor axis, and major axis values of the orbit. The closer the planet is to the sun, the smaller its orbit, and vice versa. Novelty/Originality of this study: The novelty of this research lies in the application of the fourth-order Runge-Kutta method to solve the planetary motion model numerically, without requiring function derivatives. This research also connects the numerical results with Newton's law of gravity to understand the relationship between the distance of a planet to the sun and its orbital pattern.]]>
