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Rahmat Perdana
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Interval: Indonesian Journal of Mathematical Education
Published by Cahaya Ilmu Cendekia Publisher
ISSN : 30251389     EISSN : 30217857     DOI : 10.37251/ijome
Core Subject : Education,
Education Mathematics
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
Arjuna Subject : Umum - Umum
Articles 112 Documents
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Effectiveness of Realistic Mathematics Education in Improving Grade 7 Students’ Learning Outcomes in a Rural Zambian Secondary School Musonda, Allan; Mubila, Leonard; Mulenga, Justina
jurnal matematika Vol 3 No 2 (2025): December
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/ijome.v3i2.2523

Abstract

Purpose of the study: This study aims to examine the effectiveness of the Realistic Mathematics Education approach in improving mathematics learning outcomes of Grade 7 students in a rural Zambian secondary school. Methodology: A quasi-experimental design with a one-group pretest–posttest model was employed. The participants consisted of 26 Grade 7 students selected from a rural public secondary school in Zambia. Data were collected through mathematics achievement tests, classroom observation sheets, and student response questionnaires. Descriptive statistical analysis was used to evaluate learning effectiveness based on learning outcomes, student activities, and student responses. Main Findings: The results indicate that the implementation of Realistic Mathematics Education led to a significant improvement in students’ mathematics achievement, with most students achieving the minimum mastery criterion and demonstrating a high normalized gain score. In addition, students showed active participation during learning activities and expressed positive responses toward the Realistic Mathematics Education -based instruction. Novelty/Originality of this study: These findings suggest that Realistic Mathematics Education is an effective instructional approach for enhancing mathematics learning in rural secondary school contexts in Zambia.
Enhancing Mathematics Learning Outcomes through Realistic Mathematics Education: Evidence from Classroom Implementation Siregar, Nuriana Br; Ernidalisma, Ernidalisma; Sumirah, Sumirah
jurnal matematika Vol 3 No 2 (2025): December
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/ijome.v3i2.2598

Abstract

Purpose of the study: The aim of this study was to determine whether or not the Realistic Mathematics Education approach had an influence on students' mathematics learning outcomes. Methodology: This study is a quasi-experimental study using a nonequivalent control group design consisting of 38 students in the experimental class and 35 students in the control class with a purposive sampling technique. The data collection technique used was a pretest and posttest. Main Findings: The student learning outcomes test after being given treatment was analyzed using descriptive statistical analysis and inferential statistical analysis. The results showed a difference between the mathematics learning outcomes of students in the experimental class and students in the control class with tcount > ttable (tcount = 1.91; ttable = 1.666). Based on this, it can be concluded that there is an influence of the Realistic Mathematics Education approach on student learning outcomes. Novelty/Originality of this study: This study provides empirical evidence on the effectiveness of the Realistic Mathematics Education approach through a quasi-experimental, non-equivalent control group design at the classroom level. This study expands existing knowledge by demonstrating measurable differences in learning outcomes using pre-test and post-test analyses, thus strengthening the practical evidence base for implementing Realistic Mathematics Education in real-world learning environments.
Exploring Mathematical Concepts in Rebana Art: An Ethnomathematical Approach for Junior High School Learning Ramadhani, Putri; Subchi, Muhammad; Silviani, Ana Mega
jurnal matematika Vol 3 No 2 (2025): December
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/ijome.v3i2.2599

Abstract

Purpose of the study: This study aims to identify ethnomathematical concepts in rebana art related to one-dimensional, two-dimensional, and three-dimensional geometry, arithmetic sequences, and integer operations. Furthermore, this study also seeks to test the potential of rebana art as a source of mathematics learning for junior high school students. Methodology: The data obtained were qualitative, while the sources were obtained from observations, interviews, and documentation related to the Rebana Art. The instrument in this study was the researcher herself. The tools used were interview guidelines, observations, and documentation. Data validity techniques were carried out through triangulation through checking method triangulation, source triangulation, and time triangulation, with the data analyzed descriptively qualitatively. Main Findings: The findings show that rebana art contains ethnomathematic concepts related to one-dimensional, two-dimensional, and three-dimensional geometry through measurement activities, including angles, circles, rectangles, cylinders, and cones. The concept of arithmetic sequences is identified in Qasidah rebana, while integer operations appear in Hadrah rebana performances. Furthermore, rebana art can be aligned with the curriculum as a source of mathematics learning for Grades VII, VIII, and IX. Novelty/Originality of this study: This study offers a new contribution by systematically mapping specific mathematical topics across different types of tambourine arts and explicitly aligning them with lower secondary school curriculum levels. This study advances ethnomathematics research by showing how local musical traditions can be transformed into structured mathematical learning resources grounded in formal curriculum standards.
Exploring Ethnomathematics in Traditional Dance Movements: A Study of the Sigeh Penguten Dance of Lampung, Indonesia Desmawati, Riana; Nurhayati, Titik; Ulbana, Fatimatuz Zahro; Jayaningrat, Raden Hari W
jurnal matematika Vol 3 No 2 (2025): December
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/ijome.v3i2.2779

Abstract

Purpose of the study: This study aims to determine ethnomathematics activities and mathematical concepts applied in various Sigeh Pengeten dance movements. Methodology: The type of research used in this study is qualitative research with an ethnographic approach. Data were obtained through interviews, observation, and documentation. The research instruments consisted of the primary instrument, the researcher herself, and supporting instruments in the form of interview guidelines, observation sheets, and documentation tools. Method and source triangulation were used to validate the data. Main Findings: The results of this study indicate that in each sigeh penguten dance movement, counting activities are implemented by adjusting the fast or slow music beat in the form of a repetition of 1 x 8 counts. Some sigeh penguten dance movements implement measuring activities when the movement moves to adjust to the next floor pattern change. The concept of one-dimensional geometry is depicted from the movement that forms a straight line floor pattern. The concept of two-dimensional geometry is depicted from the shape of the floor pattern in the form of triangles, rectangles, squares, trapezoids, and circles. Reflection and rotation geometric transformations. The conclusion of this study is that in the sigeh penguten dance movements there are mathematical activities and mathematical concepts. Novelty/Originality of this study: This research can be used as input for educators to make ethnomathematics an alternative in the mathematics learning process, so that it can help improve learning outcomes and students' interest in mathematics learning.
A Numerical Study of Bracketing Root-Finding Methods for Nonlinear Equations: Applications to Break-Even Point Determination Ismuniyarto, Ismuniyarto; Pinheiro, David; Sokhna, El Hadji Lamine
jurnal matematika Vol 3 No 2 (2025): December
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/ijome.v3i2.2782

Abstract

Purpose of the study: The purpose of this study is to compare the results of the Bisection Method, the Regula Falsi Method and the Secant Method in completing Break Even analysis. Methodology: The research method used is an applied method. The research location is the library of Alauddin State Islamic University, Makassar. The research procedure used by the researcher is to compare the results of the Bisection Method, the Regula Falsi Method, and the Secant Method in solving Break-Even Analysis. Main Findings: The results show that the secant method is an efficient method for conducting break-even analysis. This is demonstrated by the error value obtained at the end of the iteration process, which shows the smallest error value. In other experiments, the secant method also showed fewer iterations than other methods. Novelty/Originality of this study: This research can be used as reference material for readers who want to compare the bisection method and the falsi-regularization method. Furthermore, the researchers use the results as a means of evaluating the ability to apply theories in numerical courses.
Comparative Effectiveness of Learning Starts with a Question and Question Students Have Strategies on Junior Secondary Students’ Mathematics Achievement M, Nur Akbar; Moncobalang, Abnaul Amir; Norma, Norma
jurnal matematika Vol 3 No 2 (2025): December
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/ijome.v3i2.2819

Abstract

Purpose of the study: This study examined the comparative effectiveness of two question-based active learning strategies, namely Learning Starts with a Question and Question Students Have, on junior secondary students’ mathematics achievement. Methodology: A quasi-experimental non-equivalent control group design was employed involving two Grade Eight classes. One class was taught using the Learning Starts with a Question strategy and the other using the Question Students Have strategy. Mathematics achievement was measured using validated essay tests administered as pretest and posttest. Data were analysed using descriptive statistics and independent samples t-test after normality and homogeneity assumptions were met. Main Findings: Both strategies improved students’ mathematics achievement. The class taught using the Learning Starts with a Question strategy obtained a higher posttest mean score of 84.16 compared to the class taught using the Question Students Have strategy with a mean score of 79.72. Independent samples t-test indicated a significant difference between the two classes with a probability value of 0.009. The increase in scores from pretest to posttest was also higher in the Learning Starts with a Question class, indicating greater improvement in mathematics learning outcomes. Novelty/Originality of this study: The Learning Starts with a Question strategy is more effective than the Question Students Have strategy in improving junior secondary students’ mathematics achievement. Initiating mathematics instruction with student-generated questions enhances cognitive readiness and supports conceptual understanding.
Design and Evaluation of a Guided Discovery-Based Calculus Module on Derivatives with Islamic Values Integration Suryandari, Birgita Tyas; Kim, Susan No
jurnal matematika Vol 4 No 1 (2026): April
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/ijome.v4i1.3059

Abstract

Purpose of the study: This study aims to develop and evaluate a guided discovery-based calculus module on derivatives integrated with Islamic values to support students’ conceptual understanding, independent learning, and spiritual awareness in higher education mathematics learning. Methodology: This study employed a Research and Development (R&D) method using the 4D model (define, design, develop, disseminate). Data were collected through questionnaires, validation sheets, and documentation. Instruments included expert validation sheets and student response questionnaires. Data were analyzed using descriptive quantitative and qualitative techniques with a Likert scale (1–4). Main Findings: Results show that the module achieved valid criteria across material, media, and Islamic values aspects after revision. Material validation increased to 3.75, media design to 3.8, and Islamic values to 4.0. Limited trial results indicated an average score of 3.56, categorized as very attractive. These findings confirm that the module is feasible and well-received by students. Novelty/Originality of this study: This study presents an integrative calculus module combining guided discovery learning with Islamic values on derivative topics. It simultaneously addresses cognitive and spiritual aspects within a single instructional design. This approach provides a holistic learning resource and contributes to advancing mathematics education by integrating pedagogical strategy and value-based learning.
Exploring Sociomathematical Norms Based on Students’ Interest in Mathematics Learning: A Qualitative Study at the Junior High School Level Fitria, Afifah; Wilsher, Elijah
jurnal matematika Vol 4 No 1 (2026): April
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/ijome.v4i1.3062

Abstract

Purpose of the study: This study aims to explore sociomathematical norms based on students’ interest in mathematics learning at the junior high school level, and to identify how different levels of learning interest influence students’ interaction, participation, and communication during mathematics learning activities. Methodology: This study used a descriptive qualitative approach with purposive sampling involving six students. Instruments included Likert-scale questionnaires, observation sheets, and semi-structured interview guidelines. Data were collected through observation, interviews, and questionnaires, and analyzed using the Miles and Huberman model with triangulation techniques. Main Findings: Students mostly show good sociomathematical norms, with the majority categorized at a moderate level of learning interest. Students with high interest demonstrate very good participation and communication, while those with moderate interest show consistent but less optimal interaction. Students with low interest tend to be passive and have difficulty expressing mathematical ideas clearly. Novelty/Originality of this study: This study integrates sociomathematical norms and learning interest in a single qualitative analysis, focusing on students’ real classroom behavior. It provides a deeper understanding of how different levels of interest shape interaction and communication, offering a more comprehensive perspective compared to previous studies that examined these aspects separately.
Comparative Effectiveness of AIR (Auditory, Intellectually, Repetition) and Realistic Mathematics Education Approaches on Students’ Mathematical Reasoning Ability Sudadio, Sudadio; Kalberg, Dave
jurnal matematika Vol 4 No 1 (2026): April
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/ijome.v4i1.3063

Abstract

Purpose of the study: This study aims to compare the effectiveness of the AIR (Auditory, Intellectually, Repetition) and Realistic Mathematics Education (RME) approaches in improving students’ mathematical reasoning ability at the senior high school level. Methodology: This study employed a quantitative quasi-experimental method with a posttest-only design, using essay-based test instruments, interviews, observations, and documentation; data were analyzed using descriptive statistics, Liliefors normality test, F-test homogeneity, and independent sample t-test with statistical calculation procedures. Main Findings: The results showed a significant difference between the two approaches, where the AIR approach produced higher mean scores than the RME approach in students’ mathematical reasoning ability. Statistical testing indicated tvalue > ttable, confirming that AIR is more effective in enhancing students’ reasoning skills compared to RME. Novelty/Originality of this study: This study provides a direct comparative analysis between AIR and RME approaches within a single quasi-experimental framework, focusing specifically on mathematical reasoning ability and offering empirical evidence to support instructional decision-making in mathematics education.
Examining the Effectiveness of Multiple Representation (SiMaYang) Learning Model on Students’ Mathematical Conceptual Understanding: The Role of Self-Efficacy Scholts, CJ; Agus Setyaningrum, Wulan
jurnal matematika Vol 4 No 1 (2026): April
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/ijome.v4i1.3064

Abstract

Purpose of the study: This study aims to examine the effectiveness of the Multiple Representation (SiMaYang) learning model on students’ mathematical conceptual understanding and to determine the role of students’ self-efficacy in influencing differences in conceptual understanding outcomes. Methodology: This study employed a quantitative approach with a quasi-experimental method using a 2×3 factorial design. Data were collected using essay tests and Likert-scale questionnaires. Statistical analysis included Liliefors normality test, Bartlett homogeneity test, independent t-test, and two-way ANOVA with unequal cells, followed by Scheffé test using statistical software. Main Findings: Results showed that the SiMaYang learning model produced higher mathematical conceptual understanding than conventional learning. Self-efficacy significantly affected students’ conceptual understanding, where high self-efficacy students performed better than others. No interaction effect was found between learning model and self-efficacy. SiMaYang model consistently improved understanding across all self-efficacy levels, indicating independent contributions of instructional model and affective factors. Novelty/Originality of this study: This study integrates cognitive and affective aspects by simultaneously examining the effect of the SiMaYang learning model and self-efficacy within a single analytical framework. It provides a more comprehensive understanding of learning effectiveness by using factorial design analysis, offering new insights into how instructional strategies and internal beliefs independently influence mathematical conceptual understanding.

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