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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 119 Documents
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Development of a Didactical Design Based on Research and Development for Teaching Cones and Cylinders to Improve Junior High School Students’ Conceptual Understanding Husna, Nurul; Nurhasanah, Nurhasanah
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.v4i1.3211

Abstract

Purpose of the study: This study aims to develop a didactical design based on Research and Development to improve junior high school students’ conceptual understanding of cones and cylinders by addressing their learning obstacles through structured instructional materials. Methodology: This study employed a Research and Development approach adapted from Borg and Gall and Sugiyono models. The research involved eighth-grade students, using interviews, observation sheets, validation instruments, and questionnaires. Data were analyzed using descriptive qualitative and quantitative methods with Likert scale scoring. Expert validation involved mathematics education lecturers and teachers. Small-scale and large-scale trials were conducted to evaluate the developed module’s feasibility and effectiveness in mathematics learning on cones and cylinders. Main Findings: The developed didactical design module showed significant improvement after expert validation and revision. The results indicated very good criteria in content quality, language clarity, and media design. Student responses in small-scale and large-scale trials reached 90–94%, categorized as very good. The module effectively reduced learning obstacles and improved students’ conceptual understanding of cones and cylinders. The findings confirm that the instructional material is valid, practical, and effective for classroom implementation. Novelty/Originality of this study: This study develops a didactical design module integrating learning obstacle analysis specifically for cones and cylinders using an R&D approach. The innovation lies in its structured adaptation of students’ cognitive difficulties into instructional design. It contributes a context-specific mathematics learning module that enhances conceptual understanding and provides a practical model for developing geometry-based teaching materials.
An Exploratory Study of Students’ Mathematical Problem-Solving Ability Based on Wankat and Oreovocz Theory Rahayu, Dini; Hsien, Tan Wen
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.v4i1.3212

Abstract

Purpose of the study: This study aims to explore students’ mathematical problem-solving ability based on the Wankat and Oreovocz theory by identifying how students perform across each stage of the problem-solving process in order to provide a comprehensive description of their abilities. Methodology: This study employed a qualitative descriptive approach using purposive sampling, involving six students from class VII E at SMP Negeri 19 Bandar Lampung. Data were systematically collected through observation, written essay tests, and semi-structured interviews, and analyzed using data reduction, data display, and conclusion drawing with triangulation techniques for validation purposes. Main Findings: The results show that most students achieved high problem-solving ability, with 59.26% in the excellent category and 25.93% in the good category. Students performed best at the motivation stage (“I Can”) but showed lower performance in planning, evaluation, and generalization stages. High-performing students completed all stages systematically, while lower-performing students experienced difficulties beyond initial stages, especially in selecting appropriate strategies and verifying solutions. Novelty/Originality of this study: This study offers a detailed stage-based analysis of students’ mathematical problem-solving ability using the Wankat and Oreovocz framework, focusing on students’ actual performance rather than instructional strategies. It provides new insights into specific difficulties at each stage, particularly in planning, and contributes to advancing knowledge on how structured problem-solving frameworks can be applied to analyze students’ cognitive processes.
Development of Learning Media Using PMRI-Based Scratch Applications for Statistics Material for Class VIII Junior High School Shelly Gustia Putri; Dona Ningrum Mawardi; Maria Luthfiana
jurnal matematika Vol 4 No 2 (2026): August
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/ijome.v4i2.3677

Abstract

Purpose of the study: This study aims to develop interactive learning media using the Scratch application based on the Indonesian Realistic Mathematics Approach (PMRI) for Statistics material for eighth-grade junior high schools. It also examines the validity, practicality, and effectiveness of the developed media in mathematics learning.. Methodology:This study used the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) model to develop Scratch-based learning media based on the Indonesian Realistic Mathematics Education (PMRI) approach for Statistics. The instruments used consisted of expert validation sheets, teacher and student response questionnaires, and pretest-posttest learning achievement tests. Data were analyzed using descriptive quantitative methods with a five-point Likert scale. Main Findings: The developed Scratch-based PMRI learning media on Statistics achieved a material expert validity score of 0.88, a media expert score of 0.90, and a language expert score of 0.83. Teacher and student responses indicated the media was highly practical. Pretest and posttest results showed improved student learning outcomes, indicating that the media was valid, practical, and potentially effective for mathematics learning. Novelty/Originality of this study: The novelty of this research lies in the integration of the Scratch application with the PMRI approach in developing interactive learning media for Statistics. The developed media incorporates real-life contexts and student-centered learning activities, thereby supporting more meaningful and engaging mathematics learning and enhancing student engagement.
Fostering Mathematics Learning Engagement through Differentiated Teaching: Evidence from Classroom Action Research Wandari Kameilia; Rani Sundari
jurnal matematika Vol 4 No 2 (2026): August
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/ijome.v4i2.3446

Abstract

Purpose of the study: This study aimed to examine the effectiveness of differentiated teaching in fostering mathematics learning engagement and improving mathematics achievement among secondary school students with diverse academic abilities through the implementation of classroom action research in a collaborative learning environment. Methodology: This study employed a classroom action research design conducted in two cycles involving 35 tenth-grade students of Madrasah Aliyah Pembangunan UIN Jakarta. Data were collected using mathematics learning engagement observation sheets, formative tests, interview guidelines, field notes, and documentation. Descriptive statistics and qualitative coding techniques were used, while data trustworthiness was established through triangulation procedures. Main Findings: The findings showed that students' mathematics learning engagement increased from 67.61% in Cycle I to 81.11% in Cycle II. The mean score improved from 5.39 to 6.76, while learning mastery increased from 34.3% to 63.0%. Standard deviation decreased from 2.57 to 1.50. Peer tutoring, handouts, quizzes, challenge tasks, and reward systems supported active participation and improved mathematics achievement. Novelty/Originality of this study: The novelty of this study lies in integrating differentiated teaching with cooperative learning mechanisms supported by peer tutoring, handouts, challenge tasks, quizzes, and reward systems to foster mathematics learning engagement. Unlike previous studies emphasizing achievement outcomes, this study highlights learning engagement as the primary focus while addressing students with diverse academic abilities.
Cultivating Mathematics Learning Autonomy through Resource-Based Learning: Insights from Classroom Action Research Siti Fadiyatun Nikmah; Edo Prancis Kuno
jurnal matematika Vol 4 No 2 (2026): August
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/ijome.v4i2.3447

Abstract

Purpose of the study: This study aimed to examine the effectiveness of Resource-Based Learning in cultivating mathematics learning autonomy among junior high school students and to identify its contribution to improving students’ mathematics learning outcomes through classroom action research. Methodology: This study employed Classroom Action Research based on the Kemmis and McTaggart model involving planning, acting, observing, and reflecting stages. Participants were 18 seventh-grade students. Data were collected using observation sheets, interview guides, documentation, mathematics achievement tests, and a mathematics learning autonomy questionnaire validated through content validity and Cronbach’s Alpha reliability. Descriptive quantitative and qualitative analyses were applied. Main Findings: The implementation of Resource-Based Learning increased students’ mathematics learning autonomy in terms of initiative, self-confidence, and responsibility. Students’ mathematics achievement also improved across cycles. Learning activities became more active through the utilization of worksheets, peer tutors, manipulative media, and library resources. Limited learning resources were identified as a factor affecting instructional effectiveness. Novelty/Originality of this study: This study presents a comprehensive integration of Resource-Based Learning with multiple learning resources, including peer tutors, worksheets, manipulative media, and library utilization, to foster mathematics learning autonomy. The findings provide empirical evidence regarding the role of diverse learning resources in developing autonomous learning habits and enhancing mathematics achievement in classroom action research settings.
The Effectiveness of Monopoly Mathematics Games in Improving Fifth-Grade Students' Learning Outcomes: A Quasi-Experimental Study Simbolon Lamhot; Muhammad Budi Wijaya
jurnal matematika Vol 4 No 2 (2026): August
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/ijome.v4i2.3448

Abstract

Purpose of the study: This study aimed to investigate the effectiveness of Monopoly Mathematics Games in improving fifth-grade students' mathematics learning outcomes. It also sought to determine whether students taught using the game achieved better performance than those receiving conventional instruction. Methodology: This study employed a quasi-experimental design involving experimental and control groups at SD Islam Darul Mu'minin. The sample consisted of 50 fifth-grade students selected through simple random sampling. Data were collected using essay tests, while instrument validity and reliability were examined. Statistical analyses, including normality, homogeneity, and independent samples t-tests, were conducted using IBM SPSS Statistics version 22.0. Main Findings: The findings indicated that students taught through Monopoly Mathematics Games achieved higher mathematics learning outcomes than those receiving conventional instruction. The experimental group obtained a mean score of 75.64, whereas the control group achieved 67.00. Statistical testing revealed a significant difference between the two groups with a significance value of 0.008. Cognitive achievement in the experimental group was also higher across Bloom’s taxonomy levels. Novelty/Originality of this study: The originality of this study lies in the development of a modified Monopoly Mathematics Game designed specifically for elementary mathematics learning. The game integrates knowledge cards, opportunity cards, help cards, and mathematical problem-solving activities. Additionally, this study evaluates students’ cognitive achievement based on Bloom’s taxonomy, thereby providing broader evidence regarding the effectiveness of game-based learning in mathematics education.
Mathematical Conceptual Understanding in Inside-Outside Circle Learning: A Quasi-Experimental Study Wiwi Lasmanah; Yuli Hermawati
jurnal matematika Vol 4 No 2 (2026): August
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/ijome.v4i2.3449

Abstract

Purpose of the study: This study aimed to investigate the effect of the Inside-Outside Circle (IOC) cooperative learning method on students' mathematical conceptual understanding and to determine whether the method provides better learning outcomes than conventional instruction among junior high school students. Methodology: This study employed a quantitative approach using a quasi-experimental method with a randomized posttest-only control group design. The participants consisted of seventh-grade students of SMP IT Al-Qur'aniyyah. Data were collected using an essay test of mathematical conceptual understanding. Descriptive statistics, normality tests, homogeneity tests, and independent samples t-tests were performed using IBM SPSS Statistics software. Main Findings: The findings revealed that students taught through the Inside-Outside Circle cooperative learning method achieved higher mathematical conceptual understanding scores than those receiving conventional instruction. Statistical analysis indicated a significant difference between the experimental and control groups, demonstrating that the IOC method effectively improved students' mathematical conceptual understanding and promoted more meaningful mathematics learning experiences. Novelty/Originality of this study: This study specifically emphasizes mathematical conceptual understanding as the primary outcome variable within the implementation of the Inside-Outside Circle method. Unlike previous studies that mainly focused on learning achievement or communication skills, this research provides empirical evidence from an Islamic junior high school context, thereby enriching current knowledge regarding cooperative learning in mathematics education.
Adaptation of Mathematics Learning Models for Deaf Students through a Visual Communication Approach: A Case Study Nining Sumarni; Radika Situmorang
jurnal matematika Vol 4 No 2 (2026): August
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/ijome.v4i2.3450

Abstract

Purpose of the study: This study aimed to explore the adaptation of mathematics learning models for deaf students through a visual communication approach. Particular attention was given to instructional planning, classroom implementation, communication practices, learning media, and students’ learning experiences within the context of mathematics education for students with hearing impairments. Methodology: A qualitative approach with a case study design was employed. Participants consisted of one mathematics teacher and six eleventh-grade deaf students selected through purposive sampling. Data were collected using classroom observations, semi-structured interviews, and documentation. Data analysis followed the Miles and Huberman interactive model involving data reduction, data display, and conclusion drawing. Main Findings: Results indicated that mathematics learning adaptation was supported by visual communication strategies, including lip movements, hand gestures, facial expressions, repeated explanations, and the Maternal Reflective Method. Various concrete learning media facilitated students’ understanding of mathematical concepts. Positive student responses and active participation were observed during classroom activities. Learning outcomes demonstrated satisfactory achievement despite differences in communication abilities and mathematical competencies among students. Novelty/Originality of this study: Novelty of this study lies in emphasizing visual communication as an integral component of mathematics learning adaptation for deaf students. Unlike previous studies focusing mainly on learning outcomes, the present study highlights how communication strategies are embedded within instructional planning, classroom interaction, and the use of learning media to support meaningful mathematics learning experiences.
An Analysis of Students' Mathematical Connections from an Ethnomathematical Perspective Dian Lestari; Sri Sukwantini
jurnal matematika Vol 4 No 2 (2026): August
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/ijome.v4i2.3451

Abstract

Purpose of the study: This study aimed to analyze students' mathematical connection ability from an ethnomathematical perspective. The study focused on identifying students' ability to connect mathematical concepts with daily life and cultural contexts embedded in Sundanese culture. Methodology: This study employed a survey research design. Data were collected using an ethnomathematics-based mathematical connection test and teacher interviews. Cluster random sampling was used to select 120 eighth-grade students from three junior high schools in Cibeunying Kidul, Bandung, Indonesia. Descriptive statistical analysis was applied to analyze the collected data. Main Findings: Findings revealed that students' mathematical connection ability from an ethnomathematical perspective was generally categorized as low. Connections with daily life achieved a higher percentage than connections among mathematical topics, although both indicators remained low. Ethnomathematical contexts derived from Sundanese culture provided meaningful situations for identifying students' mathematical connections. Novelty/Originality of this study: Novelty of this study lies in examining students' mathematical connection ability from an ethnomathematical perspective rather than merely implementing ethnomathematics in learning. Cultural elements were used as analytical perspectives to reveal mathematical connections, contributing to the development of culturally responsive mathematics education and extending existing knowledge regarding mathematical connections.

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