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Jurnal Ilmiah Matematika Realistik
Published by Universitas Teknokrat Indonesia
ISSN : -     EISSN : 27236153     DOI : https://doi.org/10.33365/ji-mr
Core Subject : Education,
Mathematics
JI-MR: Jurnal Ilmiah Matematika Relistik (E-ISSN: 2723-6153) is a scientific journal published by the Mathematics Education Study Program, Faculty of Arts and Education, Universitas Teknokrat Indonesia. Focus of this journal is to publication of research results, result of studies and development ideas in the field of mathematics education and mathematics related to realistic mathematics including: 1. Development of Mathematics Learning Media 2. Development of Mathematics Teaching Materials 3. Development of Mathematical Models, Methods, or Learning Strategies 4. Evaluation of Mathematics Learning 5. Development of Mathematical Science 6. Applied Mathematics. Sinta 4. Jurnal Ilmiah Matematika Realistik has been indexed and accredited Sinta 4 by the Directorate General of Higher Education, Research and Technology, Ministry of Education, Culture, Research and Technology of the Republic of Indonesia Number 0173/C3/DT.05.00/2025.
Arjuna Subject : Matematika - Matematika (Lain-Lain)
Articles 65 Documents
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PENGEMBANGAN MEDIA PAPAN BATANG NAPIER TERHADAP PEMAHAMAN PERKALIAN DUA ANGKA DI SDN KAMALAKA Hilma Galby; Nazmie Nabilah; Salsabila Anatasya Aisyah; Anggi Rahmani
Jurnal Ilmiah Matematika Realistik Vol. 7 No. 1 (2026): JURNAL ILMIAH MATEMATIKA REALISTIK
Publisher : Universitas Teknokrat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33365/ji-mr.v7i1.1182

Abstract

This study aims to develop a Napier's bone learning medium for integer multiplication for fifth-grade students at SDN Kamalaka and to determine the feasibility and effectiveness of this medium in supporting the learning process. The research method used is Research and Development (R&D) with the ADDIE model, which includes the stages of analysis, design, development, implementation, and evaluation. The developed media was validated by subject matter experts and media experts, then tested on 21 fifth-grade students. The validation results showed that the Napier's Bead board media was very feasible to use, with an increase in the material validation score from 88.2% to 91.7% and an increase in the media validation score from 89% to 95.3% after revision. The students' post-test results also showed an increase in their understanding of the concept of two-digit multiplication, accompanied by high enthusiasm and motivation during the learning process.
KEMAMPUAN PEMECAHAN MASALAH MATEMATIS SISWA MELALUI MODEL PROJECT BASED LEARNING BERBANTUAN KAHOOT Zaskia Mutia Herianti; Melisa; Hamdunah
Jurnal Ilmiah Matematika Realistik Vol. 7 No. 1 (2026): JURNAL ILMIAH MATEMATIKA REALISTIK
Publisher : Universitas Teknokrat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33365/ji-mr.v7i1.1185

Abstract

This study aims to determine the application of the Project Based Learning model to the mathematical problem-solving abilities of eleventh-grade students at SMAN I V Koto Timur. The research method used was a pre-experiment with a one-group pretest-posttest design. The research sample, namely class XI F2 as a sample class with the Kahoot-assisted Project Based Learning model. The research instrument was a descriptive test of problem-solving abilities, and data analysis used normality tests, homogeneity tests, and the wilcoxon test. The research was carried out in three stages: the preparation stage, the implementation stage, and the final stage. The novelty of this study lies in the integration of the Project Based Learning model with Kahoot as a gamified evaluation tool within the Merdeka Curriculum framework, which has not been widely studied in the context of high school mathematics learning. The results showed that students’ problem-solving abilities with the Kahoot-assisted Project Based Learning model were better than those before implementing the Kahoot-assisted Project Based Learning model. Thus, the Kahoot-assisted Project Based Learning model can be used as an innovative learning alternative to improve students’ mathematical problem-solving abilities.
PENGEMBANGAN E-MODUL BERBANTUAN HEYZINE FLIPBOOK BERBABSIS RME UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS DAN GROWTH MINDSET Hikmi Inayah; Supratman; Diar Veni Rahayu
Jurnal Ilmiah Matematika Realistik Vol. 7 No. 1 (2026): JURNAL ILMIAH MATEMATIKA REALISTIK
Publisher : Universitas Teknokrat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33365/ji-mr.v7i1.1248

Abstract

The purpose of this study is to develop an e-module using Heyzine Flipbook on single-variable linear equations based on Realistic Mathematics Education (RME) to improve the critical thinking skills and growth mindset of seventh-grade students at Dharma Ksatria Junior High School in Pangandaran. The background of the problem includes low thinking skills due to a lack of interactive digital media and the prevalence of a fixed mindset among students, which hinders the understanding of mathematical concepts from real-world contexts. Previous studies focused solely on critical thinking skills. This research is an R&D (Research and Development) study using the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The research subjects consisted of 2 subject matter experts, 2 media experts, 1 mathematics teacher, 5 students in a small pilot test, and 20 students in the experimental class. Data collection techniques included observation, structured interviews, validation questionnaires, critical thinking tests (pretest-posttest), user response questionnaires, and growth mindset questionnaires. Data analysis utilized the feasibility percentage (>81% highly feasible), N-Gain (>0.7 high), effect size (>1.00 strong), Shapiro-Wilk normality test, and Wilcoxon test (Sig. < 0.05). The results of the study showed that the subject matter expert validation achieved a score of 100%, and the subject matter experts scored 85% in the “highly valid” category, while the growth mindset questionnaire met the “very good” criteria. The results of the hypothesis testing led to the conclusion that “there was a significant improvement in students’ critical thinking skills after using the RME-based e-module on single-variable linear equations supported by the Heyzine flipbook.” The students’ growth mindset outcomes after using the RME-based single-variable linear equation e-module supported by the Heyzine flipbook, across each aspect of the growth mindset, were as follows: regarding belief in challenges, it fell into the “High” category; regarding belief in ability, effort, criticism, and the success of others, it fell into the “Very high” category.
MODUL AJAR BERBASIS PROBLEM BASED LEARNING DENGAN PEMBELAJARAN MENDALAM MATERI RASIO UNTUK MEMFASILITASI KEMAMPUAN PEMAHAMAN MATEMATIS MURID FASE D Naswa Jumeli Putri; Rini Dian Anggraini; Kartini
Jurnal Ilmiah Matematika Realistik Vol. 7 No. 1 (2026): JURNAL ILMIAH MATEMATIKA REALISTIK
Publisher : Universitas Teknokrat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33365/ji-mr.v7i1.1257

Abstract

This study was conducted to facilitate students’ mathematical understanding, which remains relatively low. Students experience difficulties in understanding mathematics due to irregular learning habits and the use of instructional methods that are less engaging. The aim of this research was to create a Problem Based Learning (PBL) based teaching module with a deep learning approach on ratio material to facilitate the mathematical understanding of Phase D students, and to examine its validity and practicality. The ADDIE model analysis, design, development, implementation, and evaluation was used in this study's development research design. The module was validated by three expert validators and achieved a validation score of 94.71, demonstrating a highly valid category. The test of practicality conducted by teachers resulted in a score of 93.58, categorized as very practical. Furthermore, the small-group trial obtained a score of 88.47 and the large-group trial obtained a score of 86.27, both of which met the practical criteria. These findings support the validity and usefulness of the PBL based teaching module with a deep learning strategy on ratio content for enhancing Phase D students' mathematics comprehension.
UPAYA PENINGKATAN KEMAMPUAN PEMECAHAN MASALAH MATEMATIS SISWA SMP MELALUI MODEL PROBLEM BASED LEARNING Fathiyah Adlina Amelia; Kartini; Rini Dian Anggraini
Jurnal Ilmiah Matematika Realistik Vol. 7 No. 1 (2026): JURNAL ILMIAH MATEMATIKA REALISTIK
Publisher : Universitas Teknokrat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33365/ji-mr.v7i1.1265

Abstract

Mathematical problem-solving skills (MPS) are one of the key competencies in mathematics education because they relate to students’ ability to solve contextual problems in everyday life. This study aims to improve the learning process and enhance students’ MPS through the implementation of the Problem-Based Learning (PBL) model. This study employs the Classroom Action Research (CAR) method, conducted in two cycles during the odd semester of the 2025/2026 academic year. The research subjects were 26 eighth-grade students from Class VIII.2 at State Junior High School 5 Tambang. Each cycle consisted of the planning, implementation, observation, and reflection stages. Data collection techniques were carried out through PBL proficiency tests in the form of essay questions as well as observation sheets of teacher and student activities. The research results showed an increase in the average PBL proficiency score of students, namely from 26.91 on the initial test to 55.66 in cycle I, and increased to 67.79 in cycle II. These findings indicate that the implementation of the PBL model is effective in improving the quality of the learning process as well as students’ mathematical problem-solving skills. The novelty of this study lies in the correlation between each PBL syntax and the indicators of mathematical problem-solving skills in the material on linear equations and inequalities with one variable in class VIII.2 at SMP Negeri 5 Tambang.
PENGARUH MODEL PROBLEM BASED LEARNING (PBL) TERHADAP HASIL BELAJAR SISWA Siti Lestari; Astri Setyawati
Jurnal Ilmiah Matematika Realistik Vol. 7 No. 1 (2026): JURNAL ILMIAH MATEMATIKA REALISTIK
Publisher : Universitas Teknokrat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33365/ji-mr.v7i1.1399

Abstract

Students are encouraged to actively participate in problem-solving by utilizing past knowledge through the PBL paradigm. Teachers that often talk in front of the class discourage students from voicing their thoughts and impede the growth of critical thinking abilities, in addition to seldom involve students in the mastery of subject concepts. The purpose of this study is to investigate how using the PBL approach affects the learning results of SMA Kartikatama Metro eleventh-grade students. In order to gather data for this study, an experimental method with a quantitative approach was employed. The experimental class at SMA Kartikatama Metro was instructed utilizing the PBL paradigm employing a pretest–posttest control group design. According to the findings, the implementation percentage of learning activities utilizing the PBL model was 85% at the first meeting and rose to 90% during the second. The control group, on the other hand, scored 85% in the second meeting and 71% in the first. These results suggest that student learning outcomes are significantly impacted by the PBL approach. The posttest hypothesis testing using the t-test, which yielded a computed t value of 3.14 in contrast to the t-table value of 1.99, supports this finding. The alternative hypothesis (H₁) is accepted since the computed t-value is greater than the table t-value. According to these findings, students who are taught using the PBL model obtain better learning outcomes than those who are taught using traditional teaching techniques like talks and question-and-answer sessions.
UPAYA MENINGKATKAN KEMAMPUAN PEMAHAMAN MATEMATIS MELALUI PENDEKATAN REALISTIC MATHEMATICS EDUCATION Chelvy Yoelanda; Maimunah; Nahor Murani Hutapea
Jurnal Ilmiah Matematika Realistik Vol. 7 No. 1 (2026): JURNAL ILMIAH MATEMATIKA REALISTIK
Publisher : Universitas Teknokrat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33365/ji-mr.v7i1.1590

Abstract

This classroom action research aimed to improve the instructional process and enhance students' mathematical understanding ability through the application of the Realistic Mathematics Education (RME) approach in class XI TKJ 2 of SMK Negeri 1 Pekanbaru. A collaborative classroom action research design was used, conducted over two cycles, each consisting of planning, action, observation, and reflection. The study was carried out in the odd semester of the 2025/2026 academic year on the topics of composite functions, inverse functions, and function transformations. Data were collected through a mathematical understanding test in the form of essay questions and observation sheets documenting teacher and student activities throughout the learning process. The data were analyzed using descriptive and qualitative techniques. The results show that the implementation of the RME approach improved the learning process and increased students' mathematical understanding ability. The improvement in the learning process was indicated by the increasing quality of instruction in line with the stages of the RME approach, as reflected in the observations of teacher and student activities. In addition, the mathematical understanding test results demonstrated a gradual increase between before and after the intervention. This was evidenced by the rise in the number of students in the very high category from 2 to 12, accompanied by a decrease in those in the very low category from 19 to 4. Based on these findings, the RME approach is proven capable of improving the instructional process and enhancing the mathematical understanding ability of class XI TKJ 2 students at SMK Negeri 1 Pekanbaru in the odd semester of the 2025/2026 academic year on the topics of composite functions, inverse functions, and function transformations.
ANALISIS KESALAHAN SISWA SMA DALAM MENYELESAIKAN SOAL HOTS BERDASARKAN NEWMAN’S ERROR ANALYSIS (NEA) Rizky Ananda; Harry Aprianto Barus Barus; Anggi Wandii; Putri Aprilisia Simbolon Simbolon; Ade Andriani
Jurnal Ilmiah Matematika Realistik Vol. 7 No. 1 (2026): JURNAL ILMIAH MATEMATIKA REALISTIK
Publisher : Universitas Teknokrat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33365/ji-mr.v7i1.1657

Abstract

This study aims to analyze students' errors in solving Higher Order Thinking Skills (HOTS)-based composite function problems using Newman’s Error Analysis (NEA). This research employed a descriptive qualitative approach with 26 eleventh-grade students at SMA Negeri 1 Percut Sei Tuan as the research subjects. The instruments used consisted of four validated essay questions and interview guidelines to support data analysis. The data analysis technique was carried out through the stages of data reduction, data presentation, and conclusion drawing. The results indicate that students made errors across all stages of NEA, namely reading, comprehension, transformation, process skills, and encoding. The percentage of errors shows that process skill errors are the most dominant (34.61%), followed by encoding errors (29.81%), while transformation errors have the lowest percentage (8.65%). Comprehension and reading errors are categorized as low (11.54%) to moderate (13.46%), yet they still influence subsequent stages. These findings indicate that students' errors are systemic and related to weaknesses in procedural aspects as well as mathematical communication. Therefore, instructional efforts are needed that specifically emphasize reinforcement and scaffolding at the process skill and encoding stages through structured procedural exercises and continuous practice in presenting final answers accurately in accordance with the problem context.
PEMANFAATAN CHATGPT DALAM PEMBELAJARAN MATEMATIKA UNTUK MENGANALISIS PENGALAMAN BELAJAR DAN KESULITAN SISWA Aminullah; Nur Baeti
Jurnal Ilmiah Matematika Realistik Vol. 7 No. 1 (2026): JURNAL ILMIAH MATEMATIKA REALISTIK
Publisher : Universitas Teknokrat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33365/ji-mr.v7i1.1698

Abstract

The purpose of this study was to analyze students’ learning experiences and difficulties in using ChatGPT in mathematics instruction. The study employed a descriptive qualitative approach with subjects selected through purposive sampling, specifically students who had already utilized ChatGPT as a learning tool. Data were collected through observation, semi-structured interviews and documentation. The research focused on how students used ChatGPT, their understanding of solution steps, their ability to rephrase the process and the difficulties they faced in solving math problems. The results indicated that ChatGPT use tended to be result-oriented, with students directly copying answers without understanding the solution steps. Students also struggled to comprehend explanations, rephrase the process and solve problems with varying formats. Additionally, there are differences in students’ abilities to utilize ChatGPT, leading to variations in learning experiences. These findings suggest that the use of ChatGPT has not yet fully supported the development of students’ conceptual understanding. Therefore, a more targeted management of ChatGPT usage is needed so that it does not merely focus on results but also fosters an understanding of the thinking process and concept formation in mathematics learning.
EFEKTIVITAS GUIDED DISCOVERY LEARNING BERBANTUAN TRANSGEO BOARD TERHADAP HASIL BELAJAR MATERI TRANSFORMASI GEOMETRI Chandra Umbu Keba Andunara; Iona Lisa Ndakularak; Darius Imanuel Wadu
Jurnal Ilmiah Matematika Realistik Vol. 7 No. 1 (2026): JURNAL ILMIAH MATEMATIKA REALISTIK
Publisher : Universitas Teknokrat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33365/ji-mr.v7i1.1765

Abstract

This study aimed to examine the effectiveness of the Guided Discovery Learning model supported by the TransGeo Board in enhancing students’ mathematics learning outcomes, particularly in the topic of geometric transformations. A quantitative approach was employed using a quasi-experimental pretest–posttest control group design to compare students’ achievement before and after the intervention. The participants were Grade IX students of SMP Katolik Andaluri, divided into an experimental group and a control group, each consisting of 28 students. Data were collected through pretests and posttests and analyzed using descriptive and inferential statistics with the aid of SPSS software. The novelty of this research lies in the integration of Guided Discovery Learning with the TransGeo Board as a visual and manipulative learning tool that facilitates students’ discovery of geometric transformation concepts. The results showed that the experimental group achieved a higher average posttest score than the control group, with the difference found to be statistically significant. In addition, the N-Gain analysis indicated that the improvement in learning outcomes among students in the experimental group was categorized as high. These findings demonstrate that the implementation of Guided Discovery Learning assisted by the TransGeo Board is effective in improving students’ understanding of concepts and overall achievement in learning geometric transformations.

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