cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Muhammad Ghiyats Ristiana
Contact Email
kanghiyats@gmail.com
Phone
+6287764329708
Journal Mail Official
-
Editorial Address
(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING is published by IKIP Siliwangi publishes original research or theoretical papers about teaching and learning in mathematics education study program on current science issues, namely: 1. Mathematics educator in elementary, secondary and high school level 2. Mathematics observers and researchers 3. Educational decisions maker on the regional and national level
Location
Kota cimahi,
Jawa barat
INDONESIA
(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING
Published by STKIP Siliwangi Bandung
ISSN : 26214733     EISSN : 26214741     DOI : -
Core Subject : Education,
Education Mathematics Other
(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING is published by IKIP Siliwangi publishes original research or theoretical papers about teaching and learning in mathematics education study program on current science issues, namely: 1. Mathematics educator in elementary, secondary and high school level 2. Mathematics observers and researchers 3. Educational decisions maker on the regional and national level
Arjuna Subject : Matematika - Matematika (Lain-Lain)
Articles 5 Documents
 1 
Search results for , issue "Vol 2, No 2 (2019): VOLUME 2 NUMBER 2, JUNE 2019" : 5 Documents clear
INCREASEMENT OF MATHEMATICAL CONNECTION ABILITY AND SELF-EFFICACY OF STUDENTS THROUGH PROBLEM-BASED LEARNING APPROACH WITH MULTIMEDIA Siti - Hindun; Yani Eka Sapitri; Euis Eti Rohaeti
(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol 2, No 2 (2019): VOLUME 2 NUMBER 2, JUNE 2019
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (347.918 KB) | DOI: 10.22460/jiml.v2i2.p74-81

Abstract

This study aims to describe the increasement differences of mathematical connection ability (MCA) and differences in self-efficacy (SE) of students in both classes, and the relation of  SE and MCA. The method of this research use quasi-experimental with pretest-posttest control group design. The subjects of the study were 50 students from two classes in the seventh grade determined purposively from one of the schools in Cimahi City. The research instrument consisted of MCA tests and SE scales. Data analysis carried out was percentage calculation, mean difference test, and Pearson correlation test at 5% significance level. The conclusion of the results of this study states that there was a difference in the increasement in MCA between students in both classes in the medium category, where the increasement in MCA of students learning using the PBL approach with multimedia (PBLM) was better than students who used the PBL approach only. There were no differences in SE of students in both research classes and were in a low category. There is a positive relation between SE and MCA in the medium category.
Improving the abilty of problem solving and independence of mathematical vocational school through contextual approaches abdul wahab abdulah; Asep Subhan Suryadi
(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol 2, No 2 (2019): VOLUME 2 NUMBER 2, JUNE 2019
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (265.136 KB) | DOI: 10.22460/jiml.v2i2.p82-87

Abstract

The background of this research is to know the needs of learning approach to deal with the ability of student in vocational high school to solve problems and their mathematic independent. The alternative approach applied is contextual approach. This research purpose is to find out the achievement and the increase of their ability in solving problems and their mathematic independent. Research methodology used in this research is experiment method. In the beginning and in the end of learning both of the class given test and non-test. Population of this research is vocational students which has intermediate skill in Bandung Barat residence, sample taken from two class randomly, the sample is X TKJ 2 as experiment class and X TKJ 3 class as control class. Instrument of the research is a test consist of 8 essay questions and 30 non-test questions. The solving problems ability and math independent then analyze using average differential test. The result of the research shows that the achievement and the ability of solving problems and math independent increasing using contextual approach than conventional approach
The Mathematical Connection Ability of Junior High School Student’s Through The Scientific Approach and Guided Inquiry Method Rifaatul Mahmudah; Fika Muji Fadhillah; Rudy Kurniawan
(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol 2, No 2 (2019): VOLUME 2 NUMBER 2, JUNE 2019
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (169.833 KB) | DOI: 10.22460/jiml.v2i2.p53-64

Abstract

This study used the pre-test post-disigned quasi-experimental method. The purpose of this study was to find out the achievement and improvement of mathematical connection ability of students whose learning using the scientific approach and guided inquiry method was better than those using the scientific approach only. This research was conducted at the junior high school level. The instrument used in this study was a test of mathematical connection ability. The results showed that learning using the scientific approach and guided inquiry method was better than those using the scientific approach only in improving students mathematical connection ability, both from the significance of t-test posttest 0.017 and from the results of the t-test n-gain significance of 0.024. For the difficulty of solving the problem of experimental class mathematical connection ability lies in the percentage of questions number 6 which is 46.9% with indicators applying the relationship of mathematics to everyday problems, while the percentage of achievement in the control class is very low in question number 5 is 46.1% with indicators look for the relationship of one procedure to another in equivalent representations. Learning using the scientific approach and guided inquiry method makes creative students associate concepts or mathematical procedures appropriately. 
Promoting the Increase of Mathematical Representative Skill in Vocational Students through Blended Problem-Based Learning Sri Rahayu Setiyorini; Azalina Nurul Fajariah
(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol 2, No 2 (2019): VOLUME 2 NUMBER 2, JUNE 2019
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (298.797 KB) | DOI: 10.22460/jiml.v2i2.p65-73

Abstract

Low mathematical representation skill causes the inability of vocational students solving problems creatively as demanded by industries. Researches showed that blended problem-based learning (BL-PBL) combining online and offline learning to train students to independently solve problems was proven to increase mathematical skills in education levels other than vocational school. Therefore, this research aimed to evaluate BL-PBL effect to mathematical representation skill escalation in vocational high school. Quantitative study with pre-test and post-test control group design was performed to two randomly-chosen classes over vocational schools in Kabupaten Bandung Barat, West Java, Indonesia. Samples were divided into two groups: experimental (BL-PBL method) and control (lecture method). Initial skill was determined by pre-test while learning outcome was determined using post-test. Data was analysed by t-test and two-way ANOVA with 0.05 significance level using IBM SPSS. Result showed the initial skill of two groups was similar. After treatment, N-gain data uncovered a significant increase of representative skill in experimental group. While, two-way ANOVA test showed no interaction between learning model used and student grouping based on initial skill to representation skill. Finally, BL-PBL was proven to increase mathematical representation skill in vocational students and, hence, is suggested to be implemented in vocational high school
CONTRIBUTION OF DISCOVERY LEARNING AND PEER TEACHING ON STUDENT’S MATHEMATICAL CRITICAL THINKING AND SELF CONFIDENT hendrawanto Hendrawanto
(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol 2, No 2 (2019): VOLUME 2 NUMBER 2, JUNE 2019
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (333.675 KB) | DOI: 10.22460/jiml.v2i2.p88-95

Abstract

The purpose of this experiment was to analyze contribution of discovery learning and peer teaching (DL-PT) on  student’s mathematical critical thinking (MCT) and self confident (MSC). The experimental took  pretest-postest control group design and  involved 72  eleventh grade students, a MCT test, a  MSC scale, and  perception on DL-PT and on DL scales . The study found that on MCT and its N Gain, students getting treatment with DL-PT attained better grade than students taught by DL alone;  even if both student’s grades  were at medium  level, and students realized difficulties on examining  the truth of enumeration process and on proving problem. On MSC,  there was no different student’s grades between students taught by DL-PT and by DL alone and those grades were at medium level. In addition, there was no association between MCT and SCM, students learned actively during DL-PT and DL and students  performed positive opinion on DL-PT and on DL

Page 1 of 1 | Total Record : 5

 1 

Filter by Year

2019 2019


Reset
Filter By Issues
All Issue Vol. 6 No. 4 (2023): VOLUME 6 NUMBER 4, DECEMBER 2023 Vol. 6 No. 3 (2023): VOLUME 6 NUMBER 3, SEPTEMBER 2023 Vol 6, No 2 (2023): VOLUME 6 NUMBER 2, JUNE 2023 Vol 6, No 1 (2023): VOLUME 6 NUMBER 1, MARCH 2023 Vol 5, No 4 (2022): VOLUME 5 NUMBER 4, DECEMBER 2022 Vol 5, No 3 (2022): VOLUME 5 NUMBER 3, SEPTEMBER 2022 Vol 5, No 2 (2022): VOLUME 5 NUMBER 2, JUNE 2022 Vol 5, No 1 (2022): VOLUME 5 NUMBER 1, MARCH 2022 Vol 4, No 4 (2021): VOLUME 4 NUMBER 4, DECEMBER 2021 Vol 4, No 3 (2021): VOLUME 4 NUMBER 3, SEPTEMBER 2021 Vol 4, No 2 (2021): VOLUME 4 NUMBER 2, JUNE 2021 Vol 4, No 1 (2021): VOLUME 4 NUMBER 1, MARCH 2021 Vol 3, No 4 (2020): VOLUME 3 NUMBER 4, DECEMBER 2020 Vol 3, No 3 (2020): VOLUME 3 NUMBER 3, SEPTEMBER 2020 Vol 3, No 2 (2020): VOLUME 3 NUMBER 2, JUNE 2020 Vol 3, No 1 (2020): VOLUME 3 NUMBER 1, MARCH 2020 Vol 2, No 4 (2019): VOLUME 2 NUMBER 4, DECEMBER 2019 Vol 2, No 3 (2019): VOLUME 2 NUMBER 3, SEPTEMBER 2019 Vol 2, No 2 (2019): VOLUME 2 NUMBER 2, JUNE 2019 Vol 2, No 1 (2019): VOLUME 2 NUMBER 1, MARCH 2019 Vol 1, No 4 (2018): VOLUME 1 NUMBER 4, DECEMBER 2018 Vol 1, No 3 (2018): VOLUME 1 NUMBER 3, SEPTEMBER 2018 Vol 1, No 2 (2018): VOLUME 1 NUMBER 2, JUNE 2018 Vol 1, No 1 (2018): Volume 1 Number 1, March 2018 More Issue