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(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 3, No 2 (2020): VOLUME 3 NUMBER 2, JUNE 2020" : 5 Documents clear
Application of Teams Games Tournament (TGT) Learning Model To Improve Students Mathematicals Communication Abilities (Eksperimental Research Of Junior High School Students) Irvan Setyadi Suparman
(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol 3, No 2 (2020): VOLUME 3 NUMBER 2, JUNE 2020
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jiml.v3i2.p66-71

Abstract

The purpose of this article was to determine the improvement of mathematical communication skills between students whose learning using the TGT model was better than traditional learning. The population in this study were students of class VII junior high school on year 2015/2016. Sampling in this study is a simple random sampling and ahe method used in this study is a quasi-experimental study using mathematical communication skills tests. The data processed in this study, namely the gain index is processed using the average two similarity test. Based on the data analysis of the gain index value by the two average similarity test results obtained t count = 0.1382 and t table = 0.1456, with a significance level of 5%. Because t count is outside the -t table to t table intervals, it can be concluded that H0 is rejected, meaning that there is a difference in the increase in mathematical communication skills between students who are learning using the Teams Games Tournament (TGT) model and the traditional model.
The Effectiveness Of Application Of Mind Mapping Learning Models On The Problems Of The Story Viewed From The Mathematic Communication Ability Of Vocational School Student Novita, Tita
(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol 3, No 2 (2020): VOLUME 3 NUMBER 2, JUNE 2020
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jiml.v3i2.p72-76

Abstract

This article presents research on the effectiveness of learning using mind mapping learning models and experimental research methods with a pre-experimental design: one-shot case study design using purposive sampling, for vocational students of class XI in the academic year 2019/2020 on mathematical questions in the form of story questions. the purpose of this study is to describe the effectiveness of students' mathematical communication skills using mind mapping learning models, obtain a number of student problems in the process of communicating the form of mathematical problem problems with the form of story problems. Based on the analysis of the data obtained by the results of research at the destination school shows that the percentage of students who have good mathematical communication skills of students is less than 70%. Thus in the form of story questions, mind mapping learning models are not effective in terms of students' mathematical communication skills
Constructivism Approaches In Efforts to Improve Students Understanding on The Round Number Operations Syahrul Munawar
(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol 3, No 2 (2020): VOLUME 3 NUMBER 2, JUNE 2020
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jiml.v3i2.p77-81

Abstract

The problem in this study is how the constructivism approach can improve students' understanding of integer operations. The methodology used in this study is the Classroom Action Research Method (CAR) using the Kemis and Mc. Taggart, namely: planning, (planning), the implementation of actions (actions), observation (observation) and reflection (reflection). PTK is used through 2 cycles and 4 actions. The subject of the research was the fourth grade students of SDN 4 Galanggang, Batujajar Subdistrict, West Bandung Regency, the theory used in this study was the theory of Piaget and Brunner. Both theories are very relevant to the constructivism approach used in this study, the constructivism approach is an approach to teaching and learning that positions students as individuals who actively construct their own knowledge through experience from the surrounding environment. With the constructivism approach applied the teacher acts as a facilitator, motivator and mediator for students. Improved understanding and activity of students is shown by changes in scores and changes in the average score of students from the first cycle to the second cycle that is from 71.62 to 83.78. Besides that, an increase in student understanding and activity can also be seen from the average normalized gain of 0.36 for the first cycle to the second cycle. In addition to increased understanding, students also showed a positive response to the constructivism learning approach seen from the results of the questionnaire that most (75.67%) students gave positive responses
Analysis Of The Achievement Of Double Loop Problem Solving (DLPS) Learning Model On Multiple Selection Problems Reviewed From Mathematical Connection Ability Of Vocational School Agus Riana
(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol 3, No 2 (2020): VOLUME 3 NUMBER 2, JUNE 2020
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jiml.v3i2.p82-86

Abstract

This article presents research related to learning achievement using the double loop problem solving (DLPS) learning model and experimental research methods with a pre experimental design: one-shot case study design using purposive sampling, of class X vocational students in the academic year 2019/2020 on math problems with multiple choice questions. the purpose of this research is to describe the achievement of students' mathematical connection abilities using the double loop problem solving learning model (DLPS), obtain a number of student problems in the process of connecting the form of mathematical problem questions with multiple choice questions. Based on the analysis of the data obtained the results of research at the intended school shows that the percentage of students who have good mathematical connection abilities of students is less than 65%. Thus in the form of multiple choice questions, the double loop problem solving learning model is not achieved in the mathematics learning process
EFFORTS TO INCREASE THE MATHEMATICAL UNDERSTANDING ABILITY OF CLASS V STUDENTS IN SDN 3 BATUJAJAR IN THE SOLID NUMBERS MATERIALS USING CONTRUCTIVISM APPROACHES Layla Saadah
(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol 3, No 2 (2020): VOLUME 3 NUMBER 2, JUNE 2020
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jiml.v3i2.p61-65

Abstract

The method in this study is the Classroom Action Research (CAR) method. PTK consists of four stages, namely planning, action, observation and reflection. PTK is carried out through 3 cycles of 6 meetings. Learning instruments consist of questionnaires, observation sheets of student activities, interview sheets, Student Worksheets (LKS) and evaluation sheets. The result of the implementation of PTK is an increase in mathematical comprehension and teacher and student activities from the first cycle to the third cycle. Teacher activities are more increasing than learning as usual, with the constructivism approach applied by the teacher acting as a facilitator, motivator and mediator for students. The increase in the ability of mathematical understanding and student activity is indicated by changes in scores and changes in scores of students who reach the KKM from the first cycle to the third cycle in a row namely 48.6%, 64.9% and 81.1%.

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