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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 10 Documents
 1 
Search results for , issue "Vol 3, No 3 (2020): VOLUME 3 NUMBER 3, SEPTEMBER 2020" : 10 Documents clear
The Role of Problem Solving Approach on Improving Students' Communication Ability and Self Efficacy Resnawati Resnawati; Utari Sumarmo; Asep Kustiana
(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol 3, No 3 (2020): VOLUME 3 NUMBER 3, SEPTEMBER 2020
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jiml.v3i3.p158-168

Abstract

This study is a pretest-posttest experiment control group design having a goal to analyze the role of in problem-solving approach (PSA) on students' mathematical communication ability (MCA) and self-efficacy in mathematics (MSE). The study involves 66 eighth grade students, and MCA test, and an MSE scale. The study revealed that PSA took a better role than SA in obtaining MCA and MSE. Students getting treatment with PSA obtained MCA and MSE were at good grade quality, while students taught by SA attained MCA and MSE were at pretty good grade level. Besides that, the study found there was a very high association between MCA and MSE. Like that, students expressed a positive opinion on PSA, even if, students still realized a few difficulties in solving MCA. Keywords: mathematical communication, self-efficacy, problem-solving approach 
Model of Jigsaw Type Cooperative Learning Influence on Mathematical Reasoning Ability Ibrahim Akhid
(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol 3, No 3 (2020): VOLUME 3 NUMBER 3, SEPTEMBER 2020
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jiml.v3i3.p112-120

Abstract

Abstract The purpose of this study was to determine: students' responses to the jigsaw type cooperative learning model, the ability of mathematical reasoning with the application of a jigsaw type cooperative learning model, the effect of applying the jigsaw type cooperative learning model to mathematical reasoning abilities. Data collection techniques used were questionnaires and tests. The population is all students of MTs Al-Munawwir. The research sample is class VII with the sampling technique using cluster random sampling. The results of this study are obtained a positive response to the use of the jigsaw cooperative learning model of 77.10% and the average value of mathematical reasoning ability is 76.54. After testing the hypothesis, it is obtained that tcount(2,375) > ttable(1,708), then Ho is rejected and Ha is accepted, meaning that there is an effect of the application of the Jigsaw type cooperative learning model to the ability of mathematical reasoning. Regression equation Ŷ=33.127+0.447 X.
Enchancing Students’ Mathematical Problem Solving Ability and Self-Regulated Learning by Using Realistic Mathematics Education Rintari, Rintari; Sumarmo, Utari; Kustiana, Asep
(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol 3, No 3 (2020): VOLUME 3 NUMBER 3, SEPTEMBER 2020
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jiml.v3i3.p169-177

Abstract

This article reported the findings of an experiment research having a goal to enchance students’ mathematical probelm solving ability (MPSA) and self regulated learning (SRL) by using realistic mathematics education (RME). Subjects of this  research were 60 seventh grade students of a Yunior High School in Garut, and the instruments this research were an essay MCTA test,  and a SRL scale. The research found that the grades of MPSA of students getting treatment with RME were higher than the grades of students taught by scienctific approach, however those grades were at low grades qualification. In addition, there were no different grades on student’s SRL.  Beside that, stdudents in both classess still encountered difficulties on solving MPSA tasks, and there was no association between student’s MCTA and student’s SRL.Keyword: mathematical problem solving ability, mathematical self regulated learning, realistic mathematics education,
The Effect Contextual Teaching-Learning Approach on Improving Students’ Mathematical Reasoning Ability and Self Concept Toni Alamsyah; Utari Sumarmo; Asep Kustiana
(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol 3, No 3 (2020): VOLUME 3 NUMBER 3, SEPTEMBER 2020
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jiml.v3i3.p178-188

Abstract

The goal of this research is to examine  the role of contextual teaching-learning  approach (CTLA) toward  students’ mathematical reasoning ability (MRA) and self concept in mathematics (MSC). The research involves 66 eighth grade students, a MRA  test,  a MSC scale. Findings of this research were:  students getting CTLA reached MRA at better grade than the grade of students who get SA learning, even if those grades were at low level. However, there was no difference grades on students’ MSC in both teaching approaches, and those grades were at fairly good level. Students in both teaching approaches encountered difficulties in solving MRA tasks such as on analogical reasoning about position of two lines,  solving tangent equation on a curve problem, and writing down the formula involved in a calculation.  Beside that, there was association between MRA and MSC, and students performed active learning during CTLA lessons.Keyword: contextual teaching-learning, mathematical reasoning, mathematcal self concept.
The Role of Metaphorical Thinking on Student’s Mathematical Reasoning Ability and Self Confidence Pitria Susanti; Utari Sumarmo; Asep Kustiana
(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol 3, No 3 (2020): VOLUME 3 NUMBER 3, SEPTEMBER 2020
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jiml.v3i3.p121-132

Abstract

This research is a pretest-posttest experimental control group design having a goal to investigate the role of metaphorical thinking approach (MTA) toward students’ mathematical reasoning ability (MRA) and self-confidence (MSC). The research involves 64 eighth grade students of a Junior High School in Garut Indonesia, an MRA  test, and an MSC scale. The findings of this research were:  students getting treatment with MTA reached MRA at a moderate grade level, and students taught by  problem based learning (PBL) learning obtained MRA at a low grade level. However, there were no different grades on students’ MSC in both teaching approaches, and those grades were at a moderate level. Students in both teaching approaches encountered difficulties in solving MRA tasks such as on analogical reasoning about determine the value of the function, solving two linear variable equations, and writing down mathematical models involved in a calculation. Besides that, there was an association between MRA and MSC, students posed positive opinions toward implementation of MTA, and they performed active learning during MTA lessons.
The Effect of Exploration Approach on Students’ Mathematical Creative Thinking Ability and Disposition Imas Suwartini; Utari Sumarmo; Asep Kustiana
(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol 3, No 3 (2020): VOLUME 3 NUMBER 3, SEPTEMBER 2020
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jiml.v3i3.p189-198

Abstract

This article reported the findings of an experiment having a goal to enchance students’ mathematical creative thinking ability (MCTA) and disposition (MD) by using exploration approach (EA). Subjects of this  research were 60 seventh grade students which selected puposively  from 5 classes in a Yunior High School in Garut. The instruments of this research were test of an essay MCTA test, and a MD scale, The research found that the grades of MCTA of students getting treatment with EA were higher than the grades of students taught by scienctific approach (SA), however there was no different grades on student’s MD.  Beside that, stdudents in both classess still realized some difficulties on solving MCTA tasks, and there was moderate association between student’s MCTA and student’s MDKeyword: mathematical creative thinking ability, mathematical disposition, exploration approach
Improving Students Mathematical Critical Thinking Ability and Self Regulated Learning Using Open-Ended Approach Yanti Yulianti; Utari Sumarmo; Asep Kustiana
(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol 3, No 3 (2020): VOLUME 3 NUMBER 3, SEPTEMBER 2020
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jiml.v3i3.p133-144

Abstract

This study is an experiment with pretest postest control group design having a goal to examine the role of open-ended approach  (OEA) on enchancing student’s mathematical critical thinking ability  (MCTA) and  mathematical self regulated learning  (MSRL). Sample of this study are 59 seventh grade students from two classes selected randomly from 5 classess in in a Junior  High School in Garut. Instruments of this study were an essay  MCTA test, and a MSRL Likert model scale. The study found on MCTA and on MSRL students getting treatment with OEA obtained higher grades than the grades of students taught by SA. The first group students attained MSCA and MSRL at fairly good grade level, while the second group students obtained at medium grade level, and they still encountered some difficulties on solving MCTA tasks. Besides that, the study also found  there is high asociation between MCTA and MSRL  and student performed active learning during OEA lessons.Keywords: mathematical critical thinking ability, self-regulated learning, open-ended approach
Mathematical Reasoning Ability and Resilience (Experiment With Senior High Students Using Inductive and Deductive Approach and Based On Student’s Cognitive Stage) Siti Maesaroh; Utari Sumarmo; Wahyu Hidayat
(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol 3, No 3 (2020): VOLUME 3 NUMBER 3, SEPTEMBER 2020
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jiml.v3i3.p87-101

Abstract

The background of this study is that the unsatisfactory student’s grade  on mathematical reasoning ability (MRA) tasks.  Even though MRA is an ability that needs to be possessed by high school students. To overcome this problem, we carried out an experiment for improving  students' MRA and mathematical resiliency (MR) through Inductive -deductive approach (IDA) and based on student’s cognitive stage (CS). The research involved 68 eleventh grade students with 16.5 years old from a high school in Bandung Indonesia. The instruments of this study were the MRA, TOLT and MR scale. The study found that as many as 29.4% student were at concrete  stage, 51.5 % at transition stage, and  19.1% at formal stage.  Overall and based on student’s cognitive stage, the study found that the grades of MRA and MR of students who obtained IDA were better than the grades of students who taught by  discovery learning approach (DLA). Based on students' cognitive stages, there was no difference grades of MRA and MR in the two teaching approaches. Beside that, study found that there were no interaction between teaching approaches and cognitive stage on student’s MRAand MR and  the IDA took  higher  role than the cognitive stage on obtaining student’s MRA,  and MR.  It was also found that students taught by DLA experienced more difficulty in completing MRA tasks. Beside that,  there was moderate  association between  MRA, and MR, but there were no association between MRA and CS and between MR and CS.  In addition, students performed active learning  during the IDA lessons such as to discuss acitvely, to solve problems enthutiastically, and to present their work in front of the class voluntary
Mathematical Problem Solving and Disposition: Experiment with Tenth Grade Students Using MEAs Mellyana Mellyana; Utari Sumarmo; Asep Kustiana
(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol 3, No 3 (2020): VOLUME 3 NUMBER 3, SEPTEMBER 2020
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jiml.v3i3.p145-157

Abstract

This reseach is a pre test-post test experimental control group design having a goal to examine  the role of Model Eliciting Activities (MEAs) approach, on student’s mathematical problem solving ability (MPSA) and disposition (MD). The research involved 59 tenth grade students of a Senior High School in Garut Inodonesia, a MPSA test, and a  MD  scale. The research  found MEAs took greater role than SA on improving student’s MPSA and its N<Gain>.  Students getting treatment with MEAs obtained MPSA higher grade than the grade of students taught by SA, however those both grades were at low grade level, and students encountered many difficulties on solving MPSA tasks. In addition to,  there were no different grades on student’s MD, and the grades were at fairly good level, and there was strong association between MPSA and MD. Other findings was that  students declared positive opinion on MEAs  and they peformed active learning during the lessons. Keywords:mathematical problem solving, disposition, MEAs approach,
Mathematics Connection Ability and Self Regulated Learning of Junior High School Students Trough Problem-Based Learning Approach Nendi Rohaendi
(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol 3, No 3 (2020): VOLUME 3 NUMBER 3, SEPTEMBER 2020
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jiml.v3i3.p102-111

Abstract

This article aims to examine the mathematical connection skills of students who learn using the Problem Based Learning approach and Selft Regulated Learning compared to those who use ordinary learning. This research is using the experimental method. The population in this study were eighth-grade students of MTs Al-Hikmah 02 Talegong Garut district 2018/2019 academic year with a sample of the study were eighth-grade students of MTs Al-Hikmah 02 Talegong consisting of VIIB classes as a control class and VIIA as experimental classes taken randomly. The instrument used in this study was a mathematical connection ability test in the form of a description of 5 questions, as well as the scale of learning independence. Data were analyzed using the IBM SPSS Statistic 1.7 for windows program. From this study, the following results were obtained: (1) Increased mathematical connection ability of students with mathematical learning using the PBL approach better than those who used ordinary learning. (2) Learning independence of students who use the PBL approach is better than students who use ordinary learning. (3) Implementation of learning steps using the PBL approach can develop mathematical connection skills and student learning independence. (4) the difficulties experienced by students in solving the problems of mathematical connection ability are found in indicators that understand or connect the relationship between mathematics and other sciences outside mathematics.

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