(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING
(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
Articles
166 Documents
<![CDATA[Student Worksheet Design using Prompting Model to Facilitate Mathematics Problem Solving Ability ]]>
<![CDATA[Ufi Lutfiah]]>;
<![CDATA[Rina Oktaviyanthi]]>;
<![CDATA[Khotimah Khotimah]]>
<![CDATA[ (JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol 5, No 3 (2022): VOLUME 5 NUMBER 3, SEPTEMBER 2022 ]]>
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DOI: 10.22460/jiml.v5i3.12642
<![CDATA[This study aims to determine the feasibility of LKPD teaching materials with the probing prompting learning model to facilitate the mathematical problem solving abilities of junior high school students on the flat-sided building material (cubes and blocks) and to determine student responses to the developed student worksheets (LKPD). This study uses research and development methods with the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). The results of the research data obtained, and it can be concluded that the student worksheet (LKPD) of the probing prompting model is suitable for use with the results of the material test ( x = 33), mathematics education test ( x = 54), and media expert test ( x = 63). Student responses when viewed based on the results of the overall aspect value of the limited scale test, the value ( x = 45.71) is in the very feasible category. Meanwhile, the students' responses to the wide-scale (field) test based on the overall aspect scored (x =46.81) with a very decent category.]]>
<![CDATA[Student’s Mathematical Understanding Ability on Solving Mathematical Problems in Terms of Adversity Quotient ]]>
<![CDATA[Fhuzi Kartin Astuti]]>;
<![CDATA[Usman Aripin]]>
<![CDATA[ (JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol 5, No 3 (2022): VOLUME 5 NUMBER 3, SEPTEMBER 2022 ]]>
Publisher : <![CDATA[IKIP Siliwangi ]]>
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DOI: 10.22460/jiml.v5i3.11920
<![CDATA[Education is one of the learning processes to improve a person's skills and behavior. Mathematical understanding is the ability to understand concepts, the ability to distinguish concepts, and the ability to calculate complex situations or problems. Adversity quotient is the response of a person or individual when faced with problems or difficulties in his life. The main problem in one of the schools in Sumedang is the students' thinking about mathematics lessons, where this lesson is less preferred than other lessons. The method used by this study is descriptive quantitative. This research was carried out in the even semester of 2021/2022, in one of the regional schools in Sumedang, class VII totaling 15 students. The data generated from this research is in the form of an instrument, which consists of indicators of students’ mathematical understanding and there are 3 questions on indicators of mathematical understanding. The methods of data collection in this study are as follows: 1) test descriptions of questions or instruments to determine students’ understanding abilities, 2) direct interviews with students. Research results from student answers according to students’ understanding abilities in terms of AQ, as follows: 1) The results of student responses in terms of Adversity Quotient as many as 3 Climber type students (high) the average percentage of students’ understanding ability is 80%, 2) The results of students responses in terms od Adversity Quotient as many as 9 Climber students (enough) the average percentage of students’ understanding ability is 5,77%, 3) The results of students responses in terms of the Adversity Quotient as many as 3 students Cumper type (medium)the average percentage of students’ understanding ability is 15,1%.]]>
<![CDATA[Ethnomathematics: Exploration In Kebyok Anting- Anting Dance Floor Patterns For Learning The Concept Of Geometry ]]>
<![CDATA[Rafi Rohayati]]>;
<![CDATA[Shirly Rizki Kusumaningrum]]>;
<![CDATA[Radeni Sukma Indra Dewi]]>
<![CDATA[ (JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol 5, No 4 (2022): VOLUME 5 NUMBER 4, DECEMBER 2022 ]]>
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DOI: 10.22460/jiml.v5i4.15292
<![CDATA[Ethnomathematics is a realistic approach to learning mathematics that relates mathematical concepts to culture. By learning mathematics relevant to the student environment's culture, students will more easily understand mathematical concepts. This study aimed to examine theethnomathematical exploration of the Kebyok Anting-Anting dance floor pattern for learning the concept of geometry. This research is qualitative research using the ethnographic method. The instruments used are interviews, observation, and documentation. Data obtained through interviews and observations were analyzed using the analytical method described by Miles & Huberman, there are data reduction, data data display, and conclusion drawing/verification. The results showed that the ethnomathematical investigation in the Kebyok Anting-Anting dance floor patterns for learning the concept of geometry were horizontal lines, vertical lines, squares, rectangles, isosceles trapezoids, isosceles triangles, and parallelograms. It is hoped that various local cultures can be used to introduce other mathematical concepts.]]>
<![CDATA[The Role of Prior Mathematical Knowledge and Interest in Mathematics on Mathematical Concept Understanding Ability in Senior High School Students ]]>
<![CDATA[Robiah Adawiyah]]>;
<![CDATA[Meiliasari Meiliasari]]>;
<![CDATA[Tian Abdul Aziz]]>
<![CDATA[ (JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol 5, No 4 (2022): VOLUME 5 NUMBER 4, DECEMBER 2022 ]]>
Publisher : <![CDATA[IKIP Siliwangi ]]>
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DOI: 10.22460/jiml.v5i4.15397
<![CDATA[The role of prior mathematical knowledge and interest in mathematics as internal factors that can influence the mathematical concept understanding ability in learning mathematics in schools is important to consider. The purpose of this study was to determine the effect of prior mathematical knowledge and interest in mathematics to mathematical concept understanding ability. This study uses a quantitative research approach with data analysis techniques using multiple linear regression analysis. The participants in this study totaled 91 students who were all students of class X MA As-syafiiyah 02 Kota Bekasi for academic year 2022/2023. The results of this study were obtained: 1) Students' prior mathematical knowledge had a significant effect on students' mathematical concept understanding partially 2) Students' interest in learning mathematics had a significant effect on student’s mathematical concept understanding partially 3) prior mathematical knowledge and interest in learning mathematics simultaneously had a significant influence to the mathematical concept understanding ability. This can be interpreted that the acquisition of students' mathematical concept understanding ability can be increased by considering the factors of prior mathematical knowledge and students' interest in learning mathematics.]]>
<![CDATA[Newman’s Error Analysis: Set Material in 7th-Grade Junior High School ]]>
<![CDATA[Tanti Rosmiati]]>;
<![CDATA[Usman Aripin]]>;
<![CDATA[Guntur Gunawan]]>
<![CDATA[ (JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol 5, No 4 (2022): VOLUME 5 NUMBER 4, DECEMBER 2022 ]]>
Publisher : <![CDATA[IKIP Siliwangi ]]>
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DOI: 10.22460/jiml.v5i4.14904
<![CDATA[Set is one of the main materials contained in the mathematics subject for 7th-grade junior high school in odd semesters. In the set material, there's no formula used, but there are various kinds of notations, symbols, and also diagrams. Basically, some or even most students still face various difficulties in understanding and working on problems in set operations. This study aims to determine the types of errors and the percentage of errors in 7th-grade junior high school's responses to set material test questions using Newman's error analysis procedure. In this study, we used a qualitative descriptive method, while the data processing technique was done by analyzing student answers based on questions that were test instruments. The research subjects were taken from students in the VII-E class at SMP IT Fithrah Insani, which included as many as 22 students. Then the subjects were analyzed, and based on the results of the research, it turned out that there were still errors in solving set questions. The most frequent error made by students is an encoding error of 40.91%. In this error, the student did not write a complete final answer, or even the conclusion of the solution, so that he did not answer the question posed by the problem.]]>
<![CDATA[Development of Teaching Materials Linear Program based on Problem-Based Learning Assisted by Geogebra Applications ]]>
<![CDATA[Arisman Zebua]]>;
<![CDATA[Asep Ikin Sugandi]]>;
<![CDATA[Jozua Sabandar]]>
<![CDATA[ (JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol 6, No 1 (2023): VOLUME 6 NUMBER 1, MARCH 2023 ]]>
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DOI: 10.22460/jiml.v6i1.15229
<![CDATA[This study aims to develop teaching materials for linear programming based on Problem Based Learning assisted by GeoGebra applications that are valid, practical, and effective. The type of research used is a type of development research using the 4-D development model. The 4-D development model consists of the Define, design, develop, and disseminate phases. This study only reached the development stage. The research subjects were class XI SMA Negeri 2 Toma students. The instruments used were material expert and media expert validation sheets as well as student response practicality sheets and mathematical problem-solving ability tests. Based on the results of the research that has been done, it is found that the analysis of the validation results of material experts is 3.65 with a percentage of 73.06% in the valid category, and media expert validation is 4.08 with a percentage of 81.67% in the valid category. In the limited test, analysis of the results of the practicality sheet of 10 students obtained an average percentage of 73.73% in the practical category, and in the broad test of 29 students obtained an average percentage of 89.33% in the very practical category. In the effectiveness test, it was found that 71.25% was in good category. Thus, it can be concluded that the linear program teaching materials based on problem-based learning assisted by the GeoGebra application meet valid and practical criteria and are suitable for use in learning, and can be effective in facilitating mathematical problem-solving skills.]]>
<![CDATA[Students’ Understanding of Algebraic Factorization Problems based on Their Meaning of The Equals Sign ]]>
<![CDATA[Lia Ardiansari]]>;
<![CDATA[Didi Suryadi]]>;
<![CDATA[Dadan Dasari]]>
<![CDATA[ (JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol 5, No 4 (2022): VOLUME 5 NUMBER 4, DECEMBER 2022 ]]>
Publisher : <![CDATA[IKIP Siliwangi ]]>
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DOI: 10.22460/jiml.v5i4.14483
<![CDATA[This paper reports an investigation of students' understanding of the concept of factorization in algebraic forms learned in secondary school. A total of 31 grade 8th junior high school students were selected by purposive sampling technique as respondents in this case study research. The case study approach is considered in accordance with the objectives of this study, namely obtaining in-depth knowledge of student problems, knowing the causes of these problems, and efforts that can be made to help overcome them. Methods of collecting data using written tests, interviews, and documentation. Data analysis techniques include data reduction, data presentation, and drawing conclusions. The results showed that there was a misunderstanding of students' concepts about the concept of factorization in algebraic forms so that they experienced difficulties in "algebraic manipulation". One of the causes of these difficulties is the lack of students' understanding of the equals sign as a sign of equality. The principle of mathematical equivalence serves as the main link between arithmetic and algebra. The operation transformation and the meaning of the equals sign in arithmetic as equality can underlie "algebraic manipulation".]]>
<![CDATA[Students’ Self-Regulated in Learning Mathematics using Realistic Mathematical Education Model ]]>
<![CDATA[Rama Nida Siregar]]>;
<![CDATA[Didi Suryadi]]>;
<![CDATA[Sufyani Prabawanto]]>;
<![CDATA[Abdul Mujib]]>
<![CDATA[ (JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol 5, No 4 (2022): VOLUME 5 NUMBER 4, DECEMBER 2022 ]]>
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DOI: 10.22460/jiml.v5i4.15059
<![CDATA[To study at school, students must have soft skills such as self-regulated learning, namely the ability of students to manage their own learning. The significance of students' self-regulated learning is what inspired this study. This study sought to ascertain the rise in students' self-regulated learning when learning mathematics using a realistic mathematics education model, as well as the students' reactions to learning mathematics using a realistic mathematics education model. This kind of study uses questionnaire analysis to do descriptive research. A self- regulated learning questionnaire and a questionnaire for students' responses made up the tool used to assess the self-regulated learning abilities that had been put to the test. Data were collected for this study to examine the rise in realistic mathematics education students' ability to learn mathematics independently, as well as the students' attitudes toward learning mathematics through mathematics education, which were assessed using a Likert attitude scale. The self-regulated learning scale is made up of four parts: the students' evaluations of how well they (1) use and locate pertinent learning resources in mathematics, (2) select and determine their learning strategies in mathematics, (3) assess and evaluate their learning outcomes in mathematics, and (4) have a positive view of themselves as mathematicians. By utilizing realistic mathematics education, the findings of this study about self-regulated learning in mathematics can be viewed as a whole. Based on the results of data analysis it is known that students' responses to realistic mathematics education models are positive which are adapted to real-life contexts or everyday life which will arouse students' self-regulated learning in solving problems because they are related to real life. This demonstrates that 98.18% of students respond positively.]]>
<![CDATA[The Effect of Habits of Mind on Mathematical Problem-Solving Ability of Junior High School Students ]]>
<![CDATA[Neng Yustinah]]>;
<![CDATA[Euis Eti Rohaeti]]>;
<![CDATA[Anik Yuliani]]>
<![CDATA[ (JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol 6, No 1 (2023): VOLUME 6 NUMBER 1, MARCH 2023 ]]>
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DOI: 10.22460/jiml.v6i1.15259
<![CDATA[Mathematical problem-solving ability is one of the cognitive aspects that must be mastered by students in order to be able to solve problems that are often encountered in everyday life. In addition to the cognitive aspect there are affective abilities, one of which is the Habits of Mind. This study aims to analyze and examine in depth the problem-solving abilities that are influenced by the habits of mind in junior high school students. The method in this study uses a correlational method with a quantitative approach. The populational in this study were junior high school students in Bekasi Regency and a sampel of 38 people who were determined by purposive sampling technique at one junior high school in Bekasi Regency. The instrument used is in the form of a problem-solving ability test with 3 questions and a Habits of Mind scale with 25 statements. The resulth of this study concluded that there were 50% high habits of mind with moderate problem-solving abilities, 15.79% high habits of mind and high problem-solving abilities, 13.16% moderate habits of mind and moderate problem-solving abilities, 21.05% moderate habits of mind and low problem-solving abilities. In addition, there is a positive influence between the habits of mind and the mathematical problem-solving abilities of junior high school students by 20.40%. This show that the higher students’ habits of mind, the higher the problem-solving ability of students. Based on the result, it is necessary to carry out further research on habits of mind and students’ mathematical problem-solving abilities.]]>
<![CDATA[Development of Discovery Learning Assisted by Cabri Express Teaching Materials to Improve Students' Communication Ability and Mathematical Disposition ]]>
<![CDATA[Risman Firmansyah]]>;
<![CDATA[Asep Ikin Sugandi]]>;
<![CDATA[Euis Eti Rohaeti]]>
<![CDATA[ (JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol 6, No 1 (2023): VOLUME 6 NUMBER 1, MARCH 2023 ]]>
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DOI: 10.22460/jiml.v6i1.15316
<![CDATA[The purpose of this study was to improve students' mathematical concepts through improving communication skills and students' mathematical dispositions using Discovery Learning assisted by Cabri Express. This research is development research using the 4-D development model, which consists of the Define, Design, Develop, and Disseminate phases. The subjects in this study were 18 students. Data collection techniques in this study used the instrument questions given in the form of written tests, while the data analysis techniques in this study were data collection, data processing, data presentation, and concluding. So that the conclusions that can be drawn from this study are Cabri Express assisted teaching materials on flat plane material developed using three stages, namely define, design, and develop. Teaching materials have been validated with an average value of 87.3% with very valid and very practical criteria. Thus, the Cabri Express-assisted Discovery Learning teaching material on flat-sided spatial construction material is feasible to use. Furthermore, the teaching materials developed received a positive response from students with a percentage of 76% in the "interesting" category. Students' mathematical communication ability is 74% and students' mathematical disposition is 76% in the Good category. This proves that using teaching materials based on discovery learning assisted by Cabri Express improves students' communication skills and mathematical dispositions.]]>
