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All Journal SIGMA: Jurnal Pendidikan Matematika Mandalika Mathematics and Educations Journal
Mawarni
Universitas Samudra
Mathematics Other

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ANALISIS DESAIN DIDAKTIS MATERI PERMUTASI DAN KOMBINASI BERDASARKAN LEARNING OBSTACLE SISWA SMA Mawarni; Intan Sari
SIGMA: JURNAL PENDIDIKAN MATEMATIKA Vol. 17 No. 2: Desember 2025
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/sekw9w97

Abstract

Penelitian ini bertujuan untuk menganalisis desain didaktis materi permutasi dan kombinasi yang disusun berdasarkan kesulitan belajar siswa serta mengkaji implementasinya dalam pembelajaran matematika di tingkat SMA. Penelitian ini menggunakan pendekatan kualitatif dengan menggunakan kerangka desain didaktis (didactical design research), yang diawali dengan studi pendahuluan guna mengidentifikasi dan menganalisis berbagai learning obstacle yang dialami siswa. Hasil analisis menunjukkan bahwa learning obstacle siswa terbagi ke dalam tiga tipe, yaitu hambatan konseptual, hambatan strategis dalam pemilihan rumus atau metode penyelesaian, dan hambatan prosedural pada operasi hitung faktorial. Berdasarkan temuan tersebut, disusun desain didaktis berupa Lembar Kerja Siswa (LKS) yang menekankan penguatan pemahaman konsep dan pemilihan strategi penyelesaian. Desain didaktis kemudian diimplementasikan dalam pembelajaran untuk mengamati kesesuaian antara prediksi respon siswa, respon aktual, dan antisipasi didaktis yang dilakukan selama proses pembelajaran. Hasil implementasi menunjukkan bahwa sebagian besar respon siswa sejalan dengan prediksi desain, sementara respon yang menyimpang dapat diantisipasi melalui tindakan pedagogis seperti scaffolding dan diskusi. Hasil identifikasi learning obstacle akhir menunjukkan penurunan persentase hambatan pada ketiga aspek tersebut. Temuan ini menunjukkan bahwa desain didaktis yang dianalisis dapat digunakan sebagai alternatif bahan ajar untuk meminimalkan learning obstacle siswa pada materi permutasi dan kombinasi.
Analysis of Civil Engineering Students' Mathematical Thinking Skills in Calculus Based on Personality Type Intan Sari; Defry Basrin; Fazrina Saumi; Mawarni; Fairuz; Fitra Muliani
Mandalika Mathematics and Educations Journal Vol 8 No 2 (2026): Edisi Juni
Publisher : FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jm.v8i2.11902

Abstract

Mathematical thinking skills are crucial competencies for civil engineering students in dealing with increasingly complex infrastructure problems, one of the foundations of which is laid by basic calculus. However, students show varying abilities, indicating the influence of internal factors such as personality. This study aims to describe the relationship between students' personality types, as measured by the Myers–Briggs Type Indicator (MBTI) framework, and the mathematical thinking abilities of civil engineering students in calculus learning. This study uses a descriptive qualitative approach involving civil engineering students at Samudra University. Personality types were determined using the MBTI questionnaire, while mathematical thinking skills were measured by analyzing students' written answers to calculus problems compiled based on mathematical thinking indicators. Data were analyzed descriptively and qualitatively to identify patterns in mathematical thinking skills across personality types. The results of the study indicate that students with ESFJ or SFJ tendencies tend to show strength in applying concrete procedures (specializing), while students with ENFJ or NFJ tendencies tend to demonstrate greater flexibility in developing intuitive ideas. This study suggests that students' personalities should be taken into account when designing calculus learning. The application of adaptive and differentiated learning strategies tailored to individual personality characteristics may be considered.
Co-Authors Defry Basrin Fairuz Fazrina Saumi Fitra Muliani Intan Sari