Article Per Year (5 Year)
p-Index From 2021 - 2026
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This Author published in this journals
All Journal AlphaMath: Journal of Mathematics Education International Journal of Education and Teaching Zone
Davron Aslonqulovich Juraev
Uzbekistan Academy of Sciences
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Didactical Situations and Learning Obstacles in Geometric Sequences among High School Students Wulan Putri Utami; Mohamad Gilar Jatisunda; Davron Aslonqulovich Juraev; Mohamed Nor Azhari Azman
AlphaMath : Journal of Mathematics Education Alphamath: Vol. 12, No. 1, May 2026
Publisher : Department of Mathematics Education, Universitas Muhammadiyah Purwokerto, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/alphamath.v12i1.30595

Abstract

This study examines didactic situations by integrating an analysis of students’ learning obstacles in mathematics education, particularly on geometric sequences, which remains a persistent source of conceptual difficulty for students. The purpose of this study is to analyze didactic situations based on the Theory of Didactical Situations and to identify the types and emergence of students’ learning obstacles within each stage of the learning process. A descriptive qualitative approach was employed involving 36 eleventh-grade students divided into six groups. Data were collected through classroom observations, conceptual tests, and semi-structured interviews and analyzed using data reduction, data display, and conclusion-drawing techniques. The findings show that all stages of the Theory of Didactical Situations—action, formulation, validation, and institutionalization—were implemented systematically, each characterized by distinct patterns of students’ activities and interactions with the milieu. Nevertheless, students still encountered ontogenic obstacles during the action phase related to readiness and confidence, epistemological obstacles during the formulation phase in the form of misconceptions and difficulties in identifying multiplicative patterns, and didactical obstacles during the validation phase, characterized by limited participation and weak argumentative skills in discussions. These results indicate that learning obstacles are closely associated with the characteristics of each stage of the didactical situation. This study contributes an integrated analysis linking didactic situations with the emergence of students’ learning obstacles at each stage of the TDS through interactions with the milieu. The findings emphasize the importance of adaptive, student-centered instruction to strengthen conceptual understanding and reduce obstacles to learning in mathematics.
A Quasi-Experimental Study of Inquiry-Based Learning for Enhancing Motivation and Reflective Thinking in EFL Recount Writing Ikha Listyarini; Davron Aslonqulovich Juraev; Sri Wahyuni; Nur Hidayat; Muhammad Arief Budiman
International Journal of Education and Teaching Zone Vol. 5 No. 2 (2026): June 2026 Edition
Publisher : Yayasan Nurul Yakin Bunga Tanjung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57092/ijetz.v5i2.821

Abstract

This study investigated the effectiveness of ChatGPT-assisted Inquiry-Based Learning (IBL) in enhancing English as a Foreign Language (EFL) students' writing performance, reflective thinking, and motivation. A quasi-experimental pretest–posttest non-equivalent control group design was employed with 80 undergraduate EFL students assigned to either a conventional IBL group or a ChatGPT-assisted IBL group. Data were collected through IELTS-based writing assessments and validated questionnaires on reflective thinking and motivation and analyzed using descriptive and inferential statistics. The findings showed that students in the ChatGPT-assisted IBL group significantly outperformed those in the conventional IBL group in writing performance, reflective thinking, and motivation. Positive associations were also observed among the three learning outcomes, suggesting that integrating generative AI into inquiry-based instruction supports both cognitive and affective aspects of learning. These findings highlight the pedagogical potential of ChatGPT to enrich inquiry-based writing instruction by promoting reflective learning, increasing student motivation, and improving writing quality. Although the quasi-experimental design limits causal inference, the study provides empirical evidence supporting the integration of generative AI into EFL teaching and offers practical implications for AI-enhanced language learning in higher education.
Co-Authors Ikha Listyarini Mohamad Gilar Jatisunda Mohamed Nor Azhari Azman Muhammad Arief Budiman Nur Hidayat Sri Wahyuni Wulan Putri Utami