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All Journal Jurnal Absis : Jurnal Pendidikan Matematika dan Matematika Jurnal Didaktik Matematika
Niki Pujarwati
SMPN 26 Bandar Lampung
Mathematics

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A Qualitative analysis of teacher feedback and student motivation in statistics didactic design Tina Yunarti; Annisa Mutiarani; Santy Setiawati; Niki Pujarwati
Jurnal Absis: Jurnal Pendidikan Matematika dan Matematika Vol. 9 No. 1 (2026): Jurnal Absis
Publisher : Program Studi Pendidikan Matematika Universitas Pasir Pengaraian

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30606/absis.v9i1.3347

Abstract

Teacher feedback plays an important role in supporting students’ learning motivation, particularly when it is integrated into the learning process through a well-structured didactic design. However, feedback in statistics learning is often still predominantly evaluative and has not been systematically used to guide students’ learning processes. This study aims to identify the types of teacher feedback provided to students in Class VII-A of SMP Negeri 26 Bandar Lampung and to describe students’ learning motivation after receiving feedback within a statistics didactic design. This research employed a qualitative case study design involving 31 seventh-grade students in the even semester of the 2023/2024 academic year. Data were collected through field notes, Likert-scale questionnaires on teacher feedback and student learning motivation, and interviews. The data were analyzed descriptively to identify patterns of teacher feedback and students’ motivational responses. The findings indicate that verbal feedback was the dominant form of feedback provided by the teacher. The most frequently observed feedback indicators were timely, specific, and process-focused feedback. In addition, students with high and moderate mathematical ability tended to show higher learning motivation than students with low mathematical ability. These findings suggest that process-oriented teacher feedback can support students’ motivation in learning statistics, especially when it is embedded in a structured didactic design.
Classroom discourse analysis in didactical design of linear equations in one variable: The development of students' critical thinking skills Tina Yunarti; Jihan Tama Farasiska; Niki Pujarwati; Santy Setiawati
Jurnal Absis: Jurnal Pendidikan Matematika dan Matematika Vol. 8 No. 2 (2025): Jurnal Absis
Publisher : Program Studi Pendidikan Matematika Universitas Pasir Pengaraian

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30606/absis.v8i2.3275

Abstract

This study aims to analyze classroom discourse within the didactical design of linear equations in one variable, focusing on the development of students’ critical thinking skills. The research employed a qualitative approach with an evaluative design. The main participants consisted of one mathematics teacher and 12 seventh-grade students (class VII-1) from a public junior high school in Bandar Lampung during the first semester of the 2024/2025 academic year. The students were grouped according to their mathematical abilities into high, medium, low, and mixed categories. Based on secondary data, the majority of the class consisted of students with low academic ability. Data were collected through observation, interviews, and documentation, while validity was ensured using triangulation techniques. Data analysis was conducted in three stages: data condensation, data display, and conclusion drawing and verification. The findings indicate that (1) the most dominant form of classroom discourse produced by students was questions and answers, highlighting the importance of designing learning activities that facilitate complex questioning and answering to support the development of students’ critical thinking skills; (2) the most frequently observed indicator of critical thinking in classroom discourse was evaluation; and (3) students with medium-level mathematical ability were the most dominant in generating classroom discourse, which was influenced by factors of comfort.
Written Mathematical Communication and Disposition: Overall and Indicator-Level Outcomes of a Didactical Design Tina Yunarti; Agung Putra Wijaya; Elisa Nur Aini; Niki Pujarwati
Jurnal Didaktik Matematika Vol. 13 No. 2 (2026): Jurnal Didaktik Matematika
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jdm.v13i2.3625

Abstract

Previous research has provided limited evidence on overall and indicator-level differences in written mathematical communication and disposition following didactical design implementation. This study examined these differences among 51 Grade 7 students from two intact classes at a public junior high school in Bandar Lampung, Indonesia. Using a quasi-experimental posttest-only nonequivalent-groups design, 27 students received five lessons incorporating comics, cards, structured writing, discussion, and verification, while 24 received the teacher's usual instruction. Data were collected using a written communication test and a disposition questionnaire and analyzed using independent-samples t tests and Mann–Whitney U tests. Overall written communication differed significantly between groups (p = .003), particularly Writing Text (p < .001), whereas Mathematical Expression (p = .138) and Drawing (p = .139) did not. Overall disposition showed no significant difference (p = .363), although Willingness to Share Ideas with Others (p = .002) and Recognizing the Usefulness of Mathematics in Other Fields and Everyday Life (p = .021) differed significantly. These findings demonstrate the value of examining individual indicators alongside overall scores, particularly when aggregate differences are nonsignificant.
Co-Authors Agung Putra Wijaya Annisa Mutiarani Elisa Nur Aini Jihan Tama Farasiska Santy Setiawati Santy Setiawati Tina Yunarti Tina Yunarti