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All Journal Jurnal Riset Pendidikan Matematika Jurnal Elemen InfoTekJar : Jurnal Nasional Informatika dan Teknologi Jaringan Beta: Jurnal Tadris Matematika JURNAL MATHEMATIC PAEDAGOGIC MES: Journal of Mathematics Education and Science Journal of Didactic Mathematics Journal of Educational Experts (JEE) Mosharafa: Jurnal Pendidikan Matematika Jurnal Riset Teknologi dan Inovasi Pedidikan (JARTIKA) Jurnal Didaktik Matematika
Muhammad Daut Siagian
Universitas Singaperbangsa Karawang
Computer Science & IT Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Journal : Journal of Didactic Mathematics

 1 
PENCAPAIAN PEDAGOGICAL CONTENT KNOWLEDGE MELALUI PEMBELAJARAN MATEMATIKA Ningsih, Sri Yunita; Siagian, Muhammad Daut
Journal of Didactic Mathematics Vol 1, No 1 (2020): April
Publisher : Mahesa Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (369.685 KB) | DOI: 10.34007/jdm.v1i1.157

Abstract

Pedagogical content knowledge is a combination of understanding of teaching material (content knowledge) and understanding how to educate (pedagogical knowledge) that needs to be possessed by a teacher. The purpose of this study was to determine the pedagogical content knowledge concept, the achievement of pedagogical content knowledge for prospective teacher students, and to determine the role of prospective mathematics teacher students towards pedagogical content knowledge. A teacher in carrying out his professional assignments must have the competence that is always maintained. Because of this, competency development is an important requirement to ensure that the quality of learning in the classroom adjusts to the development and demands of the times. Always maintained competence also ensures that the implementation of education is consistent in achieving educational goals. There are ten pedagogical content knowledge criteria that must be possessed by prospective teacher students before conducting the practice in the field. Prospective teacher students must also be able to implement learning, knowledge of ways to represent and explain the material to make the material understandable to others.
ANALISIS HUBUNGAN KESIAPAN BELAJAR SECARA DARING DI ERA PANDEMI COVID-19 TERHADAP HASIL BELAJAR STATISTIKA Fitry Wahyuni; Muhammad Daut Siagian
Journal of Didactic Mathematics Vol 1, No 3 (2020): December
Publisher : Mahesa Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34007/jdm.v1i3.422

Abstract

This study was motivated by the transformation of the learning process from face-to-face to online learning due to the Covid-19 pandemic. This study aims to analyze students' online learning readiness in the Covid-19 pandemic era regarding statistics learning outcomes. This research is a quantitative descriptive study using a regression research design. Data collection was carried out by providing online learning readiness questionnaires and statistical material tests to students. Based on the results of data analysis, it was found that there was a relationship between online learning readiness and student learning outcomes statistics, with the acquisition price of Fcount = 4.195 and a significance value of 0.048 <0.05, and 46.1% of student statistics learning outcomes were influenced by learning readiness and the rest was influenced by external factors. student learning readiness. Based on these results, it is concluded that online learning readiness affects student learning outcomes statistics, where the large influence of learning readiness is 46.1%. Therefore, so that lecturers and students can maximize factors outside of learning readiness so that the achievements and objectives of the statistics course can be maximally achieved even though learning is carried out online.
Kemampuan pemecahan masalah matematis ditinjau dari self-efficacy: Studi korelasional Fitry Wahyuni; Muhammad Daut Siagian; Ade Evi Fatimah
Journal of Didactic Mathematics Vol 4, No 2 (2023): August
Publisher : Mahesa Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34007/jdm.v4i2.1902

Abstract

Problem-solving is one of the mathematical skills needed by students and plays an important role in helping them achieve conceptual understanding in learning mathematics. On the other hand, self-efficacy is also important because it relates to a person's belief in his ability to complete a task or achieve a goal. Based on this, this study aims to examine the relationship between self-efficacy and problem-solving abilities. To achieve the research objectives, the quantitative correlational method was used in this study. Data collection used a survey method to obtain data self-efficacy and students' mathematical problem-solving abilities. Data analysis was performed using inferential statistical analysis to prove the research hypothesis. Hypothesis testing includes analysis of correlation, regression, and coefficients of determination. Based on the results of the study, it can be concluded that there is a moderately positive relationship between self-efficacy and problem-solving abilities. where self-efficacy contributes to problem-solving abilities by 27.8%.
Beyond (+) and (-): Investigating prospective elementary school teachers’ misconceptions in mathematical operations Ardiansari, Lia; Siagian, Muhammad Daut
Journal of Didactic Mathematics Vol 6, No 1 (2025): April
Publisher : Mahesa Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34007/jdm.v6i1.2604

Abstract

This study investigates prospective elementary school teachers' misconceptions of the (+) and (?) symbols by exploring their perceptions in various mathematical contexts. The aim is to understand how students interpret these fundamental operations and identify potential challenges in their conceptualization. Since teachers’ understanding of mathematical symbols plays a crucial role in shaping students’ learning experiences, it is essential to uncover gaps between their conceptual and procedural knowledge. This study involved 65 undergraduate students majoring in elementary teacher education, selected to ensure a diverse range of academic backgrounds and experiences. Data were collected through written assessments and semi-structured interviews, then analyzed thematically to identify recurring misconceptions. The findings indicate that while students demonstrate procedural fluency in basic arithmetic, significant misunderstandings arise when dealing with negative numbers, inverse operations, and algebraic expressions. Many students perceive the minus sign solely as an operator rather than a representation of a negative value, leading to difficulties in interpreting mathematical expressions in different contexts. These results highlight the need for instructional approaches that emphasize conceptual understanding alongside procedural skills. The study contributes to mathematics education research by providing insights into how prospective teachers interpret mathematical symbols and offering recommendations for improving teacher preparation programs.
Improving the ability to understand mathematical concepts and achievement of self-determination of elementary school students using realistic mathematics education approach Samura, Asri Ode; Siagian, Muhammad Daut
Journal of Didactic Mathematics Vol 4, No 3 (2023): December
Publisher : Mahesa Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34007/jdm.v4i3.1914

Abstract

This study examines the differences in the increase in the ability to understand mathematical concepts and the achievement of students' self-determination using the RME approach. Quantitative research method by way of the experiment using "nonequivalent control-group design." The research sample amounted to 81 people. The instrument used is in the form of an essay test. Data obtained from the pretest and posttest were analyzed using descriptive and inferential statistics. The results obtained; The RME technique has a very high impact on the category's ability to comprehend mathematical ideas and attain self-determination. The RME method can help primary school children gain self-determination and increase their understanding of mathematical ideas. Students who learn to use the RME technique and students who learn to use conventional learning have different increases in their capacity to understand mathematical topics. There is no difference in self-determination between students who learn to use the RME approach and those who use conventional learning.
Co-Authors Ade Evi Fatimah Agung Prasetyo Abadi Asri Ode Samura, Asri Ode Darari, Muhammad Bazlan Emilianus Jehadus Evi Adelina Nasution Fauzi, KMS Muhammad Amin Habibi R. P. Negara Lia Ardiansari Marzuki Marzuki Metrlitna Br Sembiring Rini Sulastri Rini Sulastri Siregar, Rosliana Sri Yunita Ningsih Sutirna Suwanto Suwanto Syahlan, Syahlan Tamur, Maximus Tommy Tanu Wijaya Winmery Lasma Habeahan Yasifati Hia