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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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Efforts to overcome students’ learning difficulties in geometry: A didactic design of creative thinking skills through metacognitive approaches Fauzi, KMS Muhammad Amin; Hia, Yasifati; Darari, Muhammad Bazlan; Siagian, Muhammad Daut
Beta: Jurnal Tadris Matematika Vol. 17 No. 2 (2024): Beta November
Publisher : Universitas Islam Negeri (UIN) Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/betajtm.v17i2.648

Abstract

[English]: Prior knowledge is crucial in connecting all available information so that new knowledge can be constructed through the processes of assimilation or accommodation. This study seeks to identify students’ prior knowledge related to their learning difficulties in solving mathematical problems on plane geometry and to describe a metacognition-based creative thinking learning trajectory that can help reduce these difficulties. The research method used is the didactic design research, comprising of three stages: the needs analysis, the metapedadidactic analysis, and the retrospective analysis. Quantitative and qualitative data are collected through test, questionnaire, observation, and interview. The findings show that, despite having prior knowledge, students still face difficulties in simplifying plane geometric shapes into smaller triangles or quadrilaterals, calculating their areas or perimeters, and understanding the relationships between various plane figures. To address these issues, a metacognition-based mathematical creative thinking learning trajectory was developed, consisting of five stages: problem orientation, planning to overcome the problem, implementing the plan, mastering initial mathematical knowledge (creativity concepts), and evaluating the results obtained. Based on the trial results, the developed didactic design series effectively reduces the difficulties faced by students. [Bahasa]: Pengetahuan awal merupakan hal yang paling krusial dalam menghubungkan seluruh informasi yang ada sehingga pengetahuan baru dapat dikonstruksi melalui proses asimilasi atau akomodasi. Penelitian ini bertujuan untuk mengidentifikasi pengetahuan awal mahasiswa kaitannya dengan kesulitan belajar dalam menyelesaikan masalah matematis pada materi bangun datar serta mendeskripsikan lintasan pembelajaran berpikir kreatif berbasis metakognisi yang dapat mengurangi kesulitan tersebut. Metode penelitian ini merupakan metode penelitian desain didaktik yang terdiri atas tiga tahapan, yaitu tahap analisis kebutuhan, tahap analisis metapedadidaktik, dan tahap analisis retrospektif. Data kuantitatif dan kualitatif dikumpulkan melalui tes, angket, observasi dan wawancara. Hasil penelitian menunjukkan bahwa, dengan pengetahuan awal yang ada, mahasiswa masih kesulitan dalam menyederhanakan bangun datar menjadi segitiga atau segi empat yang lebih kecil dan menghitung luas atau kelilingnya serta belum memahami hubungan antara berbagai bangun datar. Untuk mengantisipasi permasalahan tersebut, lintasan pembelajaran berpikir kreatif matematis berbasis metakognisi telah dikembangkan yang terdiri atas lima tahapan yaitu orientasi pada masalah, rencana mengatasi masalah, realisasi rencana, penguasaan pengetahuan matematika awal (konsep kreativitas), dan evaluasi hasil yang diperoleh. Berdasarkan hasil ujicoba, rangkaian desain didaktik yang dikembangkan dapat mengurangi kesulitan yang dihadapi mahasiswa.
A comprehensive analysis of mathematical resilience in elementary school students: A gender and learning style perspective Siagian, Muhammad Daut; Ade Evi Fatimah; Agung Prasetyo Abadi; Sutirna; Siregar, Rosliana
Beta: Jurnal Tadris Matematika Vol. 18 No. 1 (2025): Beta May
Publisher : Universitas Islam Negeri (UIN) Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/betajtm.v18i1.683

Abstract

[English]: This study investigates the relationship between students' mathematical resilience and their learning styles and gender. Employing a non-experimental comparative design and survey methodology, the study utilized mathematical resilience and learning style questionnaires as data collection instruments. The study's sample consisted of 62 fifth-grade elementary school students from Stabat City, North Sumatra Province. Sampling was conducted using the probability proportional sampling technique, resulting in 32 female and 30 male students. Data analysis employed a two-way ANOVA test to examine the impact of two independent variables (learning style and gender) on the dependent variable (mathematical resilience). The findings revealed that the visual learning style was the predominant learning style among students. Furthermore, the study demonstrated a significant correlation between learning styles and mathematical resilience, suggesting that variations in learning styles significantly influence mathematical resilience. In contrast, gender was found to have no discernible impact on mathematical resilience. Additionally, the analysis indicated no interaction between learning style and gender in influencing mathematical resilience. These findings imply that learning styles independently influence mathematical resilience, without any moderating effect of gender. The implications of this study suggest that when developing teaching strategies to enhance mathematical resilience, it is advisable to prioritize individual learning styles rather than differentiating based on gender. [Bahasa]: Penelitian ini bertujuan untuk menguji resiliensi matematis siswa dalam kaitannya dengan gaya belajar dan jenis kelamin mereka. Dengan menggunakan desain komparatif non-eksperimental dan metodologi survei, penelitian ini menggunakan kuesioner resiliensi matematis dan gaya belajar sebagai instrumen pengumpulan data. Subjek penelitian terdiri dari 62 siswa sekolah dasar kelas lima dari Kota Stabat, Provinsi Sumatera Utara. Pengambilan sampel dilakukan dengan menggunakan teknik probability proportional sampling, menghasilkan 32 siswa perempuan dan 30 siswa laki-laki. Analisis data menggunakan uji ANOVA dua arah untuk menguji dampak dari dua variabel independen (gaya belajar dan jenis kelamin) terhadap variabel dependen (resiliensi matematis). Temuan penelitian mengungkapkan bahwa gaya belajar visual adalah gaya belajar yang paling umum (dominan) di antara siswa. Lebih jauh lagi, gaya belajar menunjukkan dampak yang signifikan pada resiliensi matematis, yang menunjukkan bahwa variasi dalam gaya belajar memberikan kontribusi secara substansial pada tingkat resiliensi matematis. Sebaliknya, tidak ditemukan pengaruh jenis kelamin pada resiliensi matematis. Selain itu, analisis menunjukkan tidak adanya interaksi antara gaya belajar dan jenis kelamin dalam mempengaruhi resiliensi matematis. Temuan ini menunjukkan bahwa gaya belajar secara mandiri mempengaruhi resiliensi matematis, tanpa moderasi apa pun oleh jenis kelamin. Implikasi dari penelitian ini menunjukkan bahwa ketika mempertimbangkan strategi pengajaran untuk meningkatkan resiliensi matematis, penekanan dapat diberikan pada gaya belajar individu tanpa perlu membedakan berdasarkan jenis kelamin.  
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.
Correlation of mathematical resilience, attitudes and learning habits, gender and their impact on student academic performance Fatimah, Ade Evi; Siagian, Muhammad Daut; Rini Sulastri
Jurnal Elemen Vol 11 No 3 (2025): July
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v11i3.30058

Abstract

Students enrolled in Informatics Engineering Education programs frequently encounter substantial obstacles in mastering Discrete Mathematics, a fundamental subject that necessitates perseverance, logical reasoning, and effective study strategies. These challenges are often compounded by negative perceptions of mathematics, lack of perseverance in learning, and ineffective study habits. In this context, it is imperative to investigate non-cognitive factors that may influence students’ academic performance (SAP), such as mathematics resilience (MR), attitudes and learning habits (ALH), and gender. This study endeavours to examine the extent to which MR, ALH, and gender contribute to SAP in Discrete Mathematics. A quantitative ex post facto correlational design was employed, involving a sample of 50 third-semester students selected through proportional random sampling methods. Data were collected using standardised questionnaires assessing MR and ALH, along with academic records from the targeted course. The findings indicate that both MR and ALH significantly influence students’ academic performance. Among these factors, ALH emerged as the most influential contributor to academic success. In contrast, gender did not have any substantial impact on students’ achievement. These results emphasize the significance of non-cognitive factors—particularly resilience and effective learning behaviors—in supporting students’ success in mathematics-related coursework.
Empowering Primary School Students Through Problem-Based Learning: A Path to Literacy and Numeracy Mastery Siregar, Rosliana; Siagian, Muhammad Daut; Syahlan, Syahlan
Mosharafa: Jurnal Pendidikan Matematika Vol. 13 No. 4 (2024): October
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v13i4.2550

Abstract

Abstrak Keterampilan literasi dan numerasi sangat penting untuk mencapai potensi penuh dalam menjalani kehidupan yang bermakna dan produktif. Penelitian ini bertujuan mengkaji efektivitas Problem-Based Learning (PBL) dalam meningkatkan literasi dan numerasi siswa sekolah dasar di Kota Medan. Menggunakan desain quasi-eksperimen, sampel terdiri dari 37 siswa kelompok eksperimen (PBL) dan 35 siswa kelompok kontrol (konvensional). Data dikumpulkan melalui tes prior knowledge (PK), literasi, dan numerasi, dianalisis dengan ANOVA dua jalur. Hasil menunjukkan bahwa kelompok eksperimen mengalami peningkatan signifikan, dengan N-Gain literasi (0.449) dan numerasi (0.439) lebih tinggi dibanding kelompok kontrol (0.268 dan 0.236). Selain itu, PK berpengaruh signifikan terhadap numerasi, tetapi tidak terhadap literasi. Penelitian ini merekomendasikan integrasi PBL dalam kurikulum untuk meningkatkan keterampilan siswa serta penelitian lanjutan terkait motivasi dan konteks sosial-budaya. PBL terbukti sebagai pendekatan inovatif yang relevan bagi peningkatan kualitas pendidikan di Indonesia. Abstract Literacy and numeracy skills are essential for individuals to reach their full potential, lead meaningful and productive lives, and participate fully in society. This study aims to examine the effectiveness of Problem-Based Learning (PBL) in enhancing the literacy and numeracy skills of primary school students in Medan, Indonesia. Employing a quasi-experimental design, the study involved 37 students in the experimental group (PBL) and 35 students in the control group (conventional learning). Data were collected through prior knowledge (PK) tests, as well as literacy and numeracy assessments, and analyzed using two-way ANOVA. The results revealed that the experimental group showed significantly greater improvement, with N-Gain scores for literacy (0.449) and numeracy (0.439) exceeding those of the control group (0.268 and 0.236, respectively). Additionally, prior knowledge had a significant effect on numeracy outcomes, but not on literacy. The study recommends integrating PBL into the curriculum to enhance student skills and encourages further research on motivational and sociocultural factors. PBL is demonstrated to be an innovative and relevant approach for improving the quality of education in Indonesia.
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.
Exploration of Students' Epistemological Obstacles in Understanding the Concept of Variables and Expressions Rosliana Siregar; Muhammad Daut Siagian; Tommy Tanu Wijaya
Didaktik Matematika Vol 10, No 1 (2023): April 2023
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jdm.v10i1.30694

Abstract

Variables and expressions serve as bridges where students cross from arithmetic to algebra. Although variables and expressions are important concepts in middle school and high school mathematics, they are topics that many students find challenging, and many, in fact, do not develop a thorough understanding of these topics. This study aims to explore the epistemological obstacles students face in understanding and interpreting the concepts of variables and expressions. Based on these objectives, a qualitative research design with a phenomenological approach was chosen to achieve this research objective. The subjects in this study were 8th grade middle school students in the city of Medan, Indonesia. Tests and interviews were used to collect data. The data obtained were analyzed using an inductive approach. The data obtained are presented in narrative and graphical forms. Based on the research results obtained, six types of student errors in solving problems related to the concept of variables and expressions were identified. Overall, students' limitations in understanding and interpreting variables as something unknown is one of the triggers for epistemological obstacles. Teachers should give chances for pupils to debate and explain variables and expressions in the classroom to assist students gain a comprehensive knowledge of these mathematical tools.
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