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Innovative teaching modules utilizing discovery learning to strengthen mathematical problem-solving skills Ismayanti, Syifa; Nurhikmayati, Iik; Jatisunda, Mohamad Gilar
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 13 No 1 (2025)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v13i1.18981

This research aims to strengthen students' mathematical problem-solving skills by creating teaching modules based on the Discovery Learning approach. Because traditional teaching approaches often fail to engage students effectively, the development of this module is essential. In our research, we use research and development (R&D) techniques with 4D models up to the Development stage, which concentrates on module design and testing. Based on the findings of the validity test, media experts got a score of 73%, while material experts got a score of 87%. The criteria used include relevance, completeness, ease of understanding, suitability for discovery learning, and problem-solving skills. Meanwhile, practicality received an average score of 93.5% from teachers and students. Therefore, modules can be considered legitimate and useful, and are expected to improve student engagement and problem-solving skills. Through this research, it is hoped to significantly advance mathematics education with the creation of more creative teaching strategies. The findings provide a foundation for future studies to refine and expand Discovery Learning-based instructional materials in mathematics education.

Mapping research trajectories on didactics and praxeology in mathematics education: A bibliometric analysis Nurhaeni, Puput Indiriyani; Ismayanti, Syifa; Utami, Wulan Putri; Hartanto, Ahmad Iqbal
Al-Mufid Vol 2 No 2 (2024)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/ijr.v2i2.2523

This study presents a bibliometric analysis of research on didactics and praxeology in mathematics education between 2007 and 2024. Drawing on 312 Scopus-indexed publications, the analysis maps publication trends, citation performance, thematic clusters, and country-level contributions. Findings reveal three phases of research development: early epistemological debates (2007–2012), expansion into teacher education and professional development (2013–2018), and a recent focus on didactical design, learning obstacles, and cultural relevance (2019–2024). Citation indicators highlight foundational works by Chevallard, Straesser, and Winsløw, alongside emerging contributions linking theory to classroom practice. Thematic cluster analysis identifies four main domains: didactic foundations, teacher education, learning processes, and equity in mathematics education. Geographically, Europe remains the intellectual hub, but growing contributions from Indonesia, Brazil, and South Africa signal increasing global diffusion. The study concludes that didactics and praxeology have evolved into a legitimate and dynamic research domain that bridges theoretical discourse with practical applications, offering implications for researchers, teacher educators, policymakers, and classroom practice

Innovative teaching modules utilizing discovery learning to strengthen mathematical problem-solving skills Ismayanti, Syifa; Nurhikmayati, Iik; Jatisunda, Mohamad Gilar
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 13 No 1 (2025)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v13i1.18981

This research aims to strengthen students' mathematical problem-solving skills by creating teaching modules based on the Discovery Learning approach. Because traditional teaching approaches often fail to engage students effectively, the development of this module is essential. In our research, we use research and development (R&D) techniques with 4D models up to the Development stage, which concentrates on module design and testing. Based on the findings of the validity test, media experts got a score of 73%, while material experts got a score of 87%. The criteria used include relevance, completeness, ease of understanding, suitability for discovery learning, and problem-solving skills. Meanwhile, practicality received an average score of 93.5% from teachers and students. Therefore, modules can be considered legitimate and useful, and are expected to improve student engagement and problem-solving skills. Through this research, it is hoped to significantly advance mathematics education with the creation of more creative teaching strategies. The findings provide a foundation for future studies to refine and expand Discovery Learning-based instructional materials in mathematics education.

Mathematical transition: evaluating students’ academic progress and adaptation from primary to secondary education Ismayanti, Syifa; Pujiati, Amelia
Al-Mufid Vol 3 No 1 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/ijr.v3i1.2863

The transition from primary to secondary education represents a critical phase in students’ mathematical development, often marked by cognitive, curricular, and emotional challenges. This study aimed to examine students’ academic progress in mathematics during their first semester of lower secondary education in Majalengka, Indonesia, and to analyze how structured instruction and curricular coherence influence their learning outcomes. A quantitative pre-test–post-test design was employed involving 38 seventh-grade students at SMP Negeri 2 Majalengka. Data were collected using a standardized mathematics achievement test aligned with the Kurikulum Merdeka competencies, covering five mathematical domains: number, measurement, geometry, algebra, and data. Descriptive and inferential analyses were conducted using SPSS version 26. The results revealed a significant improvement in students’ mathematics achievement (t(37) = 9.284, p < 0.001), with a large effect size (Cohen’s d = 1.51), indicating substantial educational impact. The greatest gains were observed in algebra and geometry, reflecting the development of abstract reasoning and problem-solving skills. These findings support the Curriculum Alignment Theory, demonstrating that vertically coherent mathematics instruction promotes continuity in learning, and align with the Cognitive-Affective Adaptation Theory, which emphasizes the importance of emotional engagement and self-efficacy during academic transitions. The results underscore the critical role of instructional alignment, affective support, and contextualized pedagogy in facilitating successful mathematical transition. This study contributes empirical evidence from the Indonesian context, highlighting that structured and coherent mathematics instruction not only enhances students’ cognitive performance but also fosters positive attitudes and adaptive motivation during the transition to secondary education. The implications are discussed for curriculum design, teacher professional development, and policy interventions aimed at improving educational continuity in mathematics.

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