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All Journal Jurnal Infinity AKSIOMA: Jurnal Program Studi Pendidikan Matematika AlphaMath: Journal of Mathematics Education Jurnal Elemen Al-Jabar : Jurnal Pendidikan Matematika Union: Jurnal Ilmiah Pendidikan Matematika JTAM (Jurnal Teori dan Aplikasi Matematika) Jurnal Pendidikan Matematika (Kudus) International Journal on Emerging Mathematics Education Malikussaleh Journal of Mathematics Learning (MJML) SJME (Supremum Journal of Mathematics Education) Jurnal Cendekia : Jurnal Pendidikan Matematika Jurnal Didactical Mathematics Jurnal Educatio FKIP UNMA Range : Jurnal Pendidikan Matematika BERNAS: Jurnal Pengabdian Kepada Masyarakat Pasundan International of Community Services Journal (PICS-J) Jurnal Dharma Bhakti Ekuitas Jurnal Didactical Mathematics International Journal of Educational Innovation and Research Jurnal Cakrawala Pendas Edukasiana: Jurnal Inovasi Pendidikan Journal of Innovation and Research in Primary Education Prosiding Konferensi Nasional Penelitian Matematika dan Pembelajarannya Indonesian Journal of Islamic Education Journal of Education For Sustainable Innovation JRAMathEdu (Journal of Research and Advances in Mathematics Education) SANISKALA: Jurnal Pengabdian Masyarakat Profesi Pendidikan Dasar Jurnal Infinity Journal of Multidisciplinary Research and Development SJME (Supremum Journal of Mathematics Education) Papanda Journal of Community Service Jurnal Didaktik Matematika Indonesian Mathematics Education Journal Eduma : Mathematics Education Learning and Teaching
Mohamad Gilar Jatisunda
Department Of Mathematics Education, Universitas Majalengka
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Students Learning Processes on Measures of Central Tendency in Senior High School Classrooms Based on the Theory of Didactical Situations Wulan Putri Utami; Mohamad Gilar Jatisunda
Didaktik Matematika Vol 12, No 2 (2025): October 2025
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jdm.v12i2.48250

Abstract

In the current data-driven society, developing a deep understanding of statistical concepts is essential for students to interpret and communicate quantitative information effectively. This study explores how students construct a sense of the measures of central tendencymean, median, and modethrough interactions within didactical situations designed according to the Theory of Didactical Situations (TDS). Using an exploratory case study, sixteen tenth-grade senior high school students participated in two instructional sessions structured around five TDS phases: devolution, action, formulation, validation, and institutionalisation. Data were collected through observations, video recordings, written work, and field notes, and analyzed using deductive content analysis guided by the TDS framework. The findings reveal that learning structured around TDS phases fosters the emergence of intuitive strategies and promotes conceptual understanding of mean, median, and mode. Students gradually shifted from procedural computation toward reflective reasoning and contextual interpretation. This study contributes to mathematics education by demonstrating how TDS-based instruction can foster epistemic autonomy and conceptual growth in statistical learning
Implementing Problem-Based Learning to Enhance Students' Mathematical Proficiency in Primary School Ujiati Cahayaningsih; Mohamad Gilar Jatisunda; Dede Trie Kurniawan; Dede Salim Nahdi; Wulan Putri Utami; Rahma Halipah
Didaktik Matematika Vol 10, No 2 (2023): October 2023
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jdm.v10i2.32615

Abstract

Primary school students' mathematical proficiency is crucial to their academic progress. However, many students still struggle to understand math, especially fractions. This study examines how Problem-Based Learning (PBL) improves primary school students' mathematical proficiency. The study employed a quasi-experimental approach to investigate the effects of PBL academic achievement. The experimental group received PBL, while the control group received expository teaching. This study selected 54 students from two primary schools using purposive sampling. The experimental group consisted of 28 students, and the control group had 26. Students' mathematical proficiency was tested pre-and post-intervention.The findings reveal a significant improvement in mathematical proficiency in the experimental class exposed to PBL, as indicated by the independent samples t-test. The two-way ANOVA underscores the interaction influence of PBL and Early Mathematics Skills (EMS) factor on improving mathematical proficiency, supported by a high R-squared value (0.941). It suggests that PBL explains a substantial portion of the observed diversity in mathematical proficiency. The quasi-experimental approach has limitations, and the study shows that PBL improves mathematical proficiency. The study's quasi-experimental characteristics and potential lack of generalizability are acknowledged. While recognizing students' starting EMS, educators and policymakers should incorporate PBL into mathematics instruction, especially for complex concepts like fractions
Pythagorean Theorem Concept Image in Junior High School: An Analysis in The Online-Based Learning Mohamad Gilar Jatisunda; Vici Suciawati; Dede Salim Nahdi
Didaktik Matematika Vol 8, No 2 (2021): Jurnal Didaktik Matematika
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jdm.v8i2.21902

Abstract

The concept image comprises all the cognitive structures in an individual's mind connected with a specific notion. However, if the learning situation is not relevant to help students construct knowledge and provide meaningful experiences, it will affect their concept image. This study aims to examine the concept of the image of the Pythagorean theorem during online-based learning. The research is a qualitative approach, and the method is phenomenological to understand the meaning for the participants of their concept image. Initially, this study enrolled 66 students. Two students were selected as research subjects and acted as resource persons to provide adequate contextualization based on students who answered right and wrong. Data collection combines data from the outcomes of testing the Pythagorean theorem test, interviews, and literature studies. The data analysis technique employed is Interpretative Phenomenological Analysis (IPA). There are six categories of student concept image. Based on in-depth interviews with two students who answered correctly and incorrectly, students were given inconsistent meanings of the Pythagorean theorem due to the learning situation to improve students' understanding of the subject.
Integrating Silih Asah, Silih Asih, and Silih Asuh in Primary School Character Education Ansori, Yoyo Zakaria; Agustin, Mubiar; Jatisunda, Mohamad Gilar; Azman, Mohamed Nor Azhari
Profesi Pendidikan Dasar Vol. 12, No. 3, December 2025
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ppd.v12i3.12143

Abstract

Character education is a foundational pillar in students' moral and social development, particularly at the primary education level. This study examined the role of Sundanese local wisdoms silih asah (mutual enlightenment), silih asih (mutual affection), and silih asuh (mutual care) in shaping students' character across the cognitive, affective, and behavioural dimensions. A qualitative case study design was employed to enable an in-depth exploration of how these values are integrated into the learning ecosystem of a public primary school in Nunuk Baru Village. Data were collected through classroom observations, in-depth interviews, and document analysis conducted within the school setting. Qualitative data were systematically analyzed using NVivo software to support coding, thematic analysis, and data triangulation. The findings indicate that teacher empathy accounted for 30% of compassion-based interactions, peer support behaviours emerged in 25% of observed incidents, and practices reflecting silih asuh, such as a buddy system, were documented 21 times. In addition, spontaneous acts of care and active participation in extracurricular communal activities reflected the authentic internalization of these values. This study highlights the importance of embedding local wisdom into formal schooling as a sustainable approach to fostering prosocial behaviour and strengthening students' moral resilience amid the challenges of globalization.
Problem-Solving Ability and Self-Efficacy: The Effect of Mathematics Instruction-Based Theory of Didactical Situation Jatisunda, Mohamad Gilar; Saefuloh, Nandang Arif; Utami, Wulan Putri
Jurnal Pendidikan Matematika Vol 8, No 1 (2025): Jurnal Pendidikan Matematika (Kudus)
Publisher : Universitas Islam Negeri Sunan Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/jpmk.v8i1.30901

Abstract

This study investigates how Theory of Didactical Situations-based mathematics training affects problem-solving and self-efficacy. A quasi-experimental approach with pre- and post-tests and a control group was used in this study. The research sample comprised 58 students and was allocated into two groups: an experimental group, which received TDS intervention, and a control group, which received traditional explanatory learning. The two-way analysis of variance (ANOVA) results indicated a substantial interaction between the teaching methods employed in mathematics instruction, the early mathematical skills of the students (EMS), and the link between class and EMS. This interaction significantly improved students' capacity to solve arithmetic problems. Similarly, these characteristics have a notable impact on the degree of self-efficacy. The study emphasises the practical consequences of the necessity for teachers to consider students' cognitive abilities when planning mathematics instruction carefully. Additionally, it underscores the importance of designing learning environments that align with specific learning goals. This study further enhances the existing empirical evidence about the correlation between the learning environment, mathematical problem-solving abilities, and self-efficacy. Penelitian ini menguji efek dari pengajaran matematika berbasis Teori Situasi Didaktis terhadap kemampuan pemecahan masalah matematika dan efikasi diri. Penelitian ini menggunakan desain kuasi-eksperimental yang menampilkan kerangka kerja pre-test dan post-test, serta melibatkan kelompok kontrol. Sampel penelitian terdiri dari 58 siswa yang dialokasikan ke dalam dua kelompok: kelompok eksperimen, yang menerima intervensi TDS, dan kelompok kontrol, yang menerima pembelajaran eksplanatori tradisional. Hasil analisis varians (ANOVA) dua arah menunjukkan adanya interaksi yang substansial antara metode pengajaran yang digunakan dalam pembelajaran matematika, kemampuan awal matematika siswa (EMS), dan hubungan antara kelas dan EMS. Interaksi ini secara signifikan meningkatkan kemampuan siswa dalam memecahkan masalah aritmatika. Demikian pula, karakteristik ini memiliki dampak penting pada tingkat efikasi diri. Penelitian ini menekankan konsekuensi praktis yang muncul dari perlunya guru mempertimbangkan kemampuan kognitif siswa ketika merencanakan pengajaran matematika dengan hati-hati. Selain itu, penelitian ini juga menggarisbawahi pentingnya merancang lingkungan belajar yang selaras dengan tujuan pembelajaran yang spesifik. Penelitian ini semakin memperkuat bukti empiris yang ada tentang korelasi antara lingkungan belajar, kemampuan pemecahan masalah matematika, dan efikasi diri.
Analisis Kemampuan Pemecahan Masalah Matematis Siswa Smp Pada Materi Sistem Persamaan Linear Dua Variabel (SPLDV) Evi Sopiyah; Mohamad Gilar Jatisunda; Laelasari Laelasari
Indonesian Mathematics Education Journal Vol. 2 No. 2 (2025)
Publisher : UIN Kiai Ageng Muhammad Besari Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/imej.v2i2.61

Abstract

Kemampuan pemecahan masalah matematis merupakan salah satu kompetensi penting yang harus dikembangkan dalam pembelajaran matematika di sekolah. Penelitian ini bertujuan untuk menganalisis kemampuan pemecahan masalah matematis siswa SMP pada materi Sistem Persamaan Linear Dua Variabel (SPLDV) serta mengidentifikasi faktor-faktor yang memengaruhinya. Pendekatan penelitian yang digunakan adalah kualitatif deskriptif dengan subjek 26 siswa kelas VIII SMP Negeri 3 Majalengka. Data dikumpulkan melalui tes kemampuan pemecahan masalah dan wawancara semi-terstruktur, kemudian dianalisis menggunakan perangkat lunak NVivo melalui proses pengkodean, klasifikasi, dan visualisasi hubungan antar tema. Hasil penelitian menunjukkan bahwa sebagian besar siswa mampu memahami informasi dasar dalam soal, namun mengalami kesulitan dalam merumuskan model matematika, menyusun langkah penyelesaian secara sistematis, dan melakukan pemeriksaan hasil akhir. Faktor utama yang memengaruhi kesulitan siswa meliputi rendahnya kemampuan representasi, kurangnya latihan bertahap, dan lemahnya kesadaran reflektif. Penelitian ini merekomendasikan penerapan pembelajaran berbasis refleksi dan pemodelan kontekstual untuk meningkatkan kemampuan pemecahan masalah matematis siswa secara menyeluruh.
PROPHETIC PEDAGOGY–BASED DIDACTICAL DESIGN TO ENHANCE RELIGIOUS ATTITUDES IN ELEMENTARY STUDENTS Yoyo Zakaria Ansori; Mohamad Gilar Jatisunda; Ahmad Rifqy Ash-Shiddiqy; Dendi Irawan
Jurnal Cakrawala Pendas Vol. 11 No. 4 (2025)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jcp.v11i4.15757

Abstract

The limited engagement of students in religious practices and the dominance of normative, dogmatic character education hinder the reflective internalization of religious values. This study explores the integration of prophetic pedagogy within a Didactical Design Research (DDR) framework to foster religious attitudes among elementary school students. Conducted over 16 weeks in a fifth-grade class at SDN Babakan Jawa I, Majalengka, the study involved 20 students and two teachers. The research identified three main learning obstacles—ontogenic, epistemological, and didactic—which were addressed through tailored didactical interventions such as structured reflection journals, role-playing, contextualized examples, scaffolded exercises, and student-centered learning. Findings show that these strategies significantly improved students’ moral reasoning, reflective thinking, empathy, and the application of religious values in real-life contexts. The study demonstrates that prophetic pedagogy, when implemented through DDR, can create transformative, contextual, and value-oriented learning experiences. This approach contributes a practical model for character education rooted in reflective religious understanding.
Scientific Learning to Improve Critical Thinking Ability IIK NURHIKMAYATI; MOHAMAD GILAR JATISUNDA
EduMa: Mathematics education learning and teaching Vol. 7 No. 2 (2018)
Publisher : Jurusan Tadris Matematika UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eduma.v7i2.3398

Abstract

The importance of the ability to think critically in mathematics learning is contrary to the fact that the development of these abilities is still not optimal. Not many teachers creatively develop critical thinking skills during the learning process. The consequence of the implementation of the 2013 curriculum is the use of a scientific approach to learning, including mathematics. Steps in scientific learning include: (1) observing; (2) ask; (3) collecting information; (4) associate; and (5) communicating. These five steps provide great opportunities for students to be able to develop mathematical critical thinking skills. This study describes the implementation of a scientific approach in learning mathematics, especially in improving mathematical critical thinking skills.
Pre-service Mathematics Teachers' Professional Competency Development Through Analysis of Learning Obstacles Mohamad Gilar Jatisunda; Dede Salim Nahdi; Ujiati Cahyaningsih; Dela Rohimatunnisa
EduMa: Mathematics education learning and teaching Vol. 11 No. 2 (2022)
Publisher : Jurusan Tadris Matematika UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eduma.v11i2.9277

Abstract

It is the role of teachers to increase the quality of learning. When the instructor wants to increase the quality of learning, reflective practice is an option. However, instructors' current practice of learning reflection is based only on classroom action research and is primarily concerned with enhancing learning models rather than paying attention to student replies. As a result, prospective mathematics teachers must be able to engage in reflection techniques based on didactical design research that emphasizes student reactions. This study employs a descriptive qualitative technique, with the subjects being Mathematics Education students at the University of Majalengka who are enrolled in the Kapita Selekta Mathematics course. Students experience translating scientific, mathematical knowledge into mathematics ready to be taught in schools based on the study findings. Every step in the process of becoming a mathematics teacher has an impact on pedagogical content understanding
A Cognitive Cascade Analysis of High School Students’ Problem-Solving Difficulties in Algebraic Derivatives Yuliani Yuliani; Sudianto Sudianto; Mohamad Gilar Jatisunda
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.v12i1.30312

Abstract

Mathematics instruction at the high school level generally continues to emphasize procedural mastery, so students’ problem-solving abilities are often assessed based on the accuracy of their final answers. Previous studies have tended to focus on procedural errors or students’ success rates, while studies that reveal the complete and meaningful process of students’ mathematical problem solving remain limited. Therefore, this study aims to explore students’ mathematical problem-solving processes in the topic of algebraic derivatives. This study employed a qualitative case study design with 32 twelfth-grade students. Data were collected through a written mathematical problem-solving test administered to all participants, followed by semi-structured interviews with a purposively selected group of students representing different problem-solving profiles. The data were analyzed thematically using NVivo to identify patterns in problem interpretation, mathematical modeling, solution strategies, mathematical communication, and the meaningful use of mathematics. The results showed that students’ main difficulty occurred at the mathematical modeling stage, where many students were unable to translate contextual information into appropriate algebraic representations before applying differentiation procedures. This difficulty triggered a chain reaction in subsequent stages, leading to the use of mechanical problem-solving strategies and affecting students’ mathematical communication and meaningful use of mathematics. This study confirms that mastery of derivative procedures does not guarantee meaningful problem solving. The findings imply the need for learning approaches that emphasize conceptual understanding, mathematical modeling, and reflection. They also open opportunities for further research based on learning interventions.
Co-Authors Abdur Rasyid Abdur Rasyid, Abdur Ahmad Rifqy Ash-Shiddiqy Amelia, Rosa Anda Juanda Ansori, Yoyo Zakari Ansori, Yoyo Zakaria Azman, Mohamed Nor Azhari Dadang Sudirno Davron Aslonqulovich Juraev Dede Salim Nahdi Dede Salim Nahdi Dede Trie Kurniawan Dela Rohimatunnisa Dendi Irawan Didi Suryadi Erik Santoso Evi Sopiyah Febriana, Dea Sekar Ayu Fitriyani, Dea Hani Sri Mulyani Hartanto, Ahmad Iqbal Hilda Mahmudah Ida Nuraida Iik Nurhikmayati Iik Nurhikmayati, Iik Ipin Aripin Ira Nurlatifah Ismayanti, Syifa Jamilah Jamilah Julia, Rida Laelasari Laelasari Lita Lita Lita Lita Lita, Lita Mardiyah Syofiana Maria Hidayanti MARIA HIDAYANTI, MARIA Moh Salimi Mohamed Nor Azhari Azman Mubiar Agustin Nandang Arif Saefuloh Nengsih, Rina Nia Kania Nunuy Ratnawulan Nurhanifah Nurhanifah Nurudin Araniri Rahma Halipah Rahmatudin, Jajang Ramadhan, Dadan Ratna Hidayah Riepah, Ipah Rohimatunissa, Dela Rohimatunnisa, Dela Rosidah, Ani Saefuloh, Nandang Arif Santoso, Erik Silfi Audina Sudianto Sudianto Sudirno, Dadang Sufyani Prabawanto, Sufyani Suryaningsih, Yeni Syifa Ismayanti Teoh Sian Hoon Ujiati Cahayaningsih Ujiati Cahyaningsih Umbara, Uba Umbara, Uba Utami, Wulan Putri Vici Suciawati Wiguna, Siska Adi Wiranegara, Relifa Wulan Putri Utami Wulan Putri Utami Yanti Mulyanti Yeni dwi Kurino Yuliani Yuliani