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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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Didactical Situations and Learning Obstacles in Geometric Sequences among High School Students Wulan Putri Utami; Mohamad Gilar Jatisunda; Davron Aslonqulovich Juraev; Mohamed Nor Azhari Azman
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.v12i1.30595

Abstract

This study examines didactic situations by integrating an analysis of students’ learning obstacles in mathematics education, particularly on geometric sequences, which remains a persistent source of conceptual difficulty for students. The purpose of this study is to analyze didactic situations based on the Theory of Didactical Situations and to identify the types and emergence of students’ learning obstacles within each stage of the learning process. A descriptive qualitative approach was employed involving 36 eleventh-grade students divided into six groups. Data were collected through classroom observations, conceptual tests, and semi-structured interviews and analyzed using data reduction, data display, and conclusion-drawing techniques. The findings show that all stages of the Theory of Didactical Situations—action, formulation, validation, and institutionalization—were implemented systematically, each characterized by distinct patterns of students’ activities and interactions with the milieu. Nevertheless, students still encountered ontogenic obstacles during the action phase related to readiness and confidence, epistemological obstacles during the formulation phase in the form of misconceptions and difficulties in identifying multiplicative patterns, and didactical obstacles during the validation phase, characterized by limited participation and weak argumentative skills in discussions. These results indicate that learning obstacles are closely associated with the characteristics of each stage of the didactical situation. This study contributes an integrated analysis linking didactic situations with the emergence of students’ learning obstacles at each stage of the TDS through interactions with the milieu. The findings emphasize the importance of adaptive, student-centered instruction to strengthen conceptual understanding and reduce obstacles to learning in mathematics.
Innovative teaching modules utilizing discovery learning to strengthen mathematical problem-solving skills Syifa Ismayanti; Iik Nurhikmayati; Mohamad Gilar Jatisunda
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

Abstract

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.
Student’s Mathematical Problem Solving Skills and Self-Efficacy on Word Problems through Technology-Based Learning Nandang Arif Saefuloh; Mohamad Gilar Jatisunda; Mardiyah Syofiana; Yanti Mulyanti
RANGE: Jurnal Pendidikan Matematika Vol. 7 No. 2 (2026): Range Januari 2026
Publisher : Pendidikan Matematika UNIMOR

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32938/jpm.v7i2.10322

Abstract

Students’ ability to solve mathematical word problems is closely linked to their mathematical problem-solving skills and self-efficacy. This study examines the influence of two technology-based learning approaches—synchronous learning (via Zoom and Google Meet) and asynchronous learning (via WhatsApp)—on students' problem-solving performance and self-efficacy levels. The research involved 27 seventh-grade students in Bandung and employed a mixed-method design with an explanatory sequential approach. The findings revealed a strong relationship between the type of technology-mediated learning and students’ self-efficacy in mathematical problem solving. Students who engaged in synchronous learning demonstrated better performance in interpreting problems, developing strategies, and justifying solutions compared to those who used asynchronous methods. Learners with moderate to high self- efficacy consistently outperformed those with low self-efficacy, particularly in identifying relevant information, making conjectures, and generalizing patterns. In contrast, students with low self-efficacy showed difficulties in solving word problems and exhibited limited use of key processes in problem solving. These results emphasize the importance of aligning instructional approaches with students' self-efficacy levels and providing structured support for students involved in asynchronous learning to strengthen their mathematical problem-solving abilities.
Exploring Students’ Creative Thinking in Mathematical Problem Solving: A Descriptive Qualitative Study Hilda Mahmudah; Mohamad Gilar Jatisunda
Jurnal Didactical Mathematics Vol. 7 No. 2 (2025): Oktober 2025
Publisher : Program Studi Pendidikan Matematika, Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/dm.v7i2.15512

Abstract

This study explores students’ creative thinking skills in mathematics through a descriptive qualitative approach. The purpose of the research is to examine how students construct and express original ideas when solving open-ended mathematical problems. Participants were selected purposively based on their prior experience with similar tasks, and data were obtained from students’ written responses to problem-solving activities designed to promote divergent thinking. These tasks emphasized multiple solution strategies, reasoning justification, and reflection on originality. The data were analyzed thematically using NVivo 14, focusing on creativity indicators such as fluency, flexibility, originality, and elaboration. The findings indicate that some students were able to demonstrate creative approaches in generating diverse and original solutions, while others experienced difficulties due to limited conceptual understanding and time constraints. These results underscore the need for instructional practices that strengthen prerequisite knowledge, offer varied task designs, and allocate sufficient time to enhance students’ mathematical creativity. Overall, the study contributes to the development of pedagogical strategies that foster creative problem-solving in mathematics classrooms.
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