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All Journal Paradikma: Jurnal Pendidikan Matematika Journal on Education Ensiklopedia of Journal Ensiklopedia Education Review Jurnal Equation: Teori dan Penelitian Pendidikan Matematika MES: Journal of Mathematics Education and Science Journal of Didactic Mathematics TEACHING : Jurnal Inovasi Keguruan dan Ilmu Pendidikan NUSRA: Jurnal Penelitian dan Ilmu Pendidikan Jurnal Pengabdian Masyarakat Bangsa Prosiding Seminar Nasional Hasil Penelitian dan Pengabdian Kepada Masyarakat
Sri Yunita Ningsih
STKIP Insan Madani Airmolek
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Education Energy Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Medicine & Pharmacology Nursing Physics Public Health Social Sciences Transportation 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.
Penerapan model pembelajaran take and give terhadap kemampuan komunikasi matematis siswa Sri Yunita Ningsih; Helma Mustika; Ramadhani Fitri; Puji Astuti; Yunisa Fadhilah Hartati; Della Armilasari Dalimunthe
Journal of Didactic Mathematics Vol 3, No 3 (2022): December
Publisher : Mahesa Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34007/jdm.v3i3.1471

Abstract

This study aims to determine differences in mathematical communication abilities between students in classes receiving take-and-give learning and students in classes receiving conventional learning. This research is experimental, with a quasi-experimental research design with a nonequivalent control group research design. The data collection technique used a five-problem student mathematical communication test, and the data analysis included prerequisite tests (normality test and homogeneity test), while the hypothesis test used a two-mean comparison test (t test). The results of the tests that have been carried out show that the calculated t value is greater than the t table value. Thus, it can be concluded that students' mathematical communication abilities with the application of the take and give learning model are better than their mathematical communication abilities with conventional learning on triangle material in grade 7.
The impact of project-based learning on enhancing students’ mathematical communication skills Mustika, Helma; Ningsih, Sri Yunita; Wahyuni, Wahyuni
Journal of Didactic Mathematics Vol 6, No 2 (2025): August
Publisher : Mahesa Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34007/jdm.v6i2.2143

Abstract

This study investigates the impact of the Project-Based Learning (PBL) model on the mathematical communication skills of eighth-grade students at SMP Negeri 3 Sungai Lala. The research was motivated by the need to improve students' ability to articulate mathematical ideas clearly and accurately, a skill often found lacking in conventional classroom settings. Adopting a quasi-experimental design with a posttest-only control group, two classes were selected: one as the experimental group receiving PBL instruction, and the other as the control group receiving conventional teaching methods. The PBL approach was implemented by engaging students in structured projects that required collaborative problem-solving, critical thinking, and the presentation of mathematical concepts in both oral and written forms. Data were collected through a standardized mathematical communication skills test designed to assess clarity of explanation, accuracy of reasoning, and the effective use of mathematical representations. Statistical analysis using the Independent Samples t-test revealed a significant difference in performance between the two groups (p < 0.05). Students exposed to the PBL model achieved notably higher scores, indicating superior proficiency in expressing and justifying mathematical ideas compared to their peers in the conventional group. These findings highlight the potential of PBL as an alternative instructional strategy to enhance mathematical communication skills, aligning with current educational goals that emphasize active learning and the development of 21st-century competencies. The study recommends broader application of PBL in mathematics education, particularly in contexts where fostering communication and reasoning is a priority.
Integrating ethnomathematics into challenge-based learning: A need assessment for enhancing students’ creative problem solving and scholarly zeal Helma, Mustika; Ningsih, Sri Yunita
Journal of Didactic Mathematics Vol 6, No 3 (2025): December
Publisher : Mahesa Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34007/jdm.v6i3.2882

Abstract

This study aims to conduct a comprehensive needs assessment as the foundational phase in the development of an ethnomathematics-integrated Challenge-Based Learning (CBL) model, designed to enhance students' creative problem-solving (CPS) abilities and scholarly interest in mathematics. A qualitative descriptive approach was employed, with data collected through student questionnaires, teacher interviews, and documentary analysis of curricular materials. The findings reveal a significant gap between the current state of instruction and desired learning outcomes. Students exhibited critical deficits in CPS, particularly in connecting concepts to real-world contexts and devising alternative strategies, alongside a pronounced lack of intrinsic motivation (scholarly enthusiasm). Teachers identified the dominance of procedural, routine-based instruction as a primary cause, while simultaneously expressing a strong demand (84.6%) for innovative, contextual pedagogical models. The analysis underscores the potent, yet underutilized, potential of local cultural elements (ethnomathematics) to serve as authentic contexts for meaningful challenges. The study conclusively establishes that the integration of ethnomathematics within a CBL framework is a theoretically sound and empirically warranted strategy to address the identified gaps. This integration is projected to foster a more engaging, relevant, and effective mathematics learning environment that cultivates essential 21st-century competencies.
Co-Authors Arjelia, Hepni Tri Asmin Asmin Astuti , Puji Della Armilasari Dalimunthe Destri Wahyuningsih EDI SYAHPUTRA Eline Yanty Putri Nasution Fadhilah Hartati, Yunisa Fitri, Ramadhani Gema Hista Medika Gustimalasari Gustimalasari Hartati, Yunisa Fadhilah Helma Mustika Hepni Tri Arjelia Krisnawati Krisnawati Loly Novita MS. Viktor Purhanudin Muh. Safar Muhammad Daut Siagian Muntazhimah Muntazhimah Nike Tiara Dita Nina Kurniati Sari Nurseha Nurseha Oktiviani, Selvi Sri Peni Susapti Puji Astuti Puji Astuti Puji Astuti Ramadhani Fitri SARI , YOLA WIDIA Siti Shofiah Suci Andriani Suyuti Suyuti Syaftinentias, Widi wahyuni wahyuni Yunisa Fadhilah Hartati