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All Journal International Journal of Evaluation and Research in Education (IJERE) AKSIOMA: Jurnal Program Studi Pendidikan Matematika Jurnal Pendidikan Islam Suska Journal of Mathematics Education Jurnal Elemen Jurnal Analisa SJME (Supremum Journal of Mathematics Education) International Conference on Mathematics and Science Education of Universitas Pendidikan Indonesia MEJ (Mathematics Education Journal) JPMI (Jurnal Pembelajaran Matematika Inovatif) Journal on Mathematics Education Research Jurnal Didaktik Matematika
Suhendra, S
Universitas Pendidikan Indonesia
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Education Immunology & microbiology Mathematics Physics Social Sciences Other

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Characteristics of Mathematical Reversible Thinking in Junior High School Students Aneu - Pebrianti; Suhendra Suhendra; Elah Nurlaelah; Dadang Juandi
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.v10i2.31820

Abstract

Reversible thinking is a mathematical competency that influences students' success in solving problems. Problem-solving is the core of mathematics education. This research aims to identify the characteristics of students' thinking in solving problems that require reversible thinking ability. A qualitative method with a case study approach was used in this research. The study used tests and interviews on 44 eighth-grade students in West Java, Indonesia. In-depth interviews were conducted with representative students whose answers were representative of the other students. All students' answers were analyzed using the thematic analysis software ATLAS.ti. According to the characteristic indicators of reversible thinking. This study found that junior high school students' ability in reversible thinking is not optimal. Some students who successfully solve problems are limited to using backward thinking processes rather than invertible ones. The other students still have difficulties constructing answers due to the limited context when students first learn the concept (problems with forward-thinking). Thus, this ability needs to be understood by students as one factor that supports the success of the problem-solving process.
Professional Competence of Madrasah Ibtidaiyah Teachers: A Didactical Design Research Study Dwi Warli; Didi Suryadi; Siti Fatimah; Suhendra Suhendra
Jurnal Pendidikan Islam ARTICLE IN PRESS
Publisher : The Faculty of Tarbiyah and Teacher Training associated with PSPII

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The professional competence of Madrasah Ibtidaiyah (MI) teachers in teaching ratio material is a vital factor in improving students’ understanding of mathematics, making it important to examine MI teachers’ knowledge of mathematics content. This study aims to analyze teachers’ professional skills, including their understanding of the concept of ratios, their attitudes toward preparing the learning process, such as creating teaching materials aligned with the curriculum, and their understanding of students’ characteristics and how they design learning. The results of this study provide an initial foundation for further research, which can help teachers develop learning methods through didactic studies. The subjects of this research are MI grade VI teachers in Bandung Regency, from six schools. The method used is a descriptive approach with a prospective analysis stage based on Didactical Design Research (DDR). Data collection involved teacher reflection sheets, exploratory interviews, observations, and document reviews. The findings indicate that teachers’ professional competence in knowledge of learning content and teaching methods remains at level 2, while their understanding of students’ characteristics and learning styles is at level 3. Reflection sheets and interviews reveal that teachers face difficulties beginning with defining ratios, particularly in understanding that the ratio of a to b differs from the ratio of b to a, and in solving problems involving equal proportions. Often, teachers plan their lessons with a simple sequence of materials in a journal, without considering the epistemic and systemic aspects of the content or validating their presentation and practice questions found in textbooks. MI teachers also find it challenging to select concrete teaching methods for ratios before moving to an abstract understanding, especially given the limited time. Based on these findings, there is a clear need for programs to improve teachers’ competence through didactic studies, equipping them to anticipate and address potential obstacles and enabling them to design compelling learning experiences. Since teachers’ professional competence in teaching ratios directly impacts students’ understanding of math, exploring their content knowledge is essential. This study contributes to empowering teachers through didactic design research, a necessary approach to enhancing teacher competence.
Illuminative evaluation of mathematics curriculum implementation in improving students’ numeracy achievement Jose Bonatua Hasibuan; Deni Darmawan; Suhendra Suhendra; Deni Kurniawan
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 3: June 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i3.39078

Abstract

Persistent evidence from national and international assessments indicates that students’ numeracy achievement remains low, suggesting a gap between intended curriculum goals and classroom implementation. This study conducts an illuminative evaluation of secondary mathematics curriculum implementation as an instructional system, examining how curriculum enactment relates to students’ numeracy achievement in the Indonesian secondary context. Employing a sequential explanatory mixed-methods design, the quantitative phase assessed the numeracy performance of 288 secondary students across content domains, cognitive levels, and item formats, while the qualitative phase investigated instructional practices, assessment culture, and the school learning milieu to explain the observed achievement patterns. The findings indicate uneven numeracy achievement, with performance concentrated at procedural levels and declining from knowing to applying and reasoning. Students perform relatively better on objective formats but demonstrate a limited ability to justify solutions in open-ended tasks. Qualitative evidence further indicates a misalignment between reasoning-oriented curriculum intentions and efficiency-driven classroom practices that emphasize procedural accuracy. These findings provide evidence-based insights into aligning curriculum design, classroom instruction, and assessment practices to strengthen reasoning-oriented numeracy learning.
Co-Authors A Jupri Alfi Syahraini Aneu - Pebrianti Dadang Juandi Deni Darmawan Deni Kurniawan Didi Suryadi Dwi Warli Elah Nurlaelah Endang Cahya Mulyaning A. Fardatil Aini Agusti Fatimah, Siti Freddy Prasetyo Hanne Ayuningtias Elsa herayanti herayanti Herizal Herizal Irfa Ul Umam Jose Bonatua Hasibuan Lia Halimatus Sadiah M Meiriyanti M. Azhari Panjaitan Muhammad Ridha Mutiara Pertiwi Nanang Priatna Nurdiyah Kurniati P K Sari Peni Fauziah Puadah R Gusmiyanti Rizky Rosjanuardi Silvyani Eka Putri Sufyani Prabawanto, Sufyani Surya Kurniawan Tatang Herman, Tatang Teddy Septian R Turmudi Yaya Sukjaya Kusumah