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All Journal Journal of Didactic Mathematics JUPIKA: JURNAL PENDIDIKAN MATEMATIKA Plusminus: Jurnal Pendidikan Matematika International Journal of Progressive Mathematics Education Journal of Mathematics Instruction, Social Research and Opinion JNPM (Jurnal Nasional Pendidikan Matematika) International Journal of Didactic Mathematics in Distance Education Jurnal Matematika Ilmiah Universitas Muhammadiyah Kuningan
Prihandhika, Aditya
Universitas Singaperbangsa Karawang
Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Journal : Journal of Didactic Mathematics

 1 
Comparative study of online learning and hybrid learning based on students’ habits of mind after COVID-19 pandemic Aditya Prihandhika; Didi Suryadi; Sufyani Prabawanto
Journal of Didactic Mathematics Vol 3, No 2 (2022): August
Publisher : Mahesa Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34007/jdm.v3i2.1461

Abstract

The purpose of this study was to evaluate mathematics learning through online learning and hybrid learning which were reviewed based on the Habits of Mind (HoM) owned by 70 samples as the prospective mathematics teachers from a university in West Java, Indonesia. The research data was obtained from a questionnaire containing 26 statements referring to the HoM indicators. It was measured using a Likert scale and then analysed using the Mann Whitney-U test to see if there were differences in the achievement of HoM from the two sample groups that received the online learning and the hybrid learning method. The results showed that there was no difference in the achievement of HoM in the two groups with the average score still below the ideal score of each measured indicator. Based on these findings, the implementation of online learning and hybrid learning methods pay more attention to affective abilities so that the achievement of prospective mathematics teachers’ HoM in mathematics learning after the COVID-19 pandemic can be maximized.
Studi transposisi didaktik terhadap mahasiswa calon guru matematika: Tinjauan pada konteks knowledge to be taught dalam konsep turunan Prihandhika, Aditya; Fatimah, Ade Evi; Sujata, Tatang
Journal of Didactic Mathematics Vol 4, No 3 (2023): December
Publisher : Mahesa Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34007/jdm.v4i3.1966

Abstract

The concept of derivatives is an important concept in the field of Calculus to be studied and taught at school and university levels. However, understanding derived concepts that do not fully involve the meaning of various representations has the potential to trigger a combination of concept descriptions with formal concept definitions as well as learning challenges or learning obstacles in epistemological, ontogenic and also didactic aspects. Therefore, the research carried out aims to observe the context of the knowledge that will be taught as one of a series of didactic transposition processes in order to obtain transpositional knowledge that is relevant to be taught. The research method used is qualitative research with a hermeneutic phenomenological approach. The participants involved in the research were 38 students who were prospective mathematics teachers from one of the universities in West Java. The research results show that there are inaccuracies in the presentation of ideas and concepts related to the knowledge to be taught, especially in the definition of derivative concepts. The mismatch between formal concept definitions and participant concept descriptions in learning by referring to mathematics textbooks which are used as the main reference results in learning obstacles for the subjects so that there is a need for repersonalization and recontextualization as an effort to produce more meaningful knowledge.
Co-Authors Ade Evi Fatimah Aiyub Aiyub Didi Suryadi Hanifah Nurus Sopiany Krisna Satrio Perbowo Nur Azizah Sessu , Andi Sufyani Prabawanto, Sufyani Sujata, Tatang Supriadi, Edi