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All Journal Jurnal Cendekia : Jurnal Pendidikan Matematika Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram
Hadi Hadi
Universitas Pendidikan Indonesia
Biochemistry, Genetics & Molecular Biology Earth & Planetary Sciences Education Electrical & Electronics Engineering Energy Engineering Environmental Science Mathematics Physics Other

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Systematic Literature Review: Analysis of Learning Obstacle in Didactical Design Research on Geometry Material Ikbal Pauji; Hadi Hadi; Dadang Juandi
Jurnal Cendekia : Jurnal Pendidikan Matematika Vol 7 No 3 (2023): Jurnal Cendekia: Jurnal Pendidikan Matematika Volume 7 Nomor 3 Tahun 2023
Publisher : Mathematics Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/cendekia.v7i3.2474

Abstract

Learning geometry is an important lesson because it is studied at every level of education and geometry is a sub-matter in mathematics that is very closely related to the lives of students. However, field data shows that there are still many students who experience learning difficulties in geometry material, both obstacles that are classified as ontogenic obstacles, epistemological obstacles and didactical obstacles. This study aims to identify how the distribution of research that addresses learning barriers in Didactical Design Research research on geometry material and also aims to find out what learning barriers students often experience when studying geometry. The research method used is a Systematic Literature Review using 25 articles that have been published in indexed journals Sinta and Scopus in the 2019-2023 period. The article was obtained from search results on the Google Scholar and ERIC data base. The results of this study indicate that research discussing learning barriers in geometry material is mostly carried out at the elementary school level with the sub-material that is most often discussed is two-dimensional material. The results of this study also show that students still experience many types of learning barriers including ontogenic obstacles, epistemological obstacles, and didactical obstacles.
Improving Mathematical Communication Skills Through the Geogebra-helped PBL and Direct Instruction Reviewed from the Level of Learning Independence Hadi Hadi; Wahyudin Wahyudin; Dian Usdiyana
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol 12, No 1: January 2024
Publisher : IKIP Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v12i1.9689

Abstract

This research aims to analyze the improvement of junior high school students' mathematical communication skills through Problem Based Learning (PBL) assisted by Geogebra and Direct Instruction assisted by Geogebra. The research also considers the level of student learning independence. The research method used was a quasi-experiment with a pretest-posttest design and a control group, involving two treatment groups. groups that underwent the PBL approach with the help of Geogebra and Direct Instruction with the help of Geogebra. Students in this study were divided based on their level of learning independence. Data was collected through an initial test (pretest), implementation of learning, and a final test (posttest). Data analysis involved a comparison between the increase in students' mathematical communication skills before and after treatment in the two treatment groups, as well as the influence of the level of learning independence on increasing mathematical communication skills. The research results show that both learning approaches contribute to improving students' mathematical communication skills. However, the group that took part in PBL assisted by Geogebra showed more significant improvement compared to the Direct Instruction group assisted by Geogebra. In addition, it was identified that the level of student learning independence influences the results of improving mathematical communication skills, where students with a high level of learning independence tend to benefit more from PBL assisted by Geogebra. In order to improve students' mathematical communication skills in learning spatial material, it is recommended that educators consider using Geogebra-assisted PBL and pay attention to students' level of learning independence in designing effective learning strategies. 
Co-Authors Dadang Juandi Dian Usdiyana Ikbal Pauji