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Mengeksplore aljabar awal di sekolah menengah: kombinasi analisis bibliometric dan meta analisis Fardian, Dilham; Suryadi, Didi; Prabawanto, Sufyani; Hayuningrat, Silfia
Jurnal Elemen Vol 10 No 2 (2024): May
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v10i2.25539

The aims of this study is to analyze publications on early algebra in middle schools to contribute to the development of related literature. A total of 234 articles on early algebra published in various Scopus databases between 2013 and 2024 were retrieved and analyzed through a bibliometric analysis approach and 19 articles through a Comprehensive Meta Analysis (CMA). The results showed fluctuating trends in research related to early algebra in middle schools. The surge in publications using VOSviewer and RStudio from 2013 to 2024 did not align with a corresponding increase in average citations, contributing to a stagnation in the average citation per year. The noticeable upward trend in the volume of publications on early algebra since the beginning of 2013 indicates a dynamic and evolving research landscape in this field. This consistency suggests a widespread and sustained interest in early algebra research beyond the confines of a single country, further emphasizing its global relevance and significance. Integrating multimedia technology into early algebra instruction significantly enhances student learning outcomes. Moreover, access to technology and enhanced learning resources through technology integration can play a more crucial role in improving the effectiveness of early algebra learning in countries with lower income levels.

Students’ Learning Obstacles in Solving Mathematical Proficiency Tasks: A Hermeneutic Phenomenological Study Focused on Algebra Fardian, Dilham; Suryadi, Didi; Prabawanto, Sufyani
Kreano, Jurnal Matematika Kreatif-Inovatif Vol. 15 No. 2 (2024): Kreano, Jurnal Matematika Kreatif-Inovatif
Publisher : UNNES JOURNAL

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/36aygs91

algebra is a fundamental topic in mathematics, particularly emphasized during the junior high school years as an essential subject. In the context of linear equations in one variable, students often struggle with obstacles in basic algebra including variable degrees, variable concepts, coefficients, and constants. However, proficiency in understanding algebraic concepts is significantly lower compared to other areas and skills. As a consequence, this research aimed to explore students' learning obstacles in solving linear equations in one variable in secondary schools based on mathematical proficiency. The research design using the hermeneutic phenomenological approach. This research is a framework of the Didactical Design Research (DDR). DDR is based on two paradigms: the interpretive and the critical paradigms, and it aims to empower students in the context of generating new knowledge as justified true belief. In this study, the researcher delves into the interpretive paradigm. The research subjects involved 46 seventh-grade secondary school students from five different schools across four distinct provinces in Indonesia. The instruments used were test and non-test. The test was done by giving a diagnostic test about linear equation problems, while interviews used the non-test technique. The data collected were analyzed using the Miles and Huberman model, namely data reduction, data presentation, and drawing conclusions. The study findings revealed that students met three types of obstacles in linear equation material, namely ontogenic obstacle, epistemological obstacle and didactical obstacle. However, students faced limited knowledge to solve mathematics problems in one variable, for instance, solving mathematical operations and making modelling problems from real situations deal with linear equations in one variable. Therefore, future research can focus on developing a Didactical Design to reduce this obstacle.

Gamifying Mathematics: A Hermeneutic Phenomenological Study Focused on Role-Playing Games in Linear Equations Fardian, Dilham; Herman, Tatang; Suryadi, Didi; Prabawanto, Sufyani
PYTHAGORAS Jurnal Matematika dan Pendidikan Matematika Vol. 19 No. 1: June 2024
Publisher : Department of Mathematics Education, Faculty of Mathematics and Natural Sciences, UNY

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/pythagoras.v19i1.74146

The aim of this study is to investigate how the integration of technology, particularly games, in mathematics education serves as an innovation in mathematics learning. The focus of this research is on the integration of technology in mathematics education, particularly concerning the topic of algebra, specifically linear equations in one variable, using gamification media with the assistance of RPG Maker MV application. This research employs a hermeneutic phenomenological approach to understand the subjective meanings contained in individual experiences related to the use of gamification in a learning context. A total of 39 seventh-grade students and 2 educators from a public junior high school in Luwuk were selected as subjects for this study. The research utilized both test and non-test instruments. Data analysis followed the Miles and Huberman model, involving three stages, namely data reduction, data presentation, conclusion drawing. The results showed that the integration of technology, particularly the use of gamification in mathematics education, has received a positive response from students especially in the field of students' interest, collaboration, and motivation and serves as an innovation in mathematics learning. RPG games have great potential to be used as an interactive learning tools in the classroom because they contain various interesting features that support the psychological and cognitive development of students. Researchers are recommended to design a didactic design that integrate technology, ensuring that educational practices are both engaging and effective in enhancing students' learning experiences.

Setengah Abad Desain Didaktis dalam Pendidikan Matematika: Analisis Bibliometrik. Fardian, Dilham; Suryadi, Didi; Prabawanto, Sufyani; Putri, Amelia Defrianti; Qamariah, Nur
Jurnal Gantang Vol 9 No 1 (2024): Jurnal Gantang
Publisher : Universitas Maritim Raja Ali Haji

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31629/jg.v9i1.7434

This study aims to examine the results of studies on didactic design in mathematics education as a contribution to the advancement of study concerning didactical design research. 1413 research articles on didactic design in mathematics education indexed in Scopus over the past 50 years, from 1973 to 2024, were collected and analyzed using bibliometric analysis. The results show increased studies related to didactic design in mathematics education. Based on the bibliometric analysis using VOSviewer and RStudio, there was a significant increase in publication between 2016 and 2022 but a decrease in 2023. The most frequently appearing keywords in the VOSviewer and RStudio search are “mathematics education," “teaching," and “mathematics." However, a relationship exists between didactic design and elementary education, secondary school, and higher education. The correlation on these labels is small, presenting opportunities for research on didactic design. From the visualization using VOSviewer and RStudio, research related to didactic design in algebra, calculus, and geometry has not been done much, and it is very urgent to do so because the potential research on didactic design in these areas is up-and-coming.

A half century of didactic design in mathematics education: A bibliometric analysis Fardian, Dilham; Suryadi, Didi; Prabawanto, Sufyani; Putri, Amelia Defrianti; Qamariah, Nur
Jurnal Gantang Vol 9 No 1 (2024): Jurnal Gantang
Publisher : Universitas Maritim Raja Ali Haji

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31629/jg.v9i1.6905

This study aims to examine the results of studies on didactic design in mathematics education as a contribution to the advancement of study concerning didactical design research. 1413 research articles on didactic design in mathematics education indexed in Scopus over the past 50 years, from 1973 to 2024, were collected and analyzed using bibliometric analysis. The results show increased studies related to didactic design in mathematics education. Based on the bibliometric analysis using VOSviewer and RStudio, there was a significant increase in publication between 2016 and 2022 but a decrease in 2023. The most frequently appearing keywords in the VOSviewer and RStudio search are “mathematics education," “teaching," and “mathematics." However, a relationship exists between didactic design and elementary education, secondary school, and higher education. The correlation on these labels is small, presenting opportunities for research on didactic design. From the visualization using VOSviewer and RStudio, research related to didactic design in algebra, calculus, and geometry has not been done much, and it is very urgent to do so because the potential research on didactic design in these areas is up-and- coming.

A praxeological analysis of linear equations in Indonesian mathematics textbooks: Focusing on systemic and epistemic aspect Fardian, Dilham; Suryadi, Didi; Prabawanto, Sufyani
Journal on Mathematics Education Vol. 16 No. 1 (2025): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.v16i1.pp225-254

Educational research has consistently highlighted that learning obstacles stem not only from the design of learning situations but also from curriculum structures and textbooks, which are pivotal learning resources. Despite the growing body of literature, limited studies focus on the specific challenges posed by the design of learning materials, particularly in early algebra within the Indonesian context. This study addresses the gap by analyzing the grade VII mathematics textbook in the Merdeka Curriculum, with a focus on linear equations with one variable, to uncover learning obstacles in early algebra. Utilizing Didactical Design Research (DDR), a qualitative approach, the research examines the praxeological components of the textbook—tasks (T), techniques (τ), technology (θ), and theory (Θ). The findings indicate three primary categories of learning obstacles: ontogenic, epistemological, and didactic. Notably, the analysis reveals that the design of linear equation content in the textbook is non-systemic and lacks epistemic coherence, posing significant challenges for learners. This study contributes to the understanding of curriculum design by identifying specific obstacles in the Merdeka Curriculum's grade VII mathematics textbook and underscores the need for more systemic and epistemically aligned textbook development. Future research should extend this analysis to other textbooks across various grade levels to determine if these findings are consistent within the broader curriculum framework.

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