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All Journal International Journal of Didactic Mathematics in Distance Education
Yadav, Dharmendra Kumar
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Mathematics

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The Level of students' mathematical creative thinking skills as measured by their self-confidence Efwan, Neng Syntadewi; Afriansyah, Ekasatya Aldila; Luritawaty, Irena Puji; Arwadi, Fajar; Yadav, Dharmendra Kumar
International Journal of Didactic Mathematics in Distance Education Vol. 1 No. 2 (2024): ijdmde
Publisher : LPPM Universitas Terbuka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33830/ijdmde.v1i2.9355

Abstract

High self-confidence and creative mathematical thinking skills will change students from having difficulty with mathematics to active learners who can solve mathematical problems. But the facts show that the achievement of both abilities is still quite low. The purpose of this research is to analyze how students' creative mathematical thinking skills are viewed from the perspective of self-confidence in social arithmetic material. Social arithmetic material is used because it allows them to abstract mathematical processes into their daily lives, thereby developing their creativity. The research method is descriptive qualitative. The sample was 3 people, namely 1 person for each level of self-confidence (high, medium, and low). They are selected through purposive sampling. The data collection techniques used include questionnaires, tests, interviews, and field notes. The data analysis techniques employed are data reduction, data presentation, and conclusion drawing. The results indicate that students' self-confidence levels in social arithmetic material affect their creative mathematical thinking skills. It was found that students with high self-confidence were able to meet three indicators of creative mathematical thinking skills: fluency, flexibility, and elaboration. However, students with high self-confidence were not able to meet the originality indicator. Students with moderate self-confidence were able to meet one indicator of creative mathematical thinking skills, namely fluency, but were not able to meet the flexibility and elaboration indicators. Meanwhile, students with low self-confidence were not able to meet any indicators of creative mathematical thinking skills. Thus, self-confidence can be increased to improve mathematical creative thinking skills.
Development of digital learning media with articulate storylines 3 based on students' algebraic thinking skills Sari, Rika Mulyati Mustika; Zulnaidi, Hutkemri; Sopiany, Hanifah Nurus; Hakim, Dori Lukman; Ardiyanti, Yusi; Yadav, Dharmendra Kumar
International Journal of Didactic Mathematics in Distance Education Vol. 2 No. 1 (2025): ijdmde
Publisher : LPPM Universitas Terbuka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33830/ijdmde.v2i1.10305

Abstract

This study aims to develop digital learning media designed to enhance students’ algebraic thinking skills, addressing the urgent need for innovative instructional tools that foster higher-order mathematical reasoning. The research was motivated by the persistently low levels of algebraic thinking among students and the lack of engaging media that can support the development of these essential skills. Employing a research and development (R&D) approach, the study utilized the ADDIE model—Analysis, Design, Development, Implementation, and Evaluation—to guide the creation of an Android-based learning application focused on systems of linear equations in two variables. The study involved media and content expert validators who assessed the quality, relevance, and usability of the developed media. Data were collected through questionnaires and guided interviews, and analyzed using descriptive qualitative methods. The final product is a digital application that integrates algebraic thinking tasks and interactive content to support student engagement and conceptual understanding. Validation results from both media and content experts confirmed that the digital learning media is pedagogically sound and suitable for classroom use. Furthermore, student feedback indicated that the application is user-friendly, visually engaging, contextually relevant, and effective in helping them practice and strengthen their algebraic thinking abilities. This research contributes to the growing field of educational technology by offering a validated digital tool specifically designed to target algebraic reasoning. Future research should explore the broader implementation of this media across diverse learning contexts and its long-term impact on students' mathematical performance and motivation.
Co-Authors Ardiyanti, Yusi Dori Lukman Hakim Efwan, Neng Syntadewi Ekasatya Aldila Afriansyah Fajar Arwadi Hanifah Nurus Sopiany Irena Puji Luritawaty Rika Mulyati Mustika Sari Zulnaidi, Hutkemri