Garuda - Garba Rujukan Digital

Understanding teachers’ personality competence in mathematics instruction Warli, Dwi; Suryadi, Didi; Fatimah, Siti; Suhendra, Suhendra; Wicaksono, Agung
Jurnal Gantang Vol 10 No 1 (2025): Jurnal Gantang
Publisher : Universitas Maritim Raja Ali Haji

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31629/jg.v10i1.7166

Teacher personality competence, which includes ethical maturity, reflective self-development, and a student-centered orientation, is vital to effective mathematics instruction at Madrasah Ibtidaiyah. However, this crucial aspect remains overlooked mainly in instructional design, limiting the potential for meaningful and ethical learning experiences. This study explores how personality competence is demonstrated in classroom practices and contributes to high-quality mathematics teaching. Utilizing a qualitative approach and the Didactical Design Research (DDR) framework at the prospective analysis stage, the research involved six sixth-grade teachers from six different Madrasah Ibtidaiyah in Bandung Regency. Data were collected through classroom observations, in-depth interviews, teacher reflection sheets, and instructional document analysis. Data were analyzed using the three-stage framework of data reduction, data display, and conclusion drawing/verification through an iterative process to identify patterns and inform the subsequent DDR phases in the context of joyful mathematics learning at MI. Findings revealed that teachers scored at level 3 for moral, emotional, and spiritual maturity, level 1 for reflective self-development, and level 2 for student-centered orientation. These findings suggest that while MI teachers show emerging awareness of personality competence, most remain at early developmental stages, highlighting the need for structured support to foster ethical leadership, reflective practice, and student-centered teaching. Teachers with strong personality competence exhibited discipline and consistency and served as moral role models. Furthermore, they effectively managed classrooms and actively engaged students in mathematical learning. These results offer insights for developing instructional designs prioritizing teacher personality competence as a critical factor in educational quality.

A study of proportional reasoning: Tackling missing value and numerical comparison challenges Warli, Dwi; Suryadi, Didi; Fatimah, Siti; Suhendra, Suhendra; Wicaksono, Agung; Sari, Dwi Maulida; Raisatunnisa, Raisatunnisa
Journal of Didactic Mathematics Vol 6, No 1 (2025): April
Publisher : Mahesa Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34007/jdm.v6i1.2575

This study aims to examine students’ proportional reasoning in solving multiplicative problems. Three seven-grade students from SMPIT Al-Fahmi Palu were purposively selected using judgment sampling. Data analysis was conducted in three stages: data reduction, data presentation, and conclusion drawing/verification. The analysis was based on Bexter and Junker’s theory of proportional reasoning, which consists of five stages: (1) qualitative, (2) early attempts at quantifying, (3) recognition of multiplicative relationships, (4) accommodating covariance and invariance, and (5) functional and scalar relationships. The results show that students with low ability (R1) solved problems by recording the first measurement and pairing it with the second measurement through addition, indicating the early attempts at quantifying stage. Students with moderate ability (R2) solved the problems by listing all possible combinations and summing them, indicating recognition of multiplicative relationships. Meanwhile, high-ability students (R3) solved the problems by multiplying the first and second measurements, indicating they were in the accommodating covariance and invariance stage of proportional reasoning.

Exploration of student learning obstacles in solving propotional problems in junior high school Warli, Dwi; Fatimah, Siti; Wicaksono, Agung; Kahar, Moh Jusri; Fajriani, Fajriani; Deeteng, Asman
Al-Jabar: Jurnal Pendidikan Matematika Vol 16 No 1 (2025): Al-Jabar: Jurnal Pendidikan Matematika
Publisher : Universitas Islam Raden Intan Lampung, INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ajpm.v16i1.26478

Background: Proportion is a key mathematical concept, but epistemological and didactical learning obstacles can hinder students' understanding. These challenges arise from limited contextual knowledge and procedural teaching methods. Identifying these obstacles through diagnostic assessments helps design effective learning strategies, enhancing students' proportional reasoning and problem-solving skills. Aim: This research aims to describe and analyze students' learning obstacles in Proportion material in terms of Proportional reasoning.. Method: The method used in this case is a research method qualitative focuses on obstacles to learning. Instruments used in studying learning obstacles designed based on the Proportional level of reasoning. The subject of this research comes from Al-Fahmi Palu Junior High School which consists of class VII, Data collection was carried out through written tests, interviews and observations. Result: The results of the research show revealing two main types: epistemological and didactical obstacles. Epistemological obstacles arise due to students' limited contextual knowledge, preventing them from applying known concepts to new problems, as seen in their difficulty modeling proportional relationships correctly. Didactical obstacles stem from procedural teaching methods that emphasize memorization over conceptual understanding, leading students to rely on fixed procedures rather than flexible problem-solving strategies. These findings highlight the need for varied and meaningful learning approaches to help students build a deeper understanding of Proportion concepts. Conclusion: The research found two types of student learning obstacles in solving Proportion problems: epistemological obstacles, due to limited contextual knowledge, and didactical obstacles, arising from teachers' procedural teaching methods and lack of varied practice, leading to difficulties in handling complex proportional reasoning.

Technology-Enhanced Bibliometric Analysis Of Didactic Transposition In Mathematics Education Wicaksono, Agung; Suryadi, Didi; Fatimah, Siti; Suhendra, Suhendra; Warli, Dwi
Koordinat Jurnal MIPA Vol. 6 No. 1 (2025)
Publisher : Program Studi Tadris Matematika dan Tadris Ilmu Pengetahuan Alam, Fakultas Tarbiyah dan Ilmu Keguruan (FTIK), Universitas Islam Negeri (UIN) Datokarama Palu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24239/koordinat.v6i1.156

This study analyzes the trend of didactic transposition research in mathematics education for the period 2014–2024 using a bibliometric approach with data from Scopus processed through VOSviewer and RStudio. Didactic transposition plays an important role in transforming scientific knowledge into materials that can be taught and understood by students, bridging the gap between academic theory and learning practice. The results of the analysis show an increase in publications in the past decade, with major journals such as Discrete Applied Mathematics, ZDM–Mathematics Education, and International Journal of Science Mathematics Education. China is the country with the largest research contribution in this field. In addition, bibliometric mapping identifies themes that are still rarely researched, such as Anthropology of Theory Didactic, algebra, cultural transposition, and calculus, which have the potential to be the focus of further research. This study provides insights for academics and education practitioners to understand the development of didactic transposition research and direct future research. By identifying research gaps that are minimally explored, the results of this study are expected to encourage the development of more effective teaching strategies, especially in mathematics learning, and strengthen the adaptation of didactic transposition-based curriculum

ETNOMATEMATIKA DALAM PROSES PEMBUATAN TAPAI KETAN HITAM Wicaksono, Agung; Warli, Dwi
Aksioma Vol. 11 No. 1 (2022): AKSIOMA : Jurnal Pendidikan Matematika FKIP Universitas Tadulako
Publisher : Universitas Tadulako

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/aksioma.v11i1.1966

Penelitian ini mengkaji konsep matematika dalam proses pembuatan tapai beras ketan hitam. Tapai beras ketan hitam merupakan salah satu makanan khas yang memiliki unsur etnomatematika dalam proses pembuatannya. Etnomatematika yang diteliti adalah konsep-konsep matematika yang berkaitan dengan matematika di sekolah. Oleh karena itu, matematika yang ditemukan dalam proses pembuatan tapai beras ketan hitam dapat digunakan sebagai pendekatan dalam pembelajaran matematika. Penelitian ini bertujuan untuk menyajikan konsep-konsep matematika sebagai suatu kegiatan, yaitu proses pembuatan tapai beras ketan hitam. Penelitian ini merupakan penelitian deskriptif kualitatif dengan pendekatan etnografi, perolehan data melalui wawancara, observasi, serta dokumentasi. Teknik triangulasi digunakan untuk menguji keabsahan data. Teknik analisis data yang digunakan adalah model Milles dan Huberman yang terdiri dari reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa konsep matematika dalam proses pembuatan Tapai beras ketan hitam meliputi konsep operasi hitung, konsep aritmetika sosial, konsep perbandingan, konsep geometri lingkaran dan bola, serta konsep peluang. Konsep matematika yang ditemukan adalah matematika yang dipelajari di sekolah.

Professional Competence of Madrasah Ibtidaiyah Teachers: A Didactical Design Research Study Warli, Dwi; Suryadi, Didi; Fatimah, Siti; Suhendra, Suhendra
Jurnal Pendidikan Islam ARTICLE IN PRESS
Publisher : The Faculty of Tarbiyah and Teacher Training associated with PSPII

Show Abstract | Download Original | Original Source | Check in Google Scholar

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.

Title

Found 6 Documents
Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title Search

Found 6 Documents Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title

Found 6 Documents
Search