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All Journal Jurnal Didactical Mathematics
Merlina Dwi Astuti
Universitas Singaperbangsa Karawang
Education Mathematics

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Design and Evaluation of Canva for Education–Based Interactive Learning Media for Strengthening Students’ Mathematical Conceptual Understanding Fahrul Purnama; Reisya Rahma Nabilah; Sisien Elsa Nadia; Hana Lastiar Olivia Sagala; Merlina Dwi Astuti; Zahra Nur Kamilah; Adi Ihsan Imami
Jurnal Didactical Mathematics Vol. 8 No. 1 (2026): April 2026
Publisher : Program Studi Pendidikan Matematika, Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/dm.v8i1.16515

Abstract

Students’ difficulties in understanding mathematical concepts, particularly negative integer operations, are often rooted in teacher-centered instructional practices that provide limited opportunities for conceptual exploration and active engagement. This study aimed to develop and evaluate interactive mathematics learning media based on Canva for Education to enhance students’ conceptual understanding. Employing a Research and Development (R&D) approach guided by the ADDIE model, the study was conducted through five stages: analysis, design, development, implementation, and evaluation. The analysis stage involved diagnostic testing, classroom observations, and a review of school readiness, revealing that 65.62% of students experienced conceptual difficulties. The developed product was an interactive PowerPoint-based learning medium that focused on conceptual visualization, guided examples, and interactive quizzes. Expert validation confirmed high content validity and instructional quality, while revisions were made to improve interactivity and technical usability. The implementation involved a classroom trial with 32 Grade VII students at a junior high school in Karawang. Results indicated a significant improvement in learning outcomes, with average test scores increasing from 60.78 (pre-test) to 76.73 (post-test), representing a gain of 15.95 points (26.2%). The practicality evaluation yielded an overall score of 80.93%, categorized as practical, supported by positive student responses and adequate teacher readiness. These findings demonstrate that Canva for Education–based interactive learning media developed using the ADDIE model are valid, practical, and effective in supporting students’ conceptual understanding of mathematics, offering a promising instructional solution for secondary education contexts.
Students’ Mathematical Critical Thinking Processes in Solving Algebraic Problems: A Qualitative Analysis Based on Watson–Glaser Indicators Merlina Dwi Astuti; Attin Warmi; Kiki Nia Sania Effendi
Jurnal Didactical Mathematics Vol. 8 No. 1 (2026): April 2026
Publisher : Program Studi Pendidikan Matematika, Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/dm.v8i1.16564

Abstract

Mathematical critical thinking is a fundamental competence required for effective algebraic problem solving; however, many students experience difficulties that extend beyond procedural errors. This study aims to analyze junior secondary students’ mathematical critical thinking processes in solving algebraic problems based on the Watson–Glaser critical thinking indicators. Employing a qualitative descriptive design, the study involved 40 seventh-grade students from a public junior high school in Indonesia. Written test data were used to describe the overall distribution of students’ critical thinking levels, while in-depth qualitative analysis was conducted on three purposively selected students representing high, moderate, and low ability levels. Data were analyzed through indicator-based scoring and qualitative content analysis supported by interview data. The findings reveal that students’ mathematical critical thinking ability was predominantly low, with major difficulties in deductive reasoning and the evaluation of arguments. Qualitative results indicate distinct reasoning patterns across ability levels: high-ability students demonstrated coherent reasoning but weak communication of conclusions, moderate-ability students showed fragmented and inconsistent reasoning, and low-ability students relied heavily on intuitive guessing with limited conceptual understanding. These findings highlight the need for process-oriented, differentiated instructional strategies that explicitly foster critical thinking in algebraic learning.
Effects of Think–Pair–Share on Students’ Achievement and Improvement in Mathematical Understanding of Linear Equations Merlina Dwi Astuti; Attin Warmi; Haerudin
Jurnal Didactical Mathematics Vol. 8 No. 2 (2026): Oktober 2026
Publisher : Program Studi Pendidikan Matematika, Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/dm.v8i2.18704

Abstract

Developing students' mathematical understanding remains a persistent challenge in mathematics education, particularly in learning algebraic concepts such as linear equations, where students frequently rely on procedural knowledge rather than conceptual reasoning. This study investigated the effectiveness of the Think–Pair–Share (TPS) strategy in improving students' mathematical understanding of linear equations compared with conventional instruction. A quasi-experimental nonequivalent pretest–posttest control group design was employed involving 74 eighth-grade students from a public junior high school in Karawang, Indonesia. Participants were selected through purposive sampling and assigned to an experimental group (n = 37) and a control group (n = 37). Mathematical understanding was measured using an essay test developed from the National Council of Teachers of Mathematics (NCTM) indicators, and the data were analyzed using independent-samples t-tests and N-gain analysis. The results indicated no significant difference in students' initial mathematical understanding between the groups (p = .604). Following the intervention, students taught through TPS achieved significantly higher posttest scores than those receiving conventional instruction (58.78 vs. 47.30; p = .026) and demonstrated greater learning improvement, with a moderate N-gain (0.391) compared with the control group's low N-gain (0.242; p = .021). The posttest comparison also yielded a moderate practical effect (Cohen's d = 0.53), indicating that TPS produced educationally meaningful improvements in students' conceptual learning. These findings suggest that TPS provides an effective collaborative learning environment for strengthening students' mathematical understanding of linear equations and supports its implementation as a pedagogical strategy for secondary mathematics instruction.
Co-Authors Adi Ihsan Imami Attin Warmi Fahrul Purnama Haerudin Hana Lastiar Olivia Sagala Kiki Nia sania Effendi Reisya Rahma Nabilah Sisien Elsa Nadia Zahra Nur Kamilah