Math Didactic: Jurnal Pendidikan Matematika
Math Didactic: Jurnal Pendidikan Matematika welcomes high-quality manuscripts resulted from a research project or literature review in the scope of mathematics education, which includes, but is not limited to the following topics: Realistic Mathematics Education, Design/Development Research in Mathematics Education, PISA Task, Mathematics Ability, ICT in Mathematics Education, Lesson Study for Learning Community, Cooperative Learning Models, Higher-Order Thinking Skills in Mathematics Education, Learning Evaluation, Metacognitive in Mathematics Education, and Ethnomathematics.
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<![CDATA[The effect of metacognitive awareness toward lecturer's peformance ]]>
<![CDATA[Muhamad Galang Isnawan]]>
<![CDATA[ Math Didactic: Jurnal Pendidikan Matematika Vol 5 No 2 (2019) ]]>
Publisher : <![CDATA[STKIP PGRI Banjarmasin ]]>
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DOI: 10.33654/math.v5i2.520
<![CDATA[The implementation of the Tridharma of Higher Education and the fulfillment of supporting elements is an obligation that must be carried out by lecturers in higher education as a form of reflection of its performance. Many factors influence the performance, one of which is metacognitive awareness. Therefore, the purpose of this study is to describe the effect of metacognitive awareness toward lecturer’s performance in universities. This type of research is ex-post facto. The population of this study was all lecturers at the UNW Mataram with a sample of all lecturers at the FKIP UNW Mataram. The sampling technique used is stratified random sampling. Data analysis used is regression analysis (R Square, F test, and t test). Based on the results of the study obtained information that metacognitive awareness influences the performance of lecturers in universities. The value of R Square obtained is 70.7%; F value of 77,177 with a significance of 0,000; and the value of t obtained is 8.785 with a significance of 0,000.]]>
<![CDATA[Mathematical problem-solving abilities of deaf student in solving non-routine problems ]]>
<![CDATA[Samuel Igo Leton]]>;
<![CDATA[Meryani Lakapu]]>;
<![CDATA[Wilfridus Beda Nuba Dosinaeng]]>
<![CDATA[ Math Didactic: Jurnal Pendidikan Matematika Vol 5 No 2 (2019) ]]>
Publisher : <![CDATA[STKIP PGRI Banjarmasin ]]>
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DOI: 10.33654/math.v5i2.538
<![CDATA[The purpose of this study was to obtain an overview of mathematical problem-solving abilities of class VIII deaf students in solving non-routine problems related to fractional problems. The type of research used is qualitative research with a case study design. Subjects were taken purposively at three Special Schools (SLB) B spread across Indonesia. Data was collected through problem-solving tests and interviews. The results of the analysis of the results of the work data and interview data, obtained that mathematical abilities that appear on the subject in solving problems include; (1) there is a tendency that in building understanding of the problem, the subject represents the problem through the picture, can reveal what is known and what is asked, identify the elements that are known, and restate the problem in a simpler language; (2) The subject can do elaboration namely linking information with knowledge that has been formed; (3) If deaf students can solve the problem, then to solve the problem tends to use images and use the method of counting. Thus, it can be concluded that deaf students can solve non-routine questions with a high degree of difficulty by first visualizing the problem in the form of images and writing back in simple sentences.]]>
<![CDATA[Analysis the proportional reasoning abilities of senior high school students in solving mathematical problems ]]>
<![CDATA[Dhuwi Novita Sari]]>;
<![CDATA[Helti Lygia Mampouw]]>
<![CDATA[ Math Didactic: Jurnal Pendidikan Matematika Vol 5 No 2 (2019) ]]>
Publisher : <![CDATA[STKIP PGRI Banjarmasin ]]>
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DOI: 10.33654/math.v5i2.569
<![CDATA[This research aims to analyze the proportional reasoning abilities of high school students in solving mathematical problems. Subject of this qualitative descriptive research were 3 of tenth grade students of SMA Negeri 2 Salatiga who have high mathematical abilities. The researchers are the main instrument, supported by test instruments and interview guidelines. Data from the test and interview results were analyzed using steps data reduction, data display, and conclusion drawing. The results showed that the three subjects had different proportional reasoning abilities in solving mathematical problems. The proportional reasoning ability of subject S tends to be at level 1 by showing strategies using images and making qualitative comparisons. The proportional reasoning ability of subject F tends to be at level 2 by showing strategies of connecting models through numerical calculations, using composite units, and using quantitative reasoning. The proportional reasoning ability of subject M tends to be at level 3 by showing strategies using formal methods and knowing invariant and covariant relationships. The three subjects showed proportional reasoning ability at level 0 in solving problems that needed additive and multiplicative comparisons by simply describing the change situation in additive view.]]>
<![CDATA[The effect of academic and pedagogic competences on basic teaching skills of mathematics teacher candidates in micro teaching ]]>
<![CDATA[Kurnia Putri Sepdikasari Dirgantoro]]>
<![CDATA[ Math Didactic: Jurnal Pendidikan Matematika Vol 5 No 2 (2019) ]]>
Publisher : <![CDATA[STKIP PGRI Banjarmasin ]]>
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DOI: 10.33654/math.v5i2.604
<![CDATA[Teaching skills are one of the basic skills that must be mastered by a teacher. Therefore, student teacher need to continuously train themselves to develop their teaching skills. One way that is attempted is through micro teaching in the PSAL (Planning, Strategy, Assessment, Learning) Mathematics course. The purpose of this study was to determine the contribution of the academic and pedagogic competences of student teacher to the basic skills of teaching them in micro teaching. The research subjects are 56 students of University of Pelita Harapan Mathematics Education Study Program class of 2017. This study is a correlational study and simple linear regression analysis. The instruments used in data collection include the rubric of micro teaching, archives of student score, and questionnaires. The results of this study are: (1) there is a significant correlation between academic abilities and basic teaching skills; (2) there is a significant effect of academic ability on basic teaching skills; (3) there is a significant correlation between pedagogic abilities and basic teaching skills; and (4) there is a significant effect of pedagogic skills on basic teaching skills. The conclusion is pedagogic and basic mathematics courses already in accordance with the needs of students.]]>
<![CDATA[Mathematical communication profile of female student who is mathematics teacher candidate in implementing teaching practice program ]]>
<![CDATA[Hidayah Ansori]]>;
<![CDATA[I Ketut Budayasa]]>;
<![CDATA[St Suwarsono]]>
<![CDATA[ Math Didactic: Jurnal Pendidikan Matematika Vol 5 No 2 (2019) ]]>
Publisher : <![CDATA[STKIP PGRI Banjarmasin ]]>
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DOI: 10.33654/math.v5i2.605
<![CDATA[Students who are mathematics teacher candidates have different mathematical communication skills. They carry out mathematics learning when doing teaching practice. Their mathematical communication skills greatly influence the communication that is implemented into mathematics learning in the classroom. This study aims to describe the mathematical communication profile of female students who are mathematics teacher candidates. The participant of this study was a female teacher candidate who was carrying out teaching practice (PPL) at the training school. Data collection was done by recording the implementation of learning, which was presented through learning video transcripts and analyzed by data reduction, data displaying, and interpretation-verification. The results of this study are prospective female teachers always ask students to repeat their answers, to ensure the answers mentioned. This has resulted in the fact that female mathematics teacher candidates are not strict in making decisions, seem rambling in making decisions. The nonverbal communication of female teacher candidates is a clear voice heard throughout the class; ways/gestures, movements of appearance and facial expressions show calmness and smile to students, so learning flows smoothly.]]>
<![CDATA[Analysis of students’ higher order thinking skills in solving basic combinatorics problems ]]>
<![CDATA[Wilfridus Beda Nuba Dosinaeng]]>
<![CDATA[ Math Didactic: Jurnal Pendidikan Matematika Vol 5 No 2 (2019) ]]>
Publisher : <![CDATA[STKIP PGRI Banjarmasin ]]>
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DOI: 10.33654/math.v5i2.611
<![CDATA[This is a case qualitative study that aims to describe students’ ability in solving basic combinatorics problem with higher order thinking skills. The subjects of this study were three students of mathematics education study program consisting of one high-ability student, one medium-capable student, and one low-ability student selected purposively. This study was conducted by analysing the critical and creative thinking skills of the students in solving counting rules, permutation, and combination problems. In terms of critical thinking skills, the results of this study showed that the students' self-regulation ability were still low. Their critical thinking skills in general were still limited to the interpretive and analytical ability. Only high-ability student showed the problem evaluation ability. However, the three students were unable to realize the mistake in their designed strategy for problem solving because they still have low-self regulation ability. Meanwhile, in terms of the creative thinking skills, the three students were able to produce original ideas in solving basic combinatorics problems though the high-ability student was better compared to the other two. However, their low level of flexible thinking ability as well as their low ability of self-regulation prevent them from producing different ideas.]]>
<![CDATA[Analysis of student difficulties in understanding the continuity of the function of differential calculus ]]>
<![CDATA[Kus Andini Purbaningrum]]>
<![CDATA[ Math Didactic: Jurnal Pendidikan Matematika Vol 5 No 2 (2019) ]]>
Publisher : <![CDATA[STKIP PGRI Banjarmasin ]]>
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DOI: 10.33654/math.v5i2.612
<![CDATA[This study aims to determine the types of difficulties students have in understanding functional continuity in differential calculus subjects and the causes of these difficulties. The research subjects were second semester students of the Mathematics Education, FKIP Muhammadiyah University of Tangerang. This research is qualitative research, with data collection techniques namely tests and interviews. The results of the study obtained 3 types of student difficulties in completing continuity, namely: (1) difficulty in formulating a number line; (2) difficulties in carrying out continuity testing of functions; (3) difficulty in drawing graphs of function sketches. The causes of the problem are (1) the mastery of the basic mathematical concepts learned in the first semester is not well recognized; (2) less able to answer the meaning of the questions in the question; (3) Less time is better used to explore the material being studied.]]>
<![CDATA[The effect of treffinger learning model on problem solving ability viewed from students logical mathematical intelligence ]]>
<![CDATA[Putu Umi Kartika Dewi]]>;
<![CDATA[Gusti Ayu Mahayukti]]>;
<![CDATA[I Gusti Putu Sudiarta]]>
<![CDATA[ Math Didactic: Jurnal Pendidikan Matematika Vol 5 No 2 (2019) ]]>
Publisher : <![CDATA[STKIP PGRI Banjarmasin ]]>
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DOI: 10.33654/math.v5i2.650
<![CDATA[The problem-solving abilities of students were still low because students have not been able to develop their creativity in problem-solving so that a Treffinger learning model is needed by paying attention to students logical- mathematical intelligence. The purpose of this study was at examining the effect of the Treffinger learning model on mathematical problem-solving ability viewed students from logical-mathematical intelligence. The instrument used in this study was logical-mathematical intelligence tests and mathematical problem-solving tests. This study used treatment by level design and the population of this study was X MIPA class of SMA Negeri 2 Singaraja. The sample of this study was determined by using cluster random sampling technique. The data obtained were analysed using a two-way analysis of variance (ANOVA). The result of the study showed that the mathematical problem-solving ability of students who followed the Treffinger learning model is higher than students who followed the conventional learning model. There is an interaction between the learning model and logical-mathematical intelligence towards mathematical problem-solving ability. Students who have high logical-mathematical intelligence are more suitable followed the Treffinger learning model, on the other hand, students who have low logical-mathematical intelligence are more suitable followed conventional learning.]]>
<![CDATA[Error description of the first year student in aljabar problems ]]>
<![CDATA[Sri Rahmawati Fitriatien]]>
<![CDATA[ Math Didactic: Jurnal Pendidikan Matematika Vol 5 No 2 (2019) ]]>
Publisher : <![CDATA[STKIP PGRI Banjarmasin ]]>
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DOI: 10.33654/math.v5i2.655
<![CDATA[This research is aimed to describe the cause of failure in mathematics for students at college. The error analysis used by researchers was based on Newman's analysis with the stages of reading, understanding, transformation, process skills, and writing answers. This research was conducted on the students of University of PGRI Adi Buana Surabaya who study for two semesters. The data collection technique used by researchers was by test and interview techniques in which to determine the accuracy and the result of the data, the researcher carried out a triangulation process of the two techniques. The result of this research used by third students who have lowest grade. The results of this study indicate that the first subject and the third subject make a type of error at the reading stage, understanding, transformation, process skills, and writing answer. While for the second subject types of error made in solving mathematical story problems are at the stage of transformation and process skills. Some of the factors that cause this error include students who do not understand the meaning of some of the sentences the question, the students do not know the information the complete of question, students do not know the formula to be used, students do not take appropriate algebraic steps, and students do not understand the final step of the question.]]>
<![CDATA[The effectiveness of mathematical learning PBL model based on ethnomathematics sasirangan motives of towards student solving ability ]]>
<![CDATA[Rahmi Hidayati]]>;
<![CDATA[Ratna Restapaty]]>
<![CDATA[ Math Didactic: Jurnal Pendidikan Matematika Vol 5 No 2 (2019) ]]>
Publisher : <![CDATA[STKIP PGRI Banjarmasin ]]>
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DOI: 10.33654/math.v5i2.674
<![CDATA[One model of mathematics learning that can be applied to hone problem solving skills is problem based learning (PBL). In this case the problem-solving ability can be collaborated with the existing local culture. The purpose of this study was to determine the effectiveness of ethnomathematics-based PBL models of Sasirangan motifs on students' problem solving abilities as seen from individual completeness (KKM) and classical completeness. The population in this study was VII grade students of SMP Muhammadiyah Banjarbaru in the 2018/2019 school year. The research sample was taken by cluster random sampling technique, where VII E was the experimental class and VII F was the control class. Data collection by the method of documentation, observation and tests. The hypothesis test used is the average test and the proportion test. The results showed that the PBL model based on ethnomathematics of Sasirangan motifs on the effectiveness of students 'problem solving abilities, was shown by the students' problem solving abilities reaching individual completeness above KKM and classical completeness of 75%. Can be seen from the average problem solving ability of students in the experimental class is 83,33 and the control class is 73. Classical completeness for the experimental class was 77% and the control class was 40%.]]>
