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Beta: Jurnal Tadris Matematika
Published by Universitas Islam Negeri Mataram
ISSN : 20855893     EISSN : 25410458     DOI : -
Core Subject : Education, Social,
Education Social Sciences
Bετα: Jurnal Tadris Matematika (p-ISSN: 2085-5893 | e-ISSN: 2541-0458) is scientific, peer-reviewed, and open access journal published by Universitas Islam Negeri (UIN) Mataram in collaboration with Asosiasi Dosen Matematika dan Pendidikan Matematika PTKIN (Ad-Mapeta) half-yearly on May and November. It has been indexed in SINTA 2 (Accredited Journal, Decree No.21/E/KPT/2018) by Director General of Strengthening Research and Development, Ministry of Research Technology and Higher Education of the Republic of Indonesia in 2018. The indexing status will be active until 2020.
Arjuna Subject : -
Articles 172 Documents
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A comprehensive analysis of mathematical resilience in elementary school students: A gender and learning style perspective Siagian, Muhammad Daut; Ade Evi Fatimah; Agung Prasetyo Abadi; Sutirna; Siregar, Rosliana
Beta: Jurnal Tadris Matematika Vol. 18 No. 1 (2025): Beta May
Publisher : Universitas Islam Negeri (UIN) Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/betajtm.v18i1.683

Abstract

[English]: This study investigates the relationship between students' mathematical resilience and their learning styles and gender. Employing a non-experimental comparative design and survey methodology, the study utilized mathematical resilience and learning style questionnaires as data collection instruments. The study's sample consisted of 62 fifth-grade elementary school students from Stabat City, North Sumatra Province. Sampling was conducted using the probability proportional sampling technique, resulting in 32 female and 30 male students. Data analysis employed a two-way ANOVA test to examine the impact of two independent variables (learning style and gender) on the dependent variable (mathematical resilience). The findings revealed that the visual learning style was the predominant learning style among students. Furthermore, the study demonstrated a significant correlation between learning styles and mathematical resilience, suggesting that variations in learning styles significantly influence mathematical resilience. In contrast, gender was found to have no discernible impact on mathematical resilience. Additionally, the analysis indicated no interaction between learning style and gender in influencing mathematical resilience. These findings imply that learning styles independently influence mathematical resilience, without any moderating effect of gender. The implications of this study suggest that when developing teaching strategies to enhance mathematical resilience, it is advisable to prioritize individual learning styles rather than differentiating based on gender. [Bahasa]: Penelitian ini bertujuan untuk menguji resiliensi matematis siswa dalam kaitannya dengan gaya belajar dan jenis kelamin mereka. Dengan menggunakan desain komparatif non-eksperimental dan metodologi survei, penelitian ini menggunakan kuesioner resiliensi matematis dan gaya belajar sebagai instrumen pengumpulan data. Subjek penelitian terdiri dari 62 siswa sekolah dasar kelas lima dari Kota Stabat, Provinsi Sumatera Utara. Pengambilan sampel dilakukan dengan menggunakan teknik probability proportional sampling, menghasilkan 32 siswa perempuan dan 30 siswa laki-laki. Analisis data menggunakan uji ANOVA dua arah untuk menguji dampak dari dua variabel independen (gaya belajar dan jenis kelamin) terhadap variabel dependen (resiliensi matematis). Temuan penelitian mengungkapkan bahwa gaya belajar visual adalah gaya belajar yang paling umum (dominan) di antara siswa. Lebih jauh lagi, gaya belajar menunjukkan dampak yang signifikan pada resiliensi matematis, yang menunjukkan bahwa variasi dalam gaya belajar memberikan kontribusi secara substansial pada tingkat resiliensi matematis. Sebaliknya, tidak ditemukan pengaruh jenis kelamin pada resiliensi matematis. Selain itu, analisis menunjukkan tidak adanya interaksi antara gaya belajar dan jenis kelamin dalam mempengaruhi resiliensi matematis. Temuan ini menunjukkan bahwa gaya belajar secara mandiri mempengaruhi resiliensi matematis, tanpa moderasi apa pun oleh jenis kelamin. Implikasi dari penelitian ini menunjukkan bahwa ketika mempertimbangkan strategi pengajaran untuk meningkatkan resiliensi matematis, penekanan dapat diberikan pada gaya belajar individu tanpa perlu membedakan berdasarkan jenis kelamin.  
Didactical design of the proportionality concept based on anthropological theory of the didactic Yugni Maudy, Septiani; Ruli, Redo Martila
Beta: Jurnal Tadris Matematika Vol. 18 No. 1 (2025): Beta May
Publisher : Universitas Islam Negeri (UIN) Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/betajtm.v18i1.690

Abstract

[English]: This study aims to develop a didactic design grounded in the Anthropological Theory of the Didactic (ATD), with a focus on mathematical praxeology, to enhance students’ understanding of proportionality. The study uses the Didactical Design Research (DDR) methodology, which consists of three primary stages: retrospective analysis, metadidactical analysis, and prospective didactical situation analysis. Classroom observations, teacher and student interviews, and the examination of diagnostic tasks completed by thirty seventh-grade students at a junior high school in West Java, Indonesia, were used to gather data. The findings, which are interpreted using the Brousseau's framework, classify learning obstacles into three categories: (1) Ontogenic obstacles, which are associated with students' developmental readiness and prior knowledge; (2) Epistemological obstacles, which include misusing additive reasoning in multiplicative contexts and misinterpreting unit rates; and (3) Didactic obstacles, which are caused by unfamiliar task structures, implicit information, and insufficient instructional representations. The study has developed five learning tasks based on the praxeological framework, which included task, technique, technology, and theory. Despite not yet being used in classrooms, the didactic design's development is supported by both theoretical and empirical evidence. This study offers a different strategy for teachers dealing with proportionality learning obstacles and helps create more meaningful and contextually relevant math instruction. It also creates opportunities for further study to examine how the suggested design is implemented and how it affects students' mathematical thinking. [Bahasa]: Penelitian ini bertujuan untuk mengembangkan desain didaktik berbasis Teori Antropologi Didaktik (ATD) dengan fokus pada praksiologi matematika untuk membantu siswa agar lebih memahami konsep proporsionalitas. Metode yang digunakan adalah Didactical Design Research (DDR), yang terdiri dari tiga tahap utama: analisis retrospektif, analisis metadidaktik, dan analisis situasi didaktik prospektif. Data dikumpulkan melalui observasi di kelas, wawancara dengan guru dan siswa, serta analisis tugas diagnostik yang dikerjakan oleh 30 siswa kelas VII di sebuah SMP di Jawa Barat. Menggunakan kerangka Brousseau hasil penelitian ini menunjukkan bahwa hambatan belajar siswa terbagi menjadi tiga jenis: (1) hambatan ontogenik, yaitu terkait kesiapan dan pengetahuan awal siswa; (2) hambatan epistemologis, seperti penggunaan penalaran aditif yang salah dalam konteks yang seharusnya menggunakan penalaran multiplikatif, serta kesalahan dalam memahami laju satuan; dan (3) hambatan didaktik, yang muncul karena struktur tugas yang asing, informasi yang tidak jelas, serta kurangnya representasi yang memadai dalam pembelajaran. Berdasarkan temuan tersebut, dirancang lima tugas pembelajaran melalui pendekatan praksiologi. Studi ini memberikan alternatif strategi bagi guru untuk mengatasi kesulitan belajar proporsionalitas dan mendukung terciptanya pembelajaran matematika yang lebih bermakna dan relevan dengan konteks siswa. Selain itu, penelitian ini juga membuka peluang untuk penelitian lebih lanjut terkait penerapan desain ini dan dampaknya terhadap cara berpikir matematika siswa.

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