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Journal of Didactic Mathematics
Published by Mahesa Research Center
ISSN : -     EISSN : 27215601     DOI : 10.34007/jdm.v1i1
Core Subject : Education,
Education Mathematics
Journal of Didactic Mathematics is published three times a year, in April, August and December. This journal is providing a platform that welcomes and acknowledges high quality empirical original research papers about mathematics education, mathematical didactic, mathematics learning, and school mathematics written by researchers, academicians, professionals, and practitioners.
Arjuna Subject : Matematika - Analisis
Articles 7 Documents
 1 
Search results for , issue "Vol 5, No 2 (2024): August" : 7 Documents clear
Analisis kemampuan komunikasi matematis peserta didik ditinjau dari perbedaan gender Bintania, Yolla; Widiati, Indah
Journal of Didactic Mathematics Vol 5, No 2 (2024): August
Publisher : Mahesa Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34007/jdm.v5i2.1980

Abstract

Mathematical communication skills are the basic abilities that students must have in learning mathematics. This research aims to analyze students' mathematical communication skills in terms of gender differences. This type of research is qualitative descriptive research. The subjects in this research were class VIII students at MTs Hasanah Pekanbaru consisting of 3 male students and 3 female students with the categories of high, medium and low ability students. The data collection technique in this research is a test technique using a mathematical communication ability test instrument and a non-test technique, namely an interview guide. The data analysis technique is carried out using the stages of data reduction, data presentation, and drawing conclusions. The results of this study showed that in the high category, male subjects met 3 indicators and less than 1 indicator, while female subjects met 4 indicators. Then in the medium category, male subjects meet 3 indicators and do not meet 1 indicator, while female subjects meet 2 indicators and do not meet 2 indicators. Furthermore, in the low category, male subjects did not meet 1 indicator and did not meet 3 other indicators, while female subjects did not meet 3 indicators and did not meet 1 indicator.
Studi korelasional: Meninjau kemampuan berpikir kritis siswa sekolah dasar berdasarkan resiliensi matematis Fatimah, Ade Evi; Hasanah, Nurul; Wahyuni, Fitry
Journal of Didactic Mathematics Vol 5, No 2 (2024): August
Publisher : Mahesa Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34007/jdm.v5i2.2276

Abstract

This study employs a quantitative correlational design using a survey method to collect data on students' critical thinking skills and mathematical resilience. The purpose of the research is to analyze and describe the relationship between mathematical resilience and the critical thinking abilities of fourth-grade students at a public elementary school in Gebang District, Langkat Regency, North Sumatra Province, involving a sample of 24 students. The study was conducted during the second semester of the 2023/2024 academic year. The research instruments used include a critical thinking skills test and a mathematical resilience questionnaire. Data analysis techniques employed in this study consist of descriptive and inferential statistics to examine the relationship between mathematical resilience and students' critical thinking abilities. The hypothesis tests utilized include correlation analysis, regression analysis, and regression coefficients. The findings indicate that mathematical resilience contributes to students' critical thinking skills, showing a positive relationship of moderate strength. Specifically, the regression analysis reveals that mathematical resilience accounts for 22.5% of the variance in the critical thinking abilities of the fourth-grade students.
Meningkatkan kemampuan pemecahan masalah matematis siswa: Pengembangan modul pembelajaran berbasis studi etnomatematika pada budidaya tanaman hidroponik Nisa, Mir Atun; Kumala, Fitria Zana
Journal of Didactic Mathematics Vol 5, No 2 (2024): August
Publisher : Mahesa Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34007/jdm.v5i2.2194

Abstract

This study aims to develop an ethnomathematical study-based learning module on hydroponic plant cultivation to improve the mathematical problem-solving ability of class VII junior high school students on social arithmetic material that meets the criteria of validity and effectiveness. This research method is research and development with the ADDIE model (analysis, design, development, implementation, evaluation). Data collection instruments include interviews, validation sheets, questionnaires, and pre-test and post-test questions. The data were analyzed using qualitative and quantitative data analysis techniques. The results showed that ethnomathematics research-based learning modules were considered effective and feasible, with a percentage of 90% results verified by material and ethnomathematics experts, 96% by media experts, 90% teacher assessments, and a pass rate of group examination assessments of 87.3%, and a pass rate of on-site examination evaluations of 88.61%. The modules developed are also claimed to be effective in improving students' mathematical solving skills, with the experimental class having an average N-gain score of 0.78 in the "very high" category, better than the control class with an average N-gain score of 0.32 in the "medium" category. Both data were tested using a two-sample t-test and obtained 0.00 results less than 0.05 then H0 was rejected and H1 was accepted.
Penerapan model pembelajaran problem-based learning dalam meningkatkan kemampuan pemahaman konsep matematika siswa Rauf, Ila Ali; Samura, Asri Ode; Djawa, Yani
Journal of Didactic Mathematics Vol 5, No 2 (2024): August
Publisher : Mahesa Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34007/jdm.v5i2.2288

Abstract

This study investigated the effectiveness of problem-based learning (PBL) model in improving seventh-grade students’ conceptual understanding of mathematics at SMP Negeri 13, Ternate City, Indonesia. This study used a quantitative approach using a pre-experimental design, specifically a one-group pretest-posttest design. The sample consisted of 34 seventh-grade students at one of the public junior high schools in Ternate City. Data were collected using a written test, and analysis was conducted using inferential statistics, specifically the Paired Sample T-Test. The findings showed that the implementation of the PBL model significantly improved students’ ability to understand mathematical concepts, with the results showing a medium effect size. In addition, the effect size test classified the impact of PBL on students’ mathematical understanding in the high category.
Korelasi antara perhatian orang tua dan disiplin belajar terhadap motivasi belajar matematika mahasiswa Fitriani, Fitriani; Elisa, Elisa; Rossiah, Rossiah; Lubis, Rahmat Sholih
Journal of Didactic Mathematics Vol 5, No 2 (2024): August
Publisher : Mahesa Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34007/jdm.v5i2.2111

Abstract

This study investigates the correlation between parental attention and study discipline with students' motivation to learn mathematics. The research employs a descriptive quantitative approach, utilizing path analysis, which includes correlation analysis followed by regression analysis. The results reveal a correlation coefficient of 0.844 between parental attention, study discipline, and student's motivation to learn mathematics, categorizing it as "very strong." Furthermore, the multiple linear regression analysis yielded the following regression equation: . The study concludes a significant correlation between parental attention, study discipline, and students' motivation to learn mathematics. Additionally, the findings suggest that the greater the parental attention and study discipline, the higher the students' motivation to learn mathematics, and vice versa.
Peningkatan kemampuan komunikasi matematis dengan menggunakan pembelajaran berbasis masalah pada siswa sekolah menengah pertama Jami, La; Suharna, Hery; Bakar, Marwia Tamrin; Lanani, Karman; Samura, Asri Ode
Journal of Didactic Mathematics Vol 5, No 2 (2024): August
Publisher : Mahesa Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34007/jdm.v5i2.2282

Abstract

This research examines the influence and improvement of students' mathematical communication skills using problem-based learning. The research design used a quasi-experimental quasi-experimental nonequivalent control-group design, a sample of 45 students. The instruments used are test questions in the form of essays. Data was obtained based on written test results, namely pretest and posttest data. The analysis uses parametric t-test statistics. The results show that problem-based learning can influence mathematical communication skills in the low category. The effect of problem-based learning is minimal. Problem-based learning can improve students' mathematical communication skills in the low category.
Zoom in: Exploring perceptions of the multiplication symbol (×) up close Ardiansari, Lia; Rozi, Mohammad Sahrul; Herdiyanti, Shellyna
Journal of Didactic Mathematics Vol 5, No 2 (2024): August
Publisher : Mahesa Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34007/jdm.v5i2.2281

Abstract

This study explored the perceptions of 51 prospective elementary school teachers selected using purposive sampling technique regarding the multiplication symbol (×) in arithmetic operations. Using a qualitative hermeneutic phenomenological approach, data were collected through task-based interviews administered to education students specializing in elementary education. The tasks were designed to explore candidates’ understanding and interpretation of the ‘×’ symbol, including uncovering conceptual images, understanding the ‘×’ symbol in different contexts, ability to represent the ‘×’ symbol, flexibility in relating the ‘×’ symbol among concepts, and problem-solving skills. Data analysis involved thematic coding and interpretive analysis to uncover patterns and insights into candidates’ cognitive frameworks. The findings revealed significant variation in candidates’ understanding of the ‘×’ symbol, influenced by their educational background and personal experiences with mathematics. This study highlights the need for improved mathematics instruction and curriculum design to equip future teachers with a deep and accurate understanding of arithmetic symbols, which is critical for effective mathematics teaching at the elementary level.

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