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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 6, No 1 (2025): April" : 7 Documents clear
The effect of the numbered heads together cooperative learning model on students’ mathematical understanding in statistic Wahyuni, Dewi Sri; Sucipto, Lalu; Negara, Habibi Ratu Perwira
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.v6i1.2599

Abstract

Students' low understanding of mathematics is one of the main challenges in the learning process at school. This low understanding is often closely related to the learning methods used by teachers, which are less able to facilitate active involvement and deep understanding of concepts by students. This study aims to analyze the differences in mathematical comprehension abilities between students who learn through the Numbered Heads Together (NHT) cooperative model and conventional learning, and to examine the extent of the influence of the NHT model on students' mathematical comprehension abilities in the experimental class.This study used a quantitative approach with a quasi-experimental method and a nonequivalent pretest-posttest control group design. The population of the study was eighth grade junior high school students, with a cluster random sampling technique. The main instrument was a mathematical comprehension ability test, and the data were analyzed using normality, homogeneity, N-gain, t-test, and paired sample t-test.  The results of the study indicate that the Numbered Heads Together (NHT) learning model is more effective in enhancing students' mathematical understanding ability compared to conventional learning.
Beyond (+) and (-): Investigating prospective elementary school teachers’ misconceptions in mathematical operations Ardiansari, Lia; Siagian, Muhammad Daut
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.v6i1.2604

Abstract

This study investigates prospective elementary school teachers' misconceptions of the (+) and (?) symbols by exploring their perceptions in various mathematical contexts. The aim is to understand how students interpret these fundamental operations and identify potential challenges in their conceptualization. Since teachers’ understanding of mathematical symbols plays a crucial role in shaping students’ learning experiences, it is essential to uncover gaps between their conceptual and procedural knowledge. This study involved 65 undergraduate students majoring in elementary teacher education, selected to ensure a diverse range of academic backgrounds and experiences. Data were collected through written assessments and semi-structured interviews, then analyzed thematically to identify recurring misconceptions. The findings indicate that while students demonstrate procedural fluency in basic arithmetic, significant misunderstandings arise when dealing with negative numbers, inverse operations, and algebraic expressions. Many students perceive the minus sign solely as an operator rather than a representation of a negative value, leading to difficulties in interpreting mathematical expressions in different contexts. These results highlight the need for instructional approaches that emphasize conceptual understanding alongside procedural skills. The study contributes to mathematics education research by providing insights into how prospective teachers interpret mathematical symbols and offering recommendations for improving teacher preparation programs.
The effect of project-based STAD cooperative learning on students’ mathematical literacy viewed from learning independence in linear programming Hartono, Eko; Huda, Nizlel; Sudirman, Sudirman
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.v6i1.2632

Abstract

This study aims to determine the differences in mathematical literacy abilities between students at SMAN 17 Tebo taught using the Project-Based STAD Cooperative Learning Model and those taught using the conventional learning model, examine whether students with high learning independence taught using the Project-Based STAD Model have better mathematical literacy abilities than students with low learning independence taught using the conventional model, and identify the interaction between the Project-Based STAD Model and learning independence on students' mathematical literacy abilities. This research employs a quasi-experimental design with a population of 112 eleventh-grade students at SMAN 17 Tebo, with the sample randomly selected from two classes. The research instruments include a mathematical literacy test, a learning independence questionnaire, and an observation sheet on the implementation of the learning model. Data were collected through essay tests and analyzed using two-way ANOVA. The results indicate that the Project-Based STAD Cooperative Learning Model significantly improves students' mathematical literacy abilities compared to the conventional learning model, learning independence influences mathematical literacy, with students who have high learning independence performing better, and there is an interaction between the Project-Based STAD Model and learning independence in enhancing students' mathematical literacy abilities.
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

Abstract

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.
The influence of self-efficacy on learning outcomes mathematics: Mediated motivation to learn mathematics Syahraini, Nur; Syawahid, M; Nugraha, Yandika
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.v6i1.2629

Abstract

This study seeks to elucidate the impact of self-efficacy on learning motivation and mathematics learning outcomes of seventh-grade students enrolled at a school in Mataram City. Furthermore, it explores the role of learning motivation as a mediating variable in this relationship. Employing a quantitative approach with a correlational design, the study sample comprises 168 individuals, selected through a simple random sampling technique. Data was collected via a questionnaire assessing self-efficacy, learning motivation, and mid-term test scores. The path analysis revealed that self-efficacy exhibited a positive and statistically significant influence on both learning motivation (86.8%) and learning outcomes (21.9%). Conversely, learning motivation did not demonstrate a significant impact on learning outcomes (7.6%) nor did it mediate the association between self-efficacy and learning outcomes. This study underscores the paramount significance of self-efficacy in fostering learning motivation. While increased motivation may not directly translate into enhanced learning outcomes, it necessitates the implementation of more effective learning strategies and teacher support to augment student achievement.
Mathematical communication skills of students in agricultural-based regions: Proficiency levels, challenges, and instructional strategies Salido, Achmad; Kausar, Aufal; Aswin, Aswin; Marniati, Marniati
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.v6i1.2587

Abstract

Mathematical communication is a fundamental skill that enables students to express and justify mathematical ideas clearly. This study examines students’ mathematical communication skills in an agricultural-based region, focusing on proficiency levels and influencing factors. Using a qualitative case study approach, data were collected from 21 eighth-grade students through problem-solving tasks assessing three key indicators: mathematical modeling, explanation of mathematical patterns, and question formulation. The results indicate that most students exhibit moderate mathematical communication abilities, with only a small proportion demonstrating high proficiency. High-ability students effectively integrate multiple representations and justify their reasoning, while moderate-ability students rely on procedural approaches with limited conceptual depth. Low-ability students face significant challenges in constructing mathematical models and articulating solutions. These findings suggest that contextual factors, including limited access to quality education and instructional strategies, impact students' mathematical communication development. Although students in agricultural communities engage with quantitative reasoning in real-life contexts, they struggle to translate these experiences into formal mathematical communication. The study highlights the need for differentiated instructional strategies, including explicit reasoning exercises and contextualized learning, to enhance students’ communication skills. However, the study’s limited scope and sample size necessitate further research across diverse regions to explore long-term interventions. Future studies should investigate culturally relevant pedagogical approaches to strengthen mathematical communication, particularly for students in rural and agricultural settings.
Enhancing critical thinking skills through GeoGebra-based learning media in geometry transformation lessons for grade 11 students Adiguna, Kukuh Arya; Sunardi, Sunardi; Prastiti, Tri Dyah
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.v6i1.2588

Abstract

This study aims to develop and test the effectiveness of GeoGebra-based mathematics learning media on the critical thinking skills of 11th-grade high school students in the topic of geometric transformations. The research employed the ADDIE development model, consisting of five stages: analysis, design, development, implementation, and evaluation. During the analysis stage, interviews and pre-tests were conducted to identify students' needs and assess their initial abilities. The design stage involved creating GeoGebra-based learning media, developing assessment instruments, and designing lesson plans (RPP) using the PMRI model. In the development stage, the learning media were validated by media and content experts and tested on students of class XI MIPA 3 at SMA Negeri 1 Bangorejo. The implementation stage consisted of two sessions for teaching and testing. The evaluation stage included analyzing pre-test and post-test results using N-gain tests, normality tests, homogeneity tests, and paired sample t-tests. The results showed that the GeoGebra-based learning media achieved an excellent level of validity, with media validity at 95% and content validity at 85%. Furthermore, the media were rated as highly practical by students, with an average questionnaire score of 85%. The N-gain test indicated a "moderately effective" category with an average score of 56%. The paired sample t-test yielded a significance value of 0.000, demonstrating a significant improvement in students' critical thinking skills after using the media. Thus, it can be concluded that GeoGebra-based mathematics learning media are valid, practical, effective, and positively impact students' critical thinking skills in geometric transformations.

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