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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 6 Documents
 1 
Search results for , issue "Vol 6, No 2 (2025): August" : 6 Documents clear
The impact of project-based learning on enhancing students’ mathematical communication skills Mustika, Helma; Ningsih, Sri Yunita; Wahyuni, Wahyuni
Journal of Didactic Mathematics Vol 6, No 2 (2025): August
Publisher : Mahesa Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34007/jdm.v6i2.2143

Abstract

This study investigates the impact of the Project-Based Learning (PBL) model on the mathematical communication skills of eighth-grade students at SMP Negeri 3 Sungai Lala. The research was motivated by the need to improve students' ability to articulate mathematical ideas clearly and accurately, a skill often found lacking in conventional classroom settings. Adopting a quasi-experimental design with a posttest-only control group, two classes were selected: one as the experimental group receiving PBL instruction, and the other as the control group receiving conventional teaching methods. The PBL approach was implemented by engaging students in structured projects that required collaborative problem-solving, critical thinking, and the presentation of mathematical concepts in both oral and written forms. Data were collected through a standardized mathematical communication skills test designed to assess clarity of explanation, accuracy of reasoning, and the effective use of mathematical representations. Statistical analysis using the Independent Samples t-test revealed a significant difference in performance between the two groups (p < 0.05). Students exposed to the PBL model achieved notably higher scores, indicating superior proficiency in expressing and justifying mathematical ideas compared to their peers in the conventional group. These findings highlight the potential of PBL as an alternative instructional strategy to enhance mathematical communication skills, aligning with current educational goals that emphasize active learning and the development of 21st-century competencies. The study recommends broader application of PBL in mathematics education, particularly in contexts where fostering communication and reasoning is a priority.
The application of the discovery learning model to students’ computational thinking ability is reviewed from self-regulated learning Anjarwati, Rani; Negara, Habibi Ratu Perwira; Syawahid, M; Setambah, Mohd Afifi Bahurudin
Journal of Didactic Mathematics Vol 6, No 2 (2025): August
Publisher : Mahesa Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34007/jdm.v6i2.2826

Abstract

Computational thinking (CT) is a crucial skill for addressing the challenges of the 21st century. This study sought to investigate the impact of the Discovery Learning model on students’ CT abilities, examining the influence of learning models, self-regulated learning (SRL) levels, and their interplay. The research employed a quantitative approach employing a quasi-experimental design involving two Grade 7 classes: an experimental group (n = 26) receiving instruction through the Discovery Learning model and a control group (n = 24) receiving conventional instruction. Instruments included an essay test assessing CT and a Likert-scale questionnaire evaluating SRL. Data were analyzed employing descriptive statistics, the Mann-Whitney test, and the Kruskal-Wallis test. The findings indicated that the average CT score in the experimental class (67.60) was superior to that in the control class (62.82). However, the Mann-Whitney test revealed that this disparity was not statistically significant (p = 0.151 > 0.05). Although no significant difference was observed when comparing the two learning models collectively, the Kruskal-Wallis test demonstrated a substantial effect of SRL on CT (p = 0.000). Furthermore, a significant interaction was identified between the learning model and the SRL level (p = 0.000). Notably, students with high SRL achieved the highest CT performance within the Discovery Learning group. These findings underscore the efficacy of combining the Discovery Learning model with high levels of student self-directed learning in enhancing computational thinking abilities. This evidence suggests that integrating teaching models with student learning autonomy yields more favorable outcomes.
Analyzing conceptual and procedural errors in solving routine problems on gradients and straight-line equation among prospective mathematics teachers Pratama, David; Azizah, Nur
Journal of Didactic Mathematics Vol 6, No 2 (2025): August
Publisher : Mahesa Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34007/jdm.v6i2.2722

Abstract

This study examines the types of errors made by prospective mathematics teachers in solving routine problems involving gradients and linear equations, which are fundamental to Analytic Geometry. Employing a qualitative descriptive methodology, the research involved 35 mathematics education students who completed a semi-structured written test designed to assess both conceptual comprehension and procedural proficiency. Eleven responses containing incomplete or incorrect solutions were purposively selected for detailed analysis. Data were analyzed using Miles and Huberman’s interactive model, encompassing stages of data reduction, presentation, and conclusion derivation. Errors were systematically categorized into conceptual, procedural, and other types, with further refinement into 18 specific misconception subtypes. The findings revealed persistent misconceptions in gradient interpretation, improper application of linear equation forms, and frequent procedural errors in algebraic simplification and negative sign operations. Several students exhibited overlapping error types, indicating a strong correlation between conceptual gaps and procedural breakdowns. These results emphasize the significance of designing instructional interventions that simultaneously enhance conceptual and procedural proficiency.
The influence of metacognitive strategies on students’ mathematical connection abilities and learning independence Hasibuan, Nurleli; Firmansyah, Firmansyah; Panjaitan, Dedy Juliandri; Zahari, Cut Latifah
Journal of Didactic Mathematics Vol 6, No 2 (2025): August
Publisher : Mahesa Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34007/jdm.v6i2.2744

Abstract

Mathematical connection skills and learning independence remain challenges in the formal education system, particularly among students who rely heavily on procedural memorization rather than deep conceptual understanding. This situation underscores the necessity of developing learning strategies that promote critical thinking awareness and reflection. One such strategy is the application of metacognitive techniques. This study seeks to assess the impact of metacognitive strategies on the development of mathematical connection skills and learning independence among eighth-grade students enrolled in the mathematics department at Al Washliyah Hamparan Perak Private Middle School. Employing a quantitative approach with a quasi-experimental pretest-posttest control group design, the study sample comprises two classes: an experimental group that receives instruction utilizing metacognitive strategies and a control group that receives conventional instruction. The analysis of the data revealed a substantial positive impact of metacognitive strategies on both mathematical connection skills and learning independence. Specifically, the experimental group demonstrated a significant improvement in mathematical connection skills (significance 0.000 < 0.05) and learning independence (significance 0.001 < 0.05). The average gain score for mathematical connections was 0.54735 for the experimental group and 0.28264 for the control group. Similarly, the average gain score for learning independence was 0.39870 for the experimental group and 0.19518 for the control group. Consequently, metacognitive strategies have been demonstrated to be an effective tool for enhancing both mathematical connection skills and learning independence. Their implementation in the formal education system is crucial in fostering critical thinking, self-awareness, and independent learning among students.
The application of realistic mathematics education approach: Enhancing students’ understanding of mathematical concepts through algebra board media Dania, Mohammad Rifsan; Samura, Asri Ode; Djawa, Yani
Journal of Didactic Mathematics Vol 6, No 2 (2025): August
Publisher : Mahesa Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34007/jdm.v6i2.2724

Abstract

This study investigates the impact of the Realistic Mathematics Education (RME) approach, utilizing algebra board media, on students’ comprehension of mathematical concepts. The research design employed a Nonequivalent control group. The research subjects consisted of 40 students from State Junior High School 8 South Halmahera, Indonesia. The findings demonstrated that the implementation of RME with algebra board media significantly enhanced students’ ability to grasp mathematical concepts. The t-test yielded a Sig. (2-tailed) value of 0.000 (p < 0.05), rejecting H0 and accepting Ha, indicating a substantial effect. The Effect Size value of 2.52 signifies a “large” effect. The N-gain analysis of the average score of 0.72 (71.84%) indicates that this approach is “quite effective” in augmenting students’ understanding of mathematical concepts, aligning with the RME principle of connecting mathematics to reality and facilitating the concrete representation of abstract concepts.
The effect of team games tournament model assisted by snakes and ladder on students’ conceptual understanding in mathematics Wulandary, Triya; Nirawati, Resy; Safrihady, Safrihady
Journal of Didactic Mathematics Vol 6, No 2 (2025): August
Publisher : Mahesa Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34007/jdm.v6i2.2746

Abstract

This study evaluates the efficacy of the Team Games Tournament (TGT) model, augmented with snakes and ladders game media, in enhancing the conceptual comprehension and learning motivation of Grade 5 students at SDN 88 Singkawang. Employing a quantitative approach employing a quasi-experimental posttest-only control group design, the research encompassed all Grade 5 students through a total sampling strategy. The control group consisted of 23 students from class 5-A, while the experimental group included 24 students from class 5-B. Data was collected utilizing both test and non-test instruments, and assumption testing was conducted via the Chi-Square normality test and homogeneity of variance test. Independent samples t-test, effect size calculation, and percentage analysis were employed to analyze the data. The findings revealed a substantial disparity in conceptual understanding between the two groups. The experimental group demonstrated superior scores, as evidenced by t(45) = 5.61, p < 0.001, surpassing the critical value of ttable = 2.01. The effect size of 1.4 confirmed the pronounced impact of the TGT model coupled with snakes and ladders game media. Furthermore, students’ learning interest within the experimental group was categorized as high, with an average percentage of 82.1%. In summation, the integration of the TGT model with snakes and ladders game media significantly enhances both conceptual comprehension and learning motivation among Grade 5 students, particularly in the domain of mathematics, specifically fractions. These findings underscore the potential of combining cooperative learning models with game-based media to foster active engagement and profound understanding in elementary mathematics education.

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