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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 118 Documents
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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.
Eksplorasi kemampuan penalaran visual siswa pada materi perbandingan trigonometri ditintau dari gender Prasetyo, Muhammad Ponco; Buchori, Achmad
Journal of Didactic Mathematics Vol 5, No 1 (2024): April
Publisher : Mahesa Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34007/jdm.v5i1.2114

Abstract

The aim of this research is to analyze the visual reasoning abilities of high school students based on gender using trigonometry comparison material. The subject consists of two students with the provisions of one male student and one female student. Data was collected by administering a visual reasoning test to 10 10th grade students, then the selected subjects were interviewed. The data validation used is the triangulation method. Data analysis techniques use data reduction, data presentation and conclusion drawing. The results of the research showed that male students in the trigonometry comparison material were able to identify side sides, slanted sides, front sides, and were able to determine the use of the cos and tan formulas to solve problems with correct calculations. Meanwhile, female students in the trigonometry comparison material were able to identify side sides, slanted sides, front sides, were able to determine the use of the cos and tan formulas, but were less precise in determining the value of cos 30°, and less precise in making the final decision because they did not convert it into units. the same thing, namely meters.
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.
Kajian concept image siswa pada materi matriks Sulistina, Linita; Negara, Habibi Ratu Perwira
Journal of Didactic Mathematics Vol 5, No 1 (2024): April
Publisher : Mahesa Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34007/jdm.v5i1.2196

Abstract

The failure of students to solve matrix problems may be due to misconceptions in their concept image. Concept image encompasses cognition related to a concept, including mental representation, properties, characteristics, and cognitive processes associated with that concept. This study aims to understand students' concept image regarding matrices. The method used is qualitative with a phenomenological approach, conducted on 19 eleventh-grade students in a madrasah located in Narmada District. Data collection involves tests and interviews. Samples are selected through testing. Concept image is determined based on indicators, including aspects of mental representation, processes, and properties. The research findings reveal that Subject 1 has a strong concept image, demonstrated by their ability to relate matrix concepts to relevant contexts, internalize concepts well, and apply them in various situations. Conversely, Subject 2 has a weak concept image, struggling to form a clear mental representation of matrix concepts and facing difficulties in applying correct formulas and procedures. Therefore, it is essential to implement teaching approaches focusing on deep conceptual understanding and fostering a strong concept image to enhance student comprehension.
Interactive animation media and students' learning interest in learning mathematics in elementary schools Herawati, Herawati; Septiarini, Virda Putri; Hariyani, Mimi; Hayati, Zikra
Journal of Didactic Mathematics Vol 5, No 3 (2024): December
Publisher : Mahesa Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34007/jdm.v5i3.2390

Abstract

The low interest of students in learning mathematics has an impact on learning outcomes which is one of the efforts in achieving learning goals. One effort that can be made to increase student interest in learning mathematics is to present more interesting materials and guide students to be more active. Thus, teachers are required to be creative and innovative in choosing learning media by adjusting student characteristics and combining media to support student learning interests. This study aims to determine the effect of interactive media on student learning interests. And to determine the completeness of student learning in mathematics material. The type of research used is pre-experimental design with a One-Group-Pretest-Posttest design research design. The sampling technique uses a saturated sampling technique which is all the population in class IV of SD Negeri Rumpet Aceh Besar as many as 24 students, consisting of 11 male students and 13 female students. Data were obtained using a learning interest questionnaire and test questions. Based on the results of the hypothesis test using the Paired Sample t-Test with a significance level of 0.05 (2-tailed), a significance of 0.00 was obtained. This shows that 0.00 < 0.05, then it can be concluded that there is an influence of the use of interactive animation media on the learning interest of students at Rumpet Aceh Besar Elementary School. This is also supported by the percentage of classical completion reaching 100% complete with a KKTP of 75%. Thus, interactive animation media has an effect on students' learning interest with learning outcomes achieving completion.
Learning obstacle instrument analysis of proportion concept with praxiology framework Maudy, Septiani Yugni; Ruli, Redo Martila
Journal of Didactic Mathematics Vol 5, No 3 (2024): December
Publisher : Mahesa Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34007/jdm.v5i3.2435

Abstract

This study explores the development and application of a praxiology-based instrument designed to identify and address learning obstacles in the teaching of the concept of proportion in early algebra. Proportion plays a crucial role in connecting concrete numerical concepts with abstract algebraic thinking; however, many students face significant challenges when transitioning from numerical to algebraic representations. The study utilizes a praxiology framework, which emphasizes the relationship between the type of mathematical task, the techniques employed by students, and the underlying theoretical principles that shape students' understanding. This framework provides a deeper understanding of how task design can influence students' mathematical practices, making it particularly effective for diagnosing learning obstacles in proportion-related tasks. The instrument, which was applied to seventh-grade students in Bandung, Indonesia, consists of five types of tasks aimed at developing students’ skills in arithmetic-algebraic representations and solving linear equations in both abstract and contextual forms. By predicting students' potential solutions and analyzing their problem-solving strategies, the study highlights how the praxiological approach facilitates the identification of key difficulties in students' understanding of proportion. The findings demonstrate that this approach not only helps to diagnose learning obstacles more effectively but also supports the creation of targeted instructional strategies that improve students’ grasp of proportional reasoning. This research contributes valuable insights into the use of praxiology in mathematics education, offering a robust framework for analyzing and overcoming learning obstacles in early algebra instruction.
Enhancing geometry learning through project-based teaching materials: A focus on circumference and area of circles Sari, Lili Nur Indah; Hoiriyah, Diyah
Journal of Didactic Mathematics Vol 5, No 3 (2024): December
Publisher : Mahesa Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34007/jdm.v5i3.1911

Abstract

This study aims to develop a Student Worksheet based on the Project-Based Learning (PjBL) approach, ensuring its validity, practicality, and effectiveness in facilitating mathematics instruction on the topic of circumference and area of circles for MTs students. The research follows a Research and Development (R&D) methodology, employing the ADDIE development model, which encompasses five stages: Analysis, Design, Development, Implementation, and Evaluation. The validation process assessed the worksheet’s quality across four aspects: content feasibility, material presentation, worksheet structure, and linguistic quality. The results indicate that the content feasibility scored 84%, material presentation 86.5%, worksheet elements 86%, and linguistic quality 88%, all within the “very valid” category. Overall, the Student Worksheet achieved a validity score of 86% (categorized as “very valid”), confirming its appropriateness for use in the classroom. These findings suggest that the PjBL-based Student Worksheet effectively supports mathematics learning and meets expert criteria for validity.
Students’ conceptual understanding in analytic geometry of planes based on their prior mathematical ability Negara, Habibi Ratu Perwira; Santosa, Farah Heniati; Fatimah, Ade Evi; Nasrullah, Ahmad
Journal of Didactic Mathematics Vol 5, No 3 (2024): December
Publisher : Mahesa Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34007/jdm.v5i3.1982

Abstract

Mathematical conceptual understanding is a fundamental skill that serves as a foundation for more advanced abilities, including reasoning, communication, connections, and problem-solving. However, this foundational skill is influenced by students’ prior mathematical abilities. Therefore, the objective of this study is to identify and describe differences in students’ mathematical conceptual understanding based on their prior mathematical abilities. This research employs a mixed-method approach, involving 87 purposively selected students enrolled in the Analytic Geometry in Planes and Space course. The research instruments include a mathematical conceptual understanding test and documentation of students’ prior mathematical abilities. Data were analyzed quantitatively using one-way ANOVA and qualitatively by exploring mathematical conceptual understanding across categories of prior mathematical abilities. The findings reveal that both quantitative and qualitative analyses indicate that students with high prior mathematical abilities demonstrate superior mathematical conceptual understanding compared to those with medium or low prior mathematical abilities.
The teaching-learning process of the continuity of real variable functions: A literature review Maxil-Cardoso, G. Elizabeth; Castro-Fernández, Felipe; Juárez-Lopez, José Antonio
Journal of Didactic Mathematics Vol 5, No 3 (2024): December
Publisher : Mahesa Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34007/jdm.v5i3.2329

Abstract

This article´s objective is to present the current state of research on the teaching-learning process of continuity of real variable functions. To achieve this, a documentary research design with a qualitative approach and a descriptive depth level was adopted. The instruments for data collection and analysis included a search log, a bibliographic matrix, and a synthesis matrix, created using Excel software. The technique used for the literature review was qualitative content analysis, based on deductive analytical categories: objective, theoretical framework, research method, and conclusions. Advanced searches were conducted on Google Scholar, on Scopus and Web of Science and out of the total results found, 13 relevant articles published during the period 2020-2023 were selected. Among the main findings, the use of a variety of theoretical frameworks in the foundation of the analysed studies was identified, such as the theory of semiotic representations, the MTSK model, the TPACK, and the conceptual contributions of Tall and Vinner, among others. Additionally, a growing interest in the use of technological tools, such as GeoGebra, to enhance the teaching and learning process of mathematics in general, and the continuity functions in particular. Although its limitations, it was identified that this software can be used as a tool for visualization, construction, representation and communication of mathematical knowledge.
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.

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