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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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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.
Mathematical multiple representation and mathematical problem-solving abilities of junior high school students employing an open-ended strategy Yusnita, Nora; Firmansyah, Firmansyah; Zahari, Cut Latifah; Destini, Rita
Journal of Didactic Mathematics Vol 6, No 3 (2025): December
Publisher : Mahesa Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34007/jdm.v6i3.2739

Abstract

This study investigates the effect of the open-ended learning strategy on students’ multiple mathematical representation and problem-solving abilities in junior high school mathematics. A quasi-experimental method employing a pretest–posttest control group design was implemented with two classes of eighth-grade students at SMP Negeri 28 Medan. The experimental group received open-ended learning, while the control group received direct instruction. Data were collected through tests of multiple mathematical representation and problem-solving ability, complemented by classroom observations. Quantitative data were analyzed using descriptive statistics, the Mann–Whitney U test, the independent samples t-test, and Spearman’s rank correlation.The results revealed that students taught using the open-ended learning strategy achieved higher posttest scores in both multiple representation and problem-solving abilities compared to those taught through direct instruction. A statistically significant difference was found in problem-solving ability (p = 0.001), while representational ability showed a positive but nonsignificant trend. Moreover, a significant positive correlation (r = 0.367, p = 0.003*) was found between students’ multiple representation and problem-solving abilities. These findings indicate that open-ended learning promotes higher-order thinking by enabling students to explore diverse solution strategies, construct meaning through multiple representations, and engage in reflective reasoning. The study highlights the pedagogical potential of open-ended learning as an effective approach to fostering conceptual understanding and creative mathematical thinking aligned with the goals of the Merdeka Curriculum.
Integrating ethnomathematics into challenge-based learning: A need assessment for enhancing students’ creative problem solving and scholarly zeal Helma, Mustika; Ningsih, Sri Yunita
Journal of Didactic Mathematics Vol 6, No 3 (2025): December
Publisher : Mahesa Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34007/jdm.v6i3.2882

Abstract

This study aims to conduct a comprehensive needs assessment as the foundational phase in the development of an ethnomathematics-integrated Challenge-Based Learning (CBL) model, designed to enhance students' creative problem-solving (CPS) abilities and scholarly interest in mathematics. A qualitative descriptive approach was employed, with data collected through student questionnaires, teacher interviews, and documentary analysis of curricular materials. The findings reveal a significant gap between the current state of instruction and desired learning outcomes. Students exhibited critical deficits in CPS, particularly in connecting concepts to real-world contexts and devising alternative strategies, alongside a pronounced lack of intrinsic motivation (scholarly enthusiasm). Teachers identified the dominance of procedural, routine-based instruction as a primary cause, while simultaneously expressing a strong demand (84.6%) for innovative, contextual pedagogical models. The analysis underscores the potent, yet underutilized, potential of local cultural elements (ethnomathematics) to serve as authentic contexts for meaningful challenges. The study conclusively establishes that the integration of ethnomathematics within a CBL framework is a theoretically sound and empirically warranted strategy to address the identified gaps. This integration is projected to foster a more engaging, relevant, and effective mathematics learning environment that cultivates essential 21st-century competencies.
Exploring reversible thinking through comparison task in mathematical praxeology textbooks Pebrianti, Aneu; Darojat, Latifah; Heryanto, Fahmi Nugraha
Journal of Didactic Mathematics Vol 6, No 3 (2025): December
Publisher : Mahesa Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34007/jdm.v6i3.2903

Abstract

The capacity for reversible thinking is a fundamental aspect of proficient mathematical problem-solving. However, existing research indicates that students continue to encounter challenges in cultivating this cognitive process. One contributing factor to this difficulty is the inclination of textbook tasks to prioritize procedural learning over conceptual exploration. The objective of this study was to examine the task sequence structure in seventh-grade mathematics textbooks on the subject of comparison, specifically in two primary tasks: comparing two similar quantities and comparing two quantities with differing units. The textbook analysis technique employs a mathematical praxeology approach. The analysis encompasses four components of praxeology: tasks, techniques, technology, and theory. The textbook utilized is Mathematics, Grade 7, junior high school, Semester 2. The findings reveal that the majority of problem-solving techniques are presented directly within the textbook, thereby restricting students’ opportunities to develop their own strategies, particularly reversible thinking strategies. Furthermore, the majority of tasks are designed to promote forward thinking, thereby limiting students’ opportunities to develop two-way thinking skills. To address this issue, the study recommends formulating an alternative sequence of tasks that explicitly encourages the development of reversible thinking strategies.
Self-regulation-based learning and mathematical literacy: Exploring the ability of students at singa putih munfaridin islamic boarding school in solving HOTS problems Syafitri, Risma Widya Hadi; Lestari, Nurcholif Diah Sri; Putri, Inge Wiliandani Setya; Pambudi, Didik Sugeng; Murtikusuma, Randi Pratama
Journal of Didactic Mathematics Vol 6, No 3 (2025): December
Publisher : Mahesa Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34007/jdm.v6i3.2793

Abstract

Mathematics is an important foundation in developing critical and logical thinking skills, which are reflected through mathematical literacy. However, PISA 2022 scores show that Indonesian students' mathematical literacy is still below the international average, with the main weakness in solving HOTS questions. This qualitative research aims to analyze the relationship between self-regulated learning (SRL) and students' mathematical literacy in solving HOTS problems related to System of Linear Equations of Three Variables (SPLTV) at Singa Putih Munfaridin Islamic Boarding School, Pasuruan. Data were collected through HOTS tests, SRL questionnaires, and interviews with grade X students who were grouped into three SRL categories: low, medium, and high. The results showed that students with high SRL could formulate problems efficiently, apply systematic strategies, and interpret solutions independently. Medium SRL students have difficulty in applying concepts due to inaccuracy and also fail to independently verify solutions, with conclusions often adapted from classmates. Low SRL students only reached the formulation stage and failed at the application and interpretation stages. These findings reinforce Zimmerman & Schunk's theory that SRL involves a cycle of planning, monitoring and self-evaluation.
Construct validity of a student mathematics learning style instrument using exploratory factor analysis Ahmad, Ahmad; Dos Santos, Mariano; Heniati Santosa, Farah; Ratu Perwira Negara, Habib
Journal of Didactic Mathematics Vol 6, No 3 (2025): December
Publisher : Mahesa Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34007/jdm.v6i3.2841

Abstract

This study seeks to validate the construction of mathematics learning style instruments for junior high school students using the Exploratory Factor Analysis (EFA) method. A total of 127 students from four schools in Central Lombok Regency, Indonesia, participated in this quantitative survey research. The instrument comprises 20 Likert scale statements designed to measure the various dimensions of a student’s mathematics learning style. The feasibility test of the data revealed a Kaiser-Meyer-Olkin (KMO) value of 0.75, and the results of Bartlett’s Test of Sphericity were significant (p < 0.001), indicating that the data was suitable for analysis using factor analysis. The results of the EFA employing the principal axis factoring and oblimin rotation methods yielded four primary factors: Visual Learning, Auditory Learning, Reading/Writing Style, and Kinesthetic Learning, which aligned with the VARK model. All items exhibited a dominant loading value of ? 0.51, with no significant cross-loading, suggesting a clean and well-defined factor structure. The balanced distribution of variance after rotation, coupled with theoretical suitability, supports the validity of the instrument’s construction. These findings suggest that this instrument is appropriate for use in academic research and educational practice, enabling teachers to design differential learning strategies that cater to students’ learning preferences, thereby enhancing engagement and learning outcomes.
Computational thinking obstacles in students’ responses to AKM level 5 problems Siregar, Ginda Maruli Andi; Hidayat, Hidayat; Sukmawarti, Sukmawarti; Maulida, Aya Shofia
Journal of Didactic Mathematics Vol 6, No 3 (2025): December
Publisher : Mahesa Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34007/jdm.v6i3.2937

Abstract

The objective of this research is to elucidate the impediments encountered by students when attempting to solve Level 5 Minimum Competency Assessment (AKM) problems within the realm of Computational Thinking (CT). Employing a descriptive qualitative approach with a case study design, the research involved eleventh-grade students from a senior high school. Data were gathered through Level 5 AKM tests, in-depth interviews, and the analysis of students’ written responses. These data were subsequently analyzed using open coding, selective coding, and axial coding. The findings reveal that students encounter CT obstacles in several critical domains. Specifically, in the decomposition indicator, students demonstrated difficulties in breaking down graphical information, selectively extracting data without comprehending the interrelationships among values. In pattern recognition, students failed to discern upward-downward trends in harvest data or proportional relationships in probability tasks, thereby hindering their ability to draw comprehensive conclusions. Abstraction challenges emerged when students were unable to discern pertinent information, such as conflating actual frequencies with theoretical probabilities. In algorithmic thinking, students were unable to construct systematic steps in calculations or engage in logical reasoning. Furthermore, logical reasoning and evaluation were deficient, as evidenced by their inability to assess the plausibility of results or validate their answers.

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