Journal of Didactic 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.
Articles
118 Documents
<![CDATA[Peningkatan kemampuan pemecahan masalah matematis siswa melalui penerapan model pembelajaran missouri mathematic project ]]>
<![CDATA[Harianda, Boni]]>;
<![CDATA[Junedi, Beni]]>
<![CDATA[ Journal of Didactic Mathematics Vol 2, No 1 (2021): April ]]>
Publisher : <![CDATA[Mahesa Research Center ]]>
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DOI: 10.34007/jdm.v2i1.616
<![CDATA[Problem solving is a basic skill that should be possessed by students. Mathematical problem solving abilities play a role in solving every problem both other subjects and problems in everyday life. Through mathematical problem solving activities students are directed to build mathematical knowledge, think logically, systematically and measurably. The fact is that students' mathematical problem solving abilities are still low. The learning process that focuses on exercises that provide opportunities for students to develop mathematical problem solving skills to become a model for improvement in the learning process. The Missouri Mathematical Project learning model is an appropriate learning model to facilitate students in developing their thinking in solving mathematical problem solving problems. For this reason, this study aims to improve students' mathematical problem solving abilities through the application of the Missouri mathematical learning model. This type of research is a classroom action research (PTK). The research subjects were grade V students of MIS Al Firdausy Pematang Reba. The data collection technique used was a mathematical problem-solving ability test. The data analysis technique used is quantitative data analysis. Based on the results of the test of mathematical problem solving abilities, there was an increase in each cycle starting from the initial pre-action test, cycle I and cycle II. It can be concluded that there is an increase in students' mathematical problem solving abilities through the application of the Missouri mathematical learning model.]]>
<![CDATA[HUBUNGAN RESILIENSI MATEMATIS TERHADAP KEMAMPUAN PEMECAHAN MASALAH MATEMATIS MAHASISWA PADA MATA KULIAH MATEMATIKA DASAR ]]>
<![CDATA[Ade Evi Fatimah]]>;
<![CDATA[Azrina Purba]]>;
<![CDATA[Yulia Anita Siregar]]>
<![CDATA[ Journal of Didactic Mathematics Vol 1, No 3 (2020): December ]]>
Publisher : <![CDATA[Mahesa Research Center ]]>
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DOI: 10.34007/jdm.v1i3.470
<![CDATA[This study aims to determine the relationship and the extent of influence between mathematical resilience and students' mathematical problem-solving abilities in basic mathematics courses. This research is motivated by the perception of students who tend to be negative towards mathematics as well as an attitude of lack of confidence and easily give up in solving the given questions. In addition, students' mathematical solving abilities are also classified as low, even though this ability is very important because it is the basis and general goal of learning mathematics. The method used in this research is quantitative descriptive method. The population in this study were all Semester I students of the Computer and Informatics Engineering study program at STKIP AL Maksum Langkat which consisted of 5 classes and took basic mathematics courses, while the research sample was taken using purposive sampling technique, which is a technique of determining and taking the specified sample. by researchers with certain considerations. The sample consisted of 35 students. The instruments in this study were test questions in the form of mathematical problem-solving abilities and non-test questions in the form of a mathematical resilience scale. Then the data is processed using hypothesis testing techniques, correlation analysis and simple regression assisted by SPSS and Microsoft Excel. The results showed that there was a positive relationship between mathematical resilience and students 'mathematical problem-solving abilities with the effect of mathematical resilience by 41.3% on students' mathematical problem-solving abilities. ]]>
<![CDATA[Analisis kesulitan kemampuan komunikasi matematika mahasiswa menggunakan aplikasi google classroom pada matakuliah aljabar ]]>
<![CDATA[Fitriani, Fitriani]]>;
<![CDATA[Siregar, Yulia Anita]]>;
<![CDATA[Novitasari, Wiwik]]>
<![CDATA[ Journal of Didactic Mathematics Vol 2, No 1 (2021): April ]]>
Publisher : <![CDATA[Mahesa Research Center ]]>
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DOI: 10.34007/jdm.v2i1.596
<![CDATA[Mathematical communication skills are one of the abilities that students must have to make it easier to solve problems contained in mathematics itself and in everyday life. Because if students have mastered mathematical communication skills, it will make it easier for students to take deeper learning. This study aims to analyze the difficulty of students' mathematical communication skills using the Google Classroom Application in the Algebra course. This type of research is descriptive qualitative. The subjects of this study were tree semester students who took Algebra courses in the Mathematics Education study program at Universitas Muhammadiyah Tapanuli Selatan, academic year 2020/2021 as many as 15 people. The instrument used in this study was Test and interview. The results showed that based on the test results obtained: difficulties in the ability to interpret mathematical ideas rationally in writing, difficulties in mathematical problems into mathematical models and difficulties in the ability to express mathematical ideas in the form of descriptions. Meanwhile, based on the results of the interview, namely: (1) technical difficulties, and (2) student adaptation difficulties. To overcome these difficulties, it is necessary which is a combination of Online and Offline learning or also called blended learning.]]>
<![CDATA[USING VIDEO LEARNING TO IMPROVE STUDENTS’ MATHEMATICAL ABILITY ]]>
<![CDATA[Shiwei Tan]]>;
<![CDATA[Lingjie Zou]]>;
<![CDATA[Tommy Tanu Wijaya]]>
<![CDATA[ Journal of Didactic Mathematics Vol 1, No 3 (2020): December ]]>
Publisher : <![CDATA[Mahesa Research Center ]]>
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DOI: 10.34007/jdm.v1i3.364
<![CDATA[In some traditional large-class classrooms, there are problems such as inactive teaching process and poor teaching pertinence, which makes some students who are easily distracted and have the poor receptive ability cannot keep up with the teaching progress and gradually become students with learning difficulties. This research method using pretest-posttest control group design. The sample of this research is the experimental class method there are 48 students and in the control class 48 students grade 7 junior high school students. based on the results, Micro-classes have the characteristics of short, compact and powerful, which can effectively help students with learning difficulties to learn and master mathematics efficiently within the effective learning time. Based on the characteristics of students with learning difficulties and micro-classes, the author explores the actual improvement effect of micro-classes on the mathematics learning of students with learning difficulties by designing micro-classes in a targeted manner and conducting comparative teaching experiments in the first two parallel classes.]]>
<![CDATA[ANALISIS KUALITAS BUTIR SOAL UJIAN NASIONAL MATA PELAJARAN MATEMATIKA SEKOLAH MENENGAH PERTAMA ]]>
<![CDATA[Riduan Yusuf]]>
<![CDATA[ Journal of Didactic Mathematics Vol 1, No 3 (2020): December ]]>
Publisher : <![CDATA[Mahesa Research Center ]]>
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DOI: 10.34007/jdm.v1i3.417
<![CDATA[This study aims to determine the level of difficulty, differentiation, and effectiveness of Deception Options of the National Examination Mathematics Subject for Junior High School/MTs Academic Year 2017/2018. This research is a quantitative study with descriptive analysis method. The population in this study is student class IX of two schools, namely: SMP MMA UISU and MTs Al Manar totaling 144 people and the sample in this study was 57 multiple choice answer sheets. Data collection method was the method of observation and tests. This research instrument was in the form of a multiple choice package of National Examination Mathematics Subject for Junior High School/MTs Academic Year 2017/2018along with the answer key lessons covered by 40 questions. Analysis conducted using the Anates 4.0.9.The result of this study is obtained the quality of the items namely (1) at SMP MMA UISU, 20 items of good quality, 12 items of good enough quality, 8 items of bad quality (2) at MTs Al Manar, 26 items of good quality, 7 items of good enough quality, 7 items of bad quality.]]>
<![CDATA[Kemampuan abstraksi reflektif matematis siswa pada materi bangun ruang ]]>
<![CDATA[Sutrisna, Nia]]>;
<![CDATA[Pramuditya, Surya Amami]]>;
<![CDATA[Raharjo, Jajo Firman]]>;
<![CDATA[Setiyani, Setiyani]]>
<![CDATA[ Journal of Didactic Mathematics Vol 2, No 1 (2021): April ]]>
Publisher : <![CDATA[Mahesa Research Center ]]>
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DOI: 10.34007/jdm.v2i1.598
<![CDATA[This study aims to determine the ability of reflective mathematical abstraction which consists of the ability to apply concepts, the ability to make relationships between concepts to form new meanings, and the ability to manipulate abstract mathematical objects. This research is a qualitative research with type of case study. The sample used in this study was one senior high school student of class X. The method of collecting data to find the results of the study was to use a test instrument for building questions and interviews. These instruments are validated first using Expert Judgment Validation. The results obtained by indicator one and indicator two, student still find it difficult to understand the concept and choose which other concept is suitable to obtain a solution. Meanwhile, on the third indicator student can manipulate abstract mathematical objects. So that the student' mathematical abstraction ability is still quite good.]]>
<![CDATA[Teaching Derivative Concept Using 6 Questions Cognitive Model ]]>
<![CDATA[Xiaofeng Lan]]>;
<![CDATA[Zhou Ying]]>
<![CDATA[ Journal of Didactic Mathematics Vol 1, No 3 (2020): December ]]>
Publisher : <![CDATA[Mahesa Research Center ]]>
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DOI: 10.34007/jdm.v1i3.371
<![CDATA[Derivative is one of the basic concepts of calculus, has an extremely rich practical background and wide application. However, "low exploration" of the limit thought in teaching and learning activities have caused difficulties in future advanced mathematics learning. The purpose of this study is to create a learning model that helps students understand calculus. The method in this research is using research and development method, designing a learning model using 6 questions cognitive model on derivative material. Based on the results of developing a new learning model in this study using the six questions cognitive model to explore mathematics from the six dimensions of "from where", "what ", "why", "how", "what if it changed" and "think about it", The teaching and learning activities when teaching derivative under the cultural background reflects the continuity, naturalness and order of teaching. The results of this study indicate that 6 question cognitive models can help students learn the basic concept of calculus. The results of this study can be implemented by teachers in schools to improve the quality of high school student learning]]>
<![CDATA[Analisis kualitas pembelajaran matematika pada penggunaan platform google classroom materi kombinatorika ]]>
<![CDATA[Mustika, Helma]]>;
<![CDATA[Nadela, Junita]]>
<![CDATA[ Journal of Didactic Mathematics Vol 2, No 1 (2021): April ]]>
Publisher : <![CDATA[Mahesa Research Center ]]>
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DOI: 10.34007/jdm.v2i1.579
<![CDATA[Using the background of the problem is this research is the lack of knowledge of theachers and students about how use the application Google Classroom (GC) in learning activities, but there are still students do not have google account to log in the application GC. This research is a descriptive qualiative research. This study aims to determine how the quality of mathematics learning in the use of the application GC of combinatorics material for class XII IPA students of SMA Negeri 1 Pasir Penyu. The subjects of this study were selected based on the student’s daily test scores on combinatoric material using the application GC, where the subjects of this study included six students of class XII IPA 3 consisting of two students who had high test scores, two students who had mean test scores and two students who had low test scores. Data collection techniques are interview guidelines and questinnaire sheets. Furthermore, the data obtained will be analyzed based on indicators of the quality of mathematics learning. Data analyzed techniques in this study were data reduction, data presentation, and data verification. Based on the final results of the questionnaire sheets scores and the average posttest so that the average of both is 71,5 whit good categories, it can be concluded that the quality of mathematics learning in the use of the application GC of combinatorics material for class XII IPA 3 students of SMA Negeri 1 Pasir Penyu is good.]]>
<![CDATA[Meningkatkan resiliensi matematis mahasiswa pada mata kuliah matematika dasar melalui pendekatan differentiated instruction ]]>
<![CDATA[Fatimah, Ade Evi]]>;
<![CDATA[Purba, Azrina]]>
<![CDATA[ Journal of Didactic Mathematics Vol 2, No 1 (2021): April ]]>
Publisher : <![CDATA[Mahesa Research Center ]]>
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DOI: 10.34007/jdm.v2i1.617
<![CDATA[This study is a Classroom Action Research with a qualitative descriptive method, which aims to increase students' mathematical resilience when using the Different Instruction approach. The subjects of this study were 40 first-semester students of class B of Informatics Engineering and Computer Education STKIP Al Maksum Langkat. The object of this research is the students' mathematical resilience ability through the Different Instruction approach in the basic mathematics subject matter of functions. This research procedure refers to four stages, namely planning, acting, observing, and reflecting. This research was conducted in two cycles, the research was based on the criteria that reached 85% for students who produced a minimum result of 65%. The instrument used in this study was a non-test question in the form of a mathematical resilience scale given at the beginning and end of the lesson. Based on the results of the study, it can be ignored that the Instruction Differentiation approach can improve the mathematical resilience of the first semester B grade students of the PTIK study program, by grouping students based on learning styles more effective in increasing students' mathematical resilience in applying the Instruction Differentiation approach.]]>
<![CDATA[ANALISIS HUBUNGAN KESIAPAN BELAJAR SECARA DARING DI ERA PANDEMI COVID-19 TERHADAP HASIL BELAJAR STATISTIKA ]]>
<![CDATA[Fitry Wahyuni]]>;
<![CDATA[Muhammad Daut Siagian]]>
<![CDATA[ Journal of Didactic Mathematics Vol 1, No 3 (2020): December ]]>
Publisher : <![CDATA[Mahesa Research Center ]]>
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DOI: 10.34007/jdm.v1i3.422
<![CDATA[This study was motivated by the transformation of the learning process from face-to-face to online learning due to the Covid-19 pandemic. This study aims to analyze students' online learning readiness in the Covid-19 pandemic era regarding statistics learning outcomes. This research is a quantitative descriptive study using a regression research design. Data collection was carried out by providing online learning readiness questionnaires and statistical material tests to students. Based on the results of data analysis, it was found that there was a relationship between online learning readiness and student learning outcomes statistics, with the acquisition price of Fcount = 4.195 and a significance value of 0.048 <0.05, and 46.1% of student statistics learning outcomes were influenced by learning readiness and the rest was influenced by external factors. student learning readiness. Based on these results, it is concluded that online learning readiness affects student learning outcomes statistics, where the large influence of learning readiness is 46.1%. Therefore, so that lecturers and students can maximize factors outside of learning readiness so that the achievements and objectives of the statistics course can be maximally achieved even though learning is carried out online.]]>
