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[Improving students' mathematical critical thinking ability using learning start with a questions ]]>
<![CDATA[Asri Ode Samura]]>
<![CDATA[ Journal of Didactic Mathematics Vol 4, No 1 (2023): April ]]>
Publisher : <![CDATA[Mahesa Research Center ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.34007/jdm.v4i1.1700
<![CDATA[This study compares Learning Start with a Question (LSQ) with traditional learning to investigate how to improve mathematical critical thinking skills. Quantitative research methods are used in a quasi-experimental way. The sample of this study was 83 junior high school students in Ternate City, Indonesia. An essay test was used, with questions based on mathematical critical thinking skills. Inferential statistics and an independent sample t-test were used to analyze the data. Based on the study's results, with the application of LSQ learning, most students can solve problems in critical mathematical thinking correctly, assisted by steps and indicators of completeness of mathematical critical thinking skills. Students who use LSQ learning have a higher average test score than traditional learning students. The results of the t-test calculation show that students who learn to use LSQ learning have differences in increasing mathematical critical thinking skills with students who follow traditional learning.]]>
<![CDATA[Belajar dan berkuliner materi aritmetika sosial melalui kegiatan jual beli jajanan tradisional dumbeg ]]>
<![CDATA[Adi Satrio Ardiansyah]]>;
<![CDATA[Adistia Nia Safitri]]>;
<![CDATA[Anisa Firdaus Oktaviani]]>
<![CDATA[ Journal of Didactic Mathematics Vol 4, No 1 (2023): April ]]>
Publisher : <![CDATA[Mahesa Research Center ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.34007/jdm.v4i1.1730
<![CDATA[The assumption that mathematics is a difficult and boring subject result in students' lack of understanding of the mathematics. Lack of teacher creativity in carrying out learning is also considered as one of the causes of these problems. There needs to be innovation in learning mathematics such as the development of innovative teaching materials and in accordance with the characteristics of students. This study aims to develop teaching materials for social arithmetic with Ethnomatematics nuances on Dumbeg objects. Development research with a 4D model that is adjusted to 3D is carried out by paying attention to each stage from define, design, to develop. The data in the study were obtained through interviews, ethnographic notes, and questionnaires which were then analyzed descriptively quantitatively to obtain prototypes of teaching materials that were appropriate, easy to understand, and had a good response to students. The results of the study show that teaching materials are appropriate, easy to understand, and have a good response to students. The feasibility of teaching materials can be seen from the final scores by experts and practitioners of 82.93% and 90.67%, respectively. The readability of teaching materials can be seen from the final score of the readers of 89%. Student responses can be seen from the final score of 95%. Thus, the developed prototype is ready to be implemented in class.]]>
<![CDATA[Upaya meningkatkan hasil belajar siswa melalui penerapan model pembelajaran discovery learning ]]>
<![CDATA[Tasrini Dwi Lestari]]>;
<![CDATA[Dian Mayasari]]>;
<![CDATA[Jualian R Untajana]]>
<![CDATA[ Journal of Didactic Mathematics Vol 4, No 1 (2023): April ]]>
Publisher : <![CDATA[Mahesa Research Center ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.34007/jdm.v4i1.1721
<![CDATA[The application of the Discovery Learning learning model aims to create activity-based learning discoveries that will have an impact on improving student learning outcomes. This type of research is research class action using the Kemmis and Mc Taggart models. This research was conducted at SMK Negeri 2 Merauke, which focuses on mixed class XI, has 11 students in odd semesters. The purpose of this activity to improve learning activities so that they can run effectively according to conditions. Research instruments that used in the form of teacher observation sheets, student observation sheets and student test sheets. Observation sheet for measure the effectiveness of learning activities and test sheets are used to measure student learning outcomes. This research was conducted through 2 cycles. The results of this study is an increase in learning activities students marked by the average percentage of student activity in cycle 1 of 42% (enough) rose to 70% (good) in cycle 2. Student learning activities influence student learning outcomes indicated by the presence of an average percentage of completeness learning outcomes cycle 1 of 0% (low) increased to 72.7% (good) in cycle 2.]]>
<![CDATA[Hambatan belajar peserta didik pada konsep faktor persekutuan terbesar ]]>
<![CDATA[Cici Sumarni]]>;
<![CDATA[Winda Ramadianti]]>;
<![CDATA[Mardiah Syofiana]]>;
<![CDATA[Rahmat Jumri]]>
<![CDATA[ Journal of Didactic Mathematics Vol 4, No 2 (2023): August ]]>
Publisher : <![CDATA[Mahesa Research Center ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.34007/jdm.v4i2.1799
<![CDATA[Learning can be achieved optimally if students have no learning obstacle, so that the learning process can be carried out smoothly. If a concept is fully mastered, there will be no learning obstacle. This study aims to determine the learning obstacle that occur in the material of the greatest common factor and one way to overcome these learning obstacles is to make a didactic design. The approach used in this research is qualitative method (Didactical Design Research). Data collection techniques were carried out by giving respondent ability tests (TKR), interviews, and documentation for class VII students of a SMPN in Bengkulu City. From this study, it was found that ontogeny learning barriers, namely students experiencing obstacles regarding the prerequisite material of FPB, namely division and epistemological barriers, namely the definition of factors, common factors, and the greatest common factor.]]>
<![CDATA[Students’ learning obstacles in understanding of fraction concept during online learning ]]>
<![CDATA[Mimi Hariyani]]>;
<![CDATA[Herawati Herawati]]>;
<![CDATA[Melly Andriani]]>;
<![CDATA[Suherman Suherman]]>
<![CDATA[ Journal of Didactic Mathematics Vol 4, No 2 (2023): August ]]>
Publisher : <![CDATA[Mahesa Research Center ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.34007/jdm.v4i2.1849
<![CDATA[This study described students' learning obstacles in understanding fraction concepts at elementary schools during online learning. The subject was 38 person of fifth-grade students of elementary schools in Bandung and Pekanbaru, Indonesia. In this study, data was collecting through tests, interviews, and curriculum documents. The data was analyzed by reducing, presenting, and making conclusions. The results show that students faced three learning obstacles: ontogenic, epistemological, and didactical. The ontogenic obstacle is caused by students' inability to understand that the fraction parts must be the same. The epistemological obstacle is an obstacle caused by the inability of students to understand the equivalence of fractions. The didactical obstacle is caused by the teaching material presented had not introduced the concept of fractions comprehensively, so the students cannot interpret fractions ultimately.]]>
<![CDATA[Studi didactic transposition: Eksplorasi knowledge to be taught pada limit fungsi ]]>
<![CDATA[Rini Sulastri]]>
<![CDATA[ Journal of Didactic Mathematics Vol 4, No 2 (2023): August ]]>
Publisher : <![CDATA[Mahesa Research Center ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.34007/jdm.v4i2.1903
<![CDATA[The purpose of this research is to describe the analysis of knowledge to be taught on limit of function. This research is part of the didactic transposition research on the concept of limit of function which consists of four stages. Qualitative research with descriptive method is used in this study. The target is a differential calculus course taught in the first semester at a university in Aceh. Data collection techniques consist of documentation studies and unstructured interviews. Analysis of calculus text book documents, especially on limit functions, was carried out using a praxeology approach. The results of the analysis show that the description of the differential calculus course contains material on the real number system, functions and graphs, limits of functions, continuity of functions, derivatives of functions, and applications of derivatives. This is different from the presentation of material in RPS which is compiled by a team of lecturers supporting differential calculus courses. For presentation of material in calculus textbooks, the concept of the limit of a function begins with an intuitive or informal introduction to the concept. Several cases are given to deepen the concept of limits through graphs, analytics, and numbers.]]>
<![CDATA[Ways of thinking siswa dalam menyelesaikan masalah pola bilangan non rutin: Suatu penelitian fenomenologi hermeneutik ]]>
<![CDATA[Aiyub Aiyub]]>
<![CDATA[ Journal of Didactic Mathematics Vol 4, No 2 (2023): August ]]>
Publisher : <![CDATA[Mahesa Research Center ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.34007/jdm.v4i2.1851
<![CDATA[This study was conducted with the aim of investigating and exploring students' ways of thinking (WoT) in solving non-routine number pattern problems. This study used a qualitative method with a hermeneutic phenomenological approach with grade 8 students at a junior high school in Banda Aceh. To achieve the research objectives, data collection was carried out using a written test instrument with a number pattern on a 4-digit palindrome, structured documentation, and clinical interviews. The results of the study show that students' WoT in solving non-routine number pattern problems is that there are four approaches used in solving non-routine problems, namely: first, determining the special case; second, determining the pattern; third, using a mathematical model; and fourth, using a similar problem. The subject of critical reflection uses the three WoTs above except for using similar problems. The subject of explicit reflection uses the three approaches above except for using a mathematical model. While Subjects who cannot solve the problem only use the strategy of identifying special cases. Another finding is that the subject of critical reflection tends to use different strategies from those given by the teacher, is unique, and gives reasons for algebraic forms. In contrast, explicit reflection subjects tend to be less flexible in using strategies and tend to use inductive or arithmetic reasons. To support students in their ability to pattern and think algebraically, teachers must accustom students to solving non-routine mathematical problems in various contexts of learning by using number patterns.]]>
<![CDATA[Analisis kesulitan siswa dalam pembelajaran matematika menggunakan model pembelajaran inkuiri ]]>
<![CDATA[Intan Khadijah Simatupang]]>;
<![CDATA[Suci Dahlya Narpila]]>
<![CDATA[ Journal of Didactic Mathematics Vol 4, No 2 (2023): August ]]>
Publisher : <![CDATA[Mahesa Research Center ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.34007/jdm.v4i2.1867
<![CDATA[One of the learning models that can be applied in the 2013 curriculum is the inquiry learning model. By using the inquiry learning model which can build student activity in participating in mathematics learning, it is very necessary in inquiry learning so that mathematics can become a fun lesson. The same thing is also based on observations at the Mawaridussalam Islamic boarding school Batang Kuis showing that educators have carried out for one semester using the Inquiry Based Learning model. However, students experience difficulties in learning Mathematics. This is caused by differences in student learning outcomes with students' understanding abilities. The method used in this research is qualitative method. In this study, the subjects were all VII-C class students at the Mawaridussalam Islamic Boarding School for the 2022/2023 academic year with a total of 25 students. This research uses a descriptive method by describing students' difficulties in learning mathematics using the Inquiry Based Learning model in class VII-C of the Mawaridussalam Islamic Boarding School in the 2022/2023 academic year. The results of the study indicate that there are several difficulties faced by students in learning mathematics in using the inquiry learning model at the Mawaridussalam Islamic boarding school, namely: (1) technical difficulties, including the learning process which is carried out in a long way (2) students' adaptation difficulties, including feeling bored, embarrassed to ask friends, and difficult to understand learning (3) difficulties in the condition of the teacher, including the lack of preparation in lesson planning.]]>
<![CDATA[Pengembangan media pembelajaran berbasis video animasi berorientasi pada kemampuan spasial matematika siswa SMP ]]>
<![CDATA[Sa'ada Liani]]>;
<![CDATA[Rusi Ulfa Hasanah]]>
<![CDATA[ Journal of Didactic Mathematics Vol 4, No 2 (2023): August ]]>
Publisher : <![CDATA[Mahesa Research Center ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.34007/jdm.v4i2.1857
<![CDATA[This study aims to develop learning media based on video animation that is oriented towards students' spatial abilities as valid, effective and practical mathematics learning media. It is hoped that the media produced will be able to provide new experiences for students and be useful for teachers in choosing learning media. This research is development research (R&D) with the ADDIE model (analysis, design, development, implications and evaluation). The data analysis technique used in this study is a quantitative descriptive analysis technique. The results of this study indicate that learning media can make students hone their spatial abilities optimally. This can be seen from the results obtained in this study, namely the level of validity obtained from media experts and material experts is 90%, the level of effectiveness through the N-Gain test is 0.83 and the practicality level obtained from teacher validation is 95%.]]>
<![CDATA[Analisis pemahaman konsep dan kemampuan komunikasi matematis siswa dengan strategi pembelajaran think-talk-write ]]>
<![CDATA[Dian Ika Lestari]]>;
<![CDATA[Nurdalilah Nurdalilah]]>
<![CDATA[ Journal of Didactic Mathematics Vol 4, No 2 (2023): August ]]>
Publisher : <![CDATA[Mahesa Research Center ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.34007/jdm.v4i2.1846
<![CDATA[This study aims determine results of tests of conceptual understanding and communicatio skills with the TTW learning strategy conducted in class VIII of MTs Al Ikhlas Beringin Private. In this study, researcher used a qualitative descriptive type of research. In this study, data was collected by administering tests, by distributing test tests in the form of essay questions on cubes and blocks to 30 students in class 8-B of Al Ikhlas Beringin Private MTs in even semester of the school year. 2022/2023. After that, the results of each student's answer were classified for each indicator in understanding the concept and mathematical communication ability to be achieved as well as being used as a sample consisting of 6 students from the concept understanding test and 6 students from the student's mathematical communication ability test. The assessment is carried out by means of reduction, presentation of data and drawing conclusions. From the results of the analysis obtained, it can be concluded that the TTW learning strategy is carried out in class 8 MTs Al Ikhlas Beringin has a good effect because the average student score on the test of understanding concepts and students' mathematical communication skills is quite good.]]>
