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Jurnal Didactical Mathematics
Published by Universitas Majalengka
ISSN : 26227525     EISSN : 26549417     DOI : https://doi.org/10.31949/dm.v4i1
Core Subject : Education,
Education Mathematics
The scope of scientific articles that can be published in Jurnal Didactical Mathematics are as follows: Mathematics Education and Teaching, Method / Model / Strategy for Learning Mathematics, Media and Multimedia Learning Mathematics, Curriculum in Mathematics Teaching, Assessment and Evaluation in Teaching Mathematics, Development of Mathematics Teacher Professionals, Ethnomatematics in Mathematics Learning, Didactic Design in Mathematics Learning, Lesson Study in Mathematics Learning
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 210 Documents
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Studi Literatur: Pemanfaatan Animaker sebagai Pengembangan Media Pembelajaran Matematika Rosiyati, Diana; Ahmadi , Rizqa; Zahroh , Umy
Didactical Mathematics Vol. 7 No. 2 (2025)
Publisher : Program Studi Pendidikan Matematika, Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/dm.v7i2.13727

Abstract

Learning media plays an important role, especially for students with low abilities who do not know how to think abstractly, as a result the material given by the teacher needs to be visualized in a concrete form. Therefore, education really means that learning media is used so that it becomes a more optimal and meaningful experience for students. The purpose of this writing is to find the effect of using animaker media in learning mathematics. Using the literature study method by carrying out stages starting from collecting references, reviewing theories, and analyzing the objects studied and collecting 10 articles in the past 3 years. Based on the results of the discussion of the literature study that has been reviewed, it is concluded that there is an influence of animaker media in mathematics learning which has an effect on improving numeracy skills, students' understanding of concepts, learning outcomes and media in learning. Social media influences students' interest in learning mathematics.
Analisis Self-Confidence Siswa Kelas VIII Sekolah Menengah Pertama dalam Pembelajaran Matematika Destiani, Irna Shersa
Didactical Mathematics Vol. 7 No. 2 (2025)
Publisher : Program Studi Pendidikan Matematika, Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/dm.v7i2.13895

Abstract

The purpose of this study was to determine the self-confidence of junior high school students in learning mathematics. This study used a qualitative approach with descriptive methods with the subject of 35 students in class VIII of SMPN 2 West Karawang in the 2023/2024 academic year. Student self-confidence data is obtained from a non-test instrument in the form of a questionnaire which includes several indicators such as, believing in one's own abilities, acting independently in making decisions, having a positive self-concept, and daring to express opinions. The self-confidence scale questionnaire used in this study is a Likert scale model to measure answers based on statements submitted to respondents by giving a score to each answer item. The results showed that students in grade VIII of SMPN 2 West Karawang had a relatively good level of self-confidence in learning mathematics, with a percentage reaching 61%-80%.
Analisis Klaster terhadap Hubungan Kemampuan Representasi Matematis dengan Kemampuan Pemecahan Masalah Matematis Menggunakan Metode K-Means Clustering pada Materi Matriks Ramadhan, M. Rafly Satria; Yudhanegara, Mokhammad Ridwan
Didactical Mathematics Vol. 7 No. 2 (2025)
Publisher : Program Studi Pendidikan Matematika, Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/dm.v7i2.13920

Abstract

Penelitian ini menggunakan pendekatan kuantitatif dengan metode korelasional yang berfokus pada kemampuan representasi matematis dan kemampuan pemecahan masalah matematis dalam menyelesaikan materi Matriks pada siswa kelas XI tingkat SMA. Populasi dalam penelitian ini mencakup seluruh siswa kelas X di SMA Negeri 1 Klari, dengan total 501 siswa. Teknik pengambilan sampel yang digunakan adalah simple random sampling dan untuk menentukan berapa banyaknya sampel yaitu menggunakan rumus Slovin, sehingga diperoleh sampel sebanyak 84 siswa. Instrumen penelitian ini berupa soal uraian yang dirancang untuk mengukur kemampuan representasi matematis dan pemecahan masalah matematis pada materi Matriks. Data yang diperoleh akan dianalisis dengan menilai seluruh instrumen, kemudian dikelompokkan menggunakan metode K-Means Clustering dan dianalisis menggunakan uji korelasi Rank Spearman. Hasil penelitian menunjukkan bahwa klaster 1 (kategori tinggi) terdiri dari 26 siswa, klaster 2 (kategori sedang) mencakup 33 siswa, dan klaster 3 (kategori rendah) berjumlah 25 siswa. Secara keseluruhan, hasil uji korelasi menunjukkan adanya hubungan yang signifikan antara kemampuan representasi matematis dan pemecahan masalah matematis pada seluruh sampel penelitian. Namun, pada uji korelasi yang dilakukan untuk masing-masing klaster, baik klaster 1, klaster 2, maupun klaster 3, tidak ditemukan hubungan yang signifikan secara statistik antara kemampuan representasi matematis dan pemecahan masalah matematis
Efektivitas Penggunaan MATLAB dalam Penyelesaian Integral Numerik dengan Metode Simpson dan Romberg Permata, Syafiqa Lindu; Prastyla, Shabiya Hasna; Wibowo, Ari
Didactical Mathematics Vol. 7 No. 2 (2025)
Publisher : Program Studi Pendidikan Matematika, Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/dm.v7i2.14076

Abstract

Penelitian ini bertujuan untuk mengevaluasi efektivitas penggunaan perangkat lunak Matlab dalam penyelesaian integral numerik menggunakan metode Simpson dan Romberg. Integral numerik menjadi alternatif penting dalam menghitung nilai integral yang tidak dapat diselesaikan secara analitik. Metode Simpson dan Romberg dipilih karena keunggulannya dalam menghasilkan pendekatan numerik yang akurat. Penelitian ini menggunakan pendekatan eksperimen dengan membandingkan hasil perhitungan manual dan hasil perhitungan menggunakan Matlab. Efektivitas dinilai berdasarkan tingkat akurasi hasil, efisiensi waktu pengerjaan, dan besarnya galat numerik. Temuan penelitian menunjukkan bahwa penggunaan Matlab secara signifikan mempercepat proses perhitungan dan meningkatkan ketepatan hasil dibandingkan metode manual. Selain itu, metode Romberg yang diimplementasikan melalui Matlab menghasilkan tingkat kesalahan yang lebih rendah dibandingkan metode Simpson, khususnya untuk fungsi-fungsi yang kompleks. Oleh karena itu, Matlab dapat dinyatakan efektif sebagai alat bantu dalam penyelesaian integral numerik, baik di bidang pendidikan maupun penelitian matematika terapan
Analisis Kemandirian Belajar pada Matematika Siswa Kelas VII SMP Negeri 3 Klari Dzimar, Marsha Difa; Abadi, Agung Prasetyo
Didactical Mathematics Vol. 7 No. 2 (2025)
Publisher : Program Studi Pendidikan Matematika, Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/dm.v7i2.14144

Abstract

Penelitian ini bertujuan untuk menganalisis bagaimana siswa sekolah menengah pertama menjalani proses belajar matematika secara mandiri. Jenis penelitian ini menggunakan pendekatan kualitatif yang dipadukan dengan metode deskriptif. Teknik pengambilan sampel yang digunakan adalah purposive sampling, dengan melibatkan 46 siswa yang terdaftar sebagai peserta didik kelas VIIF di SMP Negeri 3 Klari pada tahun ajaran 2024/2025. Dalam penelitian ini, kuesioner kemandirian belajar yang terdiri dari 24 pernyataan dan mencakup 9 indikator diberikan langsung kepada peserta penelitian. Berdasarkan hasil analisis terhadap jawaban dari 46 siswa, ditemukan bahwa rata-rata tingkat kemandirian belajar matematika siswa mencapai 70,40%. Temuan ini menunjukkan bahwa sebagian besar siswa di SMP Negeri 3 Klari telah memiliki kemampuan belajar secara mandiri. Meskipun demikian, pengembangan lebih lanjut tetap diperlukan melalui dukungan dari orang tua maupun proses pendidikan di sekolah.
Analisis Self-Confidence Siswa SMA Kelas XI dalam Pembelajaran Matematika Juliana, Intan Wahyuni; Abadi, Agung Prasetyo
Didactical Mathematics Vol. 7 No. 2 (2025)
Publisher : Program Studi Pendidikan Matematika, Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/dm.v7i2.14145

Abstract

Self-confidence is important for learning because it makes individuals more optimistic during the learning process. This study aims to analyze and measure the average ratio of self-confidence levels among students of class XI.B at SMA Negeri 1 Klari in learning mathematics. A qualitative approach was employed, and a case study was conducted on 34 students from class XI.B. The sampling technique used in this research was purposive sampling. The research instrument was a non-test instrument, and the data collection technique involved a questionnaire. The results showed a percentage of 80.07% for the first indicator, 81.39% for the second indicator, 78.00% for the third indicator, and 78.43% for the fourth indicator. These findings indicate that the self-confidence of class XI.B students in learning mathematics is generally at a fairly good level.
Design and Evaluation of Canva for Education–Based Interactive Learning Media for Strengthening Students’ Mathematical Conceptual Understanding Purnama, Fahrul; Nabilah, Reisya Rahma; Nadia, Sisien Elsa; Sagala, Hana Lastiar Olivia; Astuti, Merlina Dwi; Kamilah, Zahra Nur; Imami, Adi Ihsan
Didactical Mathematics Vol. 8 No. 1 (2026): April 2026
Publisher : Program Studi Pendidikan Matematika, Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/dm.v8i1.16515

Abstract

Students’ difficulties in understanding mathematical concepts, particularly negative integer operations, are often rooted in teacher-centered instructional practices that provide limited opportunities for conceptual exploration and active engagement. This study aimed to develop and evaluate interactive mathematics learning media based on Canva for Education to enhance students’ conceptual understanding. Employing a Research and Development (R&D) approach guided by the ADDIE model, the study was conducted through five stages: analysis, design, development, implementation, and evaluation. The analysis stage involved diagnostic testing, classroom observations, and a review of school readiness, revealing that 65.62% of students experienced conceptual difficulties. The developed product was an interactive PowerPoint-based learning medium that focused on conceptual visualization, guided examples, and interactive quizzes. Expert validation confirmed high content validity and instructional quality, while revisions were made to improve interactivity and technical usability. The implementation involved a classroom trial with 32 Grade VII students at a junior high school in Karawang. Results indicated a significant improvement in learning outcomes, with average test scores increasing from 60.78 (pre-test) to 76.73 (post-test), representing a gain of 15.95 points (26.2%). The practicality evaluation yielded an overall score of 80.93%, categorized as practical, supported by positive student responses and adequate teacher readiness. These findings demonstrate that Canva for Education–based interactive learning media developed using the ADDIE model are valid, practical, and effective in supporting students’ conceptual understanding of mathematics, offering a promising instructional solution for secondary education contexts.
Students’ Mathematical Critical Thinking Processes in Solving Algebraic Problems: A Qualitative Analysis Based on Watson–Glaser Indicators Astuti, Merlina Dwi; Attin Warmi; Kiki Nia Sania Effendi
Didactical Mathematics Vol. 8 No. 1 (2026): April 2026
Publisher : Program Studi Pendidikan Matematika, Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/dm.v8i1.16564

Abstract

Mathematical critical thinking is a fundamental competence required for effective algebraic problem solving; however, many students experience difficulties that extend beyond procedural errors. This study aims to analyze junior secondary students’ mathematical critical thinking processes in solving algebraic problems based on the Watson–Glaser critical thinking indicators. Employing a qualitative descriptive design, the study involved 40 seventh-grade students from a public junior high school in Indonesia. Written test data were used to describe the overall distribution of students’ critical thinking levels, while in-depth qualitative analysis was conducted on three purposively selected students representing high, moderate, and low ability levels. Data were analyzed through indicator-based scoring and qualitative content analysis supported by interview data. The findings reveal that students’ mathematical critical thinking ability was predominantly low, with major difficulties in deductive reasoning and the evaluation of arguments. Qualitative results indicate distinct reasoning patterns across ability levels: high-ability students demonstrated coherent reasoning but weak communication of conclusions, moderate-ability students showed fragmented and inconsistent reasoning, and low-ability students relied heavily on intuitive guessing with limited conceptual understanding. These findings highlight the need for process-oriented, differentiated instructional strategies that explicitly foster critical thinking in algebraic learning.
Students’ Computational Thinking in Flat-Surfaced Solid Geometry: A Systematic Literature Review Nisa Aula Nurussalamah; Santosa, Cecep Anwar Hadi Firdos; Mutaqin, Anwar; Novaliyosi
Didactical Mathematics Vol. 8 No. 1 (2026): April 2026
Publisher : Program Studi Pendidikan Matematika, Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/dm.v8i1.16967

Abstract

The integration of computational thinking (CT) has become increasingly essential in mathematics education, particularly in topics that require spatial reasoning and structured problem solving, such as flat-surfaced solid geometry. This study aims to synthesize empirical evidence on students’ computational thinking abilities within this specific mathematical context through a Systematic Literature Review (SLR). Using a descriptive qualitative approach, this review analyzed seven peer-reviewed articles published between 2020 and 2025 in nationally accredited journals indexed at SINTA levels 1–5. The literature search was conducted using Google Scholar and Publish or Perish, guided by predefined inclusion and exclusion criteria, and the study selection process followed PRISMA guidelines. The findings reveal that students’ computational thinking abilities are generally at low to moderate levels and unevenly developed across indicators, with abstraction and decomposition more prominent than pattern recognition and algorithmic thinking. Instructional designs incorporating visualization, contextualization, and structured problem engagement effectively supported CT development, whereas unplugged and manipulative-based activities proved beneficial at the elementary level. However, most studies emphasize outcome-based assessments and provide limited insight into students’ cognitive processes during problem solving. These findings highlight the need for theoretically grounded instructional designs and process-oriented assessment frameworks to support a more integrated and sustainable development of computational thinking in geometry learning.
Mapping Cognitive Breakdown in Mixed Integer Operations: A Newman Error Analysis of Secondary Students’ Problem-Solving Resa Septiani; Dani Firmansyah
Didactical Mathematics Vol. 8 No. 1 (2026): April 2026
Publisher : Program Studi Pendidikan Matematika, Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/dm.v8i1.16978

Abstract

This study aims to analyze Grade VII students’ errors when solving mixed-integer operation problems using the Newman Error Analysis (NEA) framework. A qualitative case study design was employed to obtain an in-depth understanding of students’ cognitive processes underlying their errors. The participants were 23 students from a junior secondary school in West Java, Indonesia, selected through purposive sampling. Data were collected through a diagnostic test, semi-structured interviews, classroom observations, and document analysis. Student responses were classified into five stages of NEA: reading error, comprehension error, transformation error, process skills error, and encoding error. Data were analyzed using an interactive qualitative model involving data reduction, data display, and conclusion drawing. The findings reveal that students’ correct response rates remained below 15% across all items, indicating substantial conceptual and procedural weaknesses. Reading errors were minimal; however, comprehension, transformation, process skills, and encoding errors occurred at consistently high frequencies. The dominant difficulties were related to misunderstandings of the operational hierarchy, particularly the equal precedence of multiplication and division and the left-to-right processing rules. Cross-case analysis showed that similar incorrect answers originated from different cognitive sources, including conceptual rigidity, weak procedural fluency, limited metacognitive monitoring, and affective factors such as confusion and anxiety. This study shows that students’ errors in mixed-integer operations follow identifiable cognitive patterns rather than occur randomly. The findings underscore the importance of strengthening conceptual understanding and integrating metacognitive strategies into mathematics instruction to prevent cascading errors in problem-solving.

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