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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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Reconceptualising the Cognition–Achievement Relationship in Secondary Mathematics: Evidence from a Classroom-Based Correlational Study Ananda Safitri; Attin Warmi; Hanifah Hanifah
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.v8i1.16979

Abstract

This study aimed to examine the strength and direction of the relationship between mathematical thinking processes and mathematics learning outcomes among ninth-grade junior high school students. The research employed a quantitative nonexperimental correlational design to identify associative patterns between variables without inferring causal relationships. The population consisted of 476 students across twelve classes, and the sample was selected using purposive sampling, resulting in one intact class comprising 36 students. Data on mathematical thinking processes were collected through four constructed-response (essay) items designed to measure reasoning, conceptual linkage, and structured problem-solving abilities. Mathematics learning outcomes were obtained from students’ midterm examination scores as indicators of curriculum-based academic achievement. Data analysis was conducted in several stages, including descriptive statistical analysis and normality testing using the Shapiro–Wilk test. Due to non-normal distribution in one variable, the relationship between variables was analysed using Spearman’s rank correlation coefficient as a non-parametric alternative. The results indicated that students demonstrated relatively adequate levels of mathematical thinking; however, the correlation between mathematical thinking processes and learning outcomes was positive but weak and statistically non-significant (ρ = 0.211, p > 0.05). These findings suggest that mathematical thinking, while conceptually important, may not function as a strong standalone predictor of examination-based academic performance. The study implies that mathematics learning outcomes are influenced by multiple interacting cognitive and contextual factors, highlighting the importance of aligning assessment practices with higher-order thinking competencies to enhance the measurable contribution of mathematical reasoning to student achievement.
Profiling Students’ Interest in Mathematics Learning in a Conventional Classroom Context Fitria Dwi Khaerunnisa; Indra Budiman
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.v8i1.16982

Abstract

Students’ interest in learning mathematics plays an important role in shaping engagement and participation during classroom instruction. However, in many classroom settings, students’ interest in mathematics learning remains limited despite regular participation in instructional activities. This study aimed to examine the empirical profile of students’ interest in learning mathematics in a conventional classroom context. A descriptive quantitative research design was employed to analyze students’ learning interest using four indicators: enjoyment of learning mathematics, attention to instructional materials, attraction to the subject, and participation in classroom learning activities. Data were collected through a structured questionnaire administered to 30 seventh-grade students in a junior secondary school. The results indicate that students’ learning interest remained relatively low across all measured indicators. Although attention toward instructional materials showed slightly higher values than the other indicators, the levels of enjoyment, attraction to mathematics, and classroom participation were consistently low. These findings reveal a noticeable gap between students’ attentiveness during instruction and their broader affective engagement with mathematics learning. The study provides an empirical description of students’ interest in learning mathematics within a conventional instructional environment and offers insight into how classroom learning conditions relate to students’ affective engagement in mathematical learning activities
Enhancing Elementary Students’ Mathematical Creative Thinking in Fraction Learning through Canva-Assisted Digital Storytelling Erni Nurjanah
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.v8i1.17393

Abstract

Creative thinking has become an essential competency in contemporary mathematics education, particularly in helping students interpret and solve non-routine problems. However, fraction learning at the elementary level is often dominated by procedural instruction, which limits opportunities for students to develop creative mathematical reasoning. This study investigates the effectiveness of Canva-assisted digital storytelling in enhancing elementary students’ mathematical creative thinking in fraction learning. A quasi-experimental design employing a nonequivalent pretest–posttest control group was implemented with 40 third-grade students at MIS Cirumput, Sukabumi, Indonesia. The experimental group received instruction using Canva-based digital storytelling, while the control group received conventional mathematics instruction. Mathematical creative thinking was assessed using essay-based tasks that measured fluency, flexibility, originality, and elaboration. The data were analysed using Analysis of Covariance (ANCOVA) after confirming the assumptions of normality and homogeneity. The results demonstrate a significant effect of the instructional intervention on students’ creative thinking performance (F = 117.9, p < 0.001). Pretest scores were strongly associated with posttest outcomes (η² = 0.558), and the instructional approach contributed substantially to differences between groups (η² = 0.299). Post hoc comparisons indicate that students exposed to Canva-assisted digital storytelling achieved significantly higher posttest scores than those in the control group, with a very large effect size (Cohen’s d = 2.79). These findings suggest that integrating digital storytelling through Canva can support the development of creative mathematical thinking and provide an engaging learning environment for fraction instruction in elementary education
Gender Differences in Multidimensional Mathematics Attitudes Among Junior Secondary Students: A Cross-Sectional Survey in the Indonesian Context Talenta Valentina Christi; Hendra Kartika; Ramlah Ramlah
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.v8i1.17482

Abstract

Mathematics attitudes play a critical role in shaping students’ engagement, achievement, and long-term participation in STEM-related pathways. This study aimed to examine gender differences across four dimensions of mathematics attitudes—self-perceptions, value of mathematics, enjoyment, and perceived mathematics achievement—among junior secondary students in Indonesia. A quantitative cross-sectional survey design was employed involving 60 seventh-grade students (30 male and 30 female) selected through convenience sampling. Data were collected using an adapted version of the Attitudes Toward Mathematics Scale for Indonesian Students (ATMSE), comprising 26 items measured on a four-point Likert scale. Descriptive statistics based on median values were used to analyze gender-based patterns across dimensions. The findings indicate that both male and female students exhibit moderate, but not strongly positive, attitudes toward mathematics. Self-perceptions and enjoyment were generally situational and cautious, while perceived achievement emerged as the weakest dimension, with consistently low-to-moderate median scores across genders. Gender differences were minimal and largely descriptive rather than substantial, suggesting convergent attitudinal tendencies within this context. The results highlight a potential discrepancy between students’ classroom participation and the internalization of a confident mathematics identity. Strengthening students’ academic self-concept, reinforcing authentic recognition of achievement, and connecting mathematical learning to meaningful future pathways are recommended as strategic directions for pedagogical intervention. Future research employing inferential and longitudinal designs is needed to examine how these attitudinal profiles evolve and influence sustained engagement in mathematics and STEM trajectories
Structural Alignment in Students’ Reasoning on Rational Inequalities: A Comenian Hermeneutic Analysis Syifa Ismayanti; Mohamad Gilar Jatisunda; Laelasari
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.v8i1.17710

Abstract

This study investigates students’ reasoning in rational inequalities through a structural–hermeneutic framework interpreted within Comenian epistemology. Rather than examining procedural accuracy alone, the study explores the degree to which students’ reasoning aligns with the intrinsic structural order of rational expressions. 32 students completed 3 rational inequality tasks with increasing relational complexity. Written responses and follow-up interviews were analysed sequentially through structural segmentation, coherence analysis, and epistemic interpretation. Across tasks, three stable configurations emerged: coherent rational alignment, procedural performance without integration, and fragmented structural reasoning. Students demonstrating coherent alignment engaged domain restrictions as structural boundaries, interpreted zeros as relational thresholds, and conducted interval-based sign analysis relationally rather than mechanically. Procedural performance without integration reflected operational competence but limited articulation of structural coherence. Fragmented reasoning revealed a breakdown of relational unity, including the decomposition of rational expressions into independent linear components and the omission of discontinuity. As symbolic and relational complexity increased—particularly in tasks requiring quadratic transformation—structural coherence decreased while fragmentation increased. The findings suggest that difficulty with rational inequalities lies not solely in algebraic manipulation but in sustaining epistemic alignment among the recognition of discontinuities, symbolic transformation, and the interpretation of relational signs. Theoretically, the study reframes rational inequality reasoning as a problem of epistemic formation rather than procedural mastery. Within a Comenian perspective, mathematical understanding emerges when cognition conforms to intrinsic structural order. The results highlight the importance of instructional approaches that foreground relational coherence and structural unity in algebraic reasoning.
Investigating the Effects of Mobada Game-Based Learning on Student Activeness in Elementary Mathematics: A Constructivist Perspective Purnomo, Devyana Puspasari; Sadiah, Tia Latifatu; Fitri , Ayu
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.v8i1.13919

Abstract

This study investigates the effect of Mobada (Monopoly of Plane Figures) as a game-based learning medium on students’ learning activeness in elementary mathematics classrooms. A quantitative pre-experimental approach with a one-group pretest–posttest design was employed, involving 38 fifth-grade students. Data were collected using a validated questionnaire that measured multiple dimensions of learning activity, including participation, attention, and collaboration. Statistical analysis using a paired-samples t-test revealed a significant improvement in students’ activity after the intervention (p < 0.05). The findings were further strengthened by an extremely large effect size (d = 2.74), indicating substantial practical impact. These results suggest that integrating game-based learning creates an interactive, student-centered environment that effectively promotes behavioral engagement. However, the absence of a control group limits causal inference. This study contributes to the literature by positioning learning activeness as a primary outcome and highlighting the role of game-based instructional media in enhancing engagement in mathematics education
Multidimensional Patterns of Primary School Students’ Difficulties in Solving Higher-Order Thinking Problems on Mixed Arithmetic Operations Sarmilah; Noor Aini, Indrie; Marlina , Rina
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.v8i1.16981

Abstract

The integration of higher-order thinking skills (HOTS) into primary mathematics education requires students to engage in complex reasoning; however, many students continue to experience significant difficulties, particularly when solving problems involving mixed arithmetic operations. This study aims to analyze the multidimensional patterns of students’ difficulties by examining cognitive, affective, and pedagogical factors that influence their problem-solving processes. A qualitative descriptive design was employed, involving one mathematics teacher and three primary school students representing high, medium, and low achievement levels. Data were collected through document analysis, questionnaires, classroom observations, and in-depth interviews, and analyzed using thematic analysis with triangulation across data sources. The findings reveal that students’ difficulties are inherently multidimensional. Cognitively, students demonstrate fragmented reasoning and limited relational understanding, relying on procedural strategies without fully integrating conceptual structures. Affectively, cognitive overload, anxiety, and low confidence reduce students’ persistence and lead to avoidance behaviors such as guessing. Pedagogically, the dominance of procedural instruction and limited exposure to HOTS-oriented tasks contribute to algorithmic dependency and restrict the development of flexible problem-solving strategies. These dimensions interact dynamically, forming a reinforcing cycle that hinders students’ ability to engage effectively with complex mathematical tasks. This study contributes to the field by proposing a multidimensional analytical framework that integrates cognitive, affective, and pedagogical perspectives in understanding students’ mathematical difficulties. The findings highlight the need for instructional approaches that simultaneously support conceptual understanding, manage cognitive load, and foster positive affective engagement. Such approaches are essential for enhancing students’ higher-order thinking skills and improving the quality of mathematics learning in primary education
Exploring Math Anxiety in Prospective Mathematics Teachers: A Phenomenological Study of Mathematics Education Students at Singaperbangsa Karawang University Talenta Valentina Christi; Maiyada, Annisa; Fitria Dwi Khaerunnisa; Lita Dewi Firstianti; Nurhaliza Salsabiela Hanum; Putri, Rahmanda
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.v8i1.17962

Abstract

Mathematics anxiety remains a persistent challenge among prospective mathematics teachers, influencing cognitive performance, emotional regulation, and instructional readiness. However, existing studies predominantly rely on measurement-based approaches and provide limited insight into how anxiety is experienced across different academic contexts, particularly between examination and teaching situations. This study aims to investigate the lived experiences of mathematics anxiety among undergraduate students in a Mathematics Education program at Singaperbangsa Karawang University, Indonesia. A qualitative phenomenological design was employed to capture participants’ subjective experiences. Participants were selected through purposive sampling based on their experience in both mathematics examinations and teaching practice. Data were collected through semi-structured, in-depth interviews, supported by a preliminary screening questionnaire, and analyzed using an interactive thematic approach. The findings reveal that mathematics anxiety is a multidimensional and context-dependent phenomenon, manifesting across four interconnected domains: cognitive, attitudinal, somatic, and mathematical knowledge. The mathematical knowledge domain emerges as the primary source of anxiety, driven by conceptual insecurity. This condition triggers a cascade of effects, disrupting cognitive processing, evoking emotional avoidance, and generating physiological responses. Anxiety is found to be more pronounced in teaching contexts, where real-time explanation and public performance intensify pressure. This study contributes by offering an integrated, experience-based understanding of mathematics anxiety, emphasizing the dynamic interaction between cognitive, affective, and contextual factors. The findings highlight the need for teacher education programs to integrate conceptual support with emotional regulation and adaptive coping strategies to enhance both learning and teaching readiness.
Project-Based Learning and Numeracy Literacy in Vocational Education: A Systematic Review of Their Impact on Critical Thinking Husriawati, Waode; Ubaidah, Nila
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.v8i1.17987

Abstract

Despite growing interest in fostering critical thinking in mathematics education, existing studies tend to examine pedagogical approaches, cognitive competencies, and digital tools in isolation, resulting in a fragmented understanding of how these elements interact in vocational education contexts. This study addresses this gap by systematically synthesizing evidence on the interplay between Project-Based Learning (PBL), numeracy literacy, and digital tool integration in enhancing students’ critical thinking skills. A systematic literature review was conducted following the PRISMA framework, analyzing peer-reviewed articles indexed in Scopus, Web of Science, and ERIC published between 2015 and 2024. Studies were selected based on predefined inclusion criteria, including relevance to vocational education, explicit focus on critical thinking outcomes, and empirical or review-based evidence. A thematic synthesis approach was employed to identify patterns of interaction among pedagogical, cognitive, and technological dimensions. The findings reveal that PBL functions as the primary pedagogical driver structuring inquiry-based learning, while numeracy literacy serves as a cognitive mediator, enabling students to process, interpret, and apply mathematical reasoning. Digital tools, in turn, act as facilitating instruments that enhance engagement and support iterative problem-solving processes. The interaction of these three elements forms a complementary system that significantly strengthens the development of critical thinking, rather than contributing independently. This study contributes by proposing an integrative conceptual perspective that explicates the synergistic relationship between instructional design, cognitive development, and technological support in vocational mathematics education. The findings offer a more coherent framework for understanding how critical thinking can be systematically fostered through aligned pedagogical and technological practices.
Artificial Intelligence in Education and Its Conditional Impact on Critical Thinking: A Systematic Literature Review Maslan, Maslan; Ubaidah, Nila
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.v8i1.18001

Abstract

The integration of artificial intelligence (AI), particularly generative AI, has transformed contemporary educational practices, raising critical questions about its role in fostering higher-order thinking skills. This study aims to examine how AI influences critical thinking in educational contexts through a systematic literature review of empirical and supporting studies published between 2020 and 2026. Following PRISMA guidelines, 18 studies were selected and analyzed thematically. The findings indicate that AI can enhance critical thinking, problem-solving, and creativity, particularly when embedded in structured learning environments. However, the results also reveal a parallel risk of cognitive dependency, where learners rely on AI-generated outputs without sufficient evaluation. This dual effect highlights a central tension between AI as a cognitive support tool and as a potential substitute for independent reasoning. Furthermore, instructional design emerges as a key mediating factor. Approaches such as scaffolding, problem-based learning, and guided interaction significantly enhance AI's effectiveness in promoting higher-order thinking. The study concludes that AI does not inherently improve or hinder critical thinking; rather, its impact depends on pedagogical integration, learner engagement, and AI literacy. These findings contribute to a more nuanced understanding of AI in education and provide implications for designing learning environments that support meaningful cognitive development.

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