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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 250 Documents
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Implementation of Problem-Based Learning Model to Improve Mathematical Problem-Solving Skills of Grade XI-2 Students of SMAN 19 Pekanbaru Yuni Hariati Siahaan; Syarifah Nur Siregar; Atma Murni
Jurnal 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.v8i1.17437

Abstract

This study aimed to improve students’ mathematical problem-solving ability through the implementation of the Problem-Based Learning (PBL) model in mathematics instruction. The study employed a collaborative Classroom Action Research (CAR) design conducted in two cycles involving planning, implementation, observation, and reflection stages. The participants consisted of 41 students of Grade XI-2 at SMAN 19 Pekanbaru during the odd semester of the 2025/2026 academic year. Data were collected through classroom observation and mathematical problem-solving ability tests based on four indicators adapted from Polya’s problem-solving framework, namely understanding the problem, planning the solution, carrying out the solution, and checking back. Data analysis was conducted quantitatively and qualitatively to examine the progression of students’ mathematical problem-solving performance and classroom learning activities across cycles. The findings revealed that the implementation of PBL contributed positively to improving both the learning process and students’ mathematical problem-solving ability. The average class score increased from 33.90 in the initial test to 67.80 in Cycle I and further improved to 73.41 in Cycle II. Improvement was also observed across all problem-solving indicators, particularly in the planning and checking back indicators, indicating stronger strategic reasoning and reflective evaluation skills among students. In addition, students demonstrated increased participation, collaborative engagement, analytical discussion, and confidence in communicating mathematical ideas during learning activities. These findings suggest that Problem-Based Learning can create a more inquiry-oriented and cognitively engaging mathematics learning environment that supports the development of higher-order mathematical thinking and reflective problem-solving skills.
Mathematical Critical Thinking Profiles of Seventh-Grade Students in Solving Fraction Problems within Realistic Mathematics Education Contexts Neli Neli; Siti Suprihatiningsih
Jurnal Didactical Mathematics Vol. 8 No. 2 (2026): Oktober 2026
Publisher : Program Studi Pendidikan Matematika, Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/dm.v8i2.18102

Abstract

This study investigates seventh-grade students’ mathematical critical thinking profiles in solving fraction problems involving different denominators within Realistic Mathematics Education (RME) contexts. A qualitative multiple-case descriptive design was employed involving 18 students who completed contextual essay-based mathematical tasks, with six students purposively selected for in-depth semi-structured interviews representing high-, medium-, and low-ability categories. Data were collected through written tasks and interview protocols developed according to Ennis’s five critical thinking indicators: interpretation, analysis, evaluation, inference, and explanation. Data analysis followed an interactive qualitative approach involving data reduction, data display, and conclusion verification. The findings revealed substantial variation in students’ mathematical critical thinking across indicators and ability categories. High-level students demonstrated relatively systematic and coherent reasoning processes, whereas medium- and low-level students exhibited fragmented reasoning characterized by procedural uncertainty and conceptual difficulties. Interpretation emerged as the most accessible indicator, while inference and explanation represented the most challenging dimensions. Additive misconception was identified as the most dominant conceptual difficulty, particularly among low-level students, indicating broader weaknesses in fraction understanding rather than isolated procedural errors. Furthermore, the findings suggest that mathematical critical thinking indicators function as interconnected dimensions, where difficulties occurring during earlier reasoning stages frequently coincided with limitations in subsequent processes. This study contributes to mathematics education literature by providing a multidimensional understanding of students’ mathematical critical thinking through the integration of written responses and interview data. The findings highlight the importance of instructional practices emphasizing conceptual understanding, reflective reasoning, and meaningful mathematical contexts.
Examining Students’ Conceptual Understanding in Solving Contextual Problems on Linear Equations in One Variable: A Cross-Case Qualitative Analysis Rispa Rispa; Siti Suprihatiningsih
Jurnal Didactical Mathematics Vol. 8 No. 2 (2026): Oktober 2026
Publisher : Program Studi Pendidikan Matematika, Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/dm.v8i2.18106

Abstract

Mathematical conceptual understanding plays a crucial role in enabling students to establish meaningful relationships among mathematical ideas and apply knowledge flexibly in problem-solving situations. However, many students continue to rely on procedural approaches without developing deeper conceptual reasoning, particularly when solving contextual mathematical problems. Existing studies have mainly focused on achievement outcomes or isolated dimensions of conceptual understanding, providing limited insight into how students demonstrate conceptual understanding across multiple indicators within contextual problem-solving situations. Therefore, this study aimed to analyze students’ conceptual understanding in solving contextual problems related to linear equations in one variable across different levels of ability. This study employed a descriptive qualitative research design involving 30 eighth-grade students at SMP Negeri 1 Jelimpo, West Kalimantan, Indonesia. Data were collected through written tests and semi-structured interviews. Participants representing high-, medium-, and low-level conceptual understanding were selected using purposive sampling techniques. Data were analyzed through data reduction, data display, and conclusion drawing using triangulation procedures. The findings revealed that students’ conceptual understanding demonstrated progressive differences in cognitive organization rather than merely differences in procedural performance. High-level students exhibited integrated conceptual structures, medium-level students demonstrated transitional characteristics, and low-level students showed fragmented understanding characterized by symbolic dependence and procedural imitation. Furthermore, conceptual understanding indicators functioned as interconnected dimensions in which difficulties in one indicator influenced performance in other dimensions. The findings highlight the importance of instructional practices emphasizing conceptual exploration, multiple representations, contextual learning, and structured scaffolding
Developing ADDIE-Based Animated Mathematics Videos to Enhance Vocational High School Students’ Conceptual Understanding of Circle Geometry Aeryn Meiska Putri Bangun; Ekasatya Aldila Afriansyah; Adi Ihsan Imami
Jurnal Didactical Mathematics Vol. 8 No. 2 (2026): Oktober 2026
Publisher : Program Studi Pendidikan Matematika, Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/dm.v8i2.18193

Abstract

The integration of digital media into mathematics education has become increasingly important for addressing students’ difficulties in understanding abstract mathematical concepts, particularly in geometry topics such as circles. However, mathematics instruction in vocational high schools is still frequently dominated by conventional teaching methods with limited use of interactive learning media. This study aimed to develop and evaluate Canva-based animated mathematics learning videos to enhance students’ conceptual understanding of circles at SMKN 1 Karawang. The research employed a Research and Development design using the ADDIE model, consisting of analysis, design, development, implementation, and evaluation stages. The participants included 29 students in the experimental class and 15 students in the control class. Data were collected through expert validation sheets, practical questionnaires, observation, and essay-based learning outcome tests. Data analysis involved descriptive percentage analysis, the Shapiro–Wilk normality test, and the Mann–Whitney U test, all conducted in RStudio. The validation results showed that the developed media achieved an overall validity score of 87%, categorized as very valid. The practicality test obtained a score of 76%, indicating that the media was sufficiently practical for classroom use. Furthermore, the effectiveness test revealed a significant difference between the experimental and control groups (W = 357.5, p = 0.0004827 < 0.05), demonstrating that the animated learning videos improved students’ conceptual understanding of circles. The findings indicate that Canva-based animated videos can serve as valid, practical, and effective interactive learning media for supporting mathematics instruction in vocational education contexts
From Multiplicative Growth to Institutionalized Exponential Knowledge: A Praxeological Analysis of Exponential Learning in a Secondary Mathematics Textbook Laila Cantika; Septiani Yugni Maudy; Mulia Putra
Jurnal Didactical Mathematics Vol. 8 No. 2 (2026): Oktober 2026
Publisher : Program Studi Pendidikan Matematika, Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/dm.v8i2.18499

Abstract

This study investigates the praxeological organization of exponent learning in a Grade 10 mathematics textbook through the lens of the Anthropological Theory of the Didactic (ATD). The study aims to examine how exponent knowledge is introduced, developed, and institutionalized through the relationships among tasks, techniques, technologies, and theories. A qualitative document analysis was conducted using the exponent chapter of the 2021 Indonesian Mathematics Electronic School Book. The analysis focused on Exploration 1.1, Exploration 1.2, and Exercise 1.1, which cover the initial development of concepts of exponents. Mathematical tasks were identified and reconstructed into local praxeologies, which were subsequently synthesized into a global praxeological organization. The findings reveal a coherent learning trajectory consisting of three successive phases. Exploration 1.1 constructs exponentiation through multiplicative growth situations, enabling students to develop meaning from repeated multiplication. Exploration 1.2 extends this understanding by identifying and generalizing the properties of exponents. Exercise 1.1 institutionalizes exponent knowledge by transforming exponent properties into tools for justification, equation solving, and symbolic simplification. The reconstructed global organization demonstrates a progression from meaning construction to formal mathematical practice. The analysis further shows that the visibility of the praxis block increases throughout the chapter, whereas technological explanations become less explicit during the institutionalization phase. These findings contribute to textbook research by illustrating how the sequencing of praxeological components shapes students' opportunities to construct, generalize, and apply mathematical knowledge. The study also highlights the value of ATD as a framework for examining the epistemological organization of mathematical content in school textbooks
Extraneous Cognitive Load as a Moderator of the Correlation Between Mathematical Literacy and Mathematical Reasoning in Indonesian Junior High School Mathematics Putri Nur Aeni; Hanifah Nurus Sopiany; Nur Azizah
Jurnal Didactical Mathematics Vol. 8 No. 2 (2026): Oktober 2026
Publisher : Program Studi Pendidikan Matematika, Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/dm.v8i2.18674

Abstract

Mathematical literacy and mathematical reasoning are widely recognized as essential competencies for meaningful engagement with mathematics; however, the cognitive conditions shaping their relationship remain insufficiently understood. Drawing on Cognitive Load Theory, this study examined the association between mathematical literacy and mathematical reasoning and investigated whether Extraneous Cognitive Load (ECL) significantly moderates this association among Indonesian junior high school students. A quantitative ex post facto correlational design was employed involving 275 eighth-grade students selected through proportionate stratified random sampling. Data were collected using a mathematical literacy test, a mathematical reasoning test, and an ECL questionnaire adapted from the Cognitive Load Component Questionnaire. The data were analyzed using descriptive statistics, simple linear regression, and Moderated Regression Analysis (MRA). The findings revealed a significant positive association between mathematical literacy and mathematical reasoning, with mathematical literacy explaining 18.2% of the variance in mathematical reasoning (R² = .182). After the inclusion of Extraneous Cognitive Load and the interaction term, the explained variance increased to 19.4% (R² = .194), representing a modest increase in explanatory power (ΔR² = .012). Although ECL did not show a significant direct association with mathematical reasoning, the interaction between mathematical literacy and ECL was statistically significant and negative (β = −0.371, p = .048), indicating that higher levels of ECL were associated with a weaker positive association between mathematical literacy and mathematical reasoning. These findings provide empirical evidence that the association between mathematical literacy and mathematical reasoning varies according to students' perceived levels of Extraneous Cognitive Load and highlight the importance of fostering mathematical literacy while minimizing unnecessary extraneous cognitive demands to better support students' mathematical reasoning
Mapping Epistemological Obstacles in Junior High School Students' Statistical Word-Problem Solving: A Systematic Literature Review Aeryn Meiska Putri Bangun; Adi Ihsan Imami; Rina Marlina
Jurnal Didactical Mathematics Vol. 8 No. 2 (2026): Oktober 2026
Publisher : Program Studi Pendidikan Matematika, Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/dm.v8i2.18712

Abstract

Statistical word problems require students to integrate conceptual understanding, procedural competence, and computational skills to interpret and represent data meaningfully. However, the epistemological obstacles underlying students' difficulties in solving such problems remain fragmented across individual studies. This study aimed to synthesize empirical evidence on the epistemological obstacles experienced by junior high school students in statistical word-problem solving and to examine the relationships among conceptual, procedural, and operational obstacles. A Systematic Literature Review (SLR) was conducted following the PRISMA 2020 guidelines. Literature published between 2019 and 2026 was identified through Google Scholar, ERIC, and Garuda. After applying predefined eligibility criteria and quality assessment procedures, 24 empirical studies were included in the qualitative synthesis. Data were analyzed using qualitative content analysis and thematic synthesis. The review identified three dominant categories of epistemological obstacles. Conceptual obstacles were the most prevalent, appearing in 20 studies, followed by procedural obstacles in 17 studies and operational obstacles in 14 studies. The synthesis further revealed that these obstacles formed a progressive and interconnected pattern. Incomplete conceptual understanding constrained students' procedural decision-making, while procedural deficiencies subsequently increased the likelihood of operational errors during statistical problem solving. These findings suggest that students' statistical learning difficulties should be understood as an integrated system of epistemological obstacles rather than isolated categories of error. The review proposes a progressive framework of epistemological obstacles and highlights the importance of strengthening conceptual understanding through contextualized learning, multiple representations, and formative assessment to support meaningful statistical reasoning.
Learning Obstacles in Understanding Pyramid Volume: An Epistemological and Didactical Analysis within the Didactical Design Research Framework Vallieskha Nurmanita Dhaffah; Septiani Yugni Maudy; Mulia Putra
Jurnal Didactical Mathematics Vol. 8 No. 2 (2026): Oktober 2026
Publisher : Program Studi Pendidikan Matematika, Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/dm.v8i2.18713

Abstract

Understanding the concept of pyramid volume remains challenging for many students, even after prior study. These difficulties indicate learning obstacles that need to be identified before designing effective instructional interventions. This study aimed to identify students’ learning obstacles related to the concept of pyramid volume within the prospective analysis phase of Didactical Design Research (DDR). A qualitative approach was employed involving 35 ninth-grade students from SMP Negeri 13 Tambun Selatan who completed a diagnostic test consisting of six validated items. Based on variations in students’ response patterns, six students were purposively selected for in-depth interviews. To strengthen the credibility of the findings, interviews with a mathematics teacher were also conducted. Data were analyzed using the Miles and Huberman interactive model, including data reduction, data display, and conclusion drawing. The findings revealed seven learning obstacles, comprising four epistemological and three didactical. The epistemological obstacles included difficulties in understanding relationships among pyramid elements, distinguishing points and planes in identifying pyramid bases, recognizing two-dimensional properties as prerequisites for determining pyramid bases, and understanding the meaning of one-third in the pyramid volume formula. The didactical obstacles were associated with procedurally oriented instruction, insufficient reinforcement of prerequisite concepts, and limited opportunities for independent learning. These findings demonstrate that students’ conceptual difficulties are closely related to instructional practices experienced during learning. Therefore, the identified obstacles provide an important foundation for designing learning trajectories and didactical situations that support meaningful understanding of pyramid volume concepts.
Developing a Mathematical Literacy-Based E-Worksheet Integrating the Ciletuh Geopark for Scale and Ratio Learning Farhah Syadidah; Sutirna Sutirna; Hanifah Nurus Sopiany
Jurnal Didactical Mathematics Vol. 8 No. 2 (2026): Oktober 2026
Publisher : Program Studi Pendidikan Matematika, Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/dm.v8i2.18819

Abstract

Mathematical literacy enables students to formulate, employ, and interpret mathematics in authentic situations; however, learning on scale and ratio often remains dominated by procedural instruction with limited connections to real-world contexts. This study aimed to develop a mathematics-literacy-based Electronic Student Worksheet (E-LKPD) that integrates the Ciletuh-Palabuhanratu UNESCO Global Geopark as an authentic learning environment for teaching scale and ratio in junior secondary mathematics. A Research and Development (R&D) approach employing the ADDIE model was adopted through five stages: Analysis, Design, Development, Implementation, and Evaluation. The participants comprised expert validators, one mathematics teacher, and Grade VII students of MTs Ikhwatul Iman. Data were collected through semi-structured interviews, expert validation questionnaires, classroom observations, and student response questionnaires, and were analyzed descriptively to evaluate the feasibility and practicality of the developed instructional product. The findings indicate that the E-LKPD satisfied the predetermined criteria of feasibility and practicality, demonstrating strong instructional quality, contextual relevance, usability, and positive student acceptance during classroom implementation. The developed learning activities systematically engaged students in formulating, applying, and interpreting mathematics through authentic, context-based tasks derived from the Ciletuh Geopark, while the interactive digital environment supported structured engagement with proportional reasoning and scale concepts. These findings demonstrate that integrating authentic environmental contexts, mathematical literacy processes, and digital instructional design within a single instructional framework provides a feasible and practical approach to contextual mathematics learning. The developed E-LKPD therefore offers a pedagogically grounded digital learning resource that supports instruction oriented toward mathematical literacy in junior secondary mathematics
Self-Regulated Learning in Mathematics Education: A Systematic Review of Its Contribution to Mathematical Competencies and Learning Outcomes Atilla Divani Davel; Adi Ihsan Imami; Alpha Galih Adirakasiwi
Jurnal Didactical Mathematics Vol. 8 No. 2 (2026): Oktober 2026
Publisher : Program Studi Pendidikan Matematika, Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/dm.v8i2.19032

Abstract

Self-regulated learning (SRL) is widely recognized as an essential factor in mathematics learning; however, empirical evidence remains fragmented across mathematical competencies, educational contexts, and dimensions of self-regulation, limiting a comprehensive understanding of its role in mathematics education. This systematic literature review synthesizes empirical evidence to examine the contribution of SRL to mathematics learning, identify the mathematical competencies most consistently associated with SRL, and characterize the dominant dimensions of students’ self-regulation. Following the PRISMA guidelines, 20 empirical studies published between 2021 and 2025 were systematically selected and synthesized using narrative thematic analysis. The findings consistently demonstrate positive associations between SRL and mathematics achievement, reasoning, creative thinking, conceptual understanding, and problem-solving performance. Planning, goal setting, self-monitoring, and self-evaluation emerged as the most prominent dimensions of SRL, whereas learning initiative was identified as the least developed aspect across the reviewed studies. Beyond supporting academic performance, the synthesis indicates that SRL functions as an integrated regulatory mechanism through which cognitive, metacognitive, motivational, and behavioral processes collectively foster higher-order mathematical thinking. These findings provide a broader conceptual understanding of the role of SRL in mathematics education and offer an evidence-based foundation for designing instructional practices that explicitly cultivate students’ self-regulatory capacities while informing future research on technology-enhanced and context-sensitive mathematics learning.

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