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International Journal of Didactic Mathematics in Distance Education
Published by Universitas Terbuka
ISSN : 30479207     EISSN : 30479207     DOI : https://doi.org/10.33830/ijdmde.v1i2.9108
Core Subject : Education,
Mathematics
The articles published in the International Journal of Didactic Mathematics in Distance Education offer contributions in various aspects, ranging from theoretical development in distance mathematics education to practical applications in teaching and learning. With a focus on theory, pedagogy, methodology, and philosophy, this journal aims to be a rich source of knowledge for students, practitioners, and researchers in the field of mathematics education.
Arjuna Subject : Seni dan Humaniora - Seni dan Humaniora (Lain-Lain)
Articles 30 Documents
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Knowledge mapping of Computational Thinking and Science, Technology, Engineering, and Mathematics (CT+STEM) Supriyadi, Edi; Taban, Joseph Gacusan
International Journal of Didactic Mathematics in Distance Education Vol. 1 No. 1 (2024): ijdmde
Publisher : Universitas Terbuka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33830/ijdmde.v1i1.7599

Abstract

Despite growing interest in Computational Thinking (CT) integration within STEM education, significant gaps remain—particularly regarding underrepresented college students, CT inclusion at the entry level, and limited teacher preparation for CT integration. This study addresses these gaps by examining how educators’ professional experiences influence their attitudes and practices related to CT in STEM contexts. It also underscores the urgent need for empirical evidence to navigate the tension between generalized critical thinking frameworks and the unique demands of scientific representations in instructional planning. To map the development and current landscape of CT+STEM research, a bibliometric analysis was conducted on literature published between 1978 and 2023. The analysis reveals a consistent annual growth rate of 7.22% in the CT+STEM domain, encompassing 241 publications across 127 scholarly sources. The study identifies key authors, institutions, and influential works, while also visualizing global collaboration patterns and thematic trends in the field. This research contributes to the advancement of CT+STEM by providing a comprehensive overview of its evolution, highlighting areas of strength and underexplored dimensions. Although the study is quantitative in nature and acknowledges limitations such as potential database bias, it lays a foundation for future inquiry into qualitative methodologies, pedagogical strategies, and inclusive practices. The findings hold significant implications for educational policy, workforce development, and digital-age problem-solving, and call for deeper exploration into the pedagogical and sociocultural dynamics that shape effective CT+STEM integration.
The review of concept image and concept definition: A hermeneutic phenomenological study on the derivative concepts Prihandhika, Aditya; Perbowo, Krisna Satrio
International Journal of Didactic Mathematics in Distance Education Vol. 1 No. 1 (2024): ijdmde
Publisher : Universitas Terbuka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33830/ijdmde.v1i1.7610

Abstract

Calculus classes often focus on studying derivatives, a fundamental topic in mathematics. Upon finishing their studies, potential mathematics teachers will educate students about advanced concepts such as derivatives in the classroom. Therefore, comprehending derivative concepts is essential for teaching children effectively. This study aims to determine how potential mathematics teachers view themselves concerning derivative concepts based on their concept image and concept definition. The study utilized a hermeneutic phenomenological approach together with qualitative approaches in its research strategy. The research data was obtained through interviews and clinical tests from six participants from one of the universities in Kuningan Regency, Indonesia. The research findings indicate that participants' concept image of derivative concepts is limited to symbolic representations. Most participants did not view derivative concepts as providing a deeper understanding but rather as a technique to solve procedural problems. The results indicate that utilizing a range of representations in the learning process can improve the development of a more thorough conceptual understanding, leading to better comprehension of derivative concepts.
Didactical design for online learning in ordering fractions Isnawan, Muhamad Galang; Alsulami, Naif Mastoor
International Journal of Didactic Mathematics in Distance Education Vol. 1 No. 1 (2024): ijdmde
Publisher : Universitas Terbuka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33830/ijdmde.v1i1.7653

Abstract

During COVID-19, various obstacles were experienced during learning, including in learning mathematics. Learning had to be carried out online. Therefore, learning designs were also attempted to be made online. The learning design in this research was prepared using didactical design research. Participants in this research were 29 students at one of the junior high schools in Indonesia. The researcher was the main instrument in this research, along with several additional instruments, such as the fraction sequence test, interview guide, and online learning design. The data were analyzed using thematic analysis and qualitative analysis. The research results revealed that the factor that caused students to experience obstacles in ordering fractions was due to students’ low prerequisite knowledge regarding LCM (conceptual ontogenic obstacle). The online learning design offered then facilitated students to solidify their understanding of LCM before entering the core learning activities. Online learning design was also developed using the theory of didactical situations. After implementation, information was obtained that the learning obstacles experienced by students had no longer reappeared. Therefore, learning in schools should ensure that students have a good understanding of the prerequisites before starting the core learning activities.
Online didactical design for subtraction fractions: A didactical design research through lesson study activities Kuswara, R. Didi; Almazroei, Essa Eqal; Isnawan, Muhamad Galang
International Journal of Didactic Mathematics in Distance Education Vol. 1 No. 1 (2024): ijdmde
Publisher : Universitas Terbuka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33830/ijdmde.v1i1.7772

Abstract

The COVID-19 pandemic disrupted educational practices worldwide, posing significant challenges for students, particularly in mastering foundational mathematical concepts such as fraction subtraction. In response to the urgent need for effective remote learning strategies, this study aimed to develop and implement an online didactic design to reduce student learning obstacles. Employing a Didactical Design Research (DDR) approach, the design process was supported by lesson study activities at each developmental phase to ensure instructional quality. Participants included 56 students from grades VII and VIII (ages 13 to 18). The researcher served as the primary instrument, supported by additional tools including a fraction test, interview guide, documentation study, and the online didactic design itself. Thematic analysis was used to identify learning barriers, while qualitative analysis assessed the effectiveness of the design implementation. Findings revealed that during the pandemic, students experienced both ontogenic and epistemological learning obstacles in subtracting fractions. However, after the online didactic design was introduced and implemented, these learning barriers were no longer evident. Remaining difficulties were attributed to internal, non-instructional factors, such as limited personal study time, rather than issues related to instructional delivery.  This study contributes to the field of mathematics education by providing an empirically grounded model for designing online instruction that addresses specific learning barriers. The findings underscore the importance of aligning didactic design with student learning needs, especially in crisis contexts, and highlight the potential of structured online approaches to support equitable mathematics learning.
Involving students and prospective mathematics teachers through the use of the Think Pair Share design: The impact on increasing students' activeness and learning outcomes in plane geometry Taufan, Mochammad; Dejarlo, Jenisus O.; Rosa, Adila Juliana; Hidayat, Rahmat; Sunanto, Eko
International Journal of Didactic Mathematics in Distance Education Vol. 1 No. 1 (2024): ijdmde
Publisher : Universitas Terbuka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33830/ijdmde.v1i1.7876

Abstract

This research aims to determine the increase in student activity and learning outcomes in flat building materials through the use of the think pair share (TPS) design. The research design used to achieve the objectives of this research was classroom action research conducted at SMP Negeri 1 Indramayu. Apart from that, the subjects in this research were 32 students in class VII B, while the instruments used in this research were student observation sheets which aimed to measure activity and formative tests given each cycle. Next, deep data analysis study uses pattern study quantitative descriptive for measure enhancement results Study mathematics students through test formative and measuring enhancement activities carried out every cycle. The results of data processing on learning outcomes obtained an average of 65.09 for cycle I, cycle II of 74.07, and cycle III of 80.45. Likewise, the increase in the number of students reaching completeness Study that is from cycle I as much 5 students out of 32 students or 22%, cycle II as many as 15 students out of 31 students or 47% of the criteria high completeness, and in cycle III there were 26 students out of 31 students or 81% included in the category the criteria for completeness are very high. Next, based on the results of data processing of student activity during the learning process obtained that cycle I had not reached the active category (A) (24 students out of 32 were inactive or 25% from target 75% so cycle I Not yet reach category active). In Cycle II there was an increase from Cycle I to reach the active category (A), namely 20 students were active in the learning process and 11 students were still not actively involved in the learning process. Additionally, in Cycles III there was a significant increase in reaching the active category (A), namely, there were 25 students, or 81% of students involved in the learning process, while the rest were still not active. This matter shows that using the Think Pair Share (TPS) design through the involvement of students and mathematics teachers can increase student activity and learning outcomes in plain material.
Implementation of virtual reality to enhance spatial abilities: a study on aspects, effects, and differences in participants' initial ability levels Pahmi, Samsul; Vrapi, Asllan; Supriyadi, Edi
International Journal of Didactic Mathematics in Distance Education Vol. 1 No. 2 (2024): ijdmde
Publisher : Universitas Terbuka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33830/ijdmde.v1i2.9108

Abstract

The rapid advancement of Virtual Reality (VR) technology presents a timely opportunity to enhance spatial abilities—skills fundamental to success in various educational and professional domains. This study addresses the urgent need to understand how VR can be effectively utilized in educational contexts to support spatial skill development. Employing a Systematic Literature Review (SLR) methodology, this research synthesizes findings from 26 peer-reviewed studies published between 2013 and 2022, sourced from Scopus, ScienceDirect, and SAGE Journals. The objectives are threefold: (1) to assess the effectiveness of VR in improving spatial abilities, (2) to identify at least three key factors influencing VR’s impact, and (3) to examine how initial spatial ability levels affect learning outcomes. The findings reveal that VR significantly enhances spatial skills, particularly mental rotation, and is most beneficial for learners with initially low spatial ability. Furthermore, three primary factors affecting VR effectiveness are identified: the level of interactivity, task alignment with learning objectives, and user immersion. From an affective perspective, VR also increases learner motivation and engagement, driven by its immersive and realistic environment. This research contributes to the growing body of knowledge on educational technology by offering evidence-based insights into the conditions under which VR can be most effective. The findings hold practical implications for educators, curriculum designers, and technology developers aiming to design targeted interventions for spatial skill development using VR.
Investigating pre-tertiary students’ mistakes in solving algebraic word problems: Insights from Asutifi North District, Ghana Korkor, Sarah; Bonyah, Ebenezer
International Journal of Didactic Mathematics in Distance Education Vol. 1 No. 2 (2024): ijdmde
Publisher : Universitas Terbuka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33830/ijdmde.v1i2.9185

Abstract

Algebra word problems inculcate in learners the skills and ability to think critically and look for answers to problems in society and the world. Using an explanatory sequential mixed design, the study investigated the errors made by pre-tertiary students in algebraic word problems in a selected school in the Asutifi North District of the Ahafo Region of Ghana. Whereas the Newman Error Analysis Model was used to find the types of errors students make when translating and solving algebraic word problems, protocols from topics relating to the study were carefully selected and used as interview guides alongside inspiration from the Newman Error Analysis Model. Quota and simple random sampling techniques were used to select ninety-eight (98) respondents. The Algebraic Word Problem Achievement Test (AWPAT) was given to the ninety-eight students who had studied several topics on word problems, followed by a structured interview to elicit more information from the respondents. The scores gained from the marked test items illustrated that students made more transformation errors, which happened indirectly from a lack of understanding of the concept. A careful analysis of the written responses of the five (5) students interviewed also revealed that, lack of comprehension directly translated into students’ inability to transform algebraic word problems into mathematics equations. In the same vein, the study showed that the main cause of students’ failure to translate and solve algebraic word problems was students’ lack of understanding of the concept of “word problem” among others. The study recommends that students be motivated by encouragement and praise to arouse their interest in translating and solving algebraic word problems.
The Level of students' mathematical creative thinking skills as measured by their self-confidence Efwan, Neng Syntadewi; Afriansyah, Ekasatya Aldila; Luritawaty, Irena Puji; Arwadi, Fajar; Yadav, Dharmendra Kumar
International Journal of Didactic Mathematics in Distance Education Vol. 1 No. 2 (2024): ijdmde
Publisher : Universitas Terbuka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33830/ijdmde.v1i2.9355

Abstract

High self-confidence and creative mathematical thinking skills will change students from having difficulty with mathematics to active learners who can solve mathematical problems. But the facts show that the achievement of both abilities is still quite low. The purpose of this research is to analyze how students' creative mathematical thinking skills are viewed from the perspective of self-confidence in social arithmetic material. Social arithmetic material is used because it allows them to abstract mathematical processes into their daily lives, thereby developing their creativity. The research method is descriptive qualitative. The sample was 3 people, namely 1 person for each level of self-confidence (high, medium, and low). They are selected through purposive sampling. The data collection techniques used include questionnaires, tests, interviews, and field notes. The data analysis techniques employed are data reduction, data presentation, and conclusion drawing. The results indicate that students' self-confidence levels in social arithmetic material affect their creative mathematical thinking skills. It was found that students with high self-confidence were able to meet three indicators of creative mathematical thinking skills: fluency, flexibility, and elaboration. However, students with high self-confidence were not able to meet the originality indicator. Students with moderate self-confidence were able to meet one indicator of creative mathematical thinking skills, namely fluency, but were not able to meet the flexibility and elaboration indicators. Meanwhile, students with low self-confidence were not able to meet any indicators of creative mathematical thinking skills. Thus, self-confidence can be increased to improve mathematical creative thinking skills.
Publication trends on proportional reasoning research: A bibliometric analysis using Scopus database Sugiarni, Rani; Abdullah , Khairul Hafezad
International Journal of Didactic Mathematics in Distance Education Vol. 1 No. 2 (2024): ijdmde
Publisher : Universitas Terbuka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33830/ijdmde.v1i2.9474

Abstract

Proportional reasoning ability is an important ability for students to understand mathematical concepts. Much research has been conducted on this capability, but it is necessary to map existing research to provide a clearer picture of future research topics. This research aims to provide a bibliometric overview of trends in the use of proportional reasoning skills in mathematics teaching research. The method in this research is bibliometric analysis, which aims to analyze and classify bibliographic material by presenting a representative summary of literature in the Scopus database. The search was carried out using the keyword "proportional reasoning" in the search menu in the Scopus.com database. ScientoPy software analyzes the author's name, number of document citations, document title, publication year, document source, publisher, and document type Research trends in proportional reasoning show a significant increase, with 356 publications in Scopus, peaking at 32 in 2023. Major contributors include the United States, Turkey, and Spain, with recent studies focusing on "teacher knowledge." Influential works by Liberali et al., Atkinson et al., and Tobin & Capie address numeracy, multimedia learning, and logical thinking, respectively. These findings suggest that improving teacher knowledge and using effective multimedia tools could enhance instruction and research in proportional reasoning. Future research should explore innovative teaching strategies and technologies to further advance proportional reasoning ability.
Pupils’ didactical Mileu in an inclusive discourse in basic triangle geometry Ali, Clement Ayarebilla; Asemani, Emmanuel; Tangkur, Michael
International Journal of Didactic Mathematics in Distance Education Vol. 1 No. 2 (2024): ijdmde
Publisher : Universitas Terbuka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33830/ijdmde.v1i2.9523

Abstract

The concept of inclusivity is the practice of placing pupils with disabilities in normal classrooms. However, the idea of the triangle continues to pose fundamental challenges. This study sought to explore didactical mediation on the learning of the triangle beyond the classroom. The research design used mixed methods sequential exploratory to help identify the pupil’s triangle interpretation. The researchers first conducted a semi-structured interview on their experiences in learning the triangle both in school and at home. The responses were transcribed and coded in themes. The themes that emerged were properties, types of angles, and applications to everyday life. The researchers then went further to test the pupils’ knowledge on the same themes. The findings showed that didactical mediation with the cultural artifacts, signs, and language largely explained the emergence of the four main properties and must be targeted for the theory, policy, and practice of inclusive education. The prototype testing also confirmed that even though pupils with hearing impairment obtained higher scores, both groups obtained higher mean scores on the post-test than did the pre-test. This indicated that the learning achievement was significantly higher in the post-test than in the pretest due to the didactical mediation. It was recommended that the triangle’s learning and teaching should not be limited to academic exercises but to real-life situations. Also, not visually friendly mathematics concepts should be explored to uncover the most suitable methods and techniques to make inclusive mathematics learning a reality for all groups of disabilities.

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