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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
 1   2   3 
Investigating ontogenic and didactical obstacles faced by vocational high school students in solving counting rules problems Nopriana, Tri; Asnawati, Sri; Herman, Tatang; Martadiputra, Bambang Avip Priatna; Dejarlo, Jenisus O.
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.v1i2.9524

Abstract

Research on the ontogenic and didactical obstacles vocational high school students face in solving counting rule problems has been limited. Ontogenic obstacles involve students' readiness, while didactical obstacles concern the sequence and presentation of instructional materials. Therefore, teachers must consider both when developing effective materials. This research aims to describe the ontogenic and didactical obstacles experienced by vocational high school students in solving counting rule problems. The participants of this study were 24 grade XII students from a public vocational high school in Cirebon. Using a Didactical Design Research (DDR) approach, this qualitative study focuses on the prospective analysis stage, examining these obstacles. The research instrument included five diagnostic essay questions and interview guidelines. The results revealed that students encountered instrumental-type ontogenic obstacles, particularly in understanding factorial operations. Additionally, didactical obstacles arose from incomplete teaching materials and improper notation, which led to learning barriers. This research offers valuable insights for teachers and researchers in designing instructional materials, especially for counting rules in vocational schools.
Implementation of a hybrid mathematics module to minimize students’ learning obstacles when interpreting fractions Isnawan, Muhamad Galang; Belbase, Shashidhar; Yanuarto, Wanda Nugroho
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.v1i2.9555

Abstract

The COVID-19 pandemic forced a sudden shift to emergency remote teaching—commonly referred to as panic-gogy—which exacerbated students’ learning challenges, particularly in mathematics. This study addresses the urgent need for responsive instructional designs by integrating parental insights into the learning process. Framed within the didactical design research (DDR) methodology, this study aimed to develop an alternative learning approach to reduce obstacles in students’ understanding of fractions during panic-gogy. Participants included 56 junior high school students (aged 13–18) and 71 parents (aged 35–50) from a school in Indonesia. Data were collected using a fraction concept test, semi-structured interviews, a hybrid mathematics module, and documentation analysis. Thematic qualitative analysis was conducted with the aid of NVivo 12. Results revealed that students struggled with interpreting the meaning of fractions, often due to inadequate teacher explanations. Parental feedback emphasized a strong preference for face-to-face instruction, even when delivered via online platforms. The hybrid mathematics module, designed in response to these findings, successfully integrated contextual problem situations to support the construction of fractional meaning and reduce learning barriers. This study contributes to the body of knowledge by highlighting the value of involving parents in instructional design and demonstrating how hybrid modules can mediate learning in crisis contexts. The findings have implications for developing resilient educational strategies in future disruptions.
Mathematical concepts and cultural values in guest reception traditions: an ethnomathematic study of the Dawan Tribe Community on The Timor Island Bantaika, Aris; Son, Aloisius Loka; Ndapa Deda, Yohanis; Garcia-Garcia, Javier
International Journal of Didactic Mathematics in Distance Education Vol. 2 No. 1 (2025): ijdmde
Publisher : Universitas Terbuka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33830/ijdmde.v2i1.9702

Abstract

The aim of this study is to explore mathematical concepts and cultural values in the reception traditions of the Dawan tribe (Atoni Meto). The research method used is qualitative research with an ethnographic approach. The research subjects were three informants and the research objects were music, dance and handicrafts. The instruments used in this research were observation, interviews and documentation. The results of the research show that (1) there are mathematical concepts in the arts of music, dance and handicrafts in the reception traditions of the Atoni Meto tribe, including; flat shapes (Square, Circle, Rectangle, Rhombus, Triangle), spatial shapes (Cone, Cylinder and Cuboid), the Concept of Lines and Sets, and (2) Cultural values contained in hitting the gong (Leku Sene) namely as a guide and a sign of joy, dancing (Sbo'ot) symbolizes joy, traditional speech (Natoni) as a form of respect and continuity of bond, repetition as a sign of brotherly bonds, eating betel-nut (M'pua) as unity and a sign of conveying goals and eating together as unity.
Development of digital learning media with articulate storylines 3 based on students' algebraic thinking skills Sari, Rika Mulyati Mustika; Zulnaidi, Hutkemri; Sopiany, Hanifah Nurus; Hakim, Dori Lukman; Ardiyanti, Yusi; Yadav, Dharmendra Kumar
International Journal of Didactic Mathematics in Distance Education Vol. 2 No. 1 (2025): ijdmde
Publisher : Universitas Terbuka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33830/ijdmde.v2i1.10305

Abstract

This study aims to develop digital learning media designed to enhance students’ algebraic thinking skills, addressing the urgent need for innovative instructional tools that foster higher-order mathematical reasoning. The research was motivated by the persistently low levels of algebraic thinking among students and the lack of engaging media that can support the development of these essential skills. Employing a research and development (R&D) approach, the study utilized the ADDIE model—Analysis, Design, Development, Implementation, and Evaluation—to guide the creation of an Android-based learning application focused on systems of linear equations in two variables. The study involved media and content expert validators who assessed the quality, relevance, and usability of the developed media. Data were collected through questionnaires and guided interviews, and analyzed using descriptive qualitative methods. The final product is a digital application that integrates algebraic thinking tasks and interactive content to support student engagement and conceptual understanding. Validation results from both media and content experts confirmed that the digital learning media is pedagogically sound and suitable for classroom use. Furthermore, student feedback indicated that the application is user-friendly, visually engaging, contextually relevant, and effective in helping them practice and strengthen their algebraic thinking abilities. This research contributes to the growing field of educational technology by offering a validated digital tool specifically designed to target algebraic reasoning. Future research should explore the broader implementation of this media across diverse learning contexts and its long-term impact on students' mathematical performance and motivation.
Effective strategies for formulating and articulating a well-defined research problem: context in the field of mathematics education Rodríguez-Nieto, Camilo Andrés; Rodríguez-Vásquez, Flor Monserrat; Cantillo-Rudas, Benilda María; Font Moll, Vicenç; Sudirman, Sudirman
International Journal of Didactic Mathematics in Distance Education Vol. 2 No. 1 (2025): ijdmde
Publisher : Universitas Terbuka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33830/ijdmde.v2i1.10344

Abstract

This research offers an answer to the question: How to pose and write a research problem in Mathematics Education? To do so, a qualitative descriptive methodology was implemented, developed in four stages: first, it presents a general overview of the Theories in Mathematics Education and some articles where relevant studies have been reported; in the second stage, the means by which research can be disseminated or published are presented; in the third, meanings and ways to pose a research problem are shown and, finally, in the fourth stage, some theoretical reflections on the problem statement are presented. The results show that the writing and statement of the problem does not necessarily follow a structure, that depends on the type of research and the way in which the author reports his ideas or in which theoretical framework he frames his work, for example, research questions from the Onto-semiotic Approach and the Extended Theory of Connections are presented. However, a special path is suggested that has worked very well to be implemented in future research. In conclusion, for research to be successful, the problem and the issue must be well constructed and supported by the literature, which guides and invites reflection on the choice of theory (if possible), the methodology and the presentation of the results that can be theoretical and practical.
GeoGebra-Assisted discovery learning: an effective strategy to enhance elementary students' interest in learning plane area measurement Basri, Hasan; García-García, Javier; Rodríguez-Nieto, Camilo Andrés; Rifanda, Akhmad Riski; Indahwati, Rohmah
International Journal of Didactic Mathematics in Distance Education Vol. 2 No. 1 (2025): ijdmde
Publisher : Universitas Terbuka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33830/ijdmde.v2i1.11272

Abstract

This study aimed to examine the difference in learning interest between students taught using the Discovery Learning model assisted by GeoGebra and those taught using conventional methods. The research employed an experimental method with a Posttest-Only Control Group Design, where the VA class acted as the experimental group and the VB class as the control group, each with 33 students. Data were collected using a learning interest questionnaire. The data was analyzed statistically by first carrying out normality and homogeneity tests on the data before carrying out the t-test. The results showed that the average learning interest score in the experimental group was in the very good category, while in the control group it was in the good category. The results of hypothesis testing with a significance level of 0.05 show that the Discovery Learning model assisted by GeoGebra has a significant effect on students' interest in learning, with this model generating higher interest compared to conventional learning methods.
Influence of peer learning, self-regulatory learning, and mathematics interest on mathematics performance Michael, Batsa; Arthur, Yarhands Dissou; Asare, Bright
International Journal of Didactic Mathematics in Distance Education Vol. 2 No. 1 (2025): ijdmde
Publisher : Universitas Terbuka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33830/ijdmde.v2i1.10313

Abstract

The current study examined the influence of peer learning, self-regulatory learning, and mathematics interest on mathematics performance. The study adopted descriptive survey using questionnaire for the data collection. 320 students were sampled from a total population of 1600 students using stratified sampling and simple random sampling techniques. The data collected was analysed using Structural equation modeling to examined the hypothesized paths. Based on the data analysis, peer learning, self-regulatory learning, and mathematics interest had a direct positive and statistically significant impact on mathematics performance. The study explores the impact of peer learning, self-regulatory learning, and mathematics interest on students' performance, offering insights for effective instructional strategies and policy interventions. Finally, the study suggests incorporating structured peer-learning activities, self-regulatory learning strategies, engaging mathematical contexts, and professional development programs for teachers to enhance student autonomy and interest in mathematics.
Integrating technology and non-routine problems: the design, development, and validation of a computer-aided assessment for non-routine problem-solving Molina, Marivic G.; Yabut, Erna V.
International Journal of Didactic Mathematics in Distance Education Vol. 2 No. 1 (2025): ijdmde
Publisher : Universitas Terbuka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33830/ijdmde.v2i1.11721

Abstract

The increasing demand for higher-order thinking skills in 21st-century education underscores the need for innovative resources, as traditional materials often focus on routine problems with limited opportunities for non-routine problem-solving. This study designed, developed, and validated a computer-aided assessment for non-routine problem-solving using the Design and Development Research method, conducted in three phases: needs analysis, design and development, and evaluation. Data collection included a literature review, systematic design and development, expert validation, and user feedback, analyzed through descriptive statistics and thematic analysis. Findings show that the computer-aided assessment supports non-routine problem-solving and addresses limitations of traditional assessments. The needs analysis identified gaps in current methodologies and the benefits of technology-enhanced assessments. The design and development phase produced an assessment promoting cognitive engagement, while the evaluation phase gathered expert validation and user feedback. Five experts in information technology and mathematics education provided positive evaluations of the assessment’s functionality, accessibility, and cognitive support. Feedback from 15 students across three educational institutions indicated enhanced engagement, independent learning, and deeper mathematical understanding. Although minor technical issues were noted, they did not significantly impact the computer-aided assessment’s quality. The validated computer-aided assessment shows potential as a digital tool for fostering non-routine problem-solving and interactive learning. It suggests that computer-aided assessments with non-routine problems may enhance higher-order thinking skills by promoting cognitive engagement and personalized learning. Future research could explore its long-term impact, adaptability across disciplines, and potential for adaptive learning and collaborative features to maximize educational effectiveness.
Exploring neuro-mathematical connections in the resolution of a contextualized geometric problem Cantillo-Rudas, Benilda Maria
International Journal of Didactic Mathematics in Distance Education Vol. 2 No. 1 (2025): ijdmde
Publisher : Universitas Terbuka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33830/ijdmde.v2i1.11821

Abstract

This study aims to explore the neuro-mathematical connections activated by high school and university students when solving a contextualized geometric problem. The urgency of this research lies in the need to deepen our understanding of the cognitive and neurological processes involved in mathematical problem-solving, particularly in spatial reasoning tasks. The theoretical framework combines Connections Theory and the Onto-semiotic Approach, focusing on the typology of neuro-mathematical connections. The qualitative, descriptive methodology was carried out in three phases: (1) selection of volunteer participants from high school and university levels; (2) data collection through the application of a geometric problem involving the volume of two boxes, with video recordings capturing students’ problem-solving processes; and (3) analysis using the theoretical framework to identify and interpret the neuro-mathematical connections activated during the task. The results revealed a rich network of cognitive processes encompassing mathematical practices, objects, processes, and semiotic functions. Specifically, students demonstrated: recognition of mathematical terms and symbols; activation of visual perception, spatial reasoning, and motor coordination; association of concepts and formulas; execution of intermediate calculations and unit conversions; sequential problem-solving; and reflective verification of results. These findings support the claim of the Extended Theory of Connections that connections are inherently cognitive processes. This research contributes to the field of mathematics education and cognitive science by providing an in-depth analysis of how students engage with mathematical problems through neuro-mathematical pathways. Future research should expand this work by incorporating neuroimaging or eye-tracking technologies to further validate and visualize the cognitive mechanisms underlying mathematical reasoning.
Interactive GeoGebra media embedded in student worksheets: a design approach to foster mathematical engagement in 3D Geometry Sugiarni, Rani; Aulia, Pitri; Suryadini, Novi; Bonyah, Ebenezer; Olivero-Acuña, Ronaldo Rafael
International Journal of Didactic Mathematics in Distance Education Vol. 2 No. 2 (2025): ijdmde
Publisher : Universitas Terbuka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33830/ijdmde.v2i2.11362

Abstract

Geometry, particularly three-dimensional (3D) geometry, is often perceived by students as abstract and difficult, resulting in low engagement and interest. Addressing this issue, the present study aimed to design interactive learning media using GeoGebra integrated with Student Worksheets to enhance students’ interest in learning 3D geometry. The research employed a Research and Development (R&D) methodology, encompassing the stages of needs analysis, design, development, implementation, and evaluation. The participants were 30 students from a public high school in Cianjur, Indonesia, who were involved in mathematics instruction on 3D geometry topics. Data were collected through student response questionnaires assessing the usability and effectiveness of the developed media. The findings indicate that the GeoGebra-based Student Worksheet media met validity and practicality criteria, with students responding positively to its use. They reported that the interactive features of the media facilitated better conceptual visualization and significantly increased their interest in learning. Furthermore, implementation strategies—such as teacher demonstrations, collaborative group work, and guided class discussions—proved effective in mitigating the abstractness of 3D geometry. This research contributes to the growing body of literature on technology-enhanced mathematics instruction by offering a practical and engaging learning solution. The integration of GeoGebra-based Student Worksheets is therefore recommended as an effective pedagogical tool to foster students’ mathematical interest and conceptual understanding, especially in abstract topics like three-dimensional geometry.

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