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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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Evaluating the impact of the flipped classroom model on senior secondary students' mathematics achievement: a quasi-experimental study in Nigeria Asanre, Akorede; Sondlo, Aviwe; Adedeji, Abdullateef
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.v2i2.11774

Abstract

The ongoing poor achievement in mathematics underlines the need for effective instructional approaches that can boost students’ comprehension and performance. The study aimed to examine the effects of the flipped classroom model and gender on the mathematics achievement of senior secondary school students in Ijebu Ode, Ogun State, Nigeria. Fifty-four students were divided into an experimental group, which received flipped classroom instruction, and a control group, which was taught through traditional methods. Data were collected over six weeks using the Mathematics Achievement Test (MAT) with a reliability coefficient of 0.74, along with pre- and post-test assessments. The data were analyzed using ANCOVA. ANCOVA results revealed that the flipped classroom model had a statistically significant effect on students' mathematics achievement (p < 0.05), confirming the model's impact on academic achievement. The gender analysis showed that both male and female students benefited equally from the flipped classroom model, highlighting its inclusivity as an effective teaching strategy. The study concludes that the flipped classroom model significantly improves mathematics achievement in Ogun State’s secondary schools. It recommends adopting this model, coupled with appropriate teacher training and resource allocation, to promote equitable and enhanced learning outcomes.
Integration of character education in constructivism-based learning model: its impact on students’ mathematics learning outcomes Astutik, Heny Sri; Rahman, Abd; Nurwati Djam’an
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.v2i2.11812

Abstract

This study investigates the effectiveness of a constructivist mathematics learning model that incorporates character education in improving students’ understanding of mathematical concepts. This research uses a quantitative approach with a quasi experimental design. This study involved students from 3 schools, who participated in 5 integrated learning sessions and uses a paired sample t-test to evaluate the effect of the integrated learning model on students' understanding of mathematics concepts. Data analysis was conducted using inferential statistical techniques. Based on the results of the paired samples test on the pretest and postest scores, it shows that Sig value. (1-tailed) 0.000 < 0.05 and tcount = 58.539 > 1.673 means that significantly the average student learning outcomes after being taught with an integrated constructivism-based learning model of character education are better than before being taught with an integrated constructivism-based learning model of character education. The results of this study show that the integration of character education in the learning model creates a more interactive, reflective and value-based learning experience, which ultimately contributes to improved understanding of mathematical concepts. Furthermore, this study also offers practical recommendations for educators and policy makers in designing learning models that are more adaptive and oriented towards student character development.
Students’ vulnerability to cybercrime: implications for cybersecurity in the global south Abah, Joshua Abah; Agada, Peter Inalegwu
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.v2i2.11869

Abstract

This conceptual study examines key issues around students’ vulnerability to cybercrimes in the Global South. The increasing digitalization of education has exposed students in the Global South to heightened risks of cybercrime. Limited cybersecurity awareness, inadequate digital infrastructure, and socio-economic vulnerabilities make students particularly susceptible to cyber threats such as phishing, identity theft, and online fraud. This article examines the key factors contributing to students’ exposure to cybercrime, including gaps in digital literacy, institutional cybersecurity policies, and the role of social and economic disparities. It also explores the broader implications for cybersecurity frameworks in the Global South, emphasizing the need for enhanced policy interventions, education reforms, and multi-stakeholder collaborations. By addressing these challenges, governments, educational institutions, and technology providers can foster a safer digital environment for students, ultimately strengthening overall cybersecurity resilience in the region. The study underscores the need for targeted cybersecurity awareness programmers and institutional policies to enhance students’ online safety.
Evaluating the impact of Kampus Mengajar Program: a comparative study of student literacy and numeracy skills outcomes Ditasona, Candra; Junsay, Merle; Purba, Santri Chintia; Pardosi, Deborah
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.v2i2.11405

Abstract

Indonesia's literacy and numeracy competencies remain critically low despite marginal improvements in PISA scores from 2018 to 2022, which paradoxically declined overall. To address this educational crisis, the Indonesian government launched the Kampus Mengajar program, deploying university students to enhance primary school literacy and numeracy outcomes. This study evaluates the effectiveness of the Kampus Mengajar program by analyzing changes in students' Minimum Competency Assessment (MCA) performance. A pre-experimental design was employed with 30 fifth-grade students from SDN 13 East Jakarta, selected through purposive sampling. Data collection occurred over four months using pre-test-post-test instruments, supplemented by classroom observations. Statistical analysis was conducted using SPSS, including descriptive statistics, Shapiro-Wilk normality tests, and paired t-tests. The findings reveal significant improvements in both literacy and numeracy MCA scores following the Kampus Mengajar intervention. Statistical analysis confirmed meaningful differences between pre-test and post-test performance, demonstrating the program's positive impact on student competencies. The research identified that enhanced teaching methodologies and additional academic support contributed to measurable learning gains. This study contributes empirical evidence supporting the effectiveness of collaborative university-school partnerships in addressing Indonesia's literacy and numeracy challenges. The results suggest that the Kampus Mengajar model represents a viable strategy for educational improvement. However, successful implementation requires adequate school infrastructure and resources. Future research should investigate the long-term sustainability of these improvements and explore optimal teaching methodologies within the Kampus Mengajar framework to maximize elementary students' MCA outcomes.
From confusion to fun: Box Fraction Media for better understanding of fractions Putri, Karin Hernelia; Azizah, Farhatul; Kamelia, Nabila Putri; Stiven, Jepri; Susanti, Elsa; Zulkardi, Zulkardi; Mulyono, Budi; Meryansumayeka, Meryansumayeka
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.v2i2.12333

Abstract

Students' low understanding of fractions is a major obstacle to achieving basic mathematical competence at the primary school level. To address this issue, innovative, engaging, and easy-to-understand learning media are required to help students grasp fraction concepts more effectively. This study aims to design and evaluate a participatory and interactive game-based learning medium called Box Fraction Fun. The Research and Development (R&D) method was employed, using the ADDIE model. Validation by two subject matter experts and two media experts showed that the medium was considered suitable to highly suitable based on a four-level suitability scale. Practicality was assessed through questionnaires given to three fourth-grade students and one teacher at a public elementary school in Bukit Lama district, Palembang, with results indicating that the medium was “very practical.” The effectiveness of the medium was evaluated using pre-test and post-test scores analyzed with N-gain calculations, which demonstrated significant improvement in students’ understanding of fractions. These findings suggest that Box Fraction Fun is highly valid, practical to use, and effective in supporting students’ learning. Theoretically, this study contributes to the literature on the development of interactive game-based mathematics learning media. Practically, it provides teachers with an innovative and effective tool to enhance students’ understanding of fractions.
Influence of artificial intelligence tool perceptions on mathematics undergraduates' academic engagement: role of attitudes and usage intentions Falebita, Oluwanife Segun; Ayanwoye, Olubunmi Kayode; Akinola , Lukman Shina
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.v2i2.13064

Abstract

In African higher education, particularly among STEM students, the rapid integration of Artificial Intelligence (AI) into teaching and learning has created both opportunities for innovation and concerns about ethical use, however, there remains scarce studies about how students perceive and use these technologies in ways that influence their academic engagement and learning outcomes in Mathematics. This study, which focuses on attitudes and usage intentions, seeks to investigate the Influence of AI Tool Perceptions on the academic engagement of mathematics undergraduates from the lens of Technology Acceptance Model (TAM). The Structural Equation Modelling (SEM) approach was used to examine the perceptions of Mathematics undergraduates regarding AI usage and academic engagement. Data collected from 1,518 Mathematics undergraduates from Southwest Nigerian universities through a survey hosted online was analysed using PLS-SEM. The findings indicate that perceptions (perceived ease of use and perceived usefulness) influence attitudes towards and intentions to use AI tools while intention (β = -0.179, t = 2.426, p < 0.05), attitude towards (β = 0.216, t = 2.541, p < 0.05), and actual use of AI (β = 0.797, t = 11.904, p < 0.05) influences academic engagement, intention. According to this study, improving the mathematics students’ perceptions towards the use of AI tools could result in more engaging learning experiences. It highlights the necessity of developing positive attitudes and perceptions to foster academic engagement among undergraduate students in Mathematics programs, as well as the importance of developing supportive learning systems, and institutional regulations that support ethical and effective ways of incorporating AI.
Post-pandemic online learning in Indonesian Mathematics Education: The perception-achievement relationship Djam'an, Nurwati; Samah, Norazrena Abu; Nasrullah, Nasrullah
International Journal of Didactic Mathematics in Distance Education Vol. 3 No. 1 (2026): ijdmde (in Progress)
Publisher : Universitas Terbuka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33830/ijdmde.v3i1.13088

Abstract

The COVID-19 pandemic accelerated online learning adoption in higher education, yet its longitudinal impact on mathematics education remains underexplored. This study investigated how mathematics education students' perceptions of online learning evolved between pandemic and post-pandemic periods and examined the relationship between these perceptions and academic achievement. Using an ex post facto quantitative design, we surveyed 157 undergraduate students at the Department of Mathematics, Universitas Negeri Makassar, Indonesia. Participants were stratified into two cohorts: during-pandemic and post-pandemic learners. We assessed four dimensions—resilience, infrastructure support, learning activities, and instructor competence—using structured questionnaires, complemented by semi-structured interviews for depth. Independent t-tests and linear regression analyses were conducted. Results revealed significantly more favorable perceptions among post-pandemic students, particularly regarding confidence, infrastructure adequacy, and interactive engagement. Students valued flexibility, access to materials, and opportunities for self-regulated learning. However, persistent challenges included comprehension difficulties and concerns about assessment fairness. Linear regression analysis indicated a statistically significant but weak positive relationship between perceptions and GPA (R²=.05), suggesting that while perception influences academic performance, it explains only 5% of achievement variance. These findings highlight that improvements in digital infrastructure and instructor competence enhanced student engagement, yet pedagogical strategies for conceptual understanding and authentic assessment require further development. The study contributes to understanding the evolution of online learning effectiveness beyond crisis contexts and underscores the importance of sustained investment in blended learning environments for mathematics education.
Bridging the integer gap: Computer-assisted instruction's effects on student achievement, gender equity, and learning perceptions Dogbe, Saviour; Ali, Clement
International Journal of Didactic Mathematics in Distance Education Vol. 3 No. 1 (2026): ijdmde (in Progress)
Publisher : Universitas Terbuka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33830/ijdmde.v3i1.13105

Abstract

Despite extensive research on Computer-Assisted Instruction (CAI) in mathematics education, few studies have specifically examined its effectiveness for teaching integer operations—a foundational yet persistently challenging topic for students. This study addressed this gap by examining the effects of CAI on students' achievement in integer operations and exploring potential gender differences in learning outcomes. A quasi-experimental pretest-posttest nonequivalent groups design was employed with 44 Year 2 students (22 experimental, 22 control) over four weeks. The experimental group received CAI-based instruction using interactive software with visual representations and immediate feedback, while the control group was taught using traditional methods. Data were collected using a Mathematics Achievement Test and a perception questionnaire, then analyzed using independent sample t-tests at p < 0.05. Results revealed that the experimental group achieved significantly higher post-test scores (M = 13.19, SD = 4.19) compared to the control group (M = 10.71, SD = 3.70), with t = 2.03, p = 0.049. Retention tests confirmed sustained learning gains four weeks post-intervention. No significant gender-based differences were found (p = 0.96), indicating CAI benefited male and female students equally. Student perceptions were overwhelmingly positive (M > 3.73), with participants appreciating CAI's interactive features, self-paced learning, and enhanced conceptual understanding. The study recommends integrating CAI into mathematics instruction to improve student engagement, understanding, and achievement in integer operations, particularly given its equitable benefits across gender groups.
Effectiveness of ChatGPT-integrated discovery learning on mathematical literacy in three-variable linear equation systems: A quasi-experimental study Monike, Rismun Sufia; Sudirman, Sudirman; Kandaga, Thesa; Rodríguez-Nieto, Camilo Andrés
International Journal of Didactic Mathematics in Distance Education Vol. 3 No. 1 (2026): ijdmde (in Progress)
Publisher : Universitas Terbuka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33830/ijdmde.v3i1.13157

Abstract

This quasi-experimental study investigated the effectiveness of ChatGPT-integrated discovery learning on high school students' mathematical literacy in three-variable linear equation systems, while examining the moderating role of self-efficacy. Eighty tenth-grade students from a public high school in Indonesia were assigned to either an experimental group receiving ChatGPT-supported discovery learning instruction or a control group receiving conventional instruction, with mathematical literacy assessed through problem-solving tests and self-efficacy measured using validated questionnaires. Statistical analyses using non-parametric tests, including Wilcoxon Signed Rank Test, Mann-Whitney U Test, and Rank-Based ANCOVA, revealed that the experimental group achieved significantly higher post-test scores (M=79.25, SD=8.42) compared to the control group (M=65.30, SD=9.18), yielding a large effect size (d=1.24, p<.001) that substantially exceeded typical outcomes reported in meta-analyses of computer-assisted mathematics instruction. Contrary to established theoretical frameworks positing strong relationships between self-efficacy and mathematics achievement, this study found that self-efficacy neither significantly predicted mathematical literacy (F=3.171, p=.083, η²=.077) nor interacted with the learning model, suggesting that ChatGPT's pedagogical benefits operated uniformly across students with varying confidence levels. These findings suggest that ChatGPT functioned as adaptive conversational scaffolding that provided immediate formative feedback, facilitated metacognitive engagement through dialogic prompting, and generated multiple mathematical representations to support conceptual understanding. The null self-efficacy effect may indicate that robust AI scaffolding serves as an external compensatory mechanism that equalizes learning opportunities by reducing students' dependence on internal confidence judgments, thereby contributing novel theoretical insights into the conditional nature of motivational constructs in AI-mediated learning environments and offering practical implications for implementing conversational AI in mathematics education.
Reconceptualizing authenticity in problem-based learning for linear algebra course: A multi-stakeholder analysis of video-based hybrid instruction Haji, Saleh; Yumiati, Yumiati; Wijaya, Tommy Tanu
International Journal of Didactic Mathematics in Distance Education Vol. 3 No. 1 (2026): ijdmde (in Progress)
Publisher : Universitas Terbuka

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study develops an integrated video-based hybrid online learning model with problem-based learning (PBL) for Linear Algebra instruction in resource-constrained contexts. A qualitative case study with three experts and five students using thematic analysis yielded 13 codes organized into five themes: technological challenges, video characteristics, hybrid architecture, PBL implementation, and motivation strategies. Findings reveal that 100% of participants identified infrastructure constraints as primary barriers, necessitating downloadable mobile-optimized content. Optimal video specifications include 15-20 minute instructor-led explanations with embedded interactivity. The study reconceptualizes 'authentic problems' for abstract mathematics from contextual realism to conceptual genuineness, demonstrating that effective PBL engages genuine mathematical thinking—comparing representations, investigating theorems, exploring counterexamples, rather than forced real-world applications. The developed three-phase hybrid model integrates asynchronous video foundation, synchronous collaborative problem-solving, and asynchronous portfolio consolidation. Multi-stakeholder convergence on core principles provides robust design guidance, while divergences regarding scaffolding and accessibility illuminate implementation challenges. The study contributes theoretically by challenging traditional PBL frameworks for abstract domains and methodologically by demonstrating that integrating expert pedagogical knowledge with student experiential perspectives yields contextually feasible models. Practical implications address institutional digital learning policies, LMS developer feature priorities, and educator implementation guidelines adaptable across resource-constrained contexts globally.

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