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Jurnal Didaktik Matematika
Published by Universitas Syiah Kuala
ISSN : 23554185     EISSN : 25488546     DOI : https://doi.org/10.24815/jdm
Core Subject : Education,
Education Mathematics
JURNAL DIDAKTIK MATEMATIKA IS A SCIENTIFIC JOURNAL IN MATHEMATICS TEACHING AND LEARNING, TECHNOLOGY IN MATHEMATICS TEACHING AND LEARNING, AND MATHEMATICS EDUCATION. THE SCOPE OF THE JOURNAL INCLUDES: a. Mathematics teaching and learning in primary school, high school, and higher education. b. Technology in mathematics teaching and learning c. Teacher professional development in mathematics d. Innovative mathematics teaching and learning applying various approaches such as realistic mathematics education, contextual teaching, and learning (CTL) approach, and many others. e. Studies related to mathematics teaching and learning in a broader context
Arjuna Subject : Umum - Umum
Articles 10 Documents
 1 
Search results for , issue "Vol 10, No 1 (2023): April 2023" : 10 Documents clear
Development of Socrates-Based Mathematical Statistics Teaching Materials Zubaidah Rasiman; Dona Fitriawan
Didaktik Matematika Vol 10, No 1 (2023): April 2023
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jdm.v10i1.28881

Abstract

The aims of this study are to: a) develop Socrates-based mathematical statistics teaching materials; b) testing the quality of teaching materials in terms of validity, effectiveness, and practicality. The research was carried out in the even semester of 2021/2022 in the fourth semester of the mathematical statistics course for all classes. This study uses a development method using a 4-D model consisting of 4 main stages, namely define, design, develop, disseminate. The product developed is in the form of teaching materials that have been tested for feasibility with content validity, effectiveness tests by analyzing student learning outcomes after the teaching materials are used and practicality tests through student response analysis. The collection techniques and instruments are: 1) indirect communication techniques with the instruments being expert validation questionnaires and response questionnaires for instrument validation and student responses; 2) the measurement technique with the instrument is a test of learning outcomes for the effectiveness of the product; 3) direct communication techniques with interview sheets as instruments to find out the advantages and disadvantages of teaching materials when used for students. The data analysis techniques are: a) describe or describe each step of development with a 4-D model; b) expert validation analysis on the feasibility of teaching materials, namely qualitative descriptive, the results of the study are stated in the form of logical analysis; c) calculation of the validity of the assessment results and validation of the consistency of the experts using Aiken's formulation. The overall research results are: 1) the development of Socrates-based mathematical statistics teaching materials is carried out according to the main 4-D stages in sequence; 2) Socrates-based mathematical statistics teaching materials have content validity and reliability with very high criteria; 3) student learning outcomes after using Socrates-based mathematics teaching materials are classified as high criteria. So it can be concluded that the teaching materials developed are effective.
Measuring Learning Loss Due to Disruptions from COVID-19: Perspectives from the Concept of Fractions Mulia Lestari; Rahmah Johar; Mailizar Mailizar; Ali Ridho
Didaktik Matematika Vol 10, No 1 (2023): April 2023
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jdm.v10i1.28580

Abstract

Ineffective learning during Covid-19 can be a major cause of learning loss. Through polytomous item response theory analysis, this study seeks to identify learning loss of fractions and investigate the reliability and validity of the DINA model diagnostic test. This study involved 177 Grade 8 students from six junior high schools in Banda Aceh, Indonesia, to obtain information about the validity and reliability of the diagnostic test and learning loss of fraction due to Covid-19. The research was conducted by designing diagnostic test, expert validation, and empirical testing. Multiple choice problems with polytomous options were developed. This study produced 20 valid problems based on the level of item discriminant, item difficulty, and slip and guess, with a reliability of 0.899. This study revealed that learning loss was experienced by 62 students from low-level junior high schools (100%), 51 students from middle-level junior high schools (98%), and 54 students from high-level junior high schools (85.7%). It can be said that low-level schools have the highest percentage of students with learning loss. It is recommended that future studies evaluate the effectiveness of diagnostic tests in identifying learning weaknesses in mathematics before semester exams using the items generated in this study.
Students Mathematical Representation and Communication Ability in Mathematics Problem Solving Pieter Zakarias Tupamahu; Tanwey Gerson Ratumanan; Christina Laamena
Didaktik Matematika Vol 10, No 1 (2023): April 2023
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jdm.v10i1.29376

Abstract

In learning mathematics, representation and communication ability are required by students to solve problems. The ability to represent is crucial for students to simplify the learning process, while students who have good mathematical communication abilities can easily solve a problem. This study applied a sequential mixed methods approach. Quantitative data was obtained from the results of the written test, then the ability of mathematical representation and communication in solving problems on linear program material was analyzed qualitatively. The participants of this study were 59 students from one of the senior high schools in Ambon, Indonesia. The research phase was begun with students being asked to solve mathematics problems and then researchers analyze representation and written communication ability. The largest percentage of students' results on the test was in the very low category of mathematical representation and communication ability. The results showed that students who had good representation and communication abilities would be able to solve problems. There were significant correlations and a very strong correlation between mathematical representation and communication ability with a Pearson Correlation coefficient of 0.915. After obtaining the test result, subjects were selected based on the category of ability to conduct interviews. Based on the results of the interview, the mathematical representation ability that the subject uses well will directly involve mathematical communication skills well, and vice versa.
Students Errors in Solving Plane Geometry Problems Using E-Learning-based Diagnostic Tests Mukhlis Hidayat; Tuti Zubaidah; Munira Ulfa; Elizar Elizar
Didaktik Matematika Vol 10, No 1 (2023): April 2023
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jdm.v10i1.31938

Abstract

During the Covid-19 pandemic, the implementation of online and shift learning systems has been identified as one factor contributing to learning loss in mathematics problem-solving skills specifically in plane geometry problems. The primary objective of this research was to investigate the different types of errors committed by junior high school students in Banda Aceh, Indonesia, in solving plane geometry problems using e-learning diagnostic tests. A descriptive qualitative approach was adopted, and 24 Year 8 students were selected as subjects. The data were collected through tests and interviews, and data analysis involved data reduction, data presentation, data verification, and drawing conclusions. The findings revealed that the percentage of students' errors in solving conceptual problems, principal problems, and verbal problems were 76.39%, 68.75%, and 75%, respectively. Subsequently, the results from the second test and interviews with six students showed that students encountered several conceptual errors, including errors in stating angle symbols, errors in identifying the type of shape provided, errors in deducing information regarding properties, perimeter, and area of plane geometry, lack of knowledge regarding the application of the appropriate plane geometry formula, and inability to solve problems using the correct procedure. Principal errors were related to algebraic operations, while verbal errors involved translating problems and improper application of concepts and principles. The understanding of the types of errors will help teachers detect errors made the students early.
Profile of Students Mathematical Understanding through Diagnostic Tests Viewed from Multiple Intelligences Ika Mulia Diarni; M. Ikhsan; Bintang Zaura; Rahmah Johar; Mailizar Mailizar
Didaktik Matematika Vol 10, No 1 (2023): April 2023
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jdm.v10i1.31965

Abstract

Mathematic has characteristics of abstract objects, so mathematical understanding is needed in studying mathematics. Until now, no research has examined students mathematical understanding viewed from multiple intelligences. This study aims to determine the profile of students mathematical understanding through diagnostic tests reviewed from multiple intelligences. This was a quantitative approach with population of all students in one of the junior high schools in Banda Aceh, Indonesia, and sample was 44 students selected by purposive sampling. Data collection was carried using multiple intelligence questionnaire and mathematical understanding test. Data analyzed using descriptive statistics. The results showed that students with mathematical logic intelligence able to define concepts verbally, interpret, identify, and distinguish concepts; students with linguistic, naturalistic, and existential intelligence able to define concepts verbally, interpret, and distinguish concepts; students with musical and kinesthetic intelligence able to define concepts verbally and interpret concepts; students with spatial intelligence able to interpret, identify, and distinguish concepts; and students with interpersonal intelligence able to interpret and distinguish concepts. The implication of this research is that teachers need to understand and realize that students' multiple intelligences are an important aspect that needs to be considered in delivering class material to improve students' mathematical understanding.
Exploration of Students' Epistemological Obstacles in Understanding the Concept of Variables and Expressions Rosliana Siregar; Muhammad Daut Siagian; Tommy Tanu Wijaya
Didaktik Matematika Vol 10, No 1 (2023): April 2023
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jdm.v10i1.30694

Abstract

Variables and expressions serve as bridges where students cross from arithmetic to algebra. Although variables and expressions are important concepts in middle school and high school mathematics, they are topics that many students find challenging, and many, in fact, do not develop a thorough understanding of these topics. This study aims to explore the epistemological obstacles students face in understanding and interpreting the concepts of variables and expressions. Based on these objectives, a qualitative research design with a phenomenological approach was chosen to achieve this research objective. The subjects in this study were 8th grade middle school students in the city of Medan, Indonesia. Tests and interviews were used to collect data. The data obtained were analyzed using an inductive approach. The data obtained are presented in narrative and graphical forms. Based on the research results obtained, six types of student errors in solving problems related to the concept of variables and expressions were identified. Overall, students' limitations in understanding and interpreting variables as something unknown is one of the triggers for epistemological obstacles. Teachers should give chances for pupils to debate and explain variables and expressions in the classroom to assist students gain a comprehensive knowledge of these mathematical tools.
Characteristics of Students' Metacognitive Ability in Solving Problems using Awareness, Regulation and Evaluation Components Anita Adinda; Heri Purnomo; Desi Rahmatina; Nur Choiro Siregar
Didaktik Matematika Vol 10, No 1 (2023): April 2023
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jdm.v10i1.29041

Abstract

The process of solving absolute value problems is not only associated with the simplification of equations or inequalities. Students also need to pay close attention, ask the right questions, carry out the right strategies, and acquire adequate information. This step is essential to prevent students with good metacognitive ability from drawing wrong conclusions. The research discusses the metacognitive characteristics of mathematics education students in solving absolute value problems from the awareness, regulation and evaluation components. Participants consisted of 101 students from four state universities in the city of Malang. Data were obtained through written answers, transcripts of think aloud, and interviews. The data collected were analyzed to determine their metacognitive abilities in terms of awareness, regulation and evaluation components. The result showed that the metacognitive ability of low-skilled students only exists in the awareness component, which is thinking about what is being asked. Furthermore, those medium capable of the awareness component still lack adequate thinking ability. In the regulation and evaluation components, students do not realize that there are still inappropriate steps in solving problems and fail to check the correctness of their answers. However, high-ability students can solve problems in different ways and easily distinguish accurate information using effective strategies. Learn how the metacognitive characteristics of students in solving non-routine absolute value application questions, provides space for educators to be able to create appropriate learning models.
Student Semiotic Representation Skills in Solving Mathematics Problems Wa Ode Dahiana; Tatang Herman; Elah Nurlaelah; Jerito Pereira
Didaktik Matematika Vol 10, No 1 (2023): April 2023
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jdm.v10i1.30770

Abstract

Representational transformation skills significantly influence students' success in problem-solving. Students who struggle with representational transformation skills are often less adept at utilizing mathematical ideas and relationships, and vice versa. Therefore, this study used a qualitative, descriptive-interpretive approach to examine students' semiotic representation skills when solving mathematical problems. The research was conducted in a Year 9 classroom in a public school in Bandung, Indonesia, with 30 participants divided into high, middle, and low-ability groups based on their level of mathematical ability. Data was collected using both test and interview techniques. The results indicated that students in the high and middle ability groups had adequate skills in algebraic treatment and conversion from algebra to geometry and verbal expression skills for constructing algebraic expressions and converting verbal statements into mathematical equations. In contrast, the low-ability group demonstrated a lack of semiotic representation skills in problem-solving. These findings highlight the importance of transformation and conversion skills in mathematical problem-solving activities and can be valuable information for teachers and observers of mathematics education.
Creative Thinking Level of Students in Posing Conditional Probability Problems Sudi Prayitno; Dwi Novitasari; Tabita Wahyu Triutami; Ratna Yulis Tyaningsih
Didaktik Matematika Vol 10, No 1 (2023): April 2023
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jdm.v10i1.29016

Abstract

Mathematical creativity provides space for students to express their ideas. Hence, the mathematical activities should support their ability to pose and solve problems. However, students are not used to them and have difficulty in proposing and solving creative problems. The ideas proposed are in the form of problem-posing with free situational and semi-structural types and their solutions. This study aims to describe the level of creativity of students in problem-posing and problem-solving conditional probability problems. The research method used was qualitative, and participants were 35 second-year preservice mathematics teachers. The result indicates that, in posing a free situational type problem, students were generally at level 3 (creative) while, in posing a semi-structural problem, students were generally at level 0 (not creative). Although, the students in each type of problem-posing task were at the category of level 4 (very creative), level 3 (creative), level 2 (quite creative), level 1 (almost creative), and level 0 (not creative). This shows that there is a need for habituation for students to pose and solve problems, especially those that are related to semi-structural type problems.
Development of Mathematics E-Module Using Kodular and Flipbook for Junior High School Students: Differences Tri Nova Hasti Yunianta; Tatang Herman; Banu Al Wizhar; Muhammad Al Falah Kurniawan
Didaktik Matematika Vol 10, No 1 (2023): April 2023
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jdm.v10i1.29730

Abstract

To develop media such as e-modules, a comprehensive understanding of the applications used to create them is necessary. It is essential to comprehend the features of using e-module applications to ensure their effectiveness in the development of superior e-modules in the future. The objectives of the present study were showing that mobile learning by e-module using different applications, i.e. Kodular and Flipbook, are valid, practical, effective and finding differences between the characteristics of e-module development to get a comprehensive idea for future development for researchers who want to develop e-module using both applications. The present study is a research and development study. The selected development model was ADDIE i.e. Analyze, Design, Development, Implementation and Evaluation. The Subject e-module learning media users were junior high school students. The validity of e-module media by Kodular is 92.55%, which is very good. The validity of e-module media by Flipbook is 90.35%, which is very good. The test result on the respondents who used e-module by Kodular is 83.45% feasible to use and the result of e-module by Flipbook is 86.39% also feasible to use. The Kodular e-module had an average student learning outcome score of 78.28, while the Flipbook e-module had an average score of 70.67. The two e-modules from the application were examined, and five differences were identified in the characteristics of e-modules from Kodular and Flipbook, in order to support the continuous development of e-modules.

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