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Program Studi Magister Pendidikan Matematika FKIP Universitas Syiah Kuala Jln. Tgk. Hasan Krueng Kalee, Darussalam, Banda Aceh 23111 E-mail: jurnal.jdm@usk.ac.id
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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 12 Documents
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Search results for , issue "Vol 10, No 2 (2023): October 2023" : 12 Documents clear
Didactical Design with Problem Posing to Overcome Epistemological Obstacles in Problem Solving Firmina Eka; Sugiatno Sugiatno; Munaldus Munaldus; Hamdani Hamdani; Silvia Sayu
Didaktik Matematika Vol 10, No 2 (2023): October 2023
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jdm.v10i2.33086

Abstract

Problem-solving activities allow students to apply mathematical knowledge and connect other mathematical abilities more deeply. However, based on the situation in the field, students still experience epistemological obstacles in solving problems on Straight Line Equation material, especially issues in story form. This study aims to overcome students' epistemological obstacles in problem-solving using didactic design with a problem-posing approach. This research is qualitative research with a didactical design research method. Six students at one of the schools in West Kalimantan, Indonesia, were the subjects of this research. Tests, interviews, and observation guidelines were used as data collection instruments. The research data obtained were analyzed, reduced, and presented in narrative form. The results showed that epistemological obstacles can be overcome after implementing didactic design with problem posing. This finding has the same pattern as previous research findings, although on different materials and scaffolding. Therefore, didactical design with problem posing can be used as one of the alternative learning designs for straight-line equation material in the classroom.
Metacognition Knowledge of High School Students in Solving Limit of Functions Problems Viewed from Mathematical Ability Pathuddin Pathuddin; Intan Purnama Marzuki; Anggraini Anggraini; Bakri Mallo; Sukayasa Sukayasa
Didaktik Matematika Vol 10, No 2 (2023): October 2023
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jdm.v10i2.31988

Abstract

The involvement of metacognition in the problem-solving process is paramount. This study aims to obtain a description of the metacognition knowledge of high school students in solving limit of functions problems. This type of research is qualitative descriptive research. The subjects of this study were two students who had high and low mathematical abilities. Data from the results of written assignments and in-depth interviews. The results showed that students with high mathematical abilities in solving limit of functions problems involved the metacognition knowledge they had at each stage of Polya, starting from their declarative, procedural, and conditional knowledge. The subjects with low mathematics at the stage of understanding the problem involved only their declarative knowledge. The step of making a plan involves the declarative knowledge their memory and their procedural knowledge, although incomplete in compiling the ideas. The step of carrying out the plan involves all three knowledge of metacognition that he possesses, while the stage of re- examining involves only his declarative knowledge and his conditional. The results of this research can be a reference in designing limits learning in high school.
Development of Algebra Test Problems Based on Minimum Competency Assessment (MCA) for Junior High School Suryawati Suryawati; Khairul Umam; Nafisyah Laila; Ayu Mastura; Md Baharuddin bin Abdul Rahman
Didaktik Matematika Vol 10, No 2 (2023): October 2023
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jdm.v10i2.34257

Abstract

The Minimum Competency Assessment (MCA) is one of the components of the National Assessment (NA) in Indonesia, which aims to measure students' cognitive abilities, including numeracy skills. Students with low numeracy skills can be affected by not being used to working on MCA-type problems. This study aims to develop MCA items on algebra that meet valid, practical, and effective criteria using the Tessmer model, including preliminary, self-evaluation, expert reviews, one-to-one, small group, and field test stages. The subjects in this study were 36 Year 7 students of one junior high school in Banda Aceh, Indonesia. The instruments used were validation sheets, practicality sheets, and student response problemnaires. The findings indicated that 15 MCA problems on algebra have met the validity, practicality, and effectiveness criteria. It shows teachers can use MCA items to train students' numeracy skills. Future researchers are expected to develop multiple problems within a single stimulus with more varied content and context; they will need to consider the novelty of the stimulus in real conditions in the field.
Development of Numeracy Problems with the Context of Bee Cultivation Activity for Junior High School Students Erni Maidiyah; Rahmadia Tiara Agusta; Rahmah Johar; Mimie Saputri; Dewi Andayani
Didaktik Matematika Vol 10, No 2 (2023): October 2023
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jdm.v10i2.34662

Abstract

The minimum competency assessment evaluates the numeracy skills of Indonesian students, aiming to facilitate the development of personal skills for self-improvement and contribute positively to society. The low numeracy skills among students are the lack of familiarity and infrequent practice in solving numeracy problems. This study aimed to determine the characteristics of numeracy problems with a context of biodiversity conservation using the Research and Development (RD) method by Tessmer. This model includes preliminary, self-evaluation, expert review, one-to-one, small group, and field tests. The subjects of this study were Year 7 students from one junior high school in Banda Aceh, Indonesia. This study developed were 20 problems. The validity data result of the questions is 0.88 with valid criteria, and the practicality data result of the questions is 89.7% with highly practical criteria. Furthermore, the potential effect is obtained from the average student score (75.39), indicating good criteria. It can be stated that numeracy questions with a context of bee cultivation activity met the valid and practical criteria, and have a potential effect. Therefore, teachers can use these questions as instruments to improve students' numeracy skills.
Implementing Problem-Based Learning to Enhance Students' Mathematical Proficiency in Primary School Ujiati Cahayaningsih; Mohamad Gilar Jatisunda; Dede Trie Kurniawan; Dede Salim Nahdi; Wulan Putri Utami; Rahma Halipah
Didaktik Matematika Vol 10, No 2 (2023): October 2023
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jdm.v10i2.32615

Abstract

Primary school students' mathematical proficiency is crucial to their academic progress. However, many students still struggle to understand math, especially fractions. This study examines how Problem-Based Learning (PBL) improves primary school students' mathematical proficiency. The study employed a quasi-experimental approach to investigate the effects of PBL academic achievement. The experimental group received PBL, while the control group received expository teaching. This study selected 54 students from two primary schools using purposive sampling. The experimental group consisted of 28 students, and the control group had 26. Students' mathematical proficiency was tested pre-and post-intervention.The findings reveal a significant improvement in mathematical proficiency in the experimental class exposed to PBL, as indicated by the independent samples t-test. The two-way ANOVA underscores the interaction influence of PBL and Early Mathematics Skills (EMS) factor on improving mathematical proficiency, supported by a high R-squared value (0.941). It suggests that PBL explains a substantial portion of the observed diversity in mathematical proficiency. The quasi-experimental approach has limitations, and the study shows that PBL improves mathematical proficiency. The study's quasi-experimental characteristics and potential lack of generalizability are acknowledged. While recognizing students' starting EMS, educators and policymakers should incorporate PBL into mathematics instruction, especially for complex concepts like fractions
Vocational High School Students Mathematical Communication: Auditory, Visual, and Kinesthetic Learners Mayang Purbaningrum; Wahyu Setyaningrum
Didaktik Matematika Vol 10, No 2 (2023): October 2023
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jdm.v10i2.31987

Abstract

Mathematical communication skills are essential in activating students' problem-solving abilities and activating excellent cognition. This study aims to analyze the mathematical communication skills conceived by vocational students on financial mathematics material according to auditory, visual, and kinesthetic learning styles. The study used descriptive qualitative with nine samples determined using a purposive sampling technique. Each learning style category comprised three quick, moderate, and slow students comprehending the given materials. The data were collected using a mathematical communication test and a learning style questionnaire. The obtained data were analyzed using Miles and Huberman's model. The results showed that students with an auditory learning style whose ability to comprehend material was quick and slow could complete mathematical communication indicators. In contrast, students with a moderate category could not complete the fourth indicator. Visual learners with quick material comprehension did not formulate situations mathematically, and all the categories did not comply with the fourth indicator. Kinesthetic learners with quick material comprehension could not complete the first and third indicators. The kinesthetic learner with slow comprehension could not fulfill the fourth indicator, while one in the moderate category could complete all mathematical communication indicators.
The Trigonometric Adaptive Worksheet Performance in Optimizing Trigonometric Thinking of Prospective Mathematics Teacher: Single Subject Research Usep Sholahudin; Rina Oktaviyanthi
Didaktik Matematika Vol 10, No 2 (2023): October 2023
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jdm.v10i2.33216

Abstract

The ability to think in trigonometry supports the understanding of trigonometry concepts, which still pose challenges for first-year university students, including prospective teachers. The Trigonometric Adaptive Worksheet is one of the student worksheets to optimize trigonometric thinking abilities. This research aimed to assess the performance of the Trigonometric Adaptive Worksheet on the trigonometric thinking abilities of prospective mathematics teachers. Quantitative descriptive research with a Single Subject Research method and a basic design of A (baseline) - B (intervention) was employed as the research approach. Three prospective mathematics teachers from three categories of high, moderate, and low mathematical abilities were selected as research subjects. The data related to changes in individual behavior regarding progress in trigonometric thinking abilities were analyzed using within-condition analysis and between-condition analysis procedures. Based on the single-subject data analysis of the three research subjects, it is evident that moderate and low subjects tend to benefit more from implementing the Trigonometric Adaptive Worksheet. These findings have important implications, suggesting adaptive worksheets can enhance individual learning outcomes by tailoring content to individuals' needs. The worksheet adaptability and personalization provide an opportunity to improve trigonometry instruction's effectiveness.
Characteristics of Mathematical Reversible Thinking in Junior High School Students Aneu - Pebrianti; Suhendra Suhendra; Elah Nurlaelah; Dadang Juandi
Didaktik Matematika Vol 10, No 2 (2023): October 2023
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jdm.v10i2.31820

Abstract

Reversible thinking is a mathematical competency that influences students' success in solving problems. Problem-solving is the core of mathematics education. This research aims to identify the characteristics of students' thinking in solving problems that require reversible thinking ability. A qualitative method with a case study approach was used in this research. The study used tests and interviews on 44 eighth-grade students in West Java, Indonesia. In-depth interviews were conducted with representative students whose answers were representative of the other students. All students' answers were analyzed using the thematic analysis software ATLAS.ti. According to the characteristic indicators of reversible thinking. This study found that junior high school students' ability in reversible thinking is not optimal. Some students who successfully solve problems are limited to using backward thinking processes rather than invertible ones. The other students still have difficulties constructing answers due to the limited context when students first learn the concept (problems with forward-thinking). Thus, this ability needs to be understood by students as one factor that supports the success of the problem-solving process.
Exploring Students Mathematical Understanding according to Skemps Theory in Solving Statistical Problems Christina Monika Samosir; Jarnawi Afgani Dahlan; Tatang Herman; Sufyani Prabawanto
Didaktik Matematika Vol 10, No 2 (2023): October 2023
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jdm.v10i2.32598

Abstract

Understanding a concept is not only for mastering the next concept. It is the foundational skill used to solve mathematical problems. This study aims to explore students' conceptual understanding.This research is qualitative research with phenomenology. The participants in this study consisted of 18 eighth-grade students from one of Bandung's private secondary schools. After the students were given the test, six students were selected as research subjects. This aims to ensure that data can be obtained thoroughly and comprehensively. Data collection techniques included tests, interviews, and observations, with research instruments comprising a test and an interview guideline. Data saturation has been achieved. The results of this study are as follows: 1) students with relational understanding are fewer in number than students with instrumental understanding. 2) students find it most difficult to use the interconnections of various mathematical concepts in solving problems. 3) students' difficulties are due to their lack of ability in the concept of basic operations and their lack of understanding of the problems. Therefore, teachers need to strengthen students' understanding of basic operations and the concepts of mean, mode, and median to effectively connect these concepts with their problems.
The Relationship between Mathematics Teachers TPACK and Students' Mathematical Resilience Anwaril Hamidy; Arista Wibowo
Didaktik Matematika Vol 10, No 2 (2023): October 2023
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jdm.v10i2.33346

Abstract

Previous research shows that teachers play a role in determining students' math resilience. However, there is still little research on the type of teacher competencies that support students' mathematical resilience. This study examines the effect of mathematics teachers Technological Pedagogical Content Knowledge (TPACK) on students' math resilience. This quantitative study involved 163 students from a junior high school and four senior high schools in the East Kalimantan region. Data was collected through questionnaires that measured mathematics teachers' TPACK from the student perspective and students math resilience. Information about the gender of respondents is also collected. Data were analyzed using multiple linear regression and moderated regression. The results exposed that the mathematics teachers TPACK significantly affected students' math resilience. The components of Pedagogical Knowledge and Technological Pedagogical Content Knowledge partially affect students' math resilience. However, the study found no moderation by student gender on the relationship between mathematics teachers' TPACK and students' math resilience. This study contributes significantly to understanding the role of mathematics teachers' TPACK in improving students' math resilience. The results can be a reference for related parties, especially in developing more effective mathematics teacher training and competency development programs.

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