cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Rahmah Johar
Contact Email
rahmahjohar@usk.ac.id
Phone
-
Journal Mail Official
jurnal.jdm@usk.ac.id
Editorial Address
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
Location
Kab. aceh besar,
Aceh
INDONESIA
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 11, No 1 (2024): April 2024" : 10 Documents clear
Students' Creative Thinking Skills in Solving Linear Equation Problems through Contextual Teaching and Learning Ani Retno Sari; Kana Hidayati
Didaktik Matematika Vol 11, No 1 (2024): April 2024
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jdm.v11i1.36950

Abstract

Creative thinking skills are among those that need to be developed in 21st-century learning. Students' creative thinking skills can be improved through CTL, which provides opportunities to explore the relationship between mathematics and the real world. This research aims to determine the application of CTL to enhance students' creative thinking skills in solving linear equation problems. This research used a mixed-methods approach with a sequential explanatory design. The study was conducted with a class of seventh-grade students at a middle school in Yogyakarta. The research subjects consisted of 32 seventh- grade students. The research results show a difference in students' average creative thinking skills in solving linear equation problems before and after implementing CTL. Students' creative thinking skills in the high and medium categories meet the indicators. Meanwhile, students with low creative thinking skills still need help creating mathematical models and solving problems. Further research is required to explore how CTL can be focused on improving the creative thinking skills of students with low levels of ability.
Development of E-Worksheets Using Contextual Teaching and Learning to Increase Students' Critical Mathematical Thinking Lestari Roswahyuliani; Radifan Irsaly Ruchiyat; Wawat Mugiawati; Wahyu Hidayat
Didaktik Matematika Vol 11, No 1 (2024): April 2024
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jdm.v11i1.33116

Abstract

This study aims to develop e-worksheets using contextual teaching and learning to improve students' critical mathematical thinking. The method used in developing e-worksheets was design research. The research data were obtained through validation questionnaires, student responses, and critical mathematical thinking skills tests. The research subjects used were 36 Year 10 students in one of the public high schools in West Bandung Regency. Based on the results of data analysis, the validation results obtained were 3.6 with valid criteria, and student responses about practicality obtained 'very practical' criteria with an average percentage of 86%. The product's effectiveness is said to be 'Very Good' with an average score of 80.75 from the students' post-test. The increased students' critical thinking resulted in the Moderate criteria with an N-Gain of 0.66. E-worksheets with contextual teaching and learning are feasible and can improve students' critical mathematical thinking skills on the comparison of trigonometric function.
Students Collaboration and Creative Mathematical Thinking Skills in Problem-Based Learning Using Numeracy Problems Nora Nurhalita; Meryansumayeka Meryansumayeka; Scristia Scristia; Muhammad Yusup
Didaktik Matematika Vol 11, No 1 (2024): April 2024
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jdm.v11i1.36721

Abstract

Collaboration and creative mathematical thinking are important for students. However, students' collaboration and creative mathematical thinking skills are still low because students are not used to collaborating or investigating the problem-solving process. This research aims to determine students' collaboration and creative mathematical thinking skills in the 10th grade in Problem-Based Learning using numeracy problems. This research was carried out on 25 vocational school students majoring in accounting in Palembang, Indonesia. The research method used was a mixed method. The results of research on students' collaboration skills show that most of the students are in the excellent category. Students can fulfill respect for others and commitment indicators, but the indicators of deliberation and participation are rarely fulfilled. The research results on students' creative mathematical thinking skills show that 80% are in the very good category, 16% are in the good category, and others are in the pretty good category. Students can fulfill three indicators, fluency, originality, and elaboration, but flexibility is rarely fulfilled. Creative thinking skills of students need to improve.
Algebraic Thinking Ability of Junior High School Students in Solving Linear Equations Problems Husnul Khatimah Rusyid; Didi Suryadi; Jarnawi Afgani Dahlan; Tatang Herman
Didaktik Matematika Vol 11, No 1 (2024): April 2024
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jdm.v11i1.36622

Abstract

Algebraic thinking ability are important for students to master and use algebraic concepts in various situations. Students with good algebraic thinking ability will find it easier to solve real-world problems and understand more abstract mathematical concepts. This study aims to describe students' algebraic thinking ability on linear equation material. Thus, the type of research used is phenomenology with a qualitative descriptive approach. The participants in this study consisted of 37 students; six students with heterogeneous abilities (high, medium, low) were then selected. The research subjects were determined by purposive sampling based on the pattern of answers representing the phenomenon that occurred. Data were collected using algebraic thinking ability tests and interviews to fulfill the validity of the data. The results showed that: 1) students with high algebraic thinking ability can use all indicators of algebraic thinking well. 2) students with medium algebraic thinking ability have difficulty in the indicators of analytical thinking, modeling, and dynamic thinking. 3) students with low algebraic thinking ability have difficulty in all indicators of algebraic thinking, namely generalization, modeling, abstraction, analytical thinking, dynamic thinking, and organization. So, teacher efforts are needed to provide students with an understanding of algebraic thinking so that students can solve math problems well.
Characteristic of Video Clips of Preservice Mathematics Teachers Ability to Notice Liza Indriyani; Rahmah Johar; Cut Morina Zubainur; Hannah-Charis O. Walker
Didaktik Matematika Vol 11, No 1 (2024): April 2024
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jdm.v11i1.34138

Abstract

Noticing is the teacher's ability to pay attention to critical moments during learning. The noticing ability of preservice mathematics teachers can be trained by watching video recordings of teaching practices. However, there are limited video clips that can be used as teaching materials to develop the noticing abilities of preservice mathematics teachers. Therefore, this study aims to identify the characteristic of preservice mathematics teachers ability to notice. Video clips consist of a series of significant moments to observe. This research used a survey of moments in video recordings of preservice mathematics teachers when noticing their students' thinking in the learning process. The data analysis was based on learning video clips, containing the complexity of noticing problems related to the preservice mathematics teachers ability. The results indicated that the identified video clips, recordings of classroom interactions, featured teacher activities such as asking, guiding, responding, and assisting students. However, the preservice teachers demonstrated a low ability to notice, particularly in the interpreting and shaping aspects. These video clips, specifically those that highlight these teacher activities, can be utilized as learning tools in teacher development programs to enhance preservice teachers' noticing skills, especially in interpreting and shaping aspects.
Kotobee-Assisted Means-End Analysis Learning: Impact on Algebraic Reasoning Abilities Reviewed From Students' Cognitive Stage Aflich Yusnita Fitrianna; Anik Yuliani; Anisatul Farida; Nor Syazwani Mohd Rasid
Didaktik Matematika Vol 11, No 1 (2024): April 2024
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jdm.v11i1.36729

Abstract

The Indonesian curriculum emphasizes tailored learning based on students' developmental stages and achievement levels, focusing on cognitive development, particularly in algebraic reasoning, which is very important for students' overall cognitive maturation. This study aimed to determine the effect of the implementation of the learning model and students' cognitive stage on algebraic reasoning ability. The study was conducted using quantitative research with a post-test design to achieve the research objective. Two classes were taken as samples from one of the high schools in West Bandung Regency. The instruments used were the Test of Logical Thinking (TOLT) to categorize students into students' cognitive stage groups and algebraic reasoning test instruments to determine the achievement of algebraic reasoning ability. Data analysis was done using statistical tests, including a normality test, homogeneity test, and two-way ANOVA test. The results are: there is an effect of implementing the Means-End Analysis (MEA) learning model supported by Kotobee on algebraic reasoning; there is an effect of students' cognitive stage on algebraic reasoning; and there is no interaction effect of students' cognitive stage and implementation learning model on algebraic reasoning ability. Further research on other mathematical skills using the Kotobee-based MEA learning model is needed.
Students Mathematical Literacy through Ethnomathematics-based Learning Suci Maulina; Junaidi Junaidi; Mahyatun Nufus; Nanda Rizka Maulida
Didaktik Matematika Vol 11, No 1 (2024): April 2024
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jdm.v11i1.35676

Abstract

Mathematical literacy is one of the 21st-century skills students need to have. However, the PISA 2022 results revealed that Indonesian students' mathematical literacy decreased. Therefore, the government suggests that teachers integrate literacy activities in the teaching and learning process, including mathematics learning. This study integrated ethnomathematics of Aceh culture as an attempt to develop students mathematical literacy. This study intends to describe students mathematical literacy through ethnomathematics-based learning in two school settings: suburban and rural. This study employed a descriptive method. The participants involved 42 Grade 10 students from suburban and rural high schools in Pidie Regency, Indonesia, selected by the purposive sampling technique. Data were collected from students' written answers to the problems listed in the worksheet and analyzed descriptively. The finding revealed that, overall, the mathematical literacy of suburban school students surpassed that of rural school students. Among the mathematical literacy aspects, employing received the highest score, and interpreting got the lowest for both schools. The implications of this study are discussed further in this paper.
How High School Students Solve Proportional Reasoning Problem? Ahmad Zulfa Khotimi; Sufyani Prabawanto; Al Jupri
Didaktik Matematika Vol 11, No 1 (2024): April 2024
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jdm.v11i1.36458

Abstract

This research is motivated by the phenomenon of students' difficulties in solving proportional reasoning problems and the lack of proportional reasoning research at the high school level. This research aims to describe in depth the ability of high school students to solve proportional reasoning problems and learning obstacles that may occur. The method used is qualitative with a case study approach. The research subjects involved were 5 students from grades 10 to 12. The instruments used were tests and interview guides. The research results showed that there were 4 mistakes made by students in solving proportional reasoning problems, namely (1) Using the additional strategy in solving proportional reasoning problems; (2) Not being able to solve problems of indirect proportion; (3) Using multiplication strategies in solving non-proportional problems; and (4) Not being able to compare ratios. Concerning learning obstacles, there are 2 types of learning obstacles that are indicated to be experienced by students, namely epistemological obstacles and ontogenic obstacles. The results of this research can be used as a basis for carrying out further research in the form of research that designs learning flows and/or learning designs that can develop students' proportional reasoning abilities.
Development of Mathematics Teaching Modules Based on Differentiated Instruction to Stimulate Student Engagement Sadrack Luden Pagiling; Anis Munfarikhatin; Irmawaty Natsir; Ayulia Rombe Ma'dika
Didaktik Matematika Vol 11, No 1 (2024): April 2024
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jdm.v11i1.36525

Abstract

Student engagement is one of the students predictors for achieving more robust performance in mathematics, and it can be promoted by differentiated instruction. Therefore,this research aimed to develop a valid, practical, and effective mathematics module based on differentiated instruction to stimulate student engagement. Employing the ADDIE model, the research was conducted at one lower secondary school involving 22 eighth-grade students. We collected data through validity assessment sheets to test validity, teacher and student response questionnaires to test practicality, and student engagement observation sheets to test the practicality of teaching modules. The validity of the module was confirmed through V-Aikens method, proving that the module satisfied the valid category. Findings demonstrate that modules are in the valid category and are very practical categories in the teacher response and the student response questionnaire. In addition, this module effectively stimulates student engagement in cognitive, behavioral, and emotional engagement logically, with the results of the observation sheet of student engagement in the engaged and very engaged categories. Thus, the mathematics teaching module based on differentiated instruction is declared valid, practical, and effective in stimulating student engagement.
Enhancing Students Numeracy Skills in Solving Probability Problems through Realistic Mathematics Education Edi Susanto; Ali Mahmudi; Chhorn Sereyvuth
Didaktik Matematika Vol 11, No 1 (2024): April 2024
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jdm.v11i1.36712

Abstract

Numeracy skills can help students to solve everyday problems. The low numeracy skills of students are caused by not understanding the problem, lack of strategy, and obstacles to evaluating and interpreting the solution to the context. The teacher needs to implement the learning process by using the RME approach, which uses local context and facilitates activity to think mathematically. This study aims to investigate the RME approach in enhancing numeracy skills and to describe the numeracy skills of students in solving problems according to numeracy indicators. The explanatory sequential mixed methods were used to analyze data from tests and interviews. The research subjects were 32 Grade 8 students, and four selected students chose to do the interviews based on each numeracy skills category. The results show a significant difference between the average numeracy skills of students before and after learning with the RME approach. Students with proficient, competent, and basic competencies fulfill the numeracy indicators. Meanwhile, students who need special intervention still have difficulty modeling problems into mathematical representations, incorrectly use the concept of probability, have inappropriate problem-solving strategies, and cannot interpret mathematical solutions in the form of arguments.

Page 1 of 1 | Total Record : 10

 1 

Filter by Year

2024 2024


Reset
Filter By Issues
All Issue Vol 12, No 2 (2025): October 2025 Vol 12, No 1 (2025): April 2025 Vol 11, No 2 (2024): OCTOBER 2024 Vol 11, No 1 (2024): April 2024 Vol 10, No 2 (2023): October 2023 Vol 10, No 1 (2023): April 2023 Vol 9, No 2 (2022): OCTOBER 2022 Vol 9, No 1 (2022): April 2022 Vol 8, No 2 (2021): Jurnal Didaktik Matematika Vol 8, No 1 (2021): Jurnal Didaktik Matematika Vol 7, No 2 (2020): Jurnal Didaktik Matematika Vol 7, No 1 (2020): Jurnal Didaktik Matematika Vol 6, No 2 (2019): Jurnal Didaktik Matematika Vol 6, No 1 (2019): Jurnal Didaktik Matematika Vol 5, No 2 (2018): Jurnal Didaktik Matematika Vol 5, No 1 (2018): Jurnal Didaktik Matematika Vol 4, No 2 (2017): Jurnal Didaktik Matematika Vol 4, No 1 (2017): Jurnal Didaktik Matematika Vol 3, No 2 (2016): Jurnal Didaktik Matematika Vol 3, No 1 (2016): Jurnal Didaktik Matematika Vol 2, No 2 (2015): Jurnal Didaktik Matematika Vol 2, No 1 (2015): Jurnal Didaktik Matematika Vol 1, No 2 (2014): Jurnal Didaktik Matematika Vol 1, No 1 (2014): Jurnal Didaktik Matematika More Issue