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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 225 Documents
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Cover and Letter of Editor Cover and Letter of Editor
Didaktik Matematika Vol 12, No 2 (2025): October 2025
Publisher : Universitas Syiah Kuala

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Abstract

Malay Ethnomathematics Module Using Batik Nagori Kuansing for Elementary Geometry Dwi Miftahurrahmi Putri; Zetra Hainul Putra; Zariul Antosa; Yesi Martha Afrillia; Ayman Aljarrah
Didaktik Matematika Vol 12, No 2 (2025): October 2025
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jdm.v12i2.51754

Abstract

This study aims to develop and examine the effectiveness of a Riau Malay ethnomathematics-based learning module integrating the Batik Nagori Kuansing motif for elementary plane geometry instruction. The study employed a Research and Development approach using the ADDIE model, consisting of analysis, design, development, implementation, and evaluation stages. The modules validity was assessed by three expert validators and achieved an Aikens V index of 0.87, indicating a high level of validity. Practicality was evaluated through teacher and student questionnaires, with results showing highly practical categories, as reflected by teacher responses of 87.84% and student responses of 91.76%. To measure effectiveness, a pretestposttest design was implemented involving an experimental group and a control group. The results revealed a statistically significant improvement in the experimental groups learning outcomes after using the ethnomathematics-based module, while no significant improvement was observed in the control group. These findings demonstrate that the ethnomathematics-based module integrating Batik Nagori Kuansing motifs is valid, practical, and effective in enhancing elementary students understanding of plane geometry. The integration of culturally meaningful motifs supports students in connecting abstract geometric concepts with real-life cultural contexts. The developed module is therefore suitable for implementation in elementary mathematics learning.
Building Students' Creative Thinking: Problem-Solving in Project-Based Culturally Responsive Teaching Siti Inganah; Dwi Priyo Utomo; Baiduri Baiduri; Octavina Rizky Utami Putri; Retno Marsitin; Zulkifley Bin Mohamed
Didaktik Matematika Vol 12, No 2 (2025): October 2025
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jdm.v12i2.46838

Abstract

Students' problem-solving skills remains a challenge because mathematics instruction often emphasizes procedures over creativity and rarely incorporates students' cultural contexts. This study explores the impact of Project-Based Culturally Responsive Teaching (CRT) on students' creative thinking and problem- solving skill, as well as teacher's perceptions of cultural integration in mathematics instruction. This explanatory sequential design study involved a class of 15 eighth- grade students and a mathematics teacher. Data were collected through observations, project assignments, tests, and questionnaires. The results showed that students' creative thinking indicatorsfluency, flexibility, and originalitywere in the excellent category, while elaboration increased from 79.17 (good) to 87.5 (excellent). Furthermore, there was a significant improvement in students' problem- solving skills, with an average pre-test score of 49.33 increasing to 64.33 (p < 0.05). The teacher responded that project-based CRT helped students develop more effective problem-solving strategies. These findings suggest that project-based CRT can foster students' creative thinking and problem-solving skill in mathematics. Teachers are encouraged to design problem-solving activities that connect mathematical concepts to students' cultural experiences to foster deeper understanding and more equitable learning opportunities
Outside-In Blended Learning: A Transformative Approach to Developing Mathematical Critical Thinking Skills Asri Ode Samura; Arwan Muhammad Said; Rusdyi Habsyi; Ila Ali Rauf
Didaktik Matematika Vol 12, No 2 (2025): October 2025
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jdm.v12i2.47538

Abstract

Developing students mathematical critical thinking skills is essential for addressing complex problems in contemporary mathematics education. This study examines the effects, differences, and improvement levels of students mathematical critical thinking skills through the implementation of Outside-In Blended Learning and conventional instruction. A quasi-experimental method with a nonequivalent control group design was employed. The population consisted of eighth-grade students at State Junior High School 1 South Halmahera, Indonesia, with a total sample of 78 students. Data were collected using a mathematical critical thinking skills test and analyzed through inferential statistics. The findings indicate that both Outside-In Blended Learning and conventional instruction positively influenced students mathematical critical thinking skills. Through the Outside-In Blended Learning model, students engaged with contextual problems by observing, interpreting, and constructing solutions based on conceptual understanding reinforced during classroom discussion and reflection. In contrast, teacher-centered instruction provided fewer opportunities for exploration and reasoning. A clear gap emerged between the two groups, suggesting that conventional instruction does not fully optimize students potential for critical thinking, whereas Outside-In Blended Learning more effectively promotes analytical and reflective thinking. The improvement in students mathematical critical thinking after the implementation of Outside-In Blended Learning was categorized as moderate, with an N-gain score of 54.93. Overall, the Outside-In Blended Learning model offered a more comprehensive and contextual influence on students mathematical critical thinking development
Exploratory Study on the Formation of Trigonometric Concepts by High School Students Dini Wardani Maulida; Setiya Antara; Masduki Masduki
Didaktik Matematika Vol 12, No 2 (2025): October 2025
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jdm.v12i2.47443

Abstract

The students formation of mathematical concepts was still relatively weak. Data from the PISA showed that procedural skills still dominate students' conceptual understanding. The purpose of this study was to describe the students' concept formation in solving trigonometric problems. This study used a qualitative approach with a case study design. The subjects were three tenth-grade students from one of the high schools in the Boyolali district, Central Java. The instruments included trigonometric tests and in-depth interviews. Then the data was analyzed through reduction, presentation, and conclusion. The results showed that students with high trigonometric ability can fulfill all indicators of concept formation and connect trigonometric concepts with others. Furthermore, the student with medium trigonometric ability, although he can fulfill all the indicators of concept formation, has errors in the calculation process and unable to connect trigonometric concepts with other mathematical concepts. A student with low trigonometric ability is only able to perform simple solutions, and difficulties in connecting trigonometric concepts with others and explaining the steps of the solution. The implications of this study are the importance of pedagogical intervention in strengthening students' conceptual understanding and providing concrete experiences in trigonometry, especially for students with medium and low abilities.
E-Comic-Based Mathematics Learning: Its Effect on Logical Reasoning and Motivation among Students in Urban and Rural Areas Angesti Gita Kartika; Ali Shodikin
Didaktik Matematika Vol 12, No 2 (2025): October 2025
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jdm.v12i2.47423

Abstract

Many junior high school students perceive mathematics as a difficult subject due to the use of instructional techniques that are less engaging and limited in context. As technology continues to develop, digital mediaincluding e-comicshave become innovative tools for enhancing students motivation and logicalmathematical reasoning. This quasi-experimental study involved 100 eighth-grade students from both an urban school in Surabaya, the capital city of East Java Province, and a rural school in JiwanMadiun, one of the districts in East Java, using a pretestposttest control group design, using a pretestposttest control group design. The experimental and control group from each location as the samples. A questionnaire to measure the students motivation and mathematics logical reasoning questions to assess logical-mathematical reasoning are the instrument. Statistical analysis included regression, Pearson correlation, and ANOVA test. The effect size (R = 0.466) demonstrated the strength of the model. The results revealed that e-comic-based learning significantly improved students motivation and logical- mathematical reasoning, with greater effects observed in urban schools. Furthermore, there was a moderately positive correlation between learning motivation and logical-mathematical reasoning abilities (r = 0.587). These findings suggest that integrating e-comics can effectively enhance learning outcomes while bridging urban-rural educational gaps
Examining the Predictive Role of School Climate on Mathematical Efficacy: Insights from Indonesian PISA 2022 Data Tarmidi Tarmidi; Maria Theresa Hutapea; Muhammad Rozan Alfarisi
Didaktik Matematika Vol 12, No 2 (2025): October 2025
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jdm.v12i2.46073

Abstract

Mathematics is a key discipline across many fields; however, data indicate that students' mathematical competence in Indonesia remains below optimal levels. One potential factor influencing this competence is students' self-efficacy in mathematics. Schools play a critical role in fostering a positive climate that enhances students' mathematics self-efficacy. This study examines the influence of school climate on students' mathematics self-efficacy in Indonesia, utilizing secondary data from the PISA 2022 dataset. The sample includes 13,439 Indonesian students, selected through a stratified proportional random sampling method. Data collection was conducted using a PISA-developed scale, tested for validity and reliability. Multiple linear regression analysis was employed, producing a significant model, F(4, 12,253) = 77.594, p < .00, R = .025. These results indicate that school climate has a substantial predictive role on variations in students' mathematics self-efficacy. Specifically, factors such as school belongingness, perceived safety, and evaluation of safety risks partially influence mathematics self-efficacy. However, experiences of bullying showed no significant effect. The findings highlight the critical role of students' psychological perceptions of their school environment in shaping their self-efficacy in mathematics, emphasizing the importance of fostering positive school climates to support students' academic success.
Students Learning Processes on Measures of Central Tendency in Senior High School Classrooms Based on the Theory of Didactical Situations Wulan Putri Utami; Mohamad Gilar Jatisunda
Didaktik Matematika Vol 12, No 2 (2025): October 2025
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jdm.v12i2.48250

Abstract

In the current data-driven society, developing a deep understanding of statistical concepts is essential for students to interpret and communicate quantitative information effectively. This study explores how students construct a sense of the measures of central tendencymean, median, and modethrough interactions within didactical situations designed according to the Theory of Didactical Situations (TDS). Using an exploratory case study, sixteen tenth-grade senior high school students participated in two instructional sessions structured around five TDS phases: devolution, action, formulation, validation, and institutionalisation. Data were collected through observations, video recordings, written work, and field notes, and analyzed using deductive content analysis guided by the TDS framework. The findings reveal that learning structured around TDS phases fosters the emergence of intuitive strategies and promotes conceptual understanding of mean, median, and mode. Students gradually shifted from procedural computation toward reflective reasoning and contextual interpretation. This study contributes to mathematics education by demonstrating how TDS-based instruction can foster epistemic autonomy and conceptual growth in statistical learning
Development of Learning Media Based on Scratch Educational Games for Straight Line Equation Jarilla Syahdita Azza Nehro Al Amirus Salma; Indah Wahyuni
Didaktik Matematika Vol 12, No 2 (2025): October 2025
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jdm.v12i2.47205

Abstract

Rapid technological developments in the 21st century have encouraged the use of digital media in mathematics learning. Using technology-based interactive learning materials is one way to enhance student learning results. This study was conducted at a public junior high school in Rambipuji, Jember, East Java, Indonesia, to develop and test Fly and Count, a Scratch-based learning medium that is valid, practical, and effective in enhancing learning outcomes. The ADDIE development model, which comprises the phases of analysis, design, development, implementation, and evaluation, was applied in this study. A validation sheet, a practicality questionnaire, and a learning outcome test on the subject of straight line equation were among the tools utilized. The results showed that the media was highly valid according to subject matter experts (87.14%) and valid according to media experts (66.66%). The practicality test showed very practical responses from teachers (88%) and students (90.33%). The effectiveness test showed an increase in student learning outcomes with an N-Gain score of 0.69 (moderate category). Thus, Fly and Count is declared valid, practical, and effective for use as a learning medium for straight line equation.
Developing Worked Examples to Strengthen Mathematical Communication Skills in Teaching Statistics Bertha Oktavika Sembiring; Sugiman Sugiman
Didaktik Matematika Vol 12, No 2 (2025): October 2025
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jdm.v12i2.47785

Abstract

Mathematical communication skills are an essential part of mathematics learning; however, numerous studies have found that students' abilities in this area remain at a low to moderate level across various mathematical topics. This study aims to design and present worked examples that support mathematical communication skills, particularly in the context of measures of central tendency and data dispersion. This study employed a Research and Development approach, utilizing the Analysis, Design, Development, Implementation, and Evaluation (ADDIE). The participants consisted of five Year 8 students who had not yet studied the topic. Data were collected through open-ended interviews, paper-based tests, and expert validation sheets. The developed worked examples were validated by three experts based on content, construction, and linguistic criteria. The validation results indicated that the worked example met both face and logical validity criteria. The ADDIE cycle was completed after the Evaluation stage, during which the result of the limited trials showed that more than 80% students achieved the minimum score in solving the paired problem. These findings indicated that worked examples designed with self-explanation prompts and contextual variations can facilitate students' mathematical communication skills, especially in understanding and expressing mathematical ideas through multiple representations

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