Jurnal Didaktik Matematika
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
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225 Documents
<![CDATA[Peningkatan Lapisan Pemahaman Konsep Luas Bangun Datar Mahasiswa melalui Model Pembelajaran PRAKTAK ]]>
<![CDATA[Viktor Sagala]]>;
<![CDATA[Ahmad Hatip]]>
<![CDATA[ Didaktik Matematika Vol 5, No 2 (2018): Jurnal Didaktik Matematika ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/jdm.v5i2.11898
<![CDATA[The objective of this study was to describe the increase in the prospective student teachers conceptual understanding of the area of plane geometry by applying the practicum-axiomatic learning model (PRAKTAK). The PRAKTAK learning model is a combination of practicum and axiomatic methods in learning of proving the area of plane geometry. The evaluation was carried out using a modified Pirie-Kieren model of the layers of concept understanding hypothesized in 1994 and developed by cognitive psychology experts from 2002 to 2017. The research subjects were third-semester students of the Mathematics Study Program at FKIP Unitomo Surabaya. A set of questions is administered to the subjects after participating in learning using the PRAKTAK model, followed by an interview. The data of worksheets and interview transcripts were analyzed qualitatively. The results showed that before the implementation of PRAKTAK learning model, the understanding layer of subjects satisfied the first to fourth layers, namely primitive knowing, image making, having images and property noticing. After the implementation of PRAKTAK learning model, the understanding layer of the subjects increased, fulfilling the fifth and half of the sixth layer, namely formalizing and observing. Thus, the subjects met the semi observing layer. The PRAKTAK model can be applied in a geometry learning, and the modified Pirie-Kieren understanding model can be employed as an alternative evaluation tool.]]>
<![CDATA[Profil Berpikir Siswa dalam Menyelesaikan Soal Sistem Persamaan Linear ]]>
<![CDATA[K. Ayu Dwi Indrawati]]>;
<![CDATA[Ahmad Muzaki]]>;
<![CDATA[Baiq Rika Ayu Febrilia]]>
<![CDATA[ Didaktik Matematika Vol 6, No 1 (2019): Jurnal Didaktik Matematika ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/jdm.v6i1.12200
<![CDATA[This research aimed to describe the thinking process of students in solving the system of linear equations based on Polya stages. This study was a descriptive qualitative research involving six Year 10 students who are selected based on the teacher's advice and the initial mathematical ability categories, namely: (1) Students with low initial mathematics ability, (2) Students with moderate initial mathematics ability, and ( 3) students with high initial mathematics ability categories. The results indicated that students with low initial mathematical ability category were only able to solve the two-variable linear equation system problems. Students in the medium category of initial mathematics ability and students in the category of high initial mathematics ability were able to solve the problem in the form of a system of linear equations of two variables and a system of three-variable linear equations. However, students found it challenging to solve problems with complicated or unusual words or languages.]]>
<![CDATA[Kesalahan Mahasiswa dalam Pembuktian Matematik ]]>
<![CDATA[Rezky Agung Herutomo]]>
<![CDATA[ Didaktik Matematika Vol 6, No 1 (2019): Jurnal Didaktik Matematika ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/jdm.v6i1.13262
<![CDATA[Proofs are the key component in mathematics and mathematics learning. But in reality, there are still many students who make errors when constructing mathematical proofs. Therefore this study aimed to identify common errors when the students are constructing mathematical proofs. The participant of this study was 51 of 3rd year students of Mathematics Education Department who enrolled in Real Analysis course in the second semester of the 2017/2018 academic year. The data of the study were obtained by conducting a test consisting of five questions and interview guidelines. The errors identified in this study were (1) proving general statements using specific examples, (2) inappropriate algebraic manipulation in mathematical induction, (3) incorrect reasoning and assumptions in proving with contradictions, and (4) reasoning errors involving natural numbers in mathematical induction. Hence, further study can be developed learning models that promote the conceptual understanding, logical reasoning, and mastery of mathematical proof techniques.]]>
<![CDATA[Kecerdasan Logis Matematis Siswa melalui Model Pembelajaran Berbasis Proyek di SMA ]]>
<![CDATA[Decy Pramita Sari Yusna]]>;
<![CDATA[Bahrun Bahrun]]>;
<![CDATA[M. Duskri]]>
<![CDATA[ Didaktik Matematika Vol 6, No 1 (2019): Jurnal Didaktik Matematika ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/jdm.v6i1.9607
<![CDATA[This research aimed is to describe students' logical-mathematical intelligence through project-based learning. This study was descriptive qualitative research. Participants in this research are students of class XI school in Meulaboh for one class that is class XI-1. The data is students answer that was obtained from the logical-mathematical intelligence test. The data collected by using multiple intelligence tests and student answers results obtained from the task of logical-mathematical intelligence during the project-based learning process. The results show that in general logical-mathematical intelligence during project-based learning each group meets a minimum of four out of five aspects of logical-mathematical intelligence. Thus, the logical-mathematical intelligence of students developing after the implementation of the project-based learning.]]>
<![CDATA[Keterampilan Berfikir Siswa SMP dalam Menyelesaikan Soal Matematika Ditinjau dari Kemampuan Number Sense ]]>
<![CDATA[Lilik Setyaningsih]]>;
<![CDATA[Arta Ekayanti]]>
<![CDATA[ Didaktik Matematika Vol 6, No 1 (2019): Jurnal Didaktik Matematika ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/jdm.v6i1.11699
<![CDATA[This research aimed to describe the students thinking skills of each number sense category in solving mathematics problems. This study used a qualitative descriptive approach and involved one class of Year 7 students in one of junior high school in Ponorogo, Indonesia. Data collection involved test and non-test. The instruments were number sense ability test and mathematics problems including six cognitive categories. Data analysis included collecting data, reducing data, analyzing data and drawing conclusions. The results showed that students who had low number sense ability were classified as Lower Order Thinking Skill (LOTS) level. In this category, students can only solve mathematics problem involving remembering and understanding categories. While the students with medium number sense ability also identified at LOTS level. In this category, students can only solve the problem involving applying category. Furthermore, the students who had a high number sense ability were classified as Higher Order Thinking Skill (HOTS) level. In this category, students can solve the mathematics problem involving analyzing) and evaluating categories.]]>
<![CDATA[Kemampuan Berpikir Kreatif Matematis Siswa melalui Model Pembelajaran Brain-Based Learning ]]>
<![CDATA[Cut Ardhilla Putri]]>;
<![CDATA[Said Munzir]]>;
<![CDATA[Zainal Abidin]]>
<![CDATA[ Didaktik Matematika Vol 6, No 1 (2019): Jurnal Didaktik Matematika ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/jdm.v6i1.9608
<![CDATA[The students' mathematical creative thinking ability is still low and lacks attention in the implementation of mathematics learning. This issue requires an attempt to address the problem. One of the efforts that can be done by teachers to develop creative thinking ability is by applying a Brain-Based Learning model of learning. This study aims to describe the development of students' mathematical creative thinking ability through Brain-Based Learning model. This research employed a qualitative approach. Participants were six students selected from 30 students of class VIII-1 in SMP Negeri 19 Percontohan Banda Aceh. The instruments used in this research are creative thinking ability test and interview guide. The results showed that the ability of students' mathematical creative thinking through Brain-Based Learning model developed. The development of students' creative thinking ability in each indicator is different. The students' mathematical creative thinking abilities for indicators of fluency and flexibility develop at each session. For indicators of originality and elaboration, there was a decrease in the second session but increased for the next one.]]>
<![CDATA[Mathematical Abstraction of Year 9 Students Using Realistic Mathematics Education Based on the Van Hiele Levels of Geometry ]]>
<![CDATA[Heris Hendriana]]>;
<![CDATA[Nelly Fitriani]]>
<![CDATA[ Didaktik Matematika Vol 6, No 1 (2019): Jurnal Didaktik Matematika ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/jdm.v6i1.13285
<![CDATA[Previous research regarding abstraction has not discussed abstraction qualitatively based on van Hiele levels. Thus, it is necessary to study abstraction analysis based on van Hiele levels through Realistic Mathematics Education (RME) approach. The purpose of this research was to analyze mathematical abstraction based on van Hiele levels of geometry (VHLG) through RME and traditional learning approach reviewed from the levels of prior knowledge. This research employed a descriptive qualitative method involving Year 9 junior high school students as the subjects. The instruments were a mathematical abstraction test, van Hiele geometry test, and interview guidelines. The results of the high- and medium-ability students in the classroom using RME approach showed that VHLG was at the Deduction level and the abstraction ability was dominated by Empirical and Reflective Abstraction, whereas the low-ability students are at the level of Abstraction, they had imperfect Empirical and Reflective Abstraction. As for the high-ability students in the traditional learning classroom, the VHLG was at the level of Abstraction; their Reflective Abstraction was at the Representation level. While concerning the low- and medium-ability students, the VHLG was at the Analysis level; they mastered the Reflective Abstraction at the level of Recognition. This study indicates that the RME approach can trigger the development of mathematical abstraction, and accelerate the van Hiele levels of geometry progress.]]>
<![CDATA[Peningkatan Kemampuan Pemecahan Masalah dan Berpikir Kritis Matematis Siswa melalui Pendekatan Metakognitif ]]>
<![CDATA[Ainuna Fasha]]>;
<![CDATA[Rahmah Johar]]>;
<![CDATA[M. Ikhsan]]>
<![CDATA[ Didaktik Matematika Vol 5, No 2 (2018): Jurnal Didaktik Matematika ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/jdm.v5i2.11995
<![CDATA[Mathematical problem solving and critical thinking is two skills that need to be improved through learning mathematics. Metacognitive approach is one approach to improve them. This study aims to examine differences in the improvement of problem solving skills and mathematical critical thinking between students who get learning with a metacognitive approach and students who get conventional learning. This research is an experimental study with a pre-test post-test control group design research design. The population was all students of class XI of SMAN 3 Banda Aceh by taking samples of two classes, namely the experimental class and the control class through purposive sampling technique. Data collection was carried out using problem solving ability tests and mathematical critical thinking tests. Data analysis used t-test and analysis of variance. The results show that overall the improvement of students' mathematical problem solving and critical thinking skills that are learning with a metacognitive approach are better than students who obtain conventional learning, and there is an interaction between learning approaches and student ratings on mathematical problem-solving abilities]]>
<![CDATA[Pengembangan Lembar Self-Assessment untuk Meningkatkan Kemampuan Pemecahan Masalah Siswa SMP melalui Pendekatan Saintifik ]]>
<![CDATA[Ismi Amalia Sari]]>;
<![CDATA[Yusrizal Yusrizal]]>;
<![CDATA[M. Duskri]]>
<![CDATA[ Didaktik Matematika Vol 5, No 2 (2018): Jurnal Didaktik Matematika ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/jdm.v5i2.11975
<![CDATA[Students ability to solve mathematics problems, especially problem-solving questions, is still relatively low despite the 2013 curriculum requiring students to be able to solve such questions and expecting the learning process to apply a scientific approach. This learning process requires students to be more engaged and teachers to facilitate students experiencing difficulties during the learning process. However, teachers have a little knowledge of the difficulties experienced by students in the learning process because the learning process conducted in the classroom does not provide enough information concerning the students difficulties. Students self-assessment can help students in identifying their difficulties, and the teacher can choose the right strategies to overcome them. Therefore, it is necessary to develop learning instruments encouraging students to engage more in assessing their abilities which in turn improving their problem-solving abilities.This study aimed to develop and produce the valid, practical and effective self-assessment sheet and student worksheet to improve students problem-solving skills employing scientific approach. This study was development research referring to the Dick and Carey model. The learning instruments trials were conducted at one of the junior high schools in Banda Aceh. The results of the study found that the self-assessment sheet and student worksheet employing the scientific approach satisfied the criteria of being valid, practical and effective. Thus, teachers and students can use this self-assessment sheet and worksheet to improve the quality of learning in schools.]]>
<![CDATA[Pengaruh Pendekatan Pembelajaran Konstruktivisme dan Self-Efficacy Siswa terhadap Kemampuan Komunikasi Matematis Siswa ]]>
<![CDATA[Amin Asri Yati]]>;
<![CDATA[Jefri Marzal]]>;
<![CDATA[Yantoro Yantoro]]>
<![CDATA[ Didaktik Matematika Vol 5, No 2 (2018): Jurnal Didaktik Matematika ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/jdm.v5i2.11019
<![CDATA[This study concerned on the influence of constructivism and student self-efficacy approach to mathematical communication. The ability of mathematical communication and self-efficacy of student-controlled students is very important for students. This research sought to examine (1) the influence of learning approach of constructivism to mathematical communicative ability, (2) the influence of student self-efficacy toward student's mathematical communication ability, (3) influence of constructivism and student self-efficacy approach to students' mathematical communication ability. This is a quantitative research employing the pretest-posttest non-equivalent control group design, the population in this study is all Year 7 students of junior high school. Data collection was done by student mathematical communication skills test and student self-efficacy attitude scale. This study found that the use of constructivism and self-efficacy approach significantly influence students' mathematical communication skills and there is no interaction between students mathematical communication skills and self-efficacy using the constructivism learning approach.]]>
