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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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Development of a Mathematics Module Based on The Huma Betang Context for Teaching Polyhedra Putri Sasalia; Sry Rita Puspitasari; Demitra Demitra; Loy Cindy Br. Milala
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.v12i2.42413

Abstract

Abstract. The teaching module is a very important component in the learning process. A good teaching module will affect the learning process and results of students. A teaching module that provides a real context in accordance with the lives of students makes the learning process more meaningful. The real context raised in this study is the DAS, where rivers are the main natural resources for the people of Kalimantan, especially Central Kalimantan. Therefore, the researcher aims to develop a junior high school mathematics teaching module based on RME in the watershed environment. The research method uses a development method with the Dick Carey model, namely (1) Identify Instructional Goal, (2) Conduct Instructional Analysis; (3) Analyze Learners and Contexts; (4) Write Performance Objectives; (5) Develop Assessment Instruments; (6) Develop Instructional Strategy; (7) Develop and Select Instructional Materials; (8) Design and Conduct Formative Evaluation of Instruction; (9) Revise Instruction; (10) Design and Conduct Summative. The results of the study from the first to the seventh stages were obtained from three experts, namely the teaching module in the aspect of element quality obtained a high level of validity of 95%. The aspect of the characteristic module and the aspect of language obtained the same percentage, namely 85% high validity. The last aspect, PBL RME aspect, obtained a high level of validity of 88%. While in the Design and Conduct Formative Evaluation of Instruction, Revise Instruction, and Design and Conduct Summative stages, it was obtained from the results of 150 junior high school student responses, namely the response of students to the learning process using the flat-sided spatial geometry teaching module based on RME in the DAS environment, namely 62 out of 150 students or 41.3% of all students said that the teaching module obtained a fairly good category.
Mathematical Creativity Through Open-Ended Problems on Linear Equation One Variable Nathania Lestari; Sugiatno Sugiatno; Dian Ahmad
Didaktik Matematika Vol 12, No 1 (2025): April 2025
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jdm.v12i1.41232

Abstract

In solving problems and generating new ideas in mathematics, creativity is needed. However, the facts in Indonesia show that students' mathematical creativity is still in the low category. This situation is suspected because in Indonesia, students are less accustomed to solving open-ended problems to train their thinking skills. In addition, the availability of open-ended problems is still limited, making it difficult for teachers to provide open-ended problems for students. This research produced valid and practical open-ended questions to measure and even improve students' mathematical creativity. The research method applied was formative research development model (preliminary, self evaluation, prototyping, field test). Field test was conducted on 32 students of class VIII SMP Negeri 1 Sungai Raya. The developed open-ended questions successfully measured students' mathematical creativity on fluency, flexibility, and novelty indicators. The development results showed that the open-ended questions made were valid and practical, with 96.875% of students reaching the positive category towards the developed open-ended questions. Thus, the designed open-ended questions function well in measuring and even improving students' mathematical creativity.
Creating Numeracy Questions in Madurese Traditional Games Context: A Primary School Teachers Perspective Sitti Karimah Sulfiah; Nur Hasanah; Layli Nur Qudrati; Jauharotul Wadiah
Didaktik Matematika Vol 12, No 1 (2025): April 2025
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jdm.v12i1.42795

Abstract

This study used qualitative research and descriptive approach in accordance with the research objectives, namely describing the perceptions of elementary school teachers towards numeracy literacy in the context of traditional Madurese games. The instruments used were questionnaire of teachers' initial understanding, problem posing test and interview guideline. The questionnaire is used to find out the teacher's initial understanding of numeracy literacy and ethnomathematics and its implementation in learning, the problem possing test is used to see the teacher's ability to design numeracy literacy questions in the context of traditional Madurese games, and interviews are used to strengthen the data from filling out questionnaires and problem possing tests. The subjects in this study were grade 4, 5 and 6 teachers in elementary schools located in rural and urban areas. The results showed that there is no difference in understanding between rural and urban teachers regarding numeracy literacy, they can understand numeracy literacy and usually implement it in learning. However, for ethnomathematics, rural teachers cannot understand, both rural and urban teachers have never implemented ethnomathematics in learning. Finally, neither rural nor urban teachers can design numeracy literacy questions in the context of traditional Madurese games
Students Mathematical Creative Thinking and Learning Obstacles in Solving Ill-Structured Exponential Problems Tsania Rahmatin; Jarnawi Afgani Dahlan; Al Jupri
Didaktik Matematika Vol 12, No 1 (2025): April 2025
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jdm.v12i1.43834

Abstract

Mathematics, essential for fostering problem-solving skills, plays a critical role in education. However, the lack of creativity and flexibility among students in solving complex problems like ill-structured problems (ISPs) in exponential material indicates significant learning obstacles. This study aimed to identify and analyze the learning obstacles faced by senior high school students and explore their creative mathematical thinking abilities when addressing ISPs in exponents. Employing a qualitative descriptive method with a Didactical Design Research (DDR) framework, data were gathered through tests, observations, and semi-structured interviews. The study involved 40 purposively selected tenth-grade students from Bandung. Findings reveal that students excel in fluency but struggle with flexibility and originality. Learning obstacles include ontogenic (limited conceptual understanding), didactic (restricted instructional variety), and epistemological (context-dependent reasoning). These obstacles impede students' creative thinking development, especially in producing unique solutions and utilizing alternative approaches. The study concludes that addressing these obstacles requires innovative teaching strategies, such as problem-based learning and didactical designs emphasizing exploration and creativity. These strategies can enhance creative thinking in mathematics, benefiting students' adaptability in academic and real-world challenges. Future research should focus on implementing and refining such designs across various mathematical topics.
Improving Critical Thinking Skills through Mathematics Textbooks Integrated with a Challenge-Based Learning Model in a STEM Context Assisted by Quizizz Application Adi Satrio Ardiansyah; Eni Lestari; Karunia Ma’ariffatun
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.v12i2.41256

Abstract

The challenge to develop critical thinking skills resonates both for education in general or mathematics education. Developing a mathematics textbook that integrated Challenge based on STEM Context Learning assisted by Quizizz is an option to answer this challenge. Development research with the 4D model has been carried out with a focus on developing a product that is feasible, easy to understand, effective in improving critical thinking skills, and has a good response from students. Data was collected using interview techniques, questionnaires and tests which were then analyzed qualitatively, descriptive quantitatively, and a number of parametric statistical tests. The results show that the mathematics textbook that integrated Challenge based on STEM Context Learning assisted by Quizizz is feasible as seen from the average score of 92.66%, easy to understand as seen from the average score of 98%, effective in improving critical thinking skills as seen from the achievement of the research hypothesis, and has a good response from students as seen from the average score of 94.6%. Further implementation as a form of dissemination and adoption needs to be carried out by teachers in the classroom so that the challenge of developing critical thinking skills can be carried out properly
Strengthening Mathematics Teachers Subject Matter Knowledge for Teaching Critical Thinking through the SUPER-LS Fitriati Fitriati; Roslinda Rosli; Arif Hidayat; Cut Khairunnisak
Didaktik Matematika Vol 12, No 1 (2025): April 2025
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jdm.v12i1.43656

Abstract

Teaching critical thinking in mathematics classroom is challenging. Mathematics teachers need a strong foundation of subject matter knowledge (SMK) to be able to design and conduct a mathematics lesson focuses on critical thinking. However, this knowledge was found low among the teachers. A community learning play important role in overcome teacher problems. One of community learning plafform that can be used to facilitate teacher to strengthen their SMK is a school-university partnership mediated by lesson study (SUPER-LS) program. Thus, this study used the SUPER-LS program to facilitate mathematics teachers to develop their subject matter knowledge (SMK) and students critical thinking. The qualitative approach was used in this study involving 10 in-service teachers (ISTs) and 59 students. Lesson study artefacts were employed to collect data and analyzed using transcrib based lesson analysis and performance assessment of critical thinking scale. The study discovered that the SUPER-LS program can facilitate collaboration among ISTs to develop and strengthen their SMK with specialize content knowledge (SCK) appear dominant. In addition, students proficiency in each indicator of critical thinking ranged from level 1 to level 4. The majority of students had a proficiency level of 2 in each indicator. However, sustain SUPER-LS program is required to improve students critical thinking performance.
Exploring Teachers' Perceptions of Number Concepts and Arithmetic Operations in Elementary Education Rini Sulastri; Lia Ardiansari
Didaktik Matematika Vol 12, No 1 (2025): April 2025
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jdm.v12i1.42379

Abstract

This study explores elementary school teachers' understanding of the concept of number and arithmetic operations through a phenomenological approach. The purpose of this study is to explore and understand teachers' subjective experiences in interpreting and teaching these concepts, and to emphasize the importance of individual perspectives in shaping their understanding. Teachers' subjective experiences are considered crucial because they influence the way they teach and explain mathematical concepts to students, as well as shaping students' concept images. This study involved 10 elementary school teachers who were selected using purposive sampling techniques to ensure diversity in experience and educational background. Data analysis was conducted using the phenomenological thematic analysis method to identify key themes and patterns in teachers' experiences. The findings of the study revealed significant differences between teachers' understanding and scientific conceptions, referred to as Zone Concept Image Differences (ZCID). The conclusion of this study shows that teaching the concept of number and arithmetic operations is often constructed narrowly, thus not supporting the development of broader thinking in students.
A Commognitive Perspective: How Visual, Auditorial, and Kinesthetic Learners Solve Linear Programming Problem? Rolanza .; Rita Lefrida; Pathuddin .; Alfisyahra .
Didaktik Matematika Vol 12, No 1 (2025): April 2025
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jdm.v12i1.42163

Abstract

This study aims to explore students' commognitive processes in solving linear programming problems based on their learning styles. Conducted with three female students from Class XI MIPA 4 at SMAN 5 Palu, the study included one student each with visual, auditory, and kinesthetic learning styles. Data collection involved administering a learning style questionnaire and linear programming tasks (SBMPTN 2014 Code 663) that were linguistically validated to suit the students in Palu. Interviews were also conducted while the students worked on these tasks. Results indicate that the visual learner responded to problems in a detailed, repetitive, efficient, and accurate manner, demonstrating all four commognitive indicators. The main finding was the student's clear process in visualizing the problem. The auditory learner also responded well, demonstrating the four commognitive indicators but faced difficulties in the routine aspect, especially in transforming the problem into a narrative form, which is crucial for problem-solving. The kinesthetic learner showed clear, accurate responses and exhibited all four commognitive indicators, with a notable habit of using finger-pointing during explanations. However, limitations were observed in the narrative aspect, where the student relied more on physical experience than on logical, in-depth explanation.
Challenges and Readiness of VR and AI Integration in STEM-based Mathematics Education: A Case of Urban and Rural High Schools Cindy Indra Amirul Fiqri; Yus Mochamad Cholily; Mohammad Syaifuddin; Moh. Mahfud Effendi; Abdulkadir Rahardjanto
Didaktik Matematika Vol 12, No 1 (2025): April 2025
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jdm.v12i1.43850

Abstract

The integration of Virtual Reality (VR) and Artificial Intelligence (AI) in STEM-based mathematics learning offers significant potential to enhance students' comprehension of abstract concepts. This study aims to identify key infrastructure and technology readiness challenges and propose practical solutions. Using a qualitative research design, data were collected through in-depth interviews with ten teachers and 85 students from secondary schools and analyzed thematically. The results highlight three primary barriers: limited internet access, high hardware costs, and insufficient technical training. While students showed enthusiasm toward VR and AI, teachers expressed a lack of preparedness to utilize these technologies. Furthermore, the digital divide between urban and rural schools aggravates educational inequities. To address these challenges, the study recommends increased investment in digital infrastructure, provision of hardware subsidies, and continuous teacher training programs. Collaboration between the government and private sector is also essential to bridge gaps and support the effective implementation of VR and AI in education. This research contributes by offering insights and actionable strategies for integrating emerging technologies in STEM education, ultimately improving learning outcomes and reducing educational disparities.
Understanding Indonesian Students Mathematics Performance: A Secondary Analysis of PISA Data Mardhiah MZ; Mailizar Mailizar; Elizar Elizar
Didaktik Matematika Vol 12, No 1 (2025): April 2025
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jdm.v12i1.44700

Abstract

This study aims to identify factors affecting Indonesian students achievement in mathematics based on the last three period of PISA data; 2012, 2015, and 2018..Structural Equation Modelling (SEM) was employed in this study. The population of this study were 15 years old Indonesian students.On the other hand, the sample is composed5.622 students, 6513 students, and 12.098 studentsfor those each three periods.The data were obtained from OECD website. The result shown there is a high and positive relationship between mathematics achievement with mathematics self-concept and socioeconomic status. The medium and positive effect can be seen in motivation variable. It has also been determined that the variable mathematics anxiety has a negative and small effect on mathematics achievement. According to the results of the research study there is no meaningful relationship between variables of sense of belonging, self-efficacy, and mathematics achievement of Indonesian students.

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