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Rahmah Johar
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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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Enhancing Mathematical Literacy and Student Engagement through Adventure Pocketbook Integrated with Ethnomathematics-based Problems Stefany Margaretha Hutauruk; Sekar Lintang Nurshobiha; Vivi Anggraini Saputri Azis
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.v12i1.44518

Abstract

Numeracy literacy is a skill needed. Student engagement in learning affects numeracy literacy. So, it is necessary to implementing adventure pocket book integrated with problem based on ethnomathematics learning. The objectives of this study are (1) to test the effectiveness of the adventure pocket book on student numeracy literacy, (2) to test the effect of student engagement on student numeracy literacy through the implementation of an adventure pocket book, and (3) to describe student numeracy literacy in terms of student engagement through the implementation of adventure pocket book. The research method used is quantitative research. The quantitative approach used is Experimental Design with One-Shot Case Study type. The instruments used were test and questionnaire. The sampling technique is cluster random sampling technique. The subject is class VII. The results showed that the adventure pocket book integrated with problem based on ethnomathematics learning; (1) effectively improved students' numeracy literacy, (2) student engagement can improve numeracy literacy with a large influence of 80% and (3) student engagement in the very high and high categories had an effect on the average completeness of the numeracy literacy test. So, this can be a learning innovation to improve student numeracy literacy and student engagement.
Hypothetical Learning Trajectory Design On Rotation Topic Using Photography Context Tri Oktaria; Zulkardi Zulkardi; Ratu Ilma Indra Putri; Ely Susanti; Budi Mulyono
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.v12i1.42985

Abstract

This research aims to design a learning trajectory on rotation topic using photography context for junior high school students. The method used in this study is design research, with 3 stages, namely the preliminary design stage, the design experiment stage and the retrospective analysis stage. This study uses the Indonesian Realistic Mathematics Education (PMRI) learning approach. The Hypothetical Learning Trajectory (HLT) design is made through learning activities using a photography context. The research subjects were grade IX students of SMP Bina Warga Palembang. The results of this research are in the form of HLT design in learning geometric transformation on rotation topic using the context of photography with the learning trajectory being that students take photo objects freely, draw the results of the photos they take with certain rules, record the ends of the photo objects as starting points and determine the results of the rotation, finding the relationship between the two and finding the rotation formulas
The Thinking Process of Students in Proving Ceva's Theorem in Basic Geometry Course Anisa Widiastuti; Susanto Susanto; Abi Suwito; Dian Kurniati; Nurcholif Diah Sri Lestari
Didaktik Matematika Vol 11, No 2 (2024): OCTOBER 2024
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jdm.v11i2.40451

Abstract

.The thinking process is crucial in identifying students' challenges in formulating logical arguments,particularly when proving geometric concepts such as Ceva's Theorem. This study investigates the cognitive processes of students with high and medium mathematical ability to solve proof problems related to Ceva's Theorem.Adopting a qualitative approach, the research employed a case study design, utilising data collection techniques including tests, interviews, observations, documentation, and triangulation.The research subjects comprised two undergraduate students of Mathematics Education, representing a medium and high mathematical ability category. The research findings revealed that students with high mathematical abilityprogressedthrough assimilation, accommodation, and equilibrium stages in proving Ceva's Theorem. In contrast, students with moderate mathematical ability experienced the disequilibrium phase first beforeadvancing to assimilation, accommodation, and equilibrium. The fundamental difference between these two groups lies in their ability to identify the question posed in the problem andcorrectly identify the theorem to be proved.This research provides valuable insights into the cognitive processes involved in mathematical proof, offering an in-depth understanding of how students approach the proof of Ceva's Theorem.
The Students' Computational Thinking Ability through Problem-Based Learning in Societal Context Syifa Maharani Priharvian; Ibrahim Ibrahim
Didaktik Matematika Vol 11, No 2 (2024): OCTOBER 2024
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jdm.v11i2.41034

Abstract

The ability to think computationally is a new thing assessed in PISA 2022. In mathematics, Indonesia ranks 70 out of 81 countries with an average score of 366, while the global average is 472. This shows the need for improvement in mathematics learning, one of which is through learning models that support computational thinking skills. This study aims to improve students' computational thinking skills on set material using the Problem-Based Learning model by considering students' prior knowledge. This study used a pseudo-experimental method with a nonequivalent control group design. The study population consisted of 224 grade X students in Bantul High School, and the sample was taken randomly using the cluster random sampling technique, resulting in two classes with a total of 64 students. Data were obtained from pretest and posttest, then analyzed descriptively and with two-way ANOVA and effect size. The results showed that prior knowledge did not significantly affect computational thinking ability. However, the PBL model had a significant moderating effect on students' general computational thinking ability. These results indicate that the problem-based learning model effectively improves these skills.
Defragmentation of Students' Conceptual Understanding in Solving Non-Routine Mathematics Problems Miftakhul Djannah; Nining Setyaningsih; Muhammad Noor Kholid; Mark Angelo C Reotutar
Didaktik Matematika Vol 11, No 2 (2024): OCTOBER 2024
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jdm.v11i2.38383

Abstract

This study investigated the impact of concept fragmentation on students' understanding of mathematics and examines efforts to reduce it. Concept fragmentation hinders problem-solving abilities, often occurring when students struggle to create meaningful connections or new representations from existing ones. Limited interventions, such as cognitive conflict and scaffolding, are suggested to address this issue. This study employed a qualitative descriptive approach, focusing on two seventh-grade students in Sukoharjo, Indonesia, who exhibited concept fragmentation. Data collection involved tests, interviews, and observations, with analysis following qualitative methods. The findings indicate two main types of fragmentation: translational thinking fragmentation and meaningless connection fragmentation. These arise when students attempt to build new representations but make errors due to disconnected prior knowledge. Interventions revealed a pattern of developing schemas, where students knit together concepts to minimize problem-solving errors. Techniques such as rereading problems and substituting information into formulas improved concept comprehension. The study concludes that defragmentation aids students in connecting existing knowledge with new information, enhancing their problem-solving strategies. Future research should investigate other fragmentation types and effective interventions for reducing fragmentation in mathematics learning.
Students' Learning Obstacles on Sequences and Series Viewed by Pirie Kieren's Theory Reni Albertin Putri; Susiswo Susiswo; Makbul Muksar
Didaktik Matematika Vol 11, No 2 (2024): OCTOBER 2024
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jdm.v11i2.37855

Abstract

Mathematical understanding develops through eight layers, as described by Pirie and Kieren: primitive knowing, image making, image having, property noticing, formalizing, observing, structuring, and inventizing. However, evidence indicates that many students encounter obstacles that hinder their progression through these layers. This study aims to identify and describe the learning obstacles students face in understanding sequences and series, utilizing Pirie and Kieren's theoretical framework. A descriptive qualitative research design was employed, purposive sampling to select participants from 30 Year 11 students in Malang, Indonesia. Data were gathered through tests and interviews and analyzed based on indicators of learning obstacles and the corresponding layers of mathematical understanding outlined by Pirie and Kieren. The findings reveal that many students experience significant difficulties in noticing and formalizing layers within the property. These challenges are attributed to inadequate foundational knowledge (ontogenic conceptual obstacles) and a lack of structured opportunities for developing deeper mathematical understanding (ontogenic instrumental, didactical, and epistemological obstacles). The results underscore the need for further research to address these learning barriers by focusing on enhancing students' foundational knowledge and designing educational experiences that foster the growth of mathematical understanding.
The Effect of Differentiated Instruction based on Multiple Intelligences toward Critical Thinking and Student Self-Efficacy Khairul Bariyah; Sugiman Sugiman
Didaktik Matematika Vol 11, No 2 (2024): OCTOBER 2024
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jdm.v11i2.38021

Abstract

Mathematics learning is often teacher-centered, where teachers directly present material to students without considering students' learning needs and improving their critical thinking skills. The lack of students' self-efficacy as a motivational factor will affect the development of their critical thinking level.This studyaims to determine the effectiveness of differentiatedinstructionbased on multiple intelligences to improve student's critical thinking and self-efficacy.This research employed a quantitative approach and a quasi-experimental research design. This study focused on mathematics learning using the differentiated instruction approach in the vector topic for Year 10 students in one senior high school at Langsa, Aceh, Indonesiaand compared differentiated instruction and scientific approach. Based on the population, the experimental group implemented differentiated instruction, and the control group applied a scientific approach. The hypothesis was tested using MANOVA, Hotelling's T2test, and independent sample t-test. The effect size of differentiated instruction was determined based on the Cohen d-effect size calculation. The results of this study indicate that differentiated instruction has a moderate effect on students' critical thinking but does not significantly affect their self-efficacy. Therefore, differentiated instruction can be considered as one of the effective approaches for enhancing students' critical thinking skills.
Analysis of Academic Stress Factors and Their Impact on Academic Achievement of Mathematics Education Students Yuyun Yunarti; Fertilia Ikashaum; Endah Wulantina; Juitaning Mustika; Dwi Retno Puspita Sari
Didaktik Matematika Vol 11, No 2 (2024): OCTOBER 2024
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jdm.v11i2.37202

Abstract

Changes in the learning system and high academic demands put pressure on first- and second-year bachelor's mathematics education students and, therefore, can affect students' academic achievement. The purpose of this study was to examine academic stress factors and their impact on the educational achievement of mathematics education students in 80 respondents using a descriptive quantitative approach. This study discusses adolescent academic stress factors and covers students' physical and psychological well-being. The data obtained were analyzed using factor analysis. Exploratory factor analysis extracted 30 daily stress factors of students into three specific stress factors: stress on lecture material, environment, and time management. The results of this study indicate that students have moderate levels of stress. Then, Pearson analysis was conducted to see the correlation between stress factors and cumulative grade point average. The results showed that the three factors did not significantly correlate to grades with a correlation power below 0.5. This means that students can manage their academic stress well.Student stress management approaches can focus on each factor separately, depending on individual needs. Internal and external support, strengthening academic literacy, improving conducive learning environment facilities, relevant skills development programs, and strengthening social networks can help reduce student stress.
Analysis of Students' Mathematical Literacy Ability on High-Level Problems of PISA viewed from Gender Niakmatul Husni; Tatang Herman
Didaktik Matematika Vol 11, No 2 (2024): OCTOBER 2024
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jdm.v11i2.39445

Abstract

According to the 2022 PISA study, the mathematical literacy abilities of Indonesian students remain notably low, with fewer than 1% achieving proficiency levels between 4 and 6. This research employs qualitative methodologies to explore students' mathematical literacy in addressing high-level PISA problems, specifically examining gender-based differences within the context of number pattern topics. The study involved 34 grade VIII students from a public junior high school in Bandung, comprising 16 male and 18 female participants. Data were gathered through the administration of mathematical literacy tests and supplemented by in-depth interviews conducted with teachers and students. The results indicate that students' mathematical literacy is generally weak, largely attributed to their lack of familiarity with solving complex problems and difficulties in progressing beyond identifying initial patterns. Furthermore, the analysis revealed that female students outperformed their male counterparts in tackling high-level PISA problems. To enhance students' mathematical literacy, the study advocates for integrating high-level problems into the learning process. Such integration is anticipated to foster improvements in mathematical literacy, alongside the necessity for schools to implement an operational curriculum prioritising the reinforcement of foundational materials essential for developing this competency.
The Influence of Brain-Based Learning Model with Cultural Context on Critical Thinking Skills and Self-Efficacy Izwita Dewi; Ade Andriani; Hasratuddin Siregar; Robby Rahmatullah
Didaktik Matematika Vol 11, No 2 (2024): OCTOBER 2024
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jdm.v11i2.39034

Abstract

This study examines the interplay between critical thinking and self-efficacy, two skills that reinforce each other in learning. Critical thinking enhances students' confidence, while self-efficacy drives the continuous development of critical thinking across contexts. The research aims to (1) evaluate the effect of a brain-based learning model integrating cultural context on students' critical thinking and self-efficacy and (2) assess the model's effectiveness in enhancing these skills. Using a quasi-experimental design, the study involved Year 7 students selected through purposive sampling and divided into experimental and control groups. The experimental group was taught using the brain-based learning model with cultural context, while the control group received conventional instruction. Data were collected through pretests, posttests, and self-efficacy questionnaires. Findings revealed that the brain-based learning model with cultural context significantly improved critical thinking and self-efficacy, with the experimental group outperforming the control. Furthermore, the experimental group showed a marked increase in both skills following the intervention. The study concludes that integrating brain-based learning and cultural context, particularly in mathematics, effectively fosters critical thinking and self-efficacy and recommends its adoption in teaching practices.

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