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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 Minimum Competency Assessment (MCA)-Like Mathematics Problems Using Financial Context in Algebra Zuhrawati Puteh; Anwar Anwar; Cut Morina Zubainur; Mohd Isha Awang
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.v11i2.34377

Abstract

The asesmen kemampuan minimum or Minimum Competency Assessment (MCA) is a new form of assessment in Indonesia implemented in several schools since 2021. Implementing MCA aims to prepare students for the skills needed in the 21st century. However, the availability of MCA-type mathematics problems is still limited for learning in printed books and online-based media. This research aims to produce MCA-like mathematics problems using financial contexts in algebra that are valid, practical, and effective. This research employed a development study consisting of six stages: preliminary, self-evaluation, expert reviews, one-to-one, small group, and field test stages. The test subjects were 85 students of grade 11 in one vocational high school in Sigli, Aceh, Indonesia. The research instruments were a validation sheet, an interview sheet, and a practicality and effectiveness test questionnaire. This research has produced 21 MCA-type items with a financial context in algebra that is valid, practical, and effective. Therefore, the generated mathematics problems can be used by teachers to improve students' numeracy and financial literacy skills.
Towards Better Numeracy Outcomes: Analyzing Factors and Interventions for Indonesian Students Rudi Susilana; R. Nadia Hanoum; Della Amelia; Mohammad Ali; Norazrena Abu Samah
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.v11i2.40802

Abstract

Numeracy is essential in many aspects of daily life, yet it remains a growing concern among Indonesian students. Numerous factors contribute to this issue, which must be addressed through pedagogical and psychological approaches. Correspondingly, this research had two main objectives: First, to describe students' performance in basic numeracy skills and the factors that hindered their development, and second, to analyze and map the learning activities students needed to improve their numeracy skills. To achieve these objectives, an ex post facto research design with a quantitative approach was employed. A total of 506 secondary school students from various regions in Indonesia (Female = 285; Male = 221) participated in this study. The sample was collected using a simple random sampling technique. Data was gathered via an online survey of 51 structured questions administered to the students. Multiple statistical tests were conducted to analyze the data, including descriptive statistics (mean scores) and inferential statistics (factor analysis). The findings indicated that the overall mean score for students' basic numeracy skills was moderate, with female students outperforming male students. Additionally, several factors hindered students' mastery of basic numeracy. The study also highlighted the need for more differentiated instruction, where students could receive personalized support based on their unique challenges and learning preferences.
Development of Virtual GeoGebra Classroom Media to Improve Spatial Ability of High School Students through REACT Model Reka Kirana; Isti Hidayah; Amin Suyitno
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.v12i1.41076

Abstract

. Geometry is one of the mathematical taught from elementary to high level. The importance of studying geometry is due to the many benefits and applications it offers in everyday life, namely in the fields of art, construction, computers, and so on. This research aims to develop virtual learning media to improve spatial abilities, which is one of the prerequisite abilities in studying geometry through the REACT learning model. This research is included in the type of development research with 5 stages, namely ADDIE (Analyze, Design, Development, Implementation, and Evaluate). The analyze stage is collecting data related to constraints and needs in geometric material. The design stage is creating the initial framework for learning media. The development stage is the actualization of the analysis and design stages. The implementation stage is the application of virtual media that has been validated in schools. The evaluation stage is giving tests to students as a basis for reviewing the media being developed. Research data was obtained from validation questionnaires and response questionnaires filled in by teachers, students and professionals in their fields. This development product has been assessed as valid, practical and effective in the learning carried out, producing better experimental class scores compared to control class scores without the provision of virtual Geogebra Classroom media.
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.

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