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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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How High School Students Solve Proportional Reasoning Problem? Ahmad Zulfa Khotimi; Sufyani Prabawanto; Al Jupri
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.v11i1.36458

Abstract

This research is motivated by the phenomenon of students' difficulties in solving proportional reasoning problems and the lack of proportional reasoning research at the high school level. This research aims to describe in depth the ability of high school students to solve proportional reasoning problems and learning obstacles that may occur. The method used is qualitative with a case study approach. The research subjects involved were 5 students from grades 10 to 12. The instruments used were tests and interview guides. The research results showed that there were 4 mistakes made by students in solving proportional reasoning problems, namely (1) Using the additional strategy in solving proportional reasoning problems; (2) Not being able to solve problems of indirect proportion; (3) Using multiplication strategies in solving non-proportional problems; and (4) Not being able to compare ratios. Concerning learning obstacles, there are 2 types of learning obstacles that are indicated to be experienced by students, namely epistemological obstacles and ontogenic obstacles. The results of this research can be used as a basis for carrying out further research in the form of research that designs learning flows and/or learning designs that can develop students' proportional reasoning abilities.
Development of Mathematics Teaching Modules Based on Differentiated Instruction to Stimulate Student Engagement Sadrack Luden Pagiling; Anis Munfarikhatin; Irmawaty Natsir; Ayulia Rombe Ma'dika
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.v11i1.36525

Abstract

Student engagement is one of the students predictors for achieving more robust performance in mathematics, and it can be promoted by differentiated instruction. Therefore,this research aimed to develop a valid, practical, and effective mathematics module based on differentiated instruction to stimulate student engagement. Employing the ADDIE model, the research was conducted at one lower secondary school involving 22 eighth-grade students. We collected data through validity assessment sheets to test validity, teacher and student response questionnaires to test practicality, and student engagement observation sheets to test the practicality of teaching modules. The validity of the module was confirmed through V-Aikens method, proving that the module satisfied the valid category. Findings demonstrate that modules are in the valid category and are very practical categories in the teacher response and the student response questionnaire. In addition, this module effectively stimulates student engagement in cognitive, behavioral, and emotional engagement logically, with the results of the observation sheet of student engagement in the engaged and very engaged categories. Thus, the mathematics teaching module based on differentiated instruction is declared valid, practical, and effective in stimulating student engagement.
Enhancing Students Numeracy Skills in Solving Probability Problems through Realistic Mathematics Education Edi Susanto; Ali Mahmudi; Chhorn Sereyvuth
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.v11i1.36712

Abstract

Numeracy skills can help students to solve everyday problems. The low numeracy skills of students are caused by not understanding the problem, lack of strategy, and obstacles to evaluating and interpreting the solution to the context. The teacher needs to implement the learning process by using the RME approach, which uses local context and facilitates activity to think mathematically. This study aims to investigate the RME approach in enhancing numeracy skills and to describe the numeracy skills of students in solving problems according to numeracy indicators. The explanatory sequential mixed methods were used to analyze data from tests and interviews. The research subjects were 32 Grade 8 students, and four selected students chose to do the interviews based on each numeracy skills category. The results show a significant difference between the average numeracy skills of students before and after learning with the RME approach. Students with proficient, competent, and basic competencies fulfill the numeracy indicators. Meanwhile, students who need special intervention still have difficulty modeling problems into mathematical representations, incorrectly use the concept of probability, have inappropriate problem-solving strategies, and cannot interpret mathematical solutions in the form of arguments.
Assessing Middle School Students' Grasp of Definitions and Postulates in Euclid's Elements Volume I Yulyanti Harisman; Cindy Eka Selvia; Hamdani Syaputra
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.v12i1.36125

Abstract

Euclid's Elements is a 13-volume textbook in mathematics and geometry written by the Greek mathematician Euclid in Alexandria, Egypt, in the early 3rd century B.C. and first published in 1482 AD in Europe. This book is a collection of definitions, postulates, theorems, and mathematical proofs of these propositions. This research aims to provide a glimpse of the history of Euclid's Elements and to determine the understanding level of junior high school students on the definition and postulates of Euclid's Elements. This research is qualitative research using literature review and case study methods. The case study was conducted on eight junior high school students, six female and two male. The instruments used in this research were analysis of several journals/articles and open interviews by asking several questions related to the definition and postulates of Euclid's Elements Volume I. The data analysis used in this research was meta-analytic and thematic. The results of this research provide information about the history of Euclid's Elements at a glance and the extent to which junior high school students know and understand the definitions and postulates contained in Euclid's Elements Volume I.
Didactical Design with Problem Posing to Overcome Epistemological Obstacles in Problem Solving Firmina Eka; Sugiatno Sugiatno; Munaldus Munaldus; Hamdani Hamdani; Silvia Sayu
Didaktik Matematika Vol 10, No 2 (2023): October 2023
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jdm.v10i2.33086

Abstract

Problem-solving activities allow students to apply mathematical knowledge and connect other mathematical abilities more deeply. However, based on the situation in the field, students still experience epistemological obstacles in solving problems on Straight Line Equation material, especially issues in story form. This study aims to overcome students' epistemological obstacles in problem-solving using didactic design with a problem-posing approach. This research is qualitative research with a didactical design research method. Six students at one of the schools in West Kalimantan, Indonesia, were the subjects of this research. Tests, interviews, and observation guidelines were used as data collection instruments. The research data obtained were analyzed, reduced, and presented in narrative form. The results showed that epistemological obstacles can be overcome after implementing didactic design with problem posing. This finding has the same pattern as previous research findings, although on different materials and scaffolding. Therefore, didactical design with problem posing can be used as one of the alternative learning designs for straight-line equation material in the classroom.
Metacognition Knowledge of High School Students in Solving Limit of Functions Problems Viewed from Mathematical Ability Pathuddin Pathuddin; Intan Purnama Marzuki; Anggraini Anggraini; Bakri Mallo; Sukayasa Sukayasa
Didaktik Matematika Vol 10, No 2 (2023): October 2023
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jdm.v10i2.31988

Abstract

The involvement of metacognition in the problem-solving process is paramount. This study aims to obtain a description of the metacognition knowledge of high school students in solving limit of functions problems. This type of research is qualitative descriptive research. The subjects of this study were two students who had high and low mathematical abilities. Data from the results of written assignments and in-depth interviews. The results showed that students with high mathematical abilities in solving limit of functions problems involved the metacognition knowledge they had at each stage of Polya, starting from their declarative, procedural, and conditional knowledge. The subjects with low mathematics at the stage of understanding the problem involved only their declarative knowledge. The step of making a plan involves the declarative knowledge their memory and their procedural knowledge, although incomplete in compiling the ideas. The step of carrying out the plan involves all three knowledge of metacognition that he possesses, while the stage of re- examining involves only his declarative knowledge and his conditional. The results of this research can be a reference in designing limits learning in high school.
Development of Algebra Test Problems Based on Minimum Competency Assessment (MCA) for Junior High School Suryawati Suryawati; Khairul Umam; Nafisyah Laila; Ayu Mastura; Md Baharuddin bin Abdul Rahman
Didaktik Matematika Vol 10, No 2 (2023): October 2023
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jdm.v10i2.34257

Abstract

The Minimum Competency Assessment (MCA) is one of the components of the National Assessment (NA) in Indonesia, which aims to measure students' cognitive abilities, including numeracy skills. Students with low numeracy skills can be affected by not being used to working on MCA-type problems. This study aims to develop MCA items on algebra that meet valid, practical, and effective criteria using the Tessmer model, including preliminary, self-evaluation, expert reviews, one-to-one, small group, and field test stages. The subjects in this study were 36 Year 7 students of one junior high school in Banda Aceh, Indonesia. The instruments used were validation sheets, practicality sheets, and student response problemnaires. The findings indicated that 15 MCA problems on algebra have met the validity, practicality, and effectiveness criteria. It shows teachers can use MCA items to train students' numeracy skills. Future researchers are expected to develop multiple problems within a single stimulus with more varied content and context; they will need to consider the novelty of the stimulus in real conditions in the field.
Development of Numeracy Problems with the Context of Bee Cultivation Activity for Junior High School Students Erni Maidiyah; Rahmadia Tiara Agusta; Rahmah Johar; Mimie Saputri; Dewi Andayani
Didaktik Matematika Vol 10, No 2 (2023): October 2023
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jdm.v10i2.34662

Abstract

The minimum competency assessment evaluates the numeracy skills of Indonesian students, aiming to facilitate the development of personal skills for self-improvement and contribute positively to society. The low numeracy skills among students are the lack of familiarity and infrequent practice in solving numeracy problems. This study aimed to determine the characteristics of numeracy problems with a context of biodiversity conservation using the Research and Development (RD) method by Tessmer. This model includes preliminary, self-evaluation, expert review, one-to-one, small group, and field tests. The subjects of this study were Year 7 students from one junior high school in Banda Aceh, Indonesia. This study developed were 20 problems. The validity data result of the questions is 0.88 with valid criteria, and the practicality data result of the questions is 89.7% with highly practical criteria. Furthermore, the potential effect is obtained from the average student score (75.39), indicating good criteria. It can be stated that numeracy questions with a context of bee cultivation activity met the valid and practical criteria, and have a potential effect. Therefore, teachers can use these questions as instruments to improve students' numeracy skills.
Implementing Problem-Based Learning to Enhance Students' Mathematical Proficiency in Primary School Ujiati Cahayaningsih; Mohamad Gilar Jatisunda; Dede Trie Kurniawan; Dede Salim Nahdi; Wulan Putri Utami; Rahma Halipah
Didaktik Matematika Vol 10, No 2 (2023): October 2023
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jdm.v10i2.32615

Abstract

Primary school students' mathematical proficiency is crucial to their academic progress. However, many students still struggle to understand math, especially fractions. This study examines how Problem-Based Learning (PBL) improves primary school students' mathematical proficiency. The study employed a quasi-experimental approach to investigate the effects of PBL academic achievement. The experimental group received PBL, while the control group received expository teaching. This study selected 54 students from two primary schools using purposive sampling. The experimental group consisted of 28 students, and the control group had 26. Students' mathematical proficiency was tested pre-and post-intervention.The findings reveal a significant improvement in mathematical proficiency in the experimental class exposed to PBL, as indicated by the independent samples t-test. The two-way ANOVA underscores the interaction influence of PBL and Early Mathematics Skills (EMS) factor on improving mathematical proficiency, supported by a high R-squared value (0.941). It suggests that PBL explains a substantial portion of the observed diversity in mathematical proficiency. The quasi-experimental approach has limitations, and the study shows that PBL improves mathematical proficiency. The study's quasi-experimental characteristics and potential lack of generalizability are acknowledged. While recognizing students' starting EMS, educators and policymakers should incorporate PBL into mathematics instruction, especially for complex concepts like fractions
Vocational High School Students Mathematical Communication: Auditory, Visual, and Kinesthetic Learners Mayang Purbaningrum; Wahyu Setyaningrum
Didaktik Matematika Vol 10, No 2 (2023): October 2023
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jdm.v10i2.31987

Abstract

Mathematical communication skills are essential in activating students' problem-solving abilities and activating excellent cognition. This study aims to analyze the mathematical communication skills conceived by vocational students on financial mathematics material according to auditory, visual, and kinesthetic learning styles. The study used descriptive qualitative with nine samples determined using a purposive sampling technique. Each learning style category comprised three quick, moderate, and slow students comprehending the given materials. The data were collected using a mathematical communication test and a learning style questionnaire. The obtained data were analyzed using Miles and Huberman's model. The results showed that students with an auditory learning style whose ability to comprehend material was quick and slow could complete mathematical communication indicators. In contrast, students with a moderate category could not complete the fourth indicator. Visual learners with quick material comprehension did not formulate situations mathematically, and all the categories did not comply with the fourth indicator. Kinesthetic learners with quick material comprehension could not complete the first and third indicators. The kinesthetic learner with slow comprehension could not fulfill the fourth indicator, while one in the moderate category could complete all mathematical communication indicators.

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