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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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Pre-service Teachers Statistical Reasoning based on Cognitive Style Yusfita Yusuf; YL. Sukestiyarno
Didaktik Matematika Vol 9, No 1 (2022): April 2022
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jdm.v9i1.24538

Abstract

The use of statistical concepts in real-life problems has become a challenge for students. This challenge is related to statistical reasoning (SR) ability which is influenced by several factors including cognitive style. Therefore, this research aims to understand the process of statistical reasoning from the perspective of cognitive style. A qualitative method was used and the subjects were students who are pre-service mathematics teachers. The instrument used were Group Embedded Figures Test (GEFT), statistical reasoning tests, as well as interview guidelines, and the data were analyzed using the qualitative descriptive method. The results showed statistical reasoning of the field independent pre-service mathematics teacher is better than the field dependent. Also, those with the same cognitive style, which is field independent, but different genders showed different reasoning processes. It was concluded that males have better Statistical Reasoning processes than females, and cognitive style as well as gender affect the reasoning abilities.
Students Critical Thinking Ability to Solve Problems HOTS in Regular, Acceleration, and Olympics Class Programs Dwi Priyo Utomo; Aci Maria Jehaut Putri; Teguh Santoso
Didaktik Matematika Vol 9, No 1 (2022): April 2022
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jdm.v9i1.23242

Abstract

Critical thinking skills are one of the main objectives of learning Mathematics. HOTS questions are needed so that students are familiar with international standard questions. This study aims to describe the mathematical critical thinking skills of students in the Regular, Accelerated, and Olympic class. Qualitative descriptive research approach with case study design. The subjects of this study were three students who came from different class programs. The research instruments used were tests and interviews. Data analysis used the following procedures: reduction data, data presentation, and conclusion drawing. The results showed that the Regular class students had 'low' critical thinking skills. Regular students are still confused about understanding the main idea of the problem, so the strategies used are not appropriate. Acceleration class students have 'good' critical thinking skills. Accelerated students can answer questions briefly and concisely, less thorough in drawing final conclusions. Olympiad class students have 'very good' critical thinking skills. Student answers are complete and clear. Olympiad class students understand the main purpose and objectives of the questions so that they lead to correct procedures and calculations.
Teachers Self-regulation in Solving the Problem with Contradiction Information Sri Indriati Hasanah; Hasan Basri; Ukhti Raudhatul jannah; Evha Nazalatus Sa’adiyah Sy; Harfin Lanya
Didaktik Matematika Vol 9, No 1 (2022): April 2022
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jdm.v9i1.25203

Abstract

The teacher's self-regulation in solving problems with contradictory information needs to be investigated because this certainly has an impact on students' self-regulation abilities. However, research related to this is still limited. Problem with Contradiction Information (PWCI) is appropriate to view self-regulation. This research is a case study which involved teachers in East Java, Indonesia and already have an educator certificate. There are 24 teachers as participants of this research, 14 females and 10 males. The objectives of this study describe how the teacher's response when completing PWCI and how the teacher's self-regulation when solving PWCI. Data were collected through tests and interviews. The results show that (1) There are two types of teacher responses in completing PWCI, the first type is the teacher who answers the questions directly without checking the provided information, the second type is the teacher who is thorough and cross-checks before working on the questions, (2) The emergence of self-assessment teacher regulation when completing PWCI is divided into four, namely, teacher self-regulation appears at the stage of understanding, implementing, re-checking and does not appear when completing PWCI. Most of the teachers are not aware of the contradictions in the questions given.
Mathematics Teacher's Response to Blended Learning Hyper content with Hyperlinks as a Limited Face-to-Face Learning Strategy Turmudi Turmudi; Asep Syarif Hidayat; Widayanti Widayanti; Aan Yuliyanto; Riska Nurhasanah; Ahmad Rizal Jalaludin; Nana Diana
Didaktik Matematika Vol 9, No 1 (2022): April 2022
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jdm.v9i1.24756

Abstract

The need for adaptive learning strategies during limited face-to-face learning inspires this study. The research intends to analyze the responses and implementation plans of mathematics teachers in implementing blended learning hyper content with hyperlinks on linear equation system with two variables (LESTV). The data collection was done through survey involving questionnaires and interview sheets. Data were then analyzed descriptively. The participants were 38 mathematics junior high teachers in Purwakarta, Indonesia. This study shows the enthusiasm and confidence of teachers in implementing blended learning hyper content with hyperlinks, which is undoubtedly a new insight. It is deemed flexible and easy to apply and becomes an alternative during limited face-to-face learning. Mathematics teachers can plan Blended Learning Hyper content with Hyperlinks through various media and topics. Various LESTV problem-solving strategies can give student interest in studying LESTV concepts and solving problems.
Zone of Concept Image Differences in Infinite Limits at Undergraduate Level Rini Sulastri; Didi Suryadi; Sufyani Prabawanto; Endang Cahya; Fitriani Fitriani
Didaktik Matematika Vol 9, No 1 (2022): April 2022
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jdm.v9i1.24709

Abstract

The gap between the concept image and the concept definition will greatly affect a persons understanding of the concept. This study aims to reveal the gap between the concept image and the concept definition, and the causes of the emergence of the gap. The research subjects were 16 first-year mathematics students at one of the universities in Aceh, Indonesia. Data were obtained from the results of written tests and in-depth interviews. This qualitative research with a phenomenological study approach was analyzed descriptively. The results showed that the gap that occurs in the concept includes: the division of a non-zero number by zero yields infinity, the concept of dividing zero by zero is zero, the concept of dividing a number by zero is the same as the concept of the limit, e.g., , and the concept of the left-hand limit as means that the satisfied value of x is all negative numbers such that . The emergence of these concept images results from the subject's learning experience at school and a calculus course. This finding provides insights and considerations for educators to comprehensively introduce students to the concept of infinity to avoid misunderstandings in limit and next materials.
The Application of Synchronous and Asynchronous Learning using E-learning on Elementary Linear Algebra Dwi Ivayana Sari; Moh. Zayyadi; Sharifah Osman; Milawati Milawati; Dian Kurniati
Didaktik Matematika Vol 9, No 1 (2022): April 2022
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jdm.v9i1.24759

Abstract

Learning activities were changed from face-to-face to full-online due to the COVID-19 pandemic at the end of 2019. Online learning through WhatsApp Group (WAG) was used by a mathematics teacher in higher education program in the early 2020. However, the learning result showed that 75% of preservice teacher were unable to accomplish their elementary linear algebra material. The combination of online learning through asynchronous method and synchronous learning was an alternative solution to solve the problem and enable preservice teachers having virtual face-to-face interactions with their lecturers. Therefore, this study was conducted to determine the improvement in preservice teachers' learning outcomes and responses to synchronous and asynchronous learning. The research design used was one group posttest-only with 23 subjects were selected by clustered random sampling. Data were analyzed by descriptive statistical analysis. The test results showed that learning outcomes after synchronous and asynchronous learning was effective. While the questionnaire results expressed most preservice teachers gave a positive response to both learning methods. Thus, the combination of the two methods could improve the effectiveness of online learning during the Covid-19 pandemic. It is recommended that higher education institutions provide innovative e-learning platforms for preservice teachers in developing further online learning methods.
Developing RME-Based Learning Trajectory for Teaching Addition to A Dyscalculia Student in Elementary School Ahmad Fauzan; Cahyo Dwi Andita; Gusti Rada; Afifah Zafirah; Abdul Halim bin Abdullah
Didaktik Matematika Vol 9, No 1 (2022): April 2022
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jdm.v9i1.25340

Abstract

This research aimed to design an RME-based learning trajectory for a dyscalculia student to learn the addition of whole numbers. The research used design research approach that consists of three phases: preparing for the experiment, conducting the experiment, and retrospective analysis. This research's data collection techniques were observations, interviews, videotaping, and analyzing the student works. The main result of this research is the learning trajectory for teaching addition of whole numbers to a dyscalculia student using RME approach. The series of activities in the learning trajectory are addition of whole numbers between 1 and 10 by combining the objects, addition of whole numbers between 1 and 10 using number relations, addition of whole numbers between 1 and 20 using number relations, and finding the concept of place value of tens and ones in addition of numbers. This research also shows the cognitive improvement of dyscalculia student in learning the addition of whole numbers. Learning activities carried out by the dyscalculia student help him to shif from informal knowledge to formal mathematical knowledge in order to understand the concept of addition of whole numbers. It makes dyscalculia student has number sense, number construction, and number relation abilities which increase significantly in the learning process.
Students Ways of Thinking on Geometry Resy Nirawati; Darhim Darhim; Siti Fatimah; Dadang Juandi
Didaktik Matematika Vol 9, No 1 (2022): April 2022
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jdm.v9i1.23338

Abstract

Ways of Thinking (WoT) is a fundamental ability that is part of the mental act that students must learn to solve geometry problems. The purpose of this research was to describe how WoT is used to solve geometry problems. This research used the descriptive qualitative methodology with a holistic case study design and data collection techniques such as tests, interviews, observation, documentation, and triangulation. The subjects in this research were 35 fourth-grade students from Sambas Regency Public Elementary Schools, Indonesia. The research focused on three students with varying levels of cognitive abilities: low, medium, and high.The results showed that students with high, medium, and low cognitive capabilities performed mental acts with the corresponding WoT. Students with high, medium and low cognitive capabilities were more likely to work on questions that required interpretation. Besides, it also revealed that errors committed students were learning errors, reading errors, careless errors, conceptual errors, and procedure errors. The implementation of WoT on the topic of geometry can be utilized as an alternate reference for mathematics teachers when developing teaching materials for mathematics learning to increase studentss' mathematical knowledge.
Students' Critical Thinking Ability in Solving the Application of the Derivative of Algebraic Function Problems Marzuki Marzuki; Saiman Saiman; Wahyudin Wahyudin
Didaktik Matematika Vol 9, No 1 (2022): April 2022
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jdm.v9i1.25220

Abstract

Critical thinking (CT) is convergent thinking that can be explored when students learn mathematics. Yet, CT based on the level of mathematical ability has not been widely explored. The participants involved 30 Year 11 students in Bandung, Indonesia. The research instruments were a written CT ability test and a semi-structured interview guide. Interviews were conducted in-depth to capture very high mathematical abilities until saturated data were obtained. Data saturation occurred during the interview with the 10th participant, where new categories and sub-categories were no longer found. Data was analyzed following an intrinsic case study design based on the post-positivist paradigm through NVivo 12 plus. This study found that students' CT ability level was very high, their thinking abilities varied, and they able to provide solutions to anyone in solving similar problems. This finding will have implications for the variety of students' critical thinking patterns in learning mathematics on the application of the derivatives of algebraic function in high school.
Cover and Letter from The Editor Cover and Letter
Didaktik Matematika Vol 8, No 2 (2021): Jurnal Didaktik Matematika
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar

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