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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 :
The Jurnal Didaktik Matematika (JDM) is an international peer-reviewed electronic journal that serves as a scholarly platform for disseminating original research articles in mathematics education. The journal is intended for a broad audience, including members of the Indonesian Mathematics Educators Society (IMES), as well as university lecturers, researchers, school mathematics teachers, teacher educators, and postgraduate students (Master’s and Doctoral levels) who seek to publish their scholarly work related to mathematics education and instructional practices. In addition to regular submissions, each issue features invited contributions from distinguished scholars in mathematics education from Indonesia and the international academic community, fostering a comprehensive and diverse exchange of ideas. The journal welcomes original research manuscripts that have not been previously published or concurrently submitted for review elsewhere. It encompasses a wide range of topics within mathematics education.
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Articles 10 Documents
 1 
Cognitive Knowledge and Regulation Interaction in Ill-Structured Problem Solving: Reflective vs Impulsive Students Cut Rosmiatin Nisa'; Suwarno
Jurnal Didaktik Matematika Vol. 13 No. 1 (2026): Jurnal Didaktik Matematika
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jdm.v13i1.359

Abstract

Metacognitive awareness plays a crucial role in successful problem-solving, particularly through the interaction between cognitive knowledge and cognitive regulation. This study aims to describe how these two aspects interact in reflective and impulsive students when solving ill-structured problems with multiple solutions, incomplete information, and the need to interpret and select strategies. This study used a descriptive qualitative approach with two ninth-grade students chosen through purposive sampling. Data were collected through cognitive style tests, ill-structured problem tests, interviews, and documentation. The data were analyzed using triangulation techniques, including methodological and temporal triangulation. The results show distinct interaction patterns between cognitive knowledge and cognitive regulation in reflective and impulsive students. Reflective students integrated declarative, procedural, and conditional knowledge systematically across planning, monitoring, and evaluation stages. In contrast, impulsive students demonstrated fragmented interactions, characterized by direct execution without thorough analysis, limited monitoring, and minimal consideration of conditional aspects. These differences indicate that cognitive style influences the quality and balance of interaction between cognitive knowledge and cognitive regulation during problem solving. This finding emphasizes the need to strengthen cognitive regulation abilities so that students can think more flexibly and adaptively in solving ill-structured problems.
Analysis of Junior High School Students' Mathematical Communication Behavior Based on Self-Regulated Learning Levels Annisa Ummul Khairi; Arnellis; Yulyanti Harisman; Saddam Al Aziz; Armiati
Jurnal Didaktik Matematika Vol. 13 No. 1 (2026): Jurnal Didaktik Matematika
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jdm.v13i1.452

Abstract

Mathematical communication behavior can be viewed from several perspectives: cognitive, affective, meta-communication, and psychomotor. Another factor influencing mathematical communication skills is self-regulated learning (SLR). This study aims to analyze in depth how students' mathematical communication behavior is when viewed through the lens of SLR in junior high school students. This study employed a mixed-methods design with a dominant qualitative approach, using a case study framework, given the inclusion of an SLR questionnaire for participant categorization. The participants were 241 eighth-grade students who completed an SLR questionnaire. Samples were then purposively selected from each SLR category to take a mathematical communication test and be interviewed in depth. The research instruments were a self-regulated learning questionnaire, a mathematical communication test, and an interview guide. From the research, it was concluded that students with low SLR exhibited only some characteristics of informative mathematical communication behavior, but not all aspects were fully met. Students with high SLR they had achieved the characteristics of communicative mathematical communication behavior. Therefore, fostering students' self-regulated learning may strengthen their mathematical communication skills.
Development of a Deep Learning-Based Board Game to Enhance Students’ Problem-Solving Abilities and Learning Independence Taufan Nugraha; Ahmad
Jurnal Didaktik Matematika Vol. 13 No. 1 (2026): Jurnal Didaktik Matematika
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jdm.v13i1.612

Abstract

Observations indicate that Year 12 students have low problem-solving skills and lack learning independence. To address this issue, this research aims to develop SIGMA (Spirit of Intellectuality of an Active Mathematics Generation), a deep learning-based mathematics board game as a learning tool. The study evaluates the validity, practicality, and effectiveness of SIGMA in enhancing students' problem-solving skills and fostering their learning independence. A Research and Development (R&D) methodology based on the ADDIE model was used in this research, encompassing five systematic stages: analysis, design, development, implementation, and evaluation. The participants in this study were Year 11 students, with 36 assigned to both the experimental and control classes. The instruments used to collect data include the expert validation sheet, problem-solving ability test, learning independence questionnaire, and documentation. Descriptive statistics and an independent-samples t-test were used to analyze the data. The findings revealed that the SIGMA learning media was deemed valid based on expert judgments and practicality, as indicated by students' responses (M=71.14). Regarding independent learning and problem-solving skills, the effectiveness test showed a significant difference between the experimental and the control classes. The implementation of SIGMA learning media effectively enhanced students' problem-solving abilities and learning independence.
The Process of Abstraction in Students’ Understanding of Triangle Concepts Ni Luh Riska Ulandari; Rita Lefrida; Sukayasa; Mubarik
Jurnal Didaktik Matematika Vol. 13 No. 1 (2026): Jurnal Didaktik Matematika
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jdm.v13i1.889

Abstract

Students often struggle to transform concrete representations into formal mathematical representations in geometry because they differ in how they receive, process, and understand information. Abstraction theory provides a useful framework for understanding how students develop geometric concepts. This qualitative study explored students' processes of mathematical abstraction in understanding the concept of triangles, based on Field-Dependent (FD) and Field-Independent (FI) cognitive styles. The analysis was guided by eight aspects of mathematical abstraction, integrating empirical and theoretical abstraction with the processes of generalization and representation. Two seventh-grade students from a junior high school in Palu, Indonesia, were purposively selected through the Group Embedded Figures Test (GEFT) to represent the FD and FI cognitive styles. Data were collected through triangle-related tasks and semi-structured interviews. The findings revealed that FD students focused on observable visual features and generalized concepts based on shape similarities, resulting in simple representations that relied primarily on pictorial forms. In contrast, FI students identified relationships among geometric elements, generalized concepts based on structural properties, and represented concepts in a more formal and idealized manner. These findings suggest that cognitive style influences students' mathematical abstraction processes and highlight the importance of geometry instruction that accommodates students' cognitive characteristics to support effective concept formation.
Academic Performance and Student Satisfaction in Blended Mathematics Learning: A Mixed-Methods Study in Indonesian Higher Education Suhandri; Miftahir Rizqa
Jurnal Didaktik Matematika Vol. 13 No. 1 (2026): Jurnal Didaktik Matematika
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jdm.v13i1.976

Abstract

The rapid growth of digital technology has prompted higher education institutions to adopt flexible, interactive learning models. This study examined students' academic performance and satisfaction in blended mathematics learning in Indonesian higher education. A mixed-methods approach with a convergent parallel design was used. The quantitative phase involved 81 second-semester students in mathematics education at Sultan Syarif Kasim Islamic University, Riau, divided into blended, face-to-face, and online learning groups. Data were collected through academic achievement tests, a student satisfaction questionnaire, open-ended responses, and semi-structured interviews. Quantitative data were analyzed using descriptive statistics and the Kruskal–Wallis test, while qualitative data were analyzed thematically. The results showed that the blended learning group achieved the highest posttest score (M = 16.00, SD = 1.39), followed by the face-to-face group (M = 11.59, SD = 3.08) and the online group (M = 10.15, SD = 4.30). The difference was statistically significant (p = .001) and had a large effect size (η² = .392). Students also reported high satisfaction, particularly regarding content relevance, interaction, flexibility, motivation, and learning independence. These findings suggest that blended learning can enhance mathematics learning when online and face-to-face activities are pedagogically integrated.
Exploring Absolute Value Inequalities: Analysis of Solutions and Misconceptions among Undergraduate Students Utilizing ChatGPT Alifiani; Surya Sari Faradiba; Isbadar Nursit; Alfiani Athma Putri Rosyadi; Zukhrufurrohmah
Jurnal Didaktik Matematika Vol. 13 No. 1 (2026): Jurnal Didaktik Matematika
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jdm.v13i1.1257

Abstract

Understanding the misconceptions of first-year undergraduate students in solving inequality problems is crucial in the era of AI-assisted learning. This study aims to identify and analyze the types of misconceptions that students exhibit when solving inequality problems using ChatGPT, employing Newman’s framework as the analytical lens. A qualitative approach with a collective case study design was adopted to explore the complexity of misconception phenomena within human-AI interaction. Four first-year undergraduate students were selected through purposive sampling to represent diverse characteristics and challenges in mathematical problem solving. Data were collected through task-based interviews guided by semi structured interview protocols and a set of inequality problems. Data validity was ensured through triangulation by comparing responses both within and across participants. The findings revealed seven categories of misconceptions, namely misinterpreting the direction of inequality, inconsistent sign changes, confusion in combining like terms, incomplete understanding of absolute value, misunderstanding of graphical representation, lack of attention to cases, and neglecting to verify solutions. Overall, this study highlights the diverse patterns of misconceptions emerging from student and AI interactions. The results provide important insights for mathematics education and contribute to the development of AI-based learning strategies that enhance reflective thinking and metacognitive awareness, helping students strengthen their reasoning and conceptual understanding in mathematical problem solving.
Investigating Inductive Reasoning and Visual-Spatial Thinking in Plane Geometry Vivi Anggraini; Rohati Rohati; Tria Gustiningsi
Jurnal Didaktik Matematika Vol. 13 No. 1 (2026): Jurnal Didaktik Matematika
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jdm.v13i1.1331

Abstract

Despite the recognized importance of inductive and visual-spatial reasoning in geometry learning, little is known about how these abilities manifest and interrelate in junior high school students' problem-solving, particularly in the Indonesian context. This study aims to describe students' inductive reasoning and visual-spatial abilities and explore their relationship in solving plane geometry problems. A descriptive qualitative approach was employed, with data collected through written tests, semi-structured interviews, and documentation involving 25 ninth-grade students from a public junior high school in Jambi City, Indonesia. The instruments were based on indicators of inductive reasoning (pattern identification, conjecturing, and generalization) and on visual-spatial ability (imagination, conceptualization, and visual problem-solving). Data were analyzed through reduction, display, and conclusion drawing, with triangulation to ensure validity. The results indicate that students' inductive reasoning is relatively low, particularly in generalization, while visual-spatial ability is relatively stronger, especially in imagination and conceptualization, though difficulties remain in visual problem-solving. Cross-case analysis reveals a thematic relationship between the two abilities, with stronger visualization skills supporting pattern identification and conjecture formation. Therefore, mathematics learning should facilitate activities that promote pattern exploration and visualization to develop both abilities.
Mathematics Education Students' Ability to Communicate Algorithmic Thinking in Solving Parabola Problems Mohammad Zahri; Nabila Ekaputri Widuri; Hakmi Rais Fauzan
Jurnal Didaktik Matematika Vol. 13 No. 1 (2026): Jurnal Didaktik Matematika
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jdm.v13i1.1991

Abstract

Despite increasing attention to algorithmic thinking in mathematics education, few studies have examined how students in mathematics education communicate algorithmic thinking processes when solving analytic geometry problems. This study aims to describe the ability of mathematics education students to communicate algorithmic thinking processes when solving parabola problems. A descriptive qualitative approach was employed, involving four mathematics education students who had taken the Analytical Geometry course as research subjects. Data were collected through Student Activity Sheets (SAS) and semi-structured interviews, then analyzed through data condensation, data display, and conclusion drawing and verification. Data validity was ensured through methodological triangulation. The findings revealed substantial variation in students' ability to communicate algorithmic thinking processes, ranging from very good to low levels. The findings highlight the importance of strengthening conceptual understanding in analytic geometry instruction to support students' algorithmic reasoning and mathematical communication. Students with strong conceptual understanding tend to communicate each step of the solution clearly and logically, whereas students who rely solely on memorization struggle with problems that require algorithmic reasoning.
Mental Construction of Ring Theory Concepts Among Pre-service Mathematics Teachers: A Multi-Case APOS Analysis Vemas Dwi Agustino; Herry Agus Susanto; Afif Afghohani
Jurnal Didaktik Matematika Vol. 13 No. 1 (2026): Jurnal Didaktik Matematika
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jdm.v13i1.1992

Abstract

Despite its foundational role, pre-service mathematics teachers frequently struggle with the high level of mathematical abstraction and the deductive arguments required to construct abstract algebra concepts, particularly Ring Theory. This study maps and analyzes the cognitive variations and mental structures of pre-service mathematics teachers facing these challenges within the APOS framework. Addressing single-case design limitations, this qualitative study employs a multi-case comparative design involving three high-ability pre-service teachers selected through strict criterion sampling. Data were gathered via a written diagnostic test and task-based clinical interviews for the primary subject, complemented by textual content analysis of written artifacts for the corroborative subjects. The results reveal that in the Action stage, subjects relied heavily on external axiomatic checklists. In the Process stage, they successfully internalized algebraic properties as mental operations. Transitioning to the Object stage, they encapsulated dynamic processes into static mathematical entities by treating rings as unified structures, ultimately synthesizing these into a coherent Schema. Crucially, cross-case analysis establishes that advanced algebraic schema development relies on bidirectional flexibility—the fluid capability to rapidly encapsulate processes into objects and de-encapsulate objects back into processes.
Integration of Preservice Teachers' Knowledge in Mathematical Problem Solving: A Perspective Based on Success Level Ramlah Ramlah; Tatag Yuli Eko Siswono; Iyan Rosita Dewi Nur; Nur Azizah; Aneu Pebrianti; Salsabila Az Zahra; Rita Diana
Jurnal Didaktik Matematika Vol. 13 No. 1 (2026): Jurnal Didaktik Matematika
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jdm.v13i1.2038

Abstract

This study aims to describe the integration of preservice mathematics teachers’ declarative, procedural, and conditional knowledge in solving mathematical problems based on levels of problem-solving success. This study employed a descriptive qualitative approach. The participants were three preservice mathematics teachers selected from 40 undergraduate students in a Mathematics Education Study Program at a public university in West Java, Indonesia, based on problem-solving test results, the quality of solution processes, and representation of high, moderate, and low success levels. Data were collected through mathematical problem-solving tests and semi-structured interviews, and analyzed through data reduction, data display, and conclusion drawing. The findings show that the subject with high success had strong declarative knowledge coherently connected with procedural and conditional knowledge. The subject with moderate success demonstrated adequate conceptual understanding and initial strategy selection but was not consistent in controlling procedures and evaluating results. Meanwhile, the subject with low success showed fragmented conceptual understanding, inaccurate procedural application, and less-directed strategy selection. These findings confirm that mathematical problem-solving success is determined by the simultaneous integration of these three types of knowledge. Therefore, preservice teacher education needs to develop them in an integrated, systematic, and reflective manner.

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