Jurnal Didaktik Matematika
Jurnal Didaktik Matematika is a periodical academic journal that is published by Master Program of Mathematics Education, Syiah Kuala University Banda Aceh incorporating with Himpunan Matematika Indonesia (Indonesian Mathematical Society/IndoMs) and Research Institute of Syiah Kuala University as well as being supported by the board members who are experts in the area. This Journal is published twice a year (April and September).
This journal was established on December 27, 2013 and published its first edition in April 2014. This Journal publishes new and original research in the field of mathematics, mathematics learning, technology, mathematics, and realistic mathematics education.
Articles
219 Documents
<![CDATA[Peningkatan Kemampuan Pemahaman dan Motivasi Siswa SMP melalui Model Missouri Mathematics Project (MMP) dengan Menggunakan Game Matematika Online ]]>
<![CDATA[Andriani Andriani]]>;
<![CDATA[M. Ikhsan]]>;
<![CDATA[Bansu Irianto Ansari]]>
<![CDATA[ Didaktik Matematika Vol 3, No 1 (2016): Jurnal Didaktik Matematika ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[This research was aimed to know: (1) the difference of the increasing of understanding mathematical ability who get the learning process through MMP model by using online math game and students who get the learning process conventionally; (2) the difference of the increasing of students’ motivation who get the learning process through MMP model by using online math game and students who get the learning process conventionally; (3) the interaction between learning model by the level of students on their mathematics increasing of understanding mathematical ability; (4) the interaction between learning model by the students’ level on the students motivation increasing. This research used quantitative approach by quasi experiment method. The populations were all students of grade VII SMA Arun-Lhokseumawe–Aceh which consisted of five classes. As the sample were taken randomly namely class VII-C as experiment class and class VII-B as controlled class. The research instrument was the ability of mathematics understanding in essay form, motivation questioner of students and observation sheets. Data were analyzed by t-test and Anova. The analysis with result show indicated that (1) the increasing of the students’ understanding mathematical ability taught through MMP teaching model by using online math game was better than those who were taught conventionally; (2) the increasing of motivation which’s taught through MMP teaching model by using online math game was better than those who were taught conventionally; (3) there was no interaction between learning model by students’ level on student’s mathematic of understanding mathematical ability; (4) there was an interaction between learning model by students’ level on the increasing of the students’ motivation. ]]>
<![CDATA[Peningkatan Lapisan Pemahaman Konsep Luas Bangun Datar Mahasiswa melalui Model Pembelajaran PRAKTAK ]]>
<![CDATA[Viktor Sagala]]>;
<![CDATA[Ahmad Hatip]]>
<![CDATA[ Didaktik Matematika Vol 5, No 2 (2018): Jurnal Didaktik Matematika ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/jdm.v5i2.11898
<![CDATA[The objective of this study was to describe the increase in the prospective student teachers’ conceptual understanding of the area of plane geometry by applying the practicum-axiomatic learning model (PRAKTAK). The PRAKTAK learning model is a combination of practicum and axiomatic methods in learning of proving the area of plane geometry. The evaluation was carried out using a modified Pirie-Kieren model of the layers of concept understanding hypothesized in 1994 and developed by cognitive psychology experts from 2002 to 2017. The research subjects were third-semester students of the Mathematics Study Program at FKIP Unitomo Surabaya. A set of questions is administered to the subjects after participating in learning using the PRAKTAK model, followed by an interview. The data of worksheets and interview transcripts were analyzed qualitatively. The results showed that before the implementation of PRAKTAK learning model, the understanding layer of subjects satisfied the first to fourth layers, namely primitive knowing, image making, having images and property noticing. After the implementation of PRAKTAK learning model, the understanding layer of the subjects increased, fulfilling the fifth and half of the sixth layer, namely formalizing and observing. Thus, the subjects met the semi observing layer. The PRAKTAK model can be applied in a geometry learning, and the modified Pirie-Kieren understanding model can be employed as an alternative evaluation tool.]]>
<![CDATA[Pengembangan Lembar Self-Assessment untuk Meningkatkan Kemampuan Pemecahan Masalah Siswa SMP melalui Pendekatan Saintifik ]]>
<![CDATA[Ismi Amalia Sari]]>;
<![CDATA[Yusrizal Yusrizal]]>;
<![CDATA[M. Duskri]]>
<![CDATA[ Didaktik Matematika Vol 5, No 2 (2018): Jurnal Didaktik Matematika ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/jdm.v5i2.11975
<![CDATA[Students’ ability to solve mathematics problems, especially problem-solving questions, is still relatively low despite the 2013 curriculum requiring students to be able to solve such questions and expecting the learning process to apply a scientific approach. This learning process requires students to be more engaged and teachers to facilitate students experiencing difficulties during the learning process. However, teachers have a little knowledge of the difficulties experienced by students in the learning process because the learning process conducted in the classroom does not provide enough information concerning the students’ difficulties. Students’ self-assessment can help students in identifying their difficulties, and the teacher can choose the right strategies to overcome them. Therefore, it is necessary to develop learning instruments encouraging students to engage more in assessing their abilities which in turn improving their problem-solving abilities. This study aimed to develop and produce the valid, practical and effective self-assessment sheet and student worksheet to improve students’ problem-solving skills employing scientific approach. This study was development research referring to the Dick and Carey model. The learning instruments trials were conducted at one of the junior high schools in Banda Aceh. The results of the study found that the self-assessment sheet and student worksheet employing the scientific approach satisfied the criteria of being valid, practical and effective. Thus, teachers and students can use this self-assessment sheet and worksheet to improve the quality of learning in schools.]]>
<![CDATA[A Multigroup Invariance Analysis and Gender Difference of Students’ Self-efficacy and Attitude Concerning Mathematics ]]>
<![CDATA[Elizar Elizar]]>;
<![CDATA[I Gusti Ngurah Darmawan]]>
<![CDATA[ Didaktik Matematika Vol 5, No 2 (2018): Jurnal Didaktik Matematika ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/jdm.v5i2.11640
<![CDATA[This article aimed to examine multigroup invariance of Mathematics Self-efficacy and Attitude Scales (MSAS) and examine the differences of MSAS in term of gender. 1135 (630 female and 505 male) Year 9 students in Aceh, Indonesia were involved in the study. The invariance analysis was performed to investigate whether the items in the MSAS are behaving identically for Year 9 female and male students in the province of Aceh, Indonesia. The results reported the indication of multigroup equivalence of the MSAS between gender (p-value is not statistically significant or ∆CFI ≤ 0.01). An independent t-test indentified that students’ attitude concerning mathematics is significantly different between gender of students. Female students’ positive attitude concerning mathematics is higher compared to male students’. This study may be used as one of the evidences as for the needs to enhance male students attitude toward mathematics.]]>
<![CDATA[Peningkatan Kemampuan Pemecahan Masalah dan Berpikir Kritis Matematis Siswa melalui Pendekatan Metakognitif ]]>
<![CDATA[Ainuna Fasha]]>;
<![CDATA[Rahmah Johar]]>;
<![CDATA[M. Ikhsan]]>
<![CDATA[ Didaktik Matematika Vol 5, No 2 (2018): Jurnal Didaktik Matematika ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/jdm.v5i2.11995
<![CDATA[Mathematical problem solving and critical thinking is two skills that need to be improved through learning mathematics. Metacognitive approach is one approach to improve them. This study aims to examine differences in the improvement of problem solving skills and mathematical critical thinking between students who get learning with a metacognitive approach and students who get conventional learning. This research is an experimental study with a pre-test post-test control group design research design. The population was all students of class XI of SMAN 3 Banda Aceh by taking samples of two classes, namely the experimental class and the control class through purposive sampling technique. Data collection was carried out using problem solving ability tests and mathematical critical thinking tests. Data analysis used t-test and analysis of variance. The results show that overall the improvement of students' mathematical problem solving and critical thinking skills that are learning with a metacognitive approach are better than students who obtain conventional learning, and there is an interaction between learning approaches and student ratings on mathematical problem-solving abilities]]>
<![CDATA[Efektivitas Pembelajaran Matematika Menggunakan Bahan Ajar Berbasis Integrasi Interkoneksi terhadap Peningkatan Kemampuan Berpikir Kritis Mahasiswa ]]>
<![CDATA[Suparni Suparni]]>
<![CDATA[ Didaktik Matematika Vol 5, No 2 (2018): Jurnal Didaktik Matematika ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/jdm.v5i2.11427
<![CDATA[This purpose of this study was to analyze the effectiveness of Mathematics instruction employing the instructional materials based on the interconnection integration on students' critical thinking ability. This is a quasi-experimental research utilizing the pre-test post-test control group design. The subjects of this research are all students of Mathematics Education Study Program Faculty of Science and Technology UIN Sunan Kalijaga Yogyakarta who enrolled in Mathematics Learning Strategy course (48 students in experimental class and 31 students in control class). Data was collected using test and questionnaires. Data analysis was carried out by using t-test. Based on the result, it is identified that Mathematics instruction using the instructional materials based on the interconnection integration is more effective than conventional instruction to improve students’ critical thinking ability of Mathematics Education Study Program Faculty of Science and Technology UIN Sunan Kalijaga Yogyakarta]]>
<![CDATA[Pengaruh Pendekatan Pembelajaran Konstruktivisme dan Self-Efficacy Siswa terhadap Kemampuan Komunikasi Matematis Siswa ]]>
<![CDATA[Amin Asri Yati]]>;
<![CDATA[Jefri Marzal]]>;
<![CDATA[Yantoro Yantoro]]>
<![CDATA[ Didaktik Matematika Vol 5, No 2 (2018): Jurnal Didaktik Matematika ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/jdm.v5i2.11019
<![CDATA[This study concerned on the influence of constructivism and student self-efficacy approach to mathematical communication. The ability of mathematical communication and self-efficacy of student-controlled students is very important for students. This research sought to examine (1) the influence of learning approach of constructivism to mathematical communicative ability, (2) the influence of student self-efficacy toward student's mathematical communication ability, (3) influence of constructivism and student self-efficacy approach to students' mathematical communication ability. This is a quantitative research employing the pretest-posttest non-equivalent control group design, the population in this study is all Year 7 students of junior high school. Data collection was done by student mathematical communication skills test and student self-efficacy attitude scale. This study found that the use of constructivism and self-efficacy approach significantly influence students' mathematical communication skills and there is no interaction between students’ mathematical communication skills and self-efficacy using the constructivism learning approach.]]>
<![CDATA[Kemampuan Berpikir Kreatif Matematis Siswa melalui Model Pembelajaran Brain-Based Learning ]]>
<![CDATA[Cut Ardhilla Putri]]>;
<![CDATA[Said Munzir]]>;
<![CDATA[Zainal Abidin]]>
<![CDATA[ Didaktik Matematika Vol 6, No 1 (2019): Jurnal Didaktik Matematika ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/jdm.v6i1.9608
<![CDATA[The students' mathematical creative thinking ability is still low and lacks attention in the implementation of mathematics learning. This issue requires an attempt to address the problem. One of the efforts that can be done by teachers to develop creative thinking ability is by applying a Brain-Based Learning model of learning. This study aims to describe the development of students' mathematical creative thinking ability through Brain-Based Learning model. This research employed a qualitative approach. Participants were six students selected from 30 students of class VIII-1 in SMP Negeri 19 Percontohan Banda Aceh. The instruments used in this research are creative thinking ability test and interview guide. The results showed that the ability of students' mathematical creative thinking through Brain-Based Learning model developed. The development of students' creative thinking ability in each indicator is different. The students' mathematical creative thinking abilities for indicators of fluency and flexibility develop at each session. For indicators of originality and elaboration, there was a decrease in the second session but increased for the next one.]]>
<![CDATA[Kecerdasan Logis Matematis Siswa melalui Model Pembelajaran Berbasis Proyek di SMA ]]>
<![CDATA[Decy Pramita Sari Yusna]]>;
<![CDATA[Bahrun Bahrun]]>;
<![CDATA[M. Duskri]]>
<![CDATA[ Didaktik Matematika Vol 6, No 1 (2019): Jurnal Didaktik Matematika ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/jdm.v6i1.9607
<![CDATA[This research aimed is to describe students' logical-mathematical intelligence through project-based learning. This study was descriptive qualitative research. Participants in this research are students of class XI school in Meulaboh for one class that is class XI-1. The data is students answer that was obtained from the logical-mathematical intelligence test. The data collected by using multiple intelligence tests and student answers results obtained from the task of logical-mathematical intelligence during the project-based learning process. The results show that in general logical-mathematical intelligence during project-based learning each group meets a minimum of four out of five aspects of logical-mathematical intelligence. Thus, the logical-mathematical intelligence of students developing after the implementation of the project-based learning.]]>
<![CDATA[Mathematical Abstraction of Year 9 Students Using Realistic Mathematics Education Based on the Van Hiele Levels of Geometry ]]>
<![CDATA[Heris Hendriana]]>;
<![CDATA[Nelly Fitriani]]>
<![CDATA[ Didaktik Matematika Vol 6, No 1 (2019): Jurnal Didaktik Matematika ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/jdm.v6i1.13285
<![CDATA[Previous research regarding abstraction has not discussed abstraction qualitatively based on van Hiele levels. Thus, it is necessary to study abstraction analysis based on van Hiele levels through Realistic Mathematics Education (RME) approach. The purpose of this research was to analyze mathematical abstraction based on van Hiele levels of geometry (VHLG) through RME and traditional learning approach reviewed from the levels of prior knowledge. This research employed a descriptive qualitative method involving Year 9 junior high school students as the subjects. The instruments were a mathematical abstraction test, van Hiele geometry test, and interview guidelines. The results of the high- and medium-ability students in the classroom using RME approach showed that VHLG was at the Deduction level and the abstraction ability was dominated by Empirical and Reflective Abstraction, whereas the low-ability students are at the level of Abstraction, they had imperfect Empirical and Reflective Abstraction. As for the high-ability students in the traditional learning classroom, the VHLG was at the level of Abstraction; their Reflective Abstraction was at the Representation level. While concerning the low- and medium-ability students, the VHLG was at the Analysis level; they mastered the Reflective Abstraction at the level of Recognition. This study indicates that the RME approach can trigger the development of mathematical abstraction, and accelerate the van Hiele levels of geometry progress.]]>
