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[Profil Berpikir Kritis Siswa Asperger pada Pembelajaran Bangun Datar dengan Metode Montessori ]]>
<![CDATA[Dyah Ayu Sulistyaning Cipta]]>;
<![CDATA[Donna Avianty]]>;
<![CDATA[Anik Kurniawati]]>
<![CDATA[ Didaktik Matematika Vol 6, No 2 (2019): Jurnal Didaktik Matematika ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/jdm.v6i2.14175
<![CDATA[Critical thinking skills in Mathematics learning are commonly only centred on typical students. Sometimes teachers forget that there are students with special needs who also need to study Mathematics; one of them are students with Asperger's Syndrome. Through this study, the researcher used the Montessori method to teach the plane geometry topic. The research method used was descriptive qualitative. The students observed were two students with Asperger's learning while applying the Montessori method. This study illustrated how the Montessori method was used to students with Asperger's syndrome and described the profile of students critical thinking suffering from Asperger's syndrome. The instruments in this study were the critical thinking test and field notes conducted by the research team. The results showed that the Montessori method seemed to make students with Asperger's Syndrome more expressive and willing to interact with the surrounding environment. They also had better motor skills and the critical thinking skills of the students were of high criteria. Besides, the aspects of freedom, integrating with the environment and the presence of playground tools, seem to make the Montessori method appropriate to be used use by students with Asperger's Syndrome.]]>
<![CDATA[PENINGKATAN KEMAMPUAN KOMUNIKASI MATEMATIS DAN MOTIVASI SISWA DENGAN PEMBELAJARAN PENDEKATAN QUANTUM LEARNING PADA SISWA SMP NEGERI 5 LHOKSEUMAWE ]]>
<![CDATA[Darkasyi, Muhammad]]>;
<![CDATA[Johar, Rahmah]]>;
<![CDATA[Ahmad, Anizar]]>
<![CDATA[ Didaktik Matematika Vol 1, No 1 (2014): Jurnal Didaktik Matematika ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/jdm.v1i1.1284
<![CDATA[Abstrak. Rendahnya kemampuan komunikasi matematis dan motivasi siswa di Sekolah Menengah Pertama (SMP) disebabkan guru masih cenderung aktif, dengan pendekatan konvensional menyampaikan materi kepada para peserta didik, sehingga siswa dalam mengkomunikasikan matematis dan motivasi masih sangat kurang. Penelitian ini bertujuan untuk mengetahui apakah peningkatan kemampuan komunikasi matematis siswa yang memperoleh pembelajaran dengan pendekatan Quantum learning berbeda dari siswa yang memperoleh pembelajaran secara konvensional di SMP Negeri 5 Lhokseumawe. Untuk mengetahui apakah peningkatan motivasi siswa yang memperoleh pembelajaran dengan pendekatan quantum learning berbeda dari pada siswa yang memperoleh pembelajaran secara konvensional di SMP Negeri 5 Lhokseumawe. Pengumpulan data digunakan instrumen berupa tes kemampuan komunikasi matematis dan angket motivasi siswa. Untuk melihat adanya perbedaan kemampuan siswa antara kelompok eksperimen dengan kelompok kontrol digunakan uji-t dengan taraf signifikan 0,05 setelah prasyarat pengujian terpenuhi. Hasil penelitian menunjukkan bawa peningkatan kemampuan komunikasi matematis siswa yang memperoleh pembelajaran dengan penerapan pendekatan quantum learning lebih baik dari pada siswa yang memperoleh pembelajaran secara konvensional. Motivasi siswa di kelas yang memperoleh pembelajaran pendekatan quantum learning lebih baik dari pada motivasi siswa yang memperoleh pembelajarabn secara konvensional. Pendekatan pembelajaran quantum learning sangat potensial untuk diterapkan dalam pembelajaran matematika, terutama pada saat pengenalan konsep dasar suatu materi.Kata kunci: Pendekatan Pembelajaran Quantum Learning, Kemampuan Komunikasi Matematis, Motivasi Siswa]]>
<![CDATA[Hambatan Epistimologis Siswa dalam Menyelesaikan Masalah Sistem Persamaan Linear Dua Variabel ]]>
<![CDATA[Samsul Maarif]]>;
<![CDATA[Rokhyani Nur Setiarini]]>;
<![CDATA[Nurafni Nurafni]]>
<![CDATA[ Didaktik Matematika Vol 7, No 1 (2020): Jurnal Didaktik Matematika ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/jdm.v7i1.15234
<![CDATA[Many students make mistakes in solving mathematical problems, including the problem of the System of Linear Equations in Two Variables (SLETV). This research was a descriptive study using a qualitative research approach to analyze students' epistemological obstacles in solving SLETV problems. The respondents of this study were 53 Year 9 students of SMP Islam Raudlotul Hikmah who had learned SLETV. The instrument used was a mathematical problem-solving ability test and interview guideline. The data analysis was conducted by analyzing the answers of 53 respondents to three types of epistemological obstacles. Five respondents were also interviewed to find out more about the obstacles that occurred. The results showed three types of students' epistemological obstacles in solving SLETV problems: conceptual obstacle, procedural obstacle, and operational, technical obstacle. The findings of epistemological obstacles in this study showed the same pattern as previous research findings, although the material was different. Thus, it can be used as a basis for teachers to improve learning strategies related to SLETV and other mathematical materials.]]>
<![CDATA[Kerjasama Mahasiswa dalam Pembelajaran Kooperatif Tipe Jigsaw pada Mata Kuliah Pengantar Aljabar ]]>
<![CDATA[Indah Tri Septiani]]>;
<![CDATA[Abd Qohar]]>
<![CDATA[ Didaktik Matematika Vol 7, No 1 (2020): Jurnal Didaktik Matematika ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/jdm.v7i1.15365
<![CDATA[The lecture on algebra has not involved students in working together. Thus, one effort that can be done is implementing the jigsaw cooperative learning model. This study aims to describe the student collaboration activities in the introduction to algebra course using the jigsaw cooperative learning. This research is a quantitative descriptive study. The subjects were 32 first semester students of 2019 who were enrolled in the introduction to algebra course in the Mathematics Education Study Program, FMIPA, Universitas Negeri Malang. The instrument in this study was an observation sheet of student activities, and the supporting data were the results of individual exercises. Data were analyzed descriptively. The results showed that student collaboration activities in the jigsaw cooperative learning in the introduction to algebra course were very good, as indicated by the average score of students in completing individual exercise problems was 90. Thus, it can be concluded that the selection of an appropriate learning model can enhance student collaboration in learning abstract mathematical concepts.]]>
<![CDATA[Kemampuan Representasi Matematis Siswa Kelas VIII SMP Ditinjau dari Gaya Kognitif Visualizer dan Verbalizer ]]>
<![CDATA[Fergi Faranijza Fatri]]>;
<![CDATA[Maison Maison]]>;
<![CDATA[Syaiful Syaiful]]>
<![CDATA[ Didaktik Matematika Vol 6, No 2 (2019): Jurnal Didaktik Matematika ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/jdm.v6i2.14179
<![CDATA[Mathematical representation skill is students' ability to express mathematical ideas (such as problems, statements, and definitions) in various ways to solve problems through multiple representations, such as images, words, tables, and symbols mathematics. Students are struggling in representing mathematical ideas. It hampers them in determining the solution of mathematical problems. They are careless in reading the word problems, lacking problem analysis, less thorough, and struggling to connect concepts. The subjects of this study were in two students from one of the junior high school in Jambi. The instruments used for this research were VVQ, Mathematical Representation Ability Test and interviews. This study used a descriptive qualitative method. The results showed that the representation abilities of students with visualizer and verbalizer style were quite good. However, each subject had a different way of solving problems. Visualizers were more interested in questions with image information in solving the problem. Verbalizer tended to prefer information with detailed wording.]]>
<![CDATA[The Effect of Think Pair Check Model on Students Understanding of Mathematical Concepts in Terms of Cognitive Style ]]>
<![CDATA[Yerizon Yerizon]]>;
<![CDATA[Farhani Farhani]]>;
<![CDATA[Hendra Syarifuddin]]>;
<![CDATA[Nor’ain Mohd Tajudin]]>
<![CDATA[ Didaktik Matematika Vol 7, No 1 (2020): Jurnal Didaktik Matematika ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/jdm.v7i1.14932
<![CDATA[This quasi-experimental research aims to determine the effect of Think Pair Check (TPC) learning models on understanding of mathematical concepts in terms of cognitive style. A purposive sampling technique was used to select a sample of 54 students from a junior high school in Patamuan sub-district, Indonesia. The data were obtained from mathematical concept understanding tests and Group Embedded Figure Test (GEFT) to determine students' cognitive styles. Data were analyzed using t-test. The findings indicated that students who learned using TPC method had a better understanding of concepts than those learning using the conventional model. Furthermore, the TPC learning model positively influenced the understanding of mathematical concepts of students with the Field Independent cognitive style but had no influence on students with the Field Dependent cognitive style. Therefore, the TPC learning model can be used to improve the understanding of mathematical concepts, especially for students with the Field Independent cognitive style.]]>
<![CDATA[Efektivitas Modul Pembelajaran Berbantuan Software GeoGebra pada Materi Bangun Ruang Sisi Datar ]]>
<![CDATA[Rhilmanidar Rhilmanidar]]>;
<![CDATA[Marwan Ramli]]>;
<![CDATA[Bansu Irianto Ansari]]>
<![CDATA[ Didaktik Matematika Vol 7, No 2 (2020): Jurnal Didaktik Matematika ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/jdm.v7i2.17915
<![CDATA[The low learning outcomes of students on geometry may be due to the unavailability of GeoGebra software assisted learning modules. This research aims to investigate the effectiveness of a GeoGebra software assisted learning module on the theory of flat-faced 3D shapes. This study consists of three phases, which are preliminary research, prototyping phase, and assessment phase. The test subjects are the students of a junior high school in Aceh Selatan. The research instruments cover student activity sheets, formative test sheets, student response questionnaires, and observer response questionnaires. The results show that the learning module satisfies the effectiveness criteria. These results are supported by very good student activities, improvement in students’ score of formative test, and positive responses of the students and teachers on the learning module.]]>
<![CDATA[Metaphorical Thinking of Students in Solving Algebraic Problems based on Their Cognitive Styles ]]>
<![CDATA[Muthmainnah Muthmainnah]]>;
<![CDATA[Marwan Ramli]]>;
<![CDATA[M Ikhsan]]>
<![CDATA[ Didaktik Matematika Vol 8, No 1 (2021): Jurnal Didaktik Matematika ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/jdm.v8i1.18978
<![CDATA[One of thinking concepts which connects real life to mathematics is called metaphorical thinking. Metaphor and modelling are two closely related concepts. Besides, each individual performs different cognitive styles, such as field independent (FI) and field dependent (FD) cognitive styles. This factor possibly leads to different metaphorical thinking in solving algebraic problems. The participants of this qualitative research consist of two students at grade 7 of one of junior high school in Banda Aceh, Indonesia, with FI and FD as their cognitive styles. Based on the findings, it is found that: 1) Metaphorical thinking of the student with FI cognitive style in solving the algebraic problem in the stage of understanding the problem, devising a plan, carrying out the plan, and looking back is considered to achieve the target for each criteria of CREATE; 2) Metaphorical thinking of the student with FD cognitive style in solving the problem in the all four stages but could not reveal all criteria mentioned in CREATE. This happens as the student is unable to find the appropriate metaphor to the algebraic problem. Therefore, the student does not need to explain the suitability of the metaphor to the algebraic problem.]]>
<![CDATA[Profil Pemahaman Konsep Siswa pada Materi Sistem Persamaan Linier Tiga Variabel Ditinjau dari Gaya Kognitif ]]>
<![CDATA[Didik Suliswanto]]>;
<![CDATA[Dwi Juniati]]>;
<![CDATA[Pradnyo Wijayanti]]>
<![CDATA[ Didaktik Matematika Vol 7, No 2 (2020): Jurnal Didaktik Matematika ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/jdm.v7i2.17341
<![CDATA[Understanding of the concept is needed in studying mathematics, including the topic of the Three Variable Linear Equation System (SPLTV). In fact, there are still many students who don't understand the basic concepts well. The research subjects were students in grade 10 high school, each consisting of one student with field independent and field dependent cognitive style. The research instrument which were used consisted of a concept understanding test and interview guidelines. Data analysis was done through data reduction procedures, data exposure, and making conclusions. The resulting research showed that the field independent students understanding to the concept of SPLTV, namely students stated that the meaning of SPLTV used their own language without being stuck with the notation from SPLTV and students gave examples and non-examples of SPLTV. In addition, in solving problems students are able to use the SPLTV concept well. As the results of the research, the students' understanding of field dependent on the concept of SPLTV is that students explained that the notion of SPLTV was still stuck with the notation of the existing SPLTV and students give examples and non-examples of SPLTV. Moreover, in solving problems, students are less able to use the SPLTV concept well.]]>
