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[Students Mathematical Representation Ability in Learning Algebraic Expression using Realistic Mathematics Education ]]>
<![CDATA[Yuhasriati Yuhasriati]]>;
<![CDATA[Rahmah Johar]]>;
<![CDATA[Cut Khairunnisak]]>;
<![CDATA[Ulya Rohaizati]]>;
<![CDATA[Al Jupri]]>;
<![CDATA[Tuti Zubaidah]]>
<![CDATA[ Didaktik Matematika Vol 9, No 1 (2022): April 2022 ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/jdm.v9i1.25434
<![CDATA[Mathematical representation ability (MRA) is crucial in solving mathematical problems, particularly in the topic of algebraic expressions. However, some students struggle to grasp algebraic forms in real-world circumstances. Learning through realistic mathematics education (RME) using context is one of the learning approaches that could help improve students' MRA. The objective of this study was to assess students' MRA in learning algebraic expressions through realistic mathematics education. This research employed mixed-method research with a sequential explanatory design. The subjects of this study were 27 seventh-grade students from a junior high school in Banda Aceh, Indonesia. Data on students' MRA were gathered through written test and task-based interviews. The descriptive analysis of written test data revealed that students' average score is 3.6, which is considered low compared to the maximum score of 8. The majority of students (n=24) satisfied the visual indicators of MRA as they successfully drew the composite shape. Whereas the most challenging MRA aspect for students to master was symbolic representation, only a few students (n=6) could solve the problem related to the multiplication of algebraic expressions. Students’ learning loss in the prerequisites due to online learning during the Covid-19 outbreak was one cause of the students' low performance on MRA.]]>
<![CDATA[Zone of Concept Image Differences in Infinite Limits at Undergraduate Level ]]>
<![CDATA[Rini Sulastri]]>;
<![CDATA[Didi Suryadi]]>;
<![CDATA[Sufyani Prabawanto]]>;
<![CDATA[Endang Cahya]]>;
<![CDATA[Fitriani Fitriani]]>
<![CDATA[ Didaktik Matematika Vol 9, No 1 (2022): April 2022 ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/jdm.v9i1.24709
<![CDATA[The gap between the concept image and the concept definition will greatly affect a person’s 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.]]>
<![CDATA[Mathematics Teacher's Response to Blended Learning Hyper content with Hyperlinks as a Limited Face-to-Face Learning Strategy ]]>
<![CDATA[Turmudi Turmudi]]>;
<![CDATA[Asep Syarif Hidayat]]>;
<![CDATA[Widayanti Widayanti]]>;
<![CDATA[Aan Yuliyanto]]>;
<![CDATA[Riska Nurhasanah]]>;
<![CDATA[Ahmad Rizal Jalaludin]]>;
<![CDATA[Nana Diana]]>
<![CDATA[ Didaktik Matematika Vol 9, No 1 (2022): April 2022 ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/jdm.v9i1.24756
<![CDATA[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.]]>
<![CDATA[The Application of Synchronous and Asynchronous Learning using E-learning on Elementary Linear Algebra ]]>
<![CDATA[Dwi Ivayana Sari]]>;
<![CDATA[Moh. Zayyadi]]>;
<![CDATA[Sharifah Osman]]>;
<![CDATA[Milawati Milawati]]>;
<![CDATA[Dian Kurniati]]>
<![CDATA[ Didaktik Matematika Vol 9, No 1 (2022): April 2022 ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/jdm.v9i1.24759
<![CDATA[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.]]>
<![CDATA[Teacher’s Self-regulation in Solving the Problem with Contradiction Information ]]>
<![CDATA[Sri Indriati Hasanah]]>;
<![CDATA[Hasan Basri]]>;
<![CDATA[Ukhti Raudhatul jannah]]>;
<![CDATA[Evha Nazalatus Sa’adiyah Sy]]>;
<![CDATA[Harfin Lanya]]>
<![CDATA[ Didaktik Matematika Vol 9, No 1 (2022): April 2022 ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/jdm.v9i1.25203
<![CDATA[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.]]>
<![CDATA[Developing RME-Based Learning Trajectory for Teaching Addition to A Dyscalculia Student in Elementary School ]]>
<![CDATA[Ahmad Fauzan]]>;
<![CDATA[Cahyo Dwi Andita]]>;
<![CDATA[Gusti Rada]]>;
<![CDATA[Afifah Zafirah]]>;
<![CDATA[Abdul Halim bin Abdullah]]>
<![CDATA[ Didaktik Matematika Vol 9, No 1 (2022): April 2022 ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/jdm.v9i1.25340
<![CDATA[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.]]>
<![CDATA[Analysis of Students' Mathematical Connection Ability Through Learning Strategies Based on Local Wisdom ]]>
<![CDATA[Andi Muhammad Irfan Taufan Asfar]]>;
<![CDATA[Sumiati Sumiati]]>;
<![CDATA[Andi Muhamad Iqbal Akbar Asfar]]>;
<![CDATA[Andi Nurannisa]]>
<![CDATA[ Didaktik Matematika Vol 9, No 1 (2022): April 2022 ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/jdm.v9i1.22435
<![CDATA[Students' mathematical abilities are still considered low due to the lack of students' mathematical connection abilities. One effort that can be done in overcoming the low ability of students' mathematical connections is to involve the culture around students in the learning process. This study aims to analyze students' mathematical connection ability through the application of learning strategies based on local wisdom a'bulo sibatang, assamaturu, mappesabbi and sipakatau. The research method used is a quantitative quasi-experimental type of nonequivalent control group design. Through purposive sampling technique, it was obtained class XI MIPA 3 (experimental class) and XI MIPA 1 (control class). The instrument used is a test to indicators of mathematical connection ability. The results showed an increase in indicator of mathematical connection ability in the experimental class, namely 88.52% indicator I, 85.35% indicator II and 83.87% indicator III. Meanwhile, in the control class applied problem-based learning strategies only got a score of 65%. Based on the results of the analysis, it can be concluded that local wisdom-based learning in the experimental class is able to improve students' mathematical connection ability better than the control class that applies problem-based learning.]]>
<![CDATA[Exploration of Students' Epistemological Obstacles in Understanding the Concept of Variables and Expressions ]]>
<![CDATA[Rosliana Siregar]]>;
<![CDATA[Muhammad Daut Siagian]]>;
<![CDATA[Tommy Tanu Wijaya]]>
<![CDATA[ Didaktik Matematika Vol 10, No 1 (2023): April 2023 ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/jdm.v10i1.30694
<![CDATA[Variables and expressions serve as bridges where students cross from arithmetic to algebra. Although variables and expressions are important concepts in middle school and high school mathematics, they are topics that many students find challenging, and many, in fact, do not develop a thorough understanding of these topics. This study aims to explore the epistemological obstacles students face in understanding and interpreting the concepts of variables and expressions. Based on these objectives, a qualitative research design with a phenomenological approach was chosen to achieve this research objective. The subjects in this study were 8th grade middle school students in the city of Medan, Indonesia. Tests and interviews were used to collect data. The data obtained were analyzed using an inductive approach. The data obtained are presented in narrative and graphical forms. Based on the research results obtained, six types of student errors in solving problems related to the concept of variables and expressions were identified. Overall, students' limitations in understanding and interpreting variables as something unknown is one of the triggers for epistemological obstacles. Teachers should give chances for pupils to debate and explain variables and expressions in the classroom to assist students gain a comprehensive knowledge of these mathematical tools.]]>
<![CDATA[Development of Socrates-Based Mathematical Statistics Teaching Materials ]]>
<![CDATA[Zubaidah Rasiman]]>;
<![CDATA[Dona Fitriawan]]>
<![CDATA[ Didaktik Matematika Vol 10, No 1 (2023): April 2023 ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/jdm.v10i1.28881
<![CDATA[The aims of this study are to: a) develop Socrates-based mathematical statistics teaching materials; b) testing the quality of teaching materials in terms of validity, effectiveness, and practicality. The research was carried out in the even semester of 2021/2022 in the fourth semester of the mathematical statistics course for all classes. This study uses a development method using a 4-D model consisting of 4 main stages, namely define, design, develop, disseminate. The product developed is in the form of teaching materials that have been tested for feasibility with content validity, effectiveness tests by analyzing student learning outcomes after the teaching materials are used and practicality tests through student response analysis. The collection techniques and instruments are: 1) indirect communication techniques with the instruments being expert validation questionnaires and response questionnaires for instrument validation and student responses; 2) the measurement technique with the instrument is a test of learning outcomes for the effectiveness of the product; 3) direct communication techniques with interview sheets as instruments to find out the advantages and disadvantages of teaching materials when used for students. The data analysis techniques are: a) describe or describe each step of development with a 4-D model; b) expert validation analysis on the feasibility of teaching materials, namely qualitative descriptive, the results of the study are stated in the form of logical analysis; c) calculation of the validity of the assessment results and validation of the consistency of the experts using Aiken's formulation. The overall research results are: 1) the development of Socrates-based mathematical statistics teaching materials is carried out according to the main 4-D stages in sequence; 2) Socrates-based mathematical statistics teaching materials have content validity and reliability with very high criteria; 3) student learning outcomes after using Socrates-based mathematics teaching materials are classified as high criteria. So it can be concluded that the teaching materials developed are effective.]]>
<![CDATA[Development of Mathematics E-Module Using Kodular and Flipbook for Junior High School Students: Differences ]]>
<![CDATA[Tri Nova Hasti Yunianta]]>;
<![CDATA[Tatang Herman]]>;
<![CDATA[Banu Al Wizhar]]>;
<![CDATA[Muhammad Al Falah Kurniawan]]>
<![CDATA[ Didaktik Matematika Vol 10, No 1 (2023): April 2023 ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/jdm.v10i1.29730
<![CDATA[To develop media such as e-modules, a comprehensive understanding of the applications used to create them is necessary. It is essential to comprehend the features of using e-module applications to ensure their effectiveness in the development of superior e-modules in the future. The objectives of the present study were showing that mobile learning by e-module using different applications, i.e. Kodular and Flipbook, are valid, practical, effective and finding differences between the characteristics of e-module development to get a comprehensive idea for future development for researchers who want to develop e-module using both applications. The present study is a research and development study. The selected development model was ADDIE i.e. Analyze, Design, Development, Implementation and Evaluation. The Subject e-module learning media users were junior high school students. The validity of e-module media by Kodular is 92.55%, which is very good. The validity of e-module media by Flipbook is 90.35%, which is very good. The test result on the respondents who used e-module by Kodular is 83.45% feasible to use and the result of e-module by Flipbook is 86.39% also feasible to use. The Kodular e-module had an average student learning outcome score of 78.28, while the Flipbook e-module had an average score of 70.67. The two e-modules from the application were examined, and five differences were identified in the characteristics of e-modules from Kodular and Flipbook, in order to support the continuous development of e-modules.]]>
