Journal of Didactic Mathematics
Journal of Didactic Mathematics is published three times a year, in April, August and December. This journal is providing a platform that welcomes and acknowledges high quality empirical original research papers about mathematics education, mathematical didactic, mathematics learning, and school mathematics written by researchers, academicians, professionals, and practitioners.
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73 Documents
<![CDATA[PENGARUH PENERAPAN MODEL PEMBELAJARAN INKUIRI TERBIMBING TERHADAP KEMAMPUAN PEMAHAMAN KONSEP MATEMATIS SISWA KELAS VIII MTS AL ISLAM PETALABUMI ]]>
<![CDATA[Fitri Ramadhani]]>;
<![CDATA[Siska Aprilianingsih]]>
<![CDATA[ Journal of Didactic Mathematics Vol 1, No 2 (2020): August ]]>
Publisher : <![CDATA[Mahesa Research Center ]]>
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DOI: 10.34007/jdm.v1i2.172
<![CDATA[This study aims to determine the effect of the Implementation of Guided Inquiry Learning Model Against the Mathematical Understanding Ability of Class VIII Students of MTs Al Islam Petalabumi. The type of this research is Quasi Experiment research. The research design used was Randomized Subjects Posttest Only Control Group Design. The sampling technique is a purposive sampling technique. The instrument in this study was a test of students' mathematical concept comprehension ability. Data analysis techniques in this test use the Independent Samples T-Test. Based on the results of research testing the hypothesis of the two sample classes obtained P-value is smaller than a, which is 0,000 <0.05. This means that H0 is rejected and Ha is accepted. Thus the ability to understand students 'mathematical concepts with the application of guided inquiry learning models is better than the ability to understand students' mathematical concepts with conventional learning models.]]>
<![CDATA[PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE JIGSAW UNTUK MENINGKATKAN KEMAMPUAN PEMAHAMAN KONSEP SISWA PADA POKOK BAHASAN KUBUS DAN BALOK DI KELAS VIII SMP BHAYANGKARI MEDAN ]]>
<![CDATA[Nurmala Hayati]]>
<![CDATA[ Journal of Didactic Mathematics Vol 1, No 1 (2020): April ]]>
Publisher : <![CDATA[Mahesa Research Center ]]>
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DOI: 10.34007/jdm.v1i1.145
<![CDATA[This research is in the form of Classroom Action Research (CAR). The subjects in this study were students of class VIII-I of Bhayangkari Medan Middle School and the number of subjects in this class were 40 students. The instrument used to measure students' concept comprehension ability was in the form of filling, with validation and reliability coefficients of the instrument (0.852) for concept comprehension abilities, then the instruments used were observation sheets. The results of the study in the first cycle were obtained as follows: (1) the average understanding of the concept of students 63.90, (2) the percentage of teacher mastery in learning was only 67.85% and (3) students who achieved completeness were only 56.25%. Then proceed to the second cycle, so the results obtained in the second cycle are as follows: (1) the average ability of students' understanding of concepts is achieved as expected by 79.4, (2) the percentage of teacher mastery is also in accordance with the target of 89.75 and (3 ) the percentage of students completeness was 83.75%. Based on the results of the second cycle each aspect has met the minimum completeness criteria so that research is not continued in the next cycle.]]>
<![CDATA[PENERAPAN PROBLEM-BASED LEARNING: STUDI PADA KEMAMPUAN BERPIKIR REFLEKTIF SISWA ]]>
<![CDATA[Fitry Wahyuni]]>
<![CDATA[ Journal of Didactic Mathematics Vol 1, No 2 (2020): August ]]>
Publisher : <![CDATA[Mahesa Research Center ]]>
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DOI: 10.34007/jdm.v1i2.319
<![CDATA[In solving the problems they face, students must think so that they can apply the right concepts to the problems they face. This process can run effectively in learning if students have good reflective thinking skills. Mathematical reflective thinking is one of the thought processes needed in the process of solving mathematical problems. The purpose of this study was to determine the increase in reflective thinking skills between students who received learning with problem-based learning and conventional learning. The research method used is quantitative research with a quasi-experimental design. The population of this study was students of grade 7 MTs Islmaiyah Medan in the academic year 2019/2020. The sample in this study was students of class 7-A and 7-B MTs Islamiyah Medan. The data were collected by giving a reflective thinking ability test instrument. The data obtained were analyzed using a two-way ANOVA statistical test. Based on the research findings, it was found that there was an increase in students' reflective thinking skills taught by problem-based learning with students taught conventionally. Where the increase in reflective thinking skills between students whose learning process using problem-based learning is significantly higher than students whose learning is through conventional learning. Based on these results, it can be concluded that in an effort to foster students' mathematical abilities, the learning model used must match the characteristics of the learning model with mathematical abilities.]]>
<![CDATA[UPAYA PENINGKATAN KEMAMPUAN PEMECAHAN MASALAH MATEMATIS SISWA MTS MELALUI MODEL PEMBELAJARAN KOOPERATIF TIPE STAD ]]>
<![CDATA[Fatimah, Ade Evi]]>
<![CDATA[ Journal of Didactic Mathematics Vol 1, No 1 (2020): April ]]>
Publisher : <![CDATA[Mahesa Research Center ]]>
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DOI: 10.34007/jdm.v1i1.156
<![CDATA[The purpose of this study is to improve the mathematical problem-solving ability of students in class VII-1 MTs Islamiyah Medan through the STAD type cooperative learning model. This research is a Class Action Research (CAR). The subjects of this study were 40 students of grade VII-1 MTs Islamiyah Medan. The object in this study is to improve students' mathematical problem-solving abilities through the STAD Type Cooperative learning model on the subject of rectangular flat shapes. This research instrument uses tests of mathematical problem-solving abilities, observation, and interviews. Based on the preliminary results of the interviews conducted with the mathematics teacher, it was obtained that the mathematical problem-solving ability of students in class VII-1 MTs Islamiyah Medan was still not optimal. From the data obtained only 17.5% of students met the mathematical problem-solving ability criteria. This research was conducted in two cycles by providing treatment using STAD learning. Based on the results of data analysis students' mathematical problem-solving abilities in the first cycle obtained that 70% of students meet the criteria. But because it has not reached 85% completeness then continued with the second cycle. In the second cycle, 90% of students who met the criteria of mathematical problem-solving ability were obtained. The conclusion of this study is an increase in students' mathematical problem-solving abilities from cycle I to cycle II.]]>
<![CDATA[PENGARUH PENGGUNAAN MODEL LEARNING STARTS WITH A QUESTION TERHADAP KEMAMPUAN PEMECAHAN MASALAH MATEMATIS SISWA ]]>
<![CDATA[Mustika Helma]]>;
<![CDATA[Gigin Saipul Rahma]]>
<![CDATA[ Journal of Didactic Mathematics Vol 1, No 2 (2020): August ]]>
Publisher : <![CDATA[Mahesa Research Center ]]>
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DOI: 10.34007/jdm.v1i2.173
<![CDATA[The study began with observations at VIII Rengat Barat Middle School students of class VIII. This study aims to determine students' mathematical problem solving abilities using the Learnig Starts With A Question model. This type of research is experimental research (experimental research) with a quasi-experimental design research design. The research design used was The Randomized posttest-only control design. The sampling technique uses Simple Random Sampling. In this study the instrument used was a test of students' mathematical problem solving abilities. Data obtained on the problem-solving ability test were analyzed using the Independent Samples T-Test based on the results of the hypothesis test, the value of tcount = 2.014 and ttable = -1.999 with (df) n-2 and significance <0.05 (0.048 <0.05). As for the Independent Samples T-Test testing criteria, reject H0 if t> t table. Based on that, H0 is rejected because tcount = 2,014> ttable = -1,999. So it can be concluded that the students 'mathematical problem solving ability using the Learning Starts With A Question learning model is better than the students' mathematical problem solving ability using the conventional model in class VIII of SMP Negeri 4 Rengat Barat. Keywords: Problem Solving, Learnig Starts With A Question]]>
<![CDATA[UPAYA PENINGKATAN KEMAMPUAN PEMECAHAN MASALAH MATEMATIKA SISWA MELALUI PEMBELAJARAN CONTEXTUAL TEACHING AND LEARNING PADA MATERI PELUANG KELAS XI SMA NEGERI 21 MEDAN ]]>
<![CDATA[Indriyani Indriyani]]>;
<![CDATA[Suwanto Suwanto]]>
<![CDATA[ Journal of Didactic Mathematics Vol 1, No 1 (2020): April ]]>
Publisher : <![CDATA[Mahesa Research Center ]]>
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DOI: 10.34007/jdm.v1i1.146
<![CDATA[This research is a classroom action research, which aims to look at students' mathematical problem-solving abilities and student mathematics learning outcomes by applying the Contextual Teaching and Learning model in class XI IPA-1 SMA Negeri 21 Medan. The research subjects were 35 students. At the beginning of the study, observations were made to find out the weaknesses of students and the problems faced when teaching and learning activities took place. In addition to the data of mathematical problem-solving abilities that were analyzed, student learning activities were also analyzed. Based on the research results obtained observations in the first cycle; writing/reading (35.67%), working on student worksheets (23.33%), asking fellow friends (22%), asking teachers (12.33%), and activities not relevant to teaching and learning activities (6.67%). In the second cycle obtained writing/reading (28.3%), working on student worksheets (28%), asking fellow friends (24%), asking teachers (18.7%), and activities not relevant to teaching and learning activities (1%). The results for classical completeness obtained in the first cycle of 62.9%, but in the second cycle of 85.7%.]]>
<![CDATA[PENINGKATAN KEMAMPUAN BERPIKIR LOGIS DENGAN MENGGUNAKAN METODE PEMBELAJARAN KOOPERATIF TIPE TEAM-ACCELERATED INSTRUCTION ]]>
<![CDATA[Dwi Maulida Sari]]>;
<![CDATA[Rizky Nurul Hafni]]>
<![CDATA[ Journal of Didactic Mathematics Vol 1, No 2 (2020): August ]]>
Publisher : <![CDATA[Mahesa Research Center ]]>
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DOI: 10.34007/jdm.v1i2.317
<![CDATA[This study is a quasi-experimental study with a pretest-posttest one group design. The population in this study is all students majoring in mathematics education at an Asahan University, North Sumatra. Sampling was done by using the purposive sampling technique. Students work under the cooperative learning method Team-Accelerated Instruction (TAI) type. This research was conducted to study the enhancement of students’ logical thinking ability after cooperative learning TAI types were implemented. The instruments used in this study are logical thinking ability tests, observation sheets, and student interviews. The data were analyzed by using t-test. From the result of data analysis, it is found that there is a significant enhancement in the logical thinking ability of the students’ who work under the cooperative learning method TAI type. Therefore, cooperative learning Team-Accelerated Instruction (TAI) type can be alternative learning to improve students’ logical thinking ability.]]>
<![CDATA[PENCAPAIAN PEDAGOGICAL CONTENT KNOWLEDGE MELALUI PEMBELAJARAN MATEMATIKA ]]>
<![CDATA[Ningsih, Sri Yunita]]>;
<![CDATA[Siagian, Muhammad Daut]]>
<![CDATA[ Journal of Didactic Mathematics Vol 1, No 1 (2020): April ]]>
Publisher : <![CDATA[Mahesa Research Center ]]>
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DOI: 10.34007/jdm.v1i1.157
<![CDATA[Pedagogical content knowledge is a combination of understanding of teaching material (content knowledge) and understanding how to educate (pedagogical knowledge) that needs to be possessed by a teacher. The purpose of this study was to determine the pedagogical content knowledge concept, the achievement of pedagogical content knowledge for prospective teacher students, and to determine the role of prospective mathematics teacher students towards pedagogical content knowledge. A teacher in carrying out his professional assignments must have the competence that is always maintained. Because of this, competency development is an important requirement to ensure that the quality of learning in the classroom adjusts to the development and demands of the times. Always maintained competence also ensures that the implementation of education is consistent in achieving educational goals. There are ten pedagogical content knowledge criteria that must be possessed by prospective teacher students before conducting the practice in the field. Prospective teacher students must also be able to implement learning, knowledge of ways to represent and explain the material to make the material understandable to others.]]>
<![CDATA[PENERAPAN PENDEKATAN PEMBELAJARAN MATEMATIKA REALISTIK TERHADAP KEMAMPUAN PEMECAHAN MASALAH MATEMATIS SISWA ]]>
<![CDATA[Ade Evi Fatimah]]>
<![CDATA[ Journal of Didactic Mathematics Vol 1, No 2 (2020): August ]]>
Publisher : <![CDATA[Mahesa Research Center ]]>
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DOI: 10.34007/jdm.v1i2.256
<![CDATA[Realistic mathematics learning is learning that connects and engages the surrounding environment and real experiences that students have experienced in everyday life. The objectives of this study were (1) to find out how to apply realistic mathematics learning approaches to students' problem-solving abilities in fractions material. (2) To determine student learning activities on the application of realistic mathematics learning approaches to students' problem-solving abilities on fraction material. This study uses a descriptive analysis. The subjects in this study were 7th-grade students of SMP Tunas Pelita Binjai, while the objects in this study were the students' problem-solving abilities and student activities during learning. Based on the results of the analysis, it was obtained (1) The application of a realistic mathematics learning approach to students' problem-solving abilities on fractions in Grade 7 was to present contextual problems about fractions, solve contextual problems about fractions, then compare and discuss answers and conclude learning. Based on the learning process, a percentage of 80.55% of students obtained problem-solving abilities above the low category. This shows that the realistic mathematics approach is effective for building students 'problem-solving abilities. (2) Student learning activities on the application of realistic mathematics learning approaches to students' problem-solving abilities on fraction material in Grade 7 are in the good category with a final score of 80.14. So it can be suggested that in the teaching and learning process it is expected that the teacher uses a realistic mathematics learning approach.]]>
<![CDATA[PENGARUH PEMBELAJARAN KOOPERATIF TIPE THINK PAIR SHARE TERHADAP KEMAMPUAN REPRESENTASI MATEMATIS SISWA ]]>
<![CDATA[Astriani, Nurullita]]>;
<![CDATA[Dhana, Muhammad Bayu Al]]>
<![CDATA[ Journal of Didactic Mathematics Vol 1, No 1 (2020): April ]]>
Publisher : <![CDATA[Mahesa Research Center ]]>
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DOI: 10.34007/jdm.v1i1.147
<![CDATA[This study aims to determine the effect of think pair share type of cooperative learning on students' mathematical representation abilities. This research is a quasi-experimental research. The population in this study were all eighth-grade students of SMP Negeri 1 Pangkalan Susu. The samples in this study were 2 classes, namely class VIII-1 which was used as an experimental class and class VIII-2 was used as a control class. The instrument used was a test in the form of a description of the material Relations and Functions. From testing the hypothesis obtained tcount (2.135) > ttable (1.6715) means that Ho is rejected and Ha is accepted. This shows the influence of think pair share type of cooperative learning on students' mathematical representation ability.]]>
