cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Muhammad Daut Siagian
Contact Email
mdsiagian@gmail.com
Phone
+6282277290216
Journal Mail Official
mdsiagian@gmail.com
Editorial Address
Perum.Griya Nafisa 2, Blok A No.10, Jl.Benteng Hilir/Titi Sewa, Bandar Khalipah Percut Sei Tuan, Deli Serdang 20371
Location
Unknown,
Unknown
INDONESIA
Journal of Didactic Mathematics
Published by Mahesa Research Center
ISSN : -     EISSN : 27215601     DOI : 10.34007/jdm.v1i1
Core Subject : Education,
Education 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.
Arjuna Subject : Matematika - Analisis
Articles 5 Documents
 1 
Search results for , issue "Vol 2, No 2 (2021): August" : 5 Documents clear
Model pembelajaran auditory intellectually repetition terhadap peningkatan kemampuan berpikir kritis matematis siswa Madi Amin; Muliana Muliana; Rohantizani Rohantizani
Journal of Didactic Mathematics Vol 2, No 2 (2021): August
Publisher : Mahesa Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34007/jdm.v2i2.865

Abstract

The purpose of this study was to determine the mathematical critical thinking ability of students who were taught using the Auditory Intellectually Repetition learning model was better than the mathematical critical thinking skills of students who were taught through a scientific learning approach. This study uses a quantitative approach and the type of research used is quasi-experimental research. The population in this study were 11th grade students of SMA Negeri 5 Simeulue Barat, the samples in this study were two classes selected using a nonprobability sampling technique of purposive sampling type, namely class 11 IPA-1 as an experimental class using the Auditory Intellectually Repetition model and class 11 IPA-2 as a control class using a scientific approach. The data processing technique uses SPSS version 25 with the results of the study showing that: the value of Sig (p-value) > 0.05), it is accepted that it is 0.629 in the experimental class and 0.273 in the control class so that the data has a normal distribution. The t-test analysis of students' mathematical critical thinking skills was obtained 0.001 < 0.05, then Ho was rejected and Ha was accepted. This means that the mathematical critical thinking ability of students who are taught with the Auditory Intellectually Repetition learning model is better than the mathematical critical thinking skills of students who are taught with a scientific learning approach.
Analisis kemampuan berpikir kritis matematis ditinjau dari resiliensi matematis mahasiswa pendidikan teknik informatika dan komputer Ade Evi Fatimah; Fitriani Fitriani
Journal of Didactic Mathematics Vol 2, No 2 (2021): August
Publisher : Mahesa Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34007/jdm.v2i2.871

Abstract

This study aims to determine the students' mathematical critical thinking abilities in terms of their mathematical resilience. The subjects of this study were students of Informatics and Computer Engineering Education STKIP Al Maksum in discrete mathematics courses, totaling 37 students. The research instrument used in the form of mathematical critical thinking ability test questions and student mathematical resilience questionnaires. The research method used is a correlational method with a quantitative approach. Then the data were analyzed using simple linear regression. The results showed that the mathematical critical thinking ability based on the mathematical resilience of the students of the Computer Informatics Engineering Education Study Program, STKIP Al Maksum, had a positive effect of 79.9%.
Using 6 questions cognitive method and polya’s model to helps students solve mathematical problem Xinxin Li; Ying Zhou; Liwen Liang
Journal of Didactic Mathematics Vol 2, No 2 (2021): August
Publisher : Mahesa Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34007/jdm.v2i2.828

Abstract

The ability to solve the mathematical equation problem is very important for the thinking development of middle school students.  “How to solve it” of George Polya is famous in the world. 6 questions cognitive model proposed by Professor Zhou are monitored through metacognition, and the 6 questions are coherent, complete and sequential. This paper found that the 6 questions cognitive model can help implement “How to solve it” of George Polya and reduce students' cognitive load. At the same time, this study found that 6 questions cognitive model can help students solve the mathematical equation problem better.
The relationship between interpersonal intelligence and linguistic intelligence with mathematics learning achievement in high school students Fransiskus Hardi; Maximus Tamur; Fransiskus Nendi
Journal of Didactic Mathematics Vol 2, No 2 (2021): August
Publisher : Mahesa Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34007/jdm.v2i2.840

Abstract

In teaching, the teacher emphasizes identifying the dominant intelligence and learning styles to improve student achievement. However, exploring interpersonal and linguistic intelligence and its relationship to student achievement is still rarely done. This correlational research was conducted to describe the relationship between interpersonal and linguistic intelligence with high school students' mathematics learning achievement. The samples of this study were students of class XI SMA Budi Dharma Cancar Indonesia (n=30). The data were collected using a questionnaire and the pure grades of the students' midterm exams. The data analysis technique uses Product Moment Correlation as a statistical test tool to test the hypothesis of the relationship between two variables after fulfilling the prerequisite test. The results showed a positive relationship between interpersonal and linguistic intelligence and students' mathematics learning achievement. Although this study was limited to two bits of intelligence, it is essential to note that the findings of this study indicate that the number of intelligence at the dominant level can predict learning achievement in school.
Representasi verbal siswa sekolah menengah pertama dalam mengkomunikasikan faktor prima Sukiyanto Sukiyanto; Fitry Wahyuni
Journal of Didactic Mathematics Vol 2, No 2 (2021): August
Publisher : Mahesa Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34007/jdm.v2i2.846

Abstract

The purpose of this study was to describe students' communication in solving prime factors using written and oral communication. This study uses a qualitative and descriptive approach. The subjects of this study were 46 seventh grade students of Simanjaya Lamongan, East Java, Indonesia, Middle School who had obtained prime factor material. Data analysis was obtained by using a test of prime factors and interviews. Based on the results of data analysis, it was concluded that: 1) Written communication, as many as 40 students were able to communicate in writing with a percentage of 87% and 6 students were unable to communicate in writing with a percentage of 13%; 2) Oral communication, at this stage interviews were conducted by taking the subject as many as two students taken from one student who is able to communicate in writing and one student who is not able to communicate in writing, the results obtained that students are able to communicate in writing are also able to communicate verbally. verbally, while students who are not able to communicate in writing, it turns out that students are able to communicate orally. From the explanation above, it can be concluded that students are able to explain concepts into mathematical language, students are able to explain mathematical arithmetic operations, students are able to explain mathematical solutions and students are able to convey ideas or opinions. Thus, students can communicate in writing and orally well in solving prime factors.

Page 1 of 1 | Total Record : 5

 1 

Filter by Year

2021 2021


Reset
Filter By Issues
All Issue Vol 4, No 3 (2023): December Vol 4, No 2 (2023): August Vol 4, No 1 (2023): April Vol 3, No 3 (2022): December Vol 3, No 2 (2022): August Vol 3, No 1 (2022): April Vol 2, No 3 (2021): December Vol 2, No 2 (2021): August Vol 2, No 1 (2021): April Vol 1, No 3 (2020): December Vol 1, No 2 (2020): August Vol 1, No 1 (2020): April More Issue