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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 10 Documents
 1 
Search results for , issue "Vol 4, No 2 (2023): August" : 10 Documents clear
Hambatan belajar peserta didik pada konsep faktor persekutuan terbesar Cici Sumarni; Winda Ramadianti; Mardiah Syofiana; Rahmat Jumri
Journal of Didactic Mathematics Vol 4, No 2 (2023): August
Publisher : Mahesa Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34007/jdm.v4i2.1799

Abstract

Learning can be achieved optimally if students have no learning obstacle, so that the learning process can be carried out smoothly. If a concept is fully mastered, there will be no learning obstacle. This study aims to determine the learning obstacle that occur in the material of the greatest common factor and one way to overcome these learning obstacles is to make a didactic design. The approach used in this research is qualitative method (Didactical Design Research). Data collection techniques were carried out by giving respondent ability tests (TKR), interviews, and documentation for class VII students of a SMPN in Bengkulu City. From this study, it was found that ontogeny learning barriers, namely students experiencing obstacles regarding the prerequisite material of FPB, namely division and epistemological barriers, namely the definition of factors, common factors, and the greatest common factor.
Students’ learning obstacles in understanding of fraction concept during online learning Mimi Hariyani; Herawati Herawati; Melly Andriani; Suherman Suherman
Journal of Didactic Mathematics Vol 4, No 2 (2023): August
Publisher : Mahesa Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34007/jdm.v4i2.1849

Abstract

This study described students' learning obstacles in understanding fraction concepts at elementary schools during online learning. The subject was 38 person of fifth-grade students of elementary schools in Bandung and Pekanbaru, Indonesia. In this study, data was collecting through tests, interviews, and curriculum documents. The data was analyzed by reducing, presenting, and making conclusions. The results show that students faced three learning obstacles: ontogenic, epistemological, and didactical. The ontogenic obstacle is caused by students' inability to understand that the fraction parts must be the same. The epistemological obstacle is an obstacle caused by the inability of students to understand the equivalence of fractions. The didactical obstacle is caused by the teaching material presented had not introduced the concept of fractions comprehensively, so the students cannot interpret fractions ultimately.
Studi didactic transposition: Eksplorasi knowledge to be taught pada limit fungsi Rini Sulastri
Journal of Didactic Mathematics Vol 4, No 2 (2023): August
Publisher : Mahesa Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34007/jdm.v4i2.1903

Abstract

The purpose of this research is to describe the analysis of knowledge to be taught on limit of function. This research is part of the didactic transposition research on the concept of limit of function which consists of four stages. Qualitative research with descriptive method is used in this study. The target is a differential calculus course taught in the first semester at a university in Aceh. Data collection techniques consist of documentation studies and unstructured interviews. Analysis of calculus text book documents, especially on limit functions, was carried out using a praxeology approach. The results of the analysis show that the description of the differential calculus course contains material on the real number system, functions and graphs, limits of functions, continuity of functions, derivatives of functions, and applications of derivatives. This is different from the presentation of material in RPS which is compiled by a team of lecturers supporting differential calculus courses. For presentation of material in calculus textbooks, the concept of the limit of a function begins with an intuitive or informal introduction to the concept. Several cases are given to deepen the concept of limits through graphs, analytics, and numbers.
Ways of thinking siswa dalam menyelesaikan masalah pola bilangan non rutin: Suatu penelitian fenomenologi hermeneutik Aiyub Aiyub
Journal of Didactic Mathematics Vol 4, No 2 (2023): August
Publisher : Mahesa Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34007/jdm.v4i2.1851

Abstract

This study was conducted with the aim of investigating and exploring students' ways of thinking (WoT) in solving non-routine number pattern problems. This study used a qualitative method with a hermeneutic phenomenological approach with grade 8 students at a junior high school in Banda Aceh. To achieve the research objectives, data collection was carried out using a written test instrument with a number pattern on a 4-digit palindrome, structured documentation, and clinical interviews. The results of the study show that students' WoT in solving non-routine number pattern problems is that there are four approaches used in solving non-routine problems, namely: first, determining the special case; second, determining the pattern; third, using a mathematical model; and fourth, using a similar problem. The subject of critical reflection uses the three WoTs above except for using similar problems. The subject of explicit reflection uses the three approaches above except for using a mathematical model. While Subjects who cannot solve the problem only use the strategy of identifying special cases. Another finding is that the subject of critical reflection tends to use different strategies from those given by the teacher, is unique, and gives reasons for algebraic forms. In contrast, explicit reflection subjects tend to be less flexible in using strategies and tend to use inductive or arithmetic reasons. To support students in their ability to pattern and think algebraically, teachers must accustom students to solving non-routine mathematical problems in various contexts of learning by using number patterns.
Analisis kesulitan siswa dalam pembelajaran matematika menggunakan model pembelajaran inkuiri Intan Khadijah Simatupang; Suci Dahlya Narpila
Journal of Didactic Mathematics Vol 4, No 2 (2023): August
Publisher : Mahesa Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34007/jdm.v4i2.1867

Abstract

One of the learning models that can be applied in the 2013 curriculum is the inquiry learning model. By using the inquiry learning model which can build student activity in participating in mathematics learning, it is very necessary in inquiry learning so that mathematics can become a fun lesson. The same thing is also based on observations at the Mawaridussalam Islamic boarding school Batang Kuis showing that educators have carried out for one semester using the Inquiry Based Learning model. However, students experience difficulties in learning Mathematics. This is caused by differences in student learning outcomes with students' understanding abilities. The method used in this research is qualitative method. In this study, the subjects were all VII-C class students at the Mawaridussalam Islamic Boarding School for the 2022/2023 academic year with a total of 25 students. This research uses a descriptive method by describing students' difficulties in learning mathematics using the Inquiry Based Learning model in class VII-C of the Mawaridussalam Islamic Boarding School in the 2022/2023 academic year. The results of the study indicate that there are several difficulties faced by students in learning mathematics in using the inquiry learning model at the Mawaridussalam Islamic boarding school, namely: (1) technical difficulties, including the learning process which is carried out in a long way (2) students' adaptation difficulties, including feeling bored, embarrassed to ask friends, and difficult to understand learning (3) difficulties in the condition of the teacher, including the lack of preparation in lesson planning.
Pengembangan media pembelajaran berbasis video animasi berorientasi pada kemampuan spasial matematika siswa SMP Sa'ada Liani; Rusi Ulfa Hasanah
Journal of Didactic Mathematics Vol 4, No 2 (2023): August
Publisher : Mahesa Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34007/jdm.v4i2.1857

Abstract

This study aims to develop learning media based on video animation that is oriented towards students' spatial abilities as valid, effective and practical mathematics learning media. It is hoped that the media produced will be able to provide new experiences for students and be useful for teachers in choosing learning media. This research is development research (R&D) with the ADDIE model (analysis, design, development, implications and evaluation). The data analysis technique used in this study is a quantitative descriptive analysis technique. The results of this study indicate that learning media can make students hone their spatial abilities optimally. This can be seen from the results obtained in this study, namely the level of validity obtained from media experts and material experts is 90%, the level of effectiveness through the N-Gain test is 0.83 and the practicality level obtained from teacher validation is 95%.
Analisis pemahaman konsep dan kemampuan komunikasi matematis siswa dengan strategi pembelajaran think-talk-write Dian Ika Lestari; Nurdalilah Nurdalilah
Journal of Didactic Mathematics Vol 4, No 2 (2023): August
Publisher : Mahesa Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34007/jdm.v4i2.1846

Abstract

This study aims determine results of tests of conceptual understanding and communicatio skills with the TTW learning strategy conducted in class VIII of MTs Al Ikhlas Beringin Private. In this study, researcher used a qualitative descriptive type of research. In this study, data was collected by administering tests, by distributing test tests in the form of essay questions on cubes and blocks to 30 students in class 8-B of Al Ikhlas Beringin Private MTs in even semester of the school year. 2022/2023. After that, the results of each student's answer were classified for each indicator in understanding the concept and mathematical communication ability to be achieved as well as being used as a sample consisting of 6 students from the concept understanding test and 6 students from the student's mathematical communication ability test. The assessment is carried out by means of reduction, presentation of data and drawing conclusions. From the results of the analysis obtained, it can be concluded that the TTW learning strategy is carried out in class 8 MTs Al Ikhlas Beringin has a good effect because the average student score on the test of understanding concepts and students' mathematical communication skills is quite good.
Upaya meningkatkan motivasi dan hasil belajar matematik siswa melalui model pembelajaran project-based learning Nur Hasanah; Marzuki Marzuki; Irfan Rusmar; Hamdani Hamdani
Journal of Didactic Mathematics Vol 4, No 2 (2023): August
Publisher : Mahesa Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34007/jdm.v4i2.1793

Abstract

In the era of globalization education is very important, because education can create human beings who are of high quality, character, and have broad insights. The purpose of this study was to find out that the use of project-based learning models can increase motivation and student learning outcomes in fraction material in class V of Elementary School (SD). This research is classroom action research conducted through 2 cycles using the spiral model by C. Kemmis and MC. Taggart. The subjects in this study were fifth grade elementary school students with a total of 24 students. The data collection technique uses a comparative descriptive method by comparing the results before the action is given, namely, the pre-cycle until the action is completed. In the pre-cycle stage, the percentage of students' learning motivation was obtained by 29.1% in the medium category, 70.8% in the low category and for the high category at this pre-cycle stage, 0%. Then gradually in cycle 1 it increased to 33.3% in the high category, 45.8% in the medium, and 20.8% in the low category. Finally, in cycle 2, there was a significant increase in the high category, namely 83.3%, medium 12.5%, and 4.1% low category. The increase in students' learning motivation also affected their learning outcomes, where in the pre-cycle the percentage was 41.6%, and it experienced a gradual increase in cycle 1 with a percentage of 66.6%. Phase 2 cycle also increased with a percentage of 83.3%. In conclusion, using the project-based learning model can support student learning activities in increasing motivation, and students' mathematical learning outcomes in the subject of fractions in elementary school.
Peningkatan hasil belajar matematika siswa dengan menerapkan model pembelajaran project-based learning melalui lesson study Nopyta Intan Sari; Saiful Rahman; Shahibul Ahyan
Journal of Didactic Mathematics Vol 4, No 2 (2023): August
Publisher : Mahesa Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34007/jdm.v4i2.1853

Abstract

The learning outcomes of students who are under the minimum completeness criteria (KKM) in mathematics. One of the factors that can affect learning outcomes is the learning model used. The purpose of this study is to apply to improve student learning outcomes by a project-based learning model with the window shopping method through lesson study. The research method used is classroom action research through lesson study with quantitative descriptive data analysis. The data collection in this study used test instruments in the form of multiple choices and descriptions. The results of the study show that by applying the project-based learning model, student learning outcomes increase, as can be seen from the changes in the mastery of classical learning from 14.7% to 79.41%.
Kemampuan pemecahan masalah matematis ditinjau dari self-efficacy: Studi korelasional Fitry Wahyuni; Muhammad Daut Siagian; Ade Evi Fatimah
Journal of Didactic Mathematics Vol 4, No 2 (2023): August
Publisher : Mahesa Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34007/jdm.v4i2.1902

Abstract

Problem-solving is one of the mathematical skills needed by students and plays an important role in helping them achieve conceptual understanding in learning mathematics. On the other hand, self-efficacy is also important because it relates to a person's belief in his ability to complete a task or achieve a goal. Based on this, this study aims to examine the relationship between self-efficacy and problem-solving abilities. To achieve the research objectives, the quantitative correlational method was used in this study. Data collection used a survey method to obtain data self-efficacy and students' mathematical problem-solving abilities. Data analysis was performed using inferential statistical analysis to prove the research hypothesis. Hypothesis testing includes analysis of correlation, regression, and coefficients of determination. Based on the results of the study, it can be concluded that there is a moderately positive relationship between self-efficacy and problem-solving abilities. where self-efficacy contributes to problem-solving abilities by 27.8%.

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