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International Journal of Didactic Mathematics in Distance Education
Published by Universitas Terbuka
ISSN : 30479207     EISSN : 30479207     DOI : https://doi.org/10.33830/ijdmde.v1i2.9108
Core Subject : Education,
Mathematics
The articles published in the International Journal of Didactic Mathematics in Distance Education offer contributions in various aspects, ranging from theoretical development in distance mathematics education to practical applications in teaching and learning. With a focus on theory, pedagogy, methodology, and philosophy, this journal aims to be a rich source of knowledge for students, practitioners, and researchers in the field of mathematics education.
Arjuna Subject : Seni dan Humaniora - Seni dan Humaniora (Lain-Lain)
Articles 5 Documents
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Search results for , issue "Vol. 1 No. 1 (2024): ijdmde" : 5 Documents clear
Knowledge mapping of Computational Thinking and Science, Technology, Engineering, and Mathematics (CT+STEM) Edi Supriyadi; Joseph Gacusan Taban
International Journal of Didactic Mathematics in Distance Education Vol. 1 No. 1 (2024): ijdmde
Publisher : LPPM Universitas Terbuka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33830/ijdmde.v1i1.7599

Abstract

There are significant limitations in the current study on CT+STEM addressing the gaps noted in the existing literature. The study is driven by the lack of research on underrepresented students in college STEM courses, the inclusion of CT in STEM education at the entry level, and the insufficiency of teacher training programs that concentrate on integrating computational thinking into STEM classrooms. It aims to fill the knowledge gap about how CTs' professional experience influences their attitudes and practices. The study acknowledges the necessity of empirical research to explore the balance between the widespread use of critical thinking and the distinct characteristics of scientific representations, a significant obstacle in educational planning. The research utilizes bibliometric analysis to cover the period from 1978 to 2023, showing a steady yearly growth rate of 7.22% in the CT+STEM sector. The collection consists of 241 documents from 127 scholarly sources, highlighting collaboration trends and worldwide relationships in CT+STEM research. The study highlights important publications, authors, affiliations, and highly cited papers while also recognizing potential bias and the quantitative character of the investigation. The study has important implications for education, industry, and problem-solving in the digital era. The article suggests further research to investigate qualitative aspects, methodologies, and teaching strategies to enhance the development and influence of CT+STEM in the evolving field of education and technology.
The review of concept image and concept definition: A hermeneutic phenomenological study on the derivative concepts Aditya Prihandika; Krisna Satrio Perbowo
International Journal of Didactic Mathematics in Distance Education Vol. 1 No. 1 (2024): ijdmde
Publisher : LPPM Universitas Terbuka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33830/ijdmde.v1i1.7610

Abstract

Calculus classes often focus on studying derivatives, a fundamental topic in mathematics. Upon finishing their studies, potential mathematics teachers will educate students about advanced concepts such as derivatives in the classroom. Therefore, comprehending derivative concepts is essential for teaching children effectively. This study aims to determine how potential mathematics teachers view themselves concerning derivative concepts based on their concept image and concept definition. The study utilized a hermeneutic phenomenological approach together with qualitative approaches in its research strategy. The research data was obtained through interviews and clinical tests from six participants from one of the universities in Kuningan Regency, Indonesia. The research findings indicate that participants' concept image of derivative concepts is limited to symbolic representations. Most participants did not view derivative concepts as providing a deeper understanding but rather as a technique to solve procedural problems. The results indicate that utilizing a range of representations in the learning process can improve the development of a more thorough conceptual understanding, leading to better comprehension of derivative concepts.
Didactical design for online learning in ordering fractions Muhamad Galang Isnawan; Naif Mastoor Alsulami
International Journal of Didactic Mathematics in Distance Education Vol. 1 No. 1 (2024): ijdmde
Publisher : LPPM Universitas Terbuka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33830/ijdmde.v1i1.7653

Abstract

During COVID-19, various obstacles were experienced during learning, including in learning mathematics. Learning had to be carried out online. Therefore, learning designs were also attempted to be made online. The learning design in this research was prepared using didactical design research. Participants in this research were 29 students at one of the junior high schools in Indonesia. The researcher was the main instrument in this research, along with several additional instruments, such as the fraction sequence test, interview guide, and online learning design. The data were analyzed using thematic analysis and qualitative analysis. The research results revealed that the factor that caused students to experience obstacles in ordering fractions was due to students’ low prerequisite knowledge regarding LCM (conceptual ontogenic obstacle). The online learning design offered then facilitated students to solidify their understanding of LCM before entering the core learning activities. Online learning design was also developed using the theory of didactical situations. After implementation, information was obtained that the learning obstacles experienced by students had no longer reappeared. Therefore, learning in schools should ensure that students have a good understanding of the prerequisites before starting the core learning activities.
Online didactical design for subtraction fractions: A didactical design research through lesson study activities R. Didi Kuswara; Essa Eqal Almazroei; Muhamad Galang Isnawan
International Journal of Didactic Mathematics in Distance Education Vol. 1 No. 1 (2024): ijdmde
Publisher : LPPM Universitas Terbuka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33830/ijdmde.v1i1.7772

Abstract

When the COVID-19 pandemic struck, students encountered several obstacles during their learning, including the inability to implement optimal learning strategies. Therefore, this research aimed to develop an online didactic design that could potentially reduce barriers to student learning, particularly in fraction subtraction operations. The research employed a didactical design approach. At each step of the research design, the researcher used lesson study activities to produce a good online didactic design. Participants in this research were 56 students in grades VII and VIII, aged 13 to 18 years. The researcher was the main instrument, with several additional instruments, such as online didactic design, fraction tests, interview guides, and documentation studies. We used thematic analysis to analyze data on learning barriers, and qualitative analysis to analyze implementation data. The research results revealed that students indicated that they had experienced learning obstacles with ontogenic and epistemological obstacles during the COVID-19 pandemic. Upon compiling and implementing the online didactic design, we found no evidence of learning obstacles among the students. Although students encountered difficulties when solving fraction subtraction problems, this was not due to learning factors, but rather to internal factors such as a lack of study time.
Involving students and prospective mathematics teachers through the use of the Think Pair Share design: The impact on increasing students' activeness and learning outcomes in plane geometry Mochammad Taufan; Jenisus O. Dejarlo; Adila Juliana Rosa; Rahmat Hidayat; Eko Sunanto
International Journal of Didactic Mathematics in Distance Education Vol. 1 No. 1 (2024): ijdmde
Publisher : LPPM Universitas Terbuka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33830/ijdmde.v1i1.7876

Abstract

This research aims to determine the increase in student activity and learning outcomes in flat building materials through the use of the think pair share (TPS) design. The research design used to achieve the objectives of this research was classroom action research conducted at SMP Negeri 1 Indramayu. Apart from that, the subjects in this research were 32 students in class VII B, while the instruments used in this research were student observation sheets which aimed to measure activity and formative tests given each cycle. Next, deep data analysis study uses pattern study quantitative descriptive for measure enhancement results Study mathematics students through test formative and measuring enhancement activities carried out every cycle. The results of data processing on learning outcomes obtained an average of 65.09 for cycle I, cycle II of 74.07, and cycle III of 80.45. Likewise, the increase in the number of students reaching completeness Study that is from cycle I as much 5 students out of 32 students or 22%, cycle II as many as 15 students out of 31 students or 47% of the criteria high completeness, and in cycle III there were 26 students out of 31 students or 81% included in the category the criteria for completeness are very high. Next, based on the results of data processing of student activity during the learning process obtained that cycle I had not reached the active category (A) (24 students out of 32 were inactive or 25% from target 75% so cycle I Not yet reach category active). In Cycle II there was an increase from Cycle I to reach the active category (A), namely 20 students were active in the learning process and 11 students were still not actively involved in the learning process. Additionally, in Cycles III there was a significant increase in reaching the active category (A), namely, there were 25 students, or 81% of students involved in the learning process, while the rest were still not active. This matter shows that using the Think Pair Share (TPS) design through the involvement of students and mathematics teachers can increase student activity and learning outcomes in plain material.

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