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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 7 Documents
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Search results for , issue "Vol. 1 No. 2 (2024): ijdmde" : 7 Documents clear
Implementation of virtual reality to enhance spatial abilities: a study on aspects, effects, and differences in participants' initial ability levels Samsul Pahmi; Asllan Vrapi; Edi Supriyadi
International Journal of Didactic Mathematics in Distance Education Vol. 1 No. 2 (2024): ijdmde
Publisher : LPPM Universitas Terbuka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33830/ijdmde.v1i2.9108

Abstract

This research is important because the development of Virtual Reality (VR) technology has shown significant potential in enhancing spatial abilities, which are crucial aspects of education and training across various fields. This study aims to identify and evaluate the extent to which VR can enhance spatial abilities and determine the factors that influence the adoption of VR in educational contexts. The specific target is to identify at least three main factors affecting the effectiveness of VR in improving spatial abilities and to evaluate its impact on differences in students' initial abilities. The research method used is a Systematic Literature Review (SLR), which involves identifying, evaluating, and interpreting all relevant research that answers specific research questions. Data were collected from three major databases: Scopus, ScienceDirect, and Sage Journal, covering 2013 to 2022. This study focuses on considerations for using VR, its impact on differences in initial spatial abilities, and the various aspects of spatial abilities affected by VR intervention. The results from the 26 studies reviewed indicate that the use of VR technology in learning can enhance spatial abilities, with the most studied aspect being mental rotation. Additionally, VR has a greater impact on participants with a low spatial ability background. From an affective aspect, the use of VR significantly influences participants' motivation and interest, attributed to the realistic and interactive effects perceived. The implications of this research provide important contributions for researchers and educational practitioners to develop more effective interventions in enhancing spatial abilities in the future.
Investigating pre-tertiary students’ mistakes in solving algebraic word problems: Insights from Asutifi North District, Ghana Sarah Korkor; Ebenezer Bonyah
International Journal of Didactic Mathematics in Distance Education Vol. 1 No. 2 (2024): ijdmde
Publisher : LPPM Universitas Terbuka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33830/ijdmde.v1i2.9185

Abstract

Algebra word problems inculcate in learners the skills and ability to think critically and look for answers to problems in society and the world. Using an explanatory sequential mixed design, the study investigated the errors made by pre-tertiary students in algebraic word problems in a selected school in the Asutifi North District of the Ahafo Region of Ghana. Whereas the Newman Error Analysis Model was used to find the types of errors students make when translating and solving algebraic word problems, protocols from topics relating to the study were carefully selected and used as interview guides alongside inspiration from the Newman Error Analysis Model. Quota and simple random sampling techniques were used to select ninety-eight (98) respondents. The Algebraic Word Problem Achievement Test (AWPAT) was given to the ninety-eight students who had studied several topics on word problems, followed by a structured interview to elicit more information from the respondents. The scores gained from the marked test items illustrated that students made more transformation errors, which happened indirectly from a lack of understanding of the concept. A careful analysis of the written responses of the five (5) students interviewed also revealed that, lack of comprehension directly translated into students’ inability to transform algebraic word problems into mathematics equations. In the same vein, the study showed that the main cause of students’ failure to translate and solve algebraic word problems was students’ lack of understanding of the concept of “word problem” among others. The study recommends that students be motivated by encouragement and praise to arouse their interest in translating and solving algebraic word problems.
The Level of students' mathematical creative thinking skills as measured by their self-confidence Neng Syntadewi Efwan; Ekasatya Aldila Afriansyah; Irena Puji Luritawaty; Fajar Arwadi; Dharmendra Kumar Yadav
International Journal of Didactic Mathematics in Distance Education Vol. 1 No. 2 (2024): ijdmde
Publisher : LPPM Universitas Terbuka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33830/ijdmde.v1i2.9355

Abstract

High self-confidence and creative mathematical thinking skills will change students from having difficulty with mathematics to active learners who can solve mathematical problems. But the facts show that the achievement of both abilities is still quite low. The purpose of this research is to analyze how students' creative mathematical thinking skills are viewed from the perspective of self-confidence in social arithmetic material. Social arithmetic material is used because it allows them to abstract mathematical processes into their daily lives, thereby developing their creativity. The research method is descriptive qualitative. The sample was 3 people, namely 1 person for each level of self-confidence (high, medium, and low). They are selected through purposive sampling. The data collection techniques used include questionnaires, tests, interviews, and field notes. The data analysis techniques employed are data reduction, data presentation, and conclusion drawing. The results indicate that students' self-confidence levels in social arithmetic material affect their creative mathematical thinking skills. It was found that students with high self-confidence were able to meet three indicators of creative mathematical thinking skills: fluency, flexibility, and elaboration. However, students with high self-confidence were not able to meet the originality indicator. Students with moderate self-confidence were able to meet one indicator of creative mathematical thinking skills, namely fluency, but were not able to meet the flexibility and elaboration indicators. Meanwhile, students with low self-confidence were not able to meet any indicators of creative mathematical thinking skills. Thus, self-confidence can be increased to improve mathematical creative thinking skills.
Publication trends on proportional reasoning research: A bibliometric analysis using Scopus database Rani Sugiarni; Khairul Hafezad Abdullah
International Journal of Didactic Mathematics in Distance Education Vol. 1 No. 2 (2024): ijdmde
Publisher : LPPM Universitas Terbuka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33830/ijdmde.v1i2.9474

Abstract

Proportional reasoning ability is an important ability for students to understand mathematical concepts. Much research has been conducted on this capability, but it is necessary to map existing research to provide a clearer picture of future research topics. This research aims to provide a bibliometric overview of trends in the use of proportional reasoning skills in mathematics teaching research. The method in this research is bibliometric analysis, which aims to analyze and classify bibliographic material by presenting a representative summary of literature in the Scopus database. The search was carried out using the keyword "proportional reasoning" in the search menu in the Scopus.com database. ScientoPy software analyzes the author's name, number of document citations, document title, publication year, document source, publisher, and document type Research trends in proportional reasoning show a significant increase, with 356 publications in Scopus, peaking at 32 in 2023. Major contributors include the United States, Turkey, and Spain, with recent studies focusing on "teacher knowledge." Influential works by Liberali et al., Atkinson et al., and Tobin & Capie address numeracy, multimedia learning, and logical thinking, respectively. These findings suggest that improving teacher knowledge and using effective multimedia tools could enhance instruction and research in proportional reasoning. Future research should explore innovative teaching strategies and technologies to further advance proportional reasoning ability.
Pupils’ didactical Mileu in an inclusive discourse in basic triangle geometry Clement Ayarebilla Ali; Emmanuel Asemani; Michael Tangkur
International Journal of Didactic Mathematics in Distance Education Vol. 1 No. 2 (2024): ijdmde
Publisher : LPPM Universitas Terbuka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33830/ijdmde.v1i2.9523

Abstract

The concept of inclusivity is the practice of placing pupils with disabilities in normal classrooms. However, the idea of the triangle continues to pose fundamental challenges. This study sought to explore didactical mediation on the learning of the triangle beyond the classroom. The research design used mixed methods sequential exploratory to help identify the pupil’s interpretation of the triangle. The researchers first conducted a semi-structured interview on their experiences in learning the triangle both in school and at home. The responses were transcribed and coded in themes. The themes that emerged were properties, types of angles, and applications to everyday life. The researchers then went further to test the pupils’ knowledge on the same themes. The findings showed that didactical mediation with the cultural artefacts, signs, and language largely explained the emergence of the four main properties and must be targeted for the theory, policy, and practice of inclusive education. The prototype testing also confirmed that even though pupils with hearing impairment obtained higher scores, both groups obtained higher mean scores on the post-test than did the pre-test. This indicated that the learning achievement was significantly higher in the post-test than in the pre-test due to the didactical mediation. It was recommended that the triangle’s learning and teaching should not be limited to academic exercises but to real-life situations. Also, mathematics concepts that are not visually friendly be explored to uncover the most suitable methods and techniques to make inclusive mathematics learning a reality for all groups of disabilities.
Investigating ontogenic and didactical obstacles faced by vocational high school students in solving counting rules problems Tri Nopriana; Sri Asnawati; Tatang Herman; Bambang Avip Priatna Martadiputra; Jenisus O. Dejarlo
International Journal of Didactic Mathematics in Distance Education Vol. 1 No. 2 (2024): ijdmde
Publisher : LPPM Universitas Terbuka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33830/ijdmde.v1i2.9524

Abstract

Research on the ontogenic and didactical obstacles vocational high school students face in solving counting rule problems has been limited. Ontogenic obstacles involve students' readiness, while didactical obstacles concern the sequence and presentation of instructional materials. Therefore, teachers must consider both when developing effective materials. This research aims to describe the ontogenic and didactical obstacles experienced by vocational high school students in solving counting rule problems. The participants of this study were 24 grade XII students from a public vocational high school in Cirebon. Using a Didactical Design Research (DDR) approach, this qualitative study focuses on the prospective analysis stage, examining these obstacles. The research instrument included five diagnostic essay questions and interview guidelines. The results revealed that students encountered instrumental-type ontogenic obstacles, particularly in understanding factorial operations. Additionally, didactical obstacles arose from incomplete teaching materials and improper notation, which led to learning barriers. This research offers valuable insights for teachers and researchers in designing instructional materials, especially for counting rules in vocational schools.
Implementation of a hybrid mathematics module to minimize students’ learning obstacles when interpreting fractions Muhamad Galang Isnawan; Shashidhar Belbase; Wanda Nugroho Yanuarto
International Journal of Didactic Mathematics in Distance Education Vol. 1 No. 2 (2024): ijdmde
Publisher : LPPM Universitas Terbuka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33830/ijdmde.v1i2.9555

Abstract

During panic-gogy, learning problems increased, including problems in learning mathematics. Researchers considered parents as participants and used these parents’ considerations as a basis for preparing learning designs. The study aimed to look for alternative solutions to minimize obstacles to students’ mathematics learning during panic-gogy. The research design of this study was didactical design research. The participants were 56 students (13–18 years) and 71 parents (35–50 years) of students at one junior high school in Indonesia. The researcher used several instruments, such as a fraction meaning test, a semi-structured interview, a hybrid mathematical module, and a documentation study. NVivo-12 assisted in the thematic qualitative analysis of the data. The results showed that students had experienced obstacles in interpreting fractions because of the teacher’s limited understanding of fractions. Parents preferred face-to-face learning through online learning platforms. The hybrid mathematics module facilitated various meanings of fractions by integrating problems as situations in constructing these meanings and minimizing students’ learning barriers during panic-gogy.

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