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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 12 Documents
 1   2 
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.

Page 2 of 2 | Total Record : 12

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