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Jurnal Didaktik Matematika

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Published by Universitas Syiah Kuala

ISSN : 23554185 EISSN : 25488546 DOI : -

Core Subject : Education,

Education Mathematics

Jurnal Didaktik Matematika is a periodical academic journal that is published by Master Program of Mathematics Education, Syiah Kuala University Banda Aceh incorporating with Himpunan Matematika Indonesia (Indonesian Mathematical Society/IndoMs) and Research Institute of Syiah Kuala University as well as being supported by the board members who are experts in the area. This Journal is published twice a year (April and September). This journal was established on December 27, 2013 and published its first edition in April 2014. This Journal publishes new and original research in the field of mathematics, mathematics learning, technology, mathematics, and realistic mathematics education.

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Articles 6 Documents

Search results for , issue "Vol 6, No 1 (2019): Jurnal Didaktik Matematika" : 6 Documents clear

Kemampuan Berpikir Kreatif Matematis Siswa melalui Model Pembelajaran Brain-Based Learning Cut Ardhilla Putri; Said Munzir; Zainal Abidin
Didaktik Matematika Vol 6, No 1 (2019): Jurnal Didaktik Matematika
Publisher : Universitas Syiah Kuala

The students' mathematical creative thinking ability is still low and lacks attention in the implementation of mathematics learning. This issue requires an attempt to address the problem. One of the efforts that can be done by teachers to develop creative thinking ability is by applying a Brain-Based Learning model of learning. This study aims to describe the development of students' mathematical creative thinking ability through Brain-Based Learning model. This research employed a qualitative approach. Participants were six students selected from 30 students of class VIII-1 in SMP Negeri 19 Percontohan Banda Aceh. The instruments used in this research are creative thinking ability test and interview guide. The results showed that the ability of students' mathematical creative thinking through Brain-Based Learning model developed. The development of students' creative thinking ability in each indicator is different. The students' mathematical creative thinking abilities for indicators of fluency and flexibility develop at each session. For indicators of originality and elaboration, there was a decrease in the second session but increased for the next one.

Kecerdasan Logis Matematis Siswa melalui Model Pembelajaran Berbasis Proyek di SMA Decy Pramita Sari Yusna; Bahrun Bahrun; M. Duskri
Didaktik Matematika Vol 6, No 1 (2019): Jurnal Didaktik Matematika
Publisher : Universitas Syiah Kuala

This research aimed is to describe students' logical-mathematical intelligence through project-based learning. This study was descriptive qualitative research. Participants in this research are students of class XI school in Meulaboh for one class that is class XI-1. The data is students answer that was obtained from the logical-mathematical intelligence test. The data collected by using multiple intelligence tests and student answers results obtained from the task of logical-mathematical intelligence during the project-based learning process. The results show that in general logical-mathematical intelligence during project-based learning each group meets a minimum of four out of five aspects of logical-mathematical intelligence. Thus, the logical-mathematical intelligence of students developing after the implementation of the project-based learning.

Mathematical Abstraction of Year 9 Students Using Realistic Mathematics Education Based on the Van Hiele Levels of Geometry Heris Hendriana; Nelly Fitriani
Didaktik Matematika Vol 6, No 1 (2019): Jurnal Didaktik Matematika
Publisher : Universitas Syiah Kuala

Previous research regarding abstraction has not discussed abstraction qualitatively based on van Hiele levels. Thus, it is necessary to study abstraction analysis based on van Hiele levels through Realistic Mathematics Education (RME) approach. The purpose of this research was to analyze mathematical abstraction based on van Hiele levels of geometry (VHLG) through RME and traditional learning approach reviewed from the levels of prior knowledge. This research employed a descriptive qualitative method involving Year 9 junior high school students as the subjects. The instruments were a mathematical abstraction test, van Hiele geometry test, and interview guidelines. The results of the high- and medium-ability students in the classroom using RME approach showed that VHLG was at the Deduction level and the abstraction ability was dominated by Empirical and Reflective Abstraction, whereas the low-ability students are at the level of Abstraction, they had imperfect Empirical and Reflective Abstraction. As for the high-ability students in the traditional learning classroom, the VHLG was at the level of Abstraction; their Reflective Abstraction was at the Representation level. While concerning the low- and medium-ability students, the VHLG was at the Analysis level; they mastered the Reflective Abstraction at the level of Recognition. This study indicates that the RME approach can trigger the development of mathematical abstraction, and accelerate the van Hiele levels of geometry progress.

Kesalahan Mahasiswa dalam Pembuktian Matematik Rezky Agung Herutomo
Didaktik Matematika Vol 6, No 1 (2019): Jurnal Didaktik Matematika
Publisher : Universitas Syiah Kuala

Proofs are the key component in mathematics and mathematics learning. But in reality, there are still many students who make errors when constructing mathematical proofs. Therefore this study aimed to identify common errors when the students are constructing mathematical proofs. The participant of this study was 51 of 3rd year students of Mathematics Education Department who enrolled in Real Analysis course in the second semester of the 2017/2018 academic year. The data of the study were obtained by conducting a test consisting of five questions and interview guidelines. The errors identified in this study were (1) proving general statements using specific examples, (2) inappropriate algebraic manipulation in mathematical induction, (3) incorrect reasoning and assumptions in proving with contradictions, and (4) reasoning errors involving natural numbers in mathematical induction. Hence, further study can be developed learning models that promote the conceptual understanding, logical reasoning, and mastery of mathematical proof techniques.

Keterampilan Berfikir Siswa SMP dalam Menyelesaikan Soal Matematika Ditinjau dari Kemampuan Number Sense Lilik Setyaningsih; Arta Ekayanti
Didaktik Matematika Vol 6, No 1 (2019): Jurnal Didaktik Matematika
Publisher : Universitas Syiah Kuala

This research aimed to describe the students’ thinking skills of each number sense category in solving mathematics problems. This study used a qualitative descriptive approach and involved one class of Year 7 students in one of junior high school in Ponorogo, Indonesia. Data collection involved test and non-test. The instruments were number sense ability test and mathematics problems including six cognitive categories. Data analysis included collecting data, reducing data, analyzing data and drawing conclusions. The results showed that students who had low number sense ability were classified as Lower Order Thinking Skill (LOTS) level. In this category, students can only solve mathematics problem involving remembering and understanding categories. While the students with medium number sense ability also identified at LOTS level. In this category, students can only solve the problem involving applying category. Furthermore, the students who had a high number sense ability were classified as Higher Order Thinking Skill (HOTS) level. In this category, students can solve the mathematics problem involving analyzing) and evaluating categories.

Profil Berpikir Siswa dalam Menyelesaikan Soal Sistem Persamaan Linear K. Ayu Dwi Indrawati; Ahmad Muzaki; Baiq Rika Ayu Febrilia
Didaktik Matematika Vol 6, No 1 (2019): Jurnal Didaktik Matematika
Publisher : Universitas Syiah Kuala

This research aimed to describe the thinking process of students in solving the system of linear equations based on Polya stages. This study was a descriptive qualitative research involving six Year 10 students who are selected based on the teacher's advice and the initial mathematical ability categories, namely: (1) Students with low initial mathematics ability, (2) Students with moderate initial mathematics ability, and ( 3) students with high initial mathematics ability categories. The results indicated that students with low initial mathematical ability category were only able to solve the two-variable linear equation system problems. Students in the medium category of initial mathematics ability and students in the category of high initial mathematics ability were able to solve the problem in the form of a system of linear equations of two variables and a system of three-variable linear equations. However, students found it challenging to solve problems with complicated or unusual words or languages.

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