Jurnal Didaktik Matematika
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Understanding Indonesian Students Mathematics Performance: A Secondary Analysis of PISA Data
Full text linkThis study aims to identify factors affecting Indonesian students achievement in mathematics based on the last three period of PISA data; 2012, 2015, and 2018..Structural Equation Modelling (SEM) was employed in this study. The population of this study were 15 years old Indonesian students.On the other hand, the sample is composed5.622 students, 6513 students, and 12.098 studentsfor those each three periods.The data were obtained from OECD website. The result shown there is a high and positive relationship between mathematics achievement with mathematics self-concept and socioeconomic status. The medium and positive effect can be seen in motivation variable. It has also been determined that the variable mathematics anxiety has a negative and small effect on mathematics achievement. According to the results of the research study there is no meaningful relationship between variables of sense of belonging, self-efficacy, and mathematics achievement of Indonesian students
Improving Critical Thinking Skills through Mathematics Textbooks Integrated with a Challenge-Based Learning Model in a STEM Context Assisted by Quizizz Application
Full text linkThe challenge to develop critical thinking skills resonates both for education in general or mathematics education. Developing a mathematics textbook that integrated Challenge based on STEM Context Learning assisted by Quizizz is an option to answer this challenge. Development research with the 4D model has been carried out with a focus on developing a product that is feasible, easy to understand, effective in improving critical thinking skills, and has a good response from students. Data was collected using interview techniques, questionnaires and tests which were then analyzed qualitatively, descriptive quantitatively, and a number of parametric statistical tests. The results show that the mathematics textbook that integrated Challenge based on STEM Context Learning assisted by Quizizz is feasible as seen from the average score of 92.66%, easy to understand as seen from the average score of 98%, effective in improving critical thinking skills as seen from the achievement of the research hypothesis, and has a good response from students as seen from the average score of 94.6%. Further implementation as a form of dissemination and adoption needs to be carried out by teachers in the classroom so that the challenge of developing critical thinking skills can be carried out properl
Assessing Middle School Students' Grasp of Definitions and Postulates in Euclid's Elements Volume I
Full text linkEuclid's Elements is a 13-volume textbook in mathematics and geometry written by the Greek mathematician Euclid in Alexandria, Egypt, in the early 3rd century B.C. and first published in 1482 AD in Europe. This book is a collection of definitions, postulates, theorems, and mathematical proofs of these propositions. This research aims to provide a glimpse of the history of Euclid's Elements and to determine the understanding level of junior high school students on the definition and postulates of Euclid's Elements. This research is qualitative research using literature review and case study methods. The case study was conducted on eight junior high school students, six female and two male. The instruments used in this research were analysis of several journals/articles and open interviews by asking several questions related to the definition and postulates of Euclid's Elements Volume I. The data analysis used in this research was meta-analytic and thematic. The results of this research provide information about the history of Euclid's Elements at a glance and the extent to which junior high school students know and understand the definitions and postulates contained in Euclid's Elements Volume I
Challenges and Readiness of VR and AI Integration in STEM-based Mathematics Education: A Case of Urban and Rural High Schools
Full text linkThe integration of Virtual Reality (VR) and Artificial Intelligence (AI) in STEM-based mathematics learning offers significant potential to enhance students' comprehension of abstract concepts. This study aims to identify key infrastructure and technology readiness challenges and propose practical solutions. Using a qualitative research design, data were collected through in-depth interviews with ten teachers and 85 students from secondary schools and analyzed thematically. The results highlight three primary barriers: limited internet access, high hardware costs, and insufficient technical training. While students showed enthusiasm toward VR and AI, teachers expressed a lack of preparedness to utilize these technologies. Furthermore, the digital divide between urban and rural schools aggravates educational inequities. To address these challenges, the study recommends increased investment in digital infrastructure, provision of hardware subsidies, and continuous teacher training programs. Collaboration between the government and private sector is also essential to bridge gaps and support the effective implementation of VR and AI in education. This research contributes by offering insights and actionable strategies for integrating emerging technologies in STEM education, ultimately improving learning outcomes and reducing educational disparities
Mathematical Creativity Through Open-Ended Problems on Linear Equation One Variable
Full text linkIn solving problems and generating new ideas in mathematics, creativity is needed. However, the facts in Indonesia show that students' mathematical creativity is still in the low category. This situation is suspected because in Indonesia, students are less accustomed to solving open-ended problems to train their thinking skills. In addition, the availability of open-ended problems is still limited, making it difficult for teachers to provide open-ended problems for students. This research produced valid and practical open-ended questions to measure and even improve students' mathematical creativity. The research method applied was formative research development model (preliminary, self evaluation, prototyping, field test). Field test was conducted on 32 students of class VIII SMP Negeri 1 Sungai Raya. The developed open-ended questions successfully measured students' mathematical creativity on fluency, flexibility, and novelty indicators. The development results showed that the open-ended questions made were valid and practical, with 96.875% of students reaching the positive category towards the developed open-ended questions. Thus, the designed open-ended questions function well in measuring and even improving students' mathematical creativity
Creating Numeracy Questions in Madurese Traditional Games Context: A Primary School Teachers Perspective
Full text linkThis study used qualitative research and descriptive approach in accordance with the research objectives, namely describing the perceptions of elementary school teachers towards numeracy literacy in the context of traditional Madurese games. The instruments used were questionnaire of teachers' initial understanding, problem posing test and interview guideline. The questionnaire is used to find out the teacher's initial understanding of numeracy literacy and ethnomathematics and its implementation in learning, the problem possing test is used to see the teacher's ability to design numeracy literacy questions in the context of traditional Madurese games, and interviews are used to strengthen the data from filling out questionnaires and problem possing tests. The subjects in this study were grade 4, 5 and 6 teachers in elementary schools located in rural and urban areas. The results showed that there is no difference in understanding between rural and urban teachers regarding numeracy literacy, they can understand numeracy literacy and usually implement it in learning. However, for ethnomathematics, rural teachers cannot understand, both rural and urban teachers have never implemented ethnomathematics in learning. Finally, neither rural nor urban teachers can design numeracy literacy questions in the context of traditional Madurese game
