Jurnal Didaktik Matematika
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Development of a Mathematics Module Based on The Huma Betang Context for Teaching Polyhedra
Full text linkAbstract. The teaching module is a very important component in the learning process. A good teaching module will affect the learning process and results of students. A teaching module that provides a real context in accordance with the lives of students makes the learning process more meaningful. The real context raised in this study is the DAS, where rivers are the main natural resources for the people of Kalimantan, especially Central Kalimantan. Therefore, the researcher aims to develop a junior high school mathematics teaching module based on RME in the watershed environment. The research method uses a development method with the Dick Carey model, namely (1) Identify Instructional Goal, (2) Conduct Instructional Analysis; (3) Analyze Learners and Contexts; (4) Write Performance Objectives; (5) Develop Assessment Instruments; (6) Develop Instructional Strategy; (7) Develop and Select Instructional Materials; (8) Design and Conduct Formative Evaluation of Instruction; (9) Revise Instruction; (10) Design and Conduct Summative. The results of the study from the first to the seventh stages were obtained from three experts, namely the teaching module in the aspect of element quality obtained a high level of validity of 95%. The aspect of the characteristic module and the aspect of language obtained the same percentage, namely 85% high validity. The last aspect, PBL RME aspect, obtained a high level of validity of 88%. While in the Design and Conduct Formative Evaluation of Instruction, Revise Instruction, and Design and Conduct Summative stages, it was obtained from the results of 150 junior high school student responses, namely the response of students to the learning process using the flat-sided spatial geometry teaching module based on RME in the DAS environment, namely 62 out of 150 students or 41.3% of all students said that the teaching module obtained a fairly good category
Enhancing Mathematical Literacy and Student Engagement through Adventure Pocketbook Integrated with Ethnomathematics-based Problems
Full text linkNumeracy literacy is a skill needed. Student engagement in learning affects numeracy literacy. So, it is necessary to implementing adventure pocket book integrated with problem based on ethnomathematics learning. The objectives of this study are (1) to test the effectiveness of the adventure pocket book on student numeracy literacy, (2) to test the effect of student engagement on student numeracy literacy through the implementation of an adventure pocket book, and (3) to describe student numeracy literacy in terms of student engagement through the implementation of adventure pocket book. The research method used is quantitative research. The quantitative approach used is Experimental Design with One-Shot Case Study type. The instruments used were test and questionnaire. The sampling technique is cluster random sampling technique. The subject is class VII. The results showed that the adventure pocket book integrated with problem based on ethnomathematics learning; (1) effectively improved students' numeracy literacy, (2) student engagement can improve numeracy literacy with a large influence of 80% and (3) student engagement in the very high and high categories had an effect on the average completeness of the numeracy literacy test. So, this can be a learning innovation to improve student numeracy literacy and student engagement
Hypothetical Learning Trajectory Design On Rotation Topic Using Photography Context
No full textThis research aims to design a learning trajectory on rotation topic using photography context for junior high school students. The method used in this study is design research, with 3 stages, namely the preliminary design stage, the design experiment stage and the retrospective analysis stage. This study uses the Indonesian Realistic Mathematics Education (PMRI) learning approach. The Hypothetical Learning Trajectory (HLT) design is made through learning activities using a photography context. The research subjects were grade IX students of SMP Bina Warga Palembang. The results of this research are in the form of HLT design in learning geometric transformation on rotation topic using the context of photography with the learning trajectory being that students take photo objects freely, draw the results of the photos they take with certain rules, record the ends of the photo objects as starting points and determine the results of the rotation, finding the relationship between the two and finding the rotation formula
Developing Worked Examples to Strengthen Mathematical Communication Skills in Teaching Statistics
Full text linkExploring Teachers' Perceptions of Number Concepts and Arithmetic Operations in Elementary Education
No full textThis study explores elementary school teachers' understanding of the concept of number and arithmetic operations through a phenomenological approach. The purpose of this study is to explore and understand teachers' subjective experiences in interpreting and teaching these concepts, and to emphasize the importance of individual perspectives in shaping their understanding. Teachers' subjective experiences are considered crucial because they influence the way they teach and explain mathematical concepts to students, as well as shaping students' concept images. This study involved 10 elementary school teachers who were selected using purposive sampling techniques to ensure diversity in experience and educational background. Data analysis was conducted using the phenomenological thematic analysis method to identify key themes and patterns in teachers' experiences. The findings of the study revealed significant differences between teachers' understanding and scientific conceptions, referred to as Zone Concept Image Differences (ZCID). The conclusion of this study shows that teaching the concept of number and arithmetic operations is often constructed narrowly, thus not supporting the development of broader thinking in students
Malay Ethnomathematics Module Using Batik Nagori Kuansing for Elementary Geometry
Full text linkThis study aims to develop and examine the effectiveness of a Riau Malay ethnomathematics-based learning module integrating the Batik Nagori Kuansing motif for elementary plane geometry instruction. The study employed a Research and Development approach using the ADDIE model, consisting of analysis, design, development, implementation, and evaluation stages. The modules validity was assessed by three expert validators and achieved an Aikens V index of 0.87, indicating a high level of validity. Practicality was evaluated through teacher and student questionnaires, with results showing highly practical categories, as reflected by teacher responses of 87.84% and student responses of 91.76%. To measure effectiveness, a pretestposttest design was implemented involving an experimental group and a control group. The results revealed a statistically significant improvement in the experimental groups learning outcomes after using the ethnomathematics-based module, while no significant improvement was observed in the control group. These findings demonstrate that the ethnomathematics-based module integrating Batik Nagori Kuansing motifs is valid, practical, and effective in enhancing elementary students understanding of plane geometry. The integration of culturally meaningful motifs supports students in connecting abstract geometric concepts with real-life cultural contexts. The developed module is therefore suitable for implementation in elementary mathematics learning
Students Learning Processes on Measures of Central Tendency in Senior High School Classrooms Based on the Theory of Didactical Situations
No full textDevelopment of Learning Media Based on Scratch Educational Games for Straight Line Equation
Full text linkStrengthening Mathematics Teachers Subject Matter Knowledge for Teaching Critical Thinking through the SUPER-LS
Full text linkTeaching critical thinking in mathematics classroom is challenging. Mathematics teachers need a strong foundation of subject matter knowledge (SMK) to be able to design and conduct a mathematics lesson focuses on critical thinking. However, this knowledge was found low among the teachers. A community learning play important role in overcome teacher problems. One of community learning plafform that can be used to facilitate teacher to strengthen their SMK is a school-university partnership mediated by lesson study (SUPER-LS) program. Thus, this study used the SUPER-LS program to facilitate mathematics teachers to develop their subject matter knowledge (SMK) and students critical thinking. The qualitative approach was used in this study involving 10 in-service teachers (ISTs) and 59 students. Lesson study artefacts were employed to collect data and analyzed using transcrib based lesson analysis and performance assessment of critical thinking scale. The study discovered that the SUPER-LS program can facilitate collaboration among ISTs to develop and strengthen their SMK with specialize content knowledge (SCK) appear dominant. In addition, students proficiency in each indicator of critical thinking ranged from level 1 to level 4. The majority of students had a proficiency level of 2 in each indicator. However, sustain SUPER-LS program is required to improve students critical thinking performance
