Jurnal Didaktik Matematika
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Hypothetical Learning Trajectory (HLT) for Fraction of Blind Students Using Braille Media Fraction Block
No full textFraction is one of the difficult topics for students with visual impairments. Therefore, it is necessary to develop a learning trajectory that can help the students understand fractions. Thisdesign researchaims to describe the design process of hypothetical learning trajectory for the addition of fractions usingbraillefraction blocks. This research is divided into three stages: the preparation for the experiment (design), the implementation of the teaching experiment, and the retrospective analysis.Data collection techniques employed in this research were walkthrough, observation, interview, and test.The product of this research is hypothetical learning trajectory (HLT) for the addition of fractions that contains the following activities:comparing unit block and fraction blocks, comparing the size of different fraction blocks to get the same size fraction blocks (equal fraction), comparing the sizes of two fraction blocks, adding fraction blocks, and determining the fraction block with the same size as the added fraction block.Those five activities were carried out in the two-cycle experimental activities. After the implementation of the activities, the students' answers to exercises showed that the research subjects could add fractions, either with the same denominators ordifferentdenominators
Profile of Student Academic Procrastination Behavior in Problem Solving and Mathematical Digital Literacy
Full text linkThe phenomenon of procrastination behavior in problem-solving and mathematical digital literacy still occurs among students. This study aimed to analyze the profile of students' academic procrastination behavior in problem-solving and mathematical digital literacy-purposive sampling technique involving 19 students of one junior high school in Indonesia. Academic procrastination behavior is obtained through qualitative research with a case study approach using the Tuckman Procrastination Scale (TPS) instrument, digital literacy scale, mathematical problem-solving ability tests, and semi-structured interviews as well as data analysis with four steps of research, namely data collection, data reduction, data presentation, and concluding. Most of the students (84.2%) experienced academic procrastination in solving mathematical problems and mathematical digital literacy (21%). There are six kinds of problem-solving and mathematical digital literacy student profiles in the high, moderate, and low category
Pythagorean Theorem Concept Image in Junior High School: An Analysis in The Online-Based Learning
Full text linkThe concept image comprises all the cognitive structures in an individual's mind connected with a specific notion. However, if the learning situation is not relevant to help students construct knowledge and provide meaningful experiences, it will affect their concept image. This study aims to examine the concept of the image of the Pythagorean theorem during online-based learning. The research is a qualitative approach, and the method is phenomenological to understand the meaning for the participants of their concept image. Initially, this study enrolled 66 students. Two students were selected as research subjects and acted as resource persons to provide adequate contextualization based on students who answered right and wrong. Data collection combines data from the outcomes of testing the Pythagorean theorem test, interviews, and literature studies. The data analysis technique employed is Interpretative Phenomenological Analysis (IPA). There are six categories of student concept image. Based on in-depth interviews with two students who answered correctly and incorrectly, students were given inconsistent meanings of the Pythagorean theorem due to the learning situation to improve students' understanding of the subject
Learning Trajectory of Dilation and Reflection in Transformation Geometry through the Motifs of Bamboo Woven
Full text linkCultural diversity around students can be integrated into learning mathematics in the classroom. Yet, Indonesian students still have difficulty applying mathematical concepts to solve problems related to everyday life, such as dilation and reflection in transformation geometry. Therefore, this study aims to design the dilation and reflection in transformation geometry learning trajectory using the motifs of bamboo woven. This context was used as the starting point in the learning process by applying the Pendidikan Matematika Realistik Indonesia approach. The research method used is design research consisted of three stages: preliminary design, teaching experiment, and retrospective analysis. This study describes how the motifs of bamboo woven made a real contribution for ninth-grade students to understand the concept of dilation and reflection in transformation geometry. The design experiments showed that this context can stimulate students to understand their knowledge of the idea of dilation and reflection in transformation geometry. All of the strategies and models that students find illustrate and discuss show how the construction or contribution of students can be used to help their initial understanding of the reflection and dilation
Android-Based Learning Media Design with Contextual Learning to Develop Problem-Solving Skills
Full text linkThis study objective is to show that android-based learning media design with contextual learning is valid, practical, and effective in developing mathematical problem solving skills. The research method used is Research and Devolopment. Its design in this study is 4-D development model consisting of 4 development stages: define, design, develop, and desseminate. The subjects of this study consisted of development subjects (validators) and field trial subjects (a private senior high school in Pontianak, Indonesia). Data collection tools used were validation sheets, questionnaires and mathematical problem solving skill tests. The data analysis technique used descriptive statistics. This study showed that android-based media with contextual learning content was valid, practical and effective in developing mathematical problem-solving skills. In addition, Android-based learning media with contextual learning content could be used as an alternative in learning during Covid 19
Analysis of Students' Mathematical Creative Thinking Ability in Module-assisted Online Learning in terms of Self-efficacy
Full text linkThe research aims to describe the underlying cause of students' low Creative Thinking Ability (CTA), and examine the effectiveness of online learning assisted by module in improving CTA in terms of self-efficacy. The research applied a mixed-method. The subjects were 8-grade students. The qualitative research subjects were selected purposively, generating two students for each category of low, medium, and high self-efficacy. While quantitative research used cluster sampling to classify experimental and control classes. The independent variable of the study was self-efficacy, and the dependent variable was CTA. Data collection was conducted by observation, interviews, documents, questionnaire, and test. Data was analyzed using descriptive analysis, statistical regression tests, and t-test. The results showed that the underlying cause of low CTA was in students' low and medium self-efficacy. Students with low and moderate self-efficacy highly depended on teacher help. For students with high self-efficacy, the CTA worked well. The results also revealed that the average CTA in the experimental class reached the minimum criteria of mastery learning; the average CTA of the experimental class was better than the CTA of the control class; and the effect of positive self-efficacy on CTA was 38.50% in the experimental category, showing that this learning was effective
Increasing Mathematical Critical Thinking Skills Using Advocacy Learning with Mathematical Problem Solving
Full text linkThe ability to think critically is one of the abilities students must possess. Students critical thinking skills have not been encouraging. There is a need for learning that can improve this ability, one of which is advocacy learning. The study aims to increase students critical thinking skills with open-ended mathematical problems in advocacy mathematics learning. This study is a nonequivalent control group design with a pre-test post-test control group. Sampling using cluster random sampling, randomization was carried out in classes at Junior High School 4 Bandung by taking two classes. Data analysis used Mann-Whitney, one-way ANOVA, and Tukey. The results showed that students treated with an advocacy approach by giving open-ended questions had better mathematical critical thinking skills than those who received conventional learning. Also, students with high prior knowledge had better critical thinking skills compared to the other two groups. This research implies that the advocacy can be used as an alternative to learning mathematics for students with high prior knowledge
Adobe Flash CS6 to Develop Mathematics Learning Media for Plane Geometry
Full text linkStudent can master the materials by doing the problems repeatedly. A media enables students work on varied random problems is necessary. This study aimed to provide valid, practical, and effective learning media. This research was a development research, involving 64 junior high school students in Yogyakarta. The instruments used in this study were expert validation sheets, questionnaires, and tests. The data was analyzed using a quantitative descriptive statistical analysis. Descriptive statistics was used to analyze data from students' tests. Meanwhile, descriptive qualitative was to describe the data of suggestions and comments from the validators for improvement. The results of expert validation for the media aspect achieved a very feasible category, while the material aspect also reached a very feasible category. Besides, the questionnaire results on student responses to learning media were also classified as a very practical category. The students' scores met the minimum criteria of mastery learning, meaning that the learning media achieved a very effective criterion. The results of this study imply that learning media can be used as an alternative in improving student learning outcomes
Analysis of Students Mathematical Problem-Solving Ability in Term of Multiple Intelligence
Full text linkMany factors can influence students' ability to solve mathematical problems, and one of them is intelligence. The purpose of this study was to describe problem-solving abilities in terms of dominating multiple intelligences. The descriptive qualitative design was used for this investigation. The subjects of this study were six 7th-grade students chosen through purposive sampling based on dominating intellect in a group of six students. The data for this study were gathered through the use of validated questionnaires, interviews, and tests. The data analysis, which comprises data reduction, presentation, conclusion. Findings of this study show that pupils with naturalist, interpersonal, kinesthetic intelligence are able to solve problems according to plan, and loocking back when they are incorrect. Students with dominating intelligences such as linguistic-verbal, logical-mathematical, and visual-spatial can plan, conduct step-by-step rechecking of the solution to a problem that has not yet been finished. Furthemore, the effect of various intelligences can solve mathematics problems successfully