Jurnal Didaktik Matematika
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Development of Virtual GeoGebra Classroom Media to Improve Spatial Ability of High School Students through REACT Model
Full text link. Geometry is one of the mathematical taught from elementary to high level. The importance of studying geometry is due to the many benefits and applications it offers in everyday life, namely in the fields of art, construction, computers, and so on. This research aims to develop virtual learning media to improve spatial abilities, which is one of the prerequisite abilities in studying geometry through the REACT learning model. This research is included in the type of development research with 5 stages, namely ADDIE (Analyze, Design, Development, Implementation, and Evaluate). The analyze stage is collecting data related to constraints and needs in geometric material. The design stage is creating the initial framework for learning media. The development stage is the actualization of the analysis and design stages. The implementation stage is the application of virtual media that has been validated in schools. The evaluation stage is giving tests to students as a basis for reviewing the media being developed. Research data was obtained from validation questionnaires and response questionnaires filled in by teachers, students and professionals in their fields. This development product has been assessed as valid, practical and effective in the learning carried out, producing better experimental class scores compared to control class scores without the provision of virtual Geogebra Classroom media
Students Mathematical Creative Thinking and Learning Obstacles in Solving Ill-Structured Exponential Problems
Full text linkMathematics, essential for fostering problem-solving skills, plays a critical role in education. However, the lack of creativity and flexibility among students in solving complex problems like ill-structured problems (ISPs) in exponential material indicates significant learning obstacles. This study aimed to identify and analyze the learning obstacles faced by senior high school students and explore their creative mathematical thinking abilities when addressing ISPs in exponents. Employing a qualitative descriptive method with a Didactical Design Research (DDR) framework, data were gathered through tests, observations, and semi-structured interviews. The study involved 40 purposively selected tenth-grade students from Bandung. Findings reveal that students excel in fluency but struggle with flexibility and originality. Learning obstacles include ontogenic (limited conceptual understanding), didactic (restricted instructional variety), and epistemological (context-dependent reasoning). These obstacles impede students' creative thinking development, especially in producing unique solutions and utilizing alternative approaches. The study concludes that addressing these obstacles requires innovative teaching strategies, such as problem-based learning and didactical designs emphasizing exploration and creativity. These strategies can enhance creative thinking in mathematics, benefiting students' adaptability in academic and real-world challenges. Future research should focus on implementing and refining such designs across various mathematical topics
A Commognitive Perspective: How Visual, Auditorial, and Kinesthetic Learners Solve Linear Programming Problem?
Full text linkThis study aims to explore students' commognitive processes in solving linear programming problems based on their learning styles. Conducted with three female students from Class XI MIPA 4 at SMAN 5 Palu, the study included one student each with visual, auditory, and kinesthetic learning styles. Data collection involved administering a learning style questionnaire and linear programming tasks (SBMPTN 2014 Code 663) that were linguistically validated to suit the students in Palu. Interviews were also conducted while the students worked on these tasks. Results indicate that the visual learner responded to problems in a detailed, repetitive, efficient, and accurate manner, demonstrating all four commognitive indicators. The main finding was the student's clear process in visualizing the problem. The auditory learner also responded well, demonstrating the four commognitive indicators but faced difficulties in the routine aspect, especially in transforming the problem into a narrative form, which is crucial for problem-solving. The kinesthetic learner showed clear, accurate responses and exhibited all four commognitive indicators, with a notable habit of using finger-pointing during explanations. However, limitations were observed in the narrative aspect, where the student relied more on physical experience than on logical, in-depth explanation
Examining the Predictive Role of School Climate on Mathematical Efficacy: Insights from Indonesian PISA 2022 Data
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Students' Learning Obstacles on Sequences and Series Viewed by Pirie Kieren's Theory
Full text linkMathematical understanding develops through eight layers, as described by Pirie and Kieren: primitive knowing, image making, image having, property noticing, formalizing, observing, structuring, and inventizing. However, evidence indicates that many students encounter obstacles that hinder their progression through these layers. This study aims to identify and describe the learning obstacles students face in understanding sequences and series, utilizing Pirie and Kieren's theoretical framework. A descriptive qualitative research design was employed, purposive sampling to select participants from 30 Year 11 students in Malang, Indonesia. Data were gathered through tests and interviews and analyzed based on indicators of learning obstacles and the corresponding layers of mathematical understanding outlined by Pirie and Kieren. The findings reveal that many students experience significant difficulties in noticing and formalizing layers within the property. These challenges are attributed to inadequate foundational knowledge (ontogenic conceptual obstacles) and a lack of structured opportunities for developing deeper mathematical understanding (ontogenic instrumental, didactical, and epistemological obstacles). The results underscore the need for further research to address these learning barriers by focusing on enhancing students' foundational knowledge and designing educational experiences that foster the growth of mathematical understanding
Students Collaboration and Creative Mathematical Thinking Skills in Problem-Based Learning Using Numeracy Problems
Full text linkCollaboration and creative mathematical thinking are important for students. However, students' collaboration and creative mathematical thinking skills are still low because students are not used to collaborating or investigating the problem-solving process. This research aims to determine students' collaboration and creative mathematical thinking skills in the 10th grade in Problem-Based Learning using numeracy problems. This research was carried out on 25 vocational school students majoring in accounting in Palembang, Indonesia. The research method used was a mixed method. The results of research on students' collaboration skills show that most of the students are in the excellent category. Students can fulfill respect for others and commitment indicators, but the indicators of deliberation and participation are rarely fulfilled. The research results on students' creative mathematical thinking skills show that 80% are in the very good category, 16% are in the good category, and others are in the pretty good category. Students can fulfill three indicators, fluency, originality, and elaboration, but flexibility is rarely fulfilled. Creative thinking skills of students need to improve
Characteristic of Video Clips of Preservice Mathematics Teachers Ability to Notice
Full text linkNoticing is the teacher's ability to pay attention to critical moments during learning. The noticing ability of preservice mathematics teachers can be trained by watching video recordings of teaching practices. However, there are limited video clips that can be used as teaching materials to develop the noticing abilities of preservice mathematics teachers. Therefore, this study aims to identify the characteristic of preservice mathematics teachers ability to notice. Video clips consist of a series of significant moments to observe. This research used a survey of moments in video recordings of preservice mathematics teachers when noticing their students' thinking in the learning process. The data analysis was based on learning video clips, containing the complexity of noticing problems related to the preservice mathematics teachers ability. The results indicated that the identified video clips, recordings of classroom interactions, featured teacher activities such as asking, guiding, responding, and assisting students. However, the preservice teachers demonstrated a low ability to notice, particularly in the interpreting and shaping aspects. These video clips, specifically those that highlight these teacher activities, can be utilized as learning tools in teacher development programs to enhance preservice teachers' noticing skills, especially in interpreting and shaping aspects
The Students' Computational Thinking Ability through Problem-Based Learning in Societal Context
Full text linkThe ability to think computationally is a new thing assessed in PISA 2022. In mathematics, Indonesia ranks 70 out of 81 countries with an average score of 366, while the global average is 472. This shows the need for improvement in mathematics learning, one of which is through learning models that support computational thinking skills. This study aims to improve students' computational thinking skills on set material using the Problem-Based Learning model by considering students' prior knowledge. This study used a pseudo-experimental method with a nonequivalent control group design. The study population consisted of 224 grade X students in Bantul High School, and the sample was taken randomly using the cluster random sampling technique, resulting in two classes with a total of 64 students. Data were obtained from pretest and posttest, then analyzed descriptively and with two-way ANOVA and effect size. The results showed that prior knowledge did not significantly affect computational thinking ability. However, the PBL model had a significant moderating effect on students' general computational thinking ability. These results indicate that the problem-based learning model effectively improves these skills
Algebraic Thinking Ability of Junior High School Students in Solving Linear Equations Problems
Full text linkAlgebraic thinking ability are important for students to master and use algebraic concepts in various situations. Students with good algebraic thinking ability will find it easier to solve real-world problems and understand more abstract mathematical concepts. This study aims to describe students' algebraic thinking ability on linear equation material. Thus, the type of research used is phenomenology with a qualitative descriptive approach. The participants in this study consisted of 37 students; six students with heterogeneous abilities (high, medium, low) were then selected. The research subjects were determined by purposive sampling based on the pattern of answers representing the phenomenon that occurred. Data were collected using algebraic thinking ability tests and interviews to fulfill the validity of the data. The results showed that: 1) students with high algebraic thinking ability can use all indicators of algebraic thinking well. 2) students with medium algebraic thinking ability have difficulty in the indicators of analytical thinking, modeling, and dynamic thinking. 3) students with low algebraic thinking ability have difficulty in all indicators of algebraic thinking, namely generalization, modeling, abstraction, analytical thinking, dynamic thinking, and organization. So, teacher efforts are needed to provide students with an understanding of algebraic thinking so that students can solve math problems well