Jurnal Didaktik Matematika
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Analysis of Academic Stress Factors and Their Impact on Academic Achievement of Mathematics Education Students
Full text linkChanges in the learning system and high academic demands put pressure on first- and second-year bachelor's mathematics education students and, therefore, can affect students' academic achievement. The purpose of this study was to examine academic stress factors and their impact on the educational achievement of mathematics education students in 80 respondents using a descriptive quantitative approach. This study discusses adolescent academic stress factors and covers students' physical and psychological well-being. The data obtained were analyzed using factor analysis. Exploratory factor analysis extracted 30 daily stress factors of students into three specific stress factors: stress on lecture material, environment, and time management. The results of this study indicate that students have moderate levels of stress. Then, Pearson analysis was conducted to see the correlation between stress factors and cumulative grade point average. The results showed that the three factors did not significantly correlate to grades with a correlation power below 0.5. This means that students can manage their academic stress well.Student stress management approaches can focus on each factor separately, depending on individual needs. Internal and external support, strengthening academic literacy, improving conducive learning environment facilities, relevant skills development programs, and strengthening social networks can help reduce student stress
The Influence of Brain-Based Learning Model with Cultural Context on Critical Thinking Skills and Self-Efficacy
Full text linkThis study examines the interplay between critical thinking and self-efficacy, two skills that reinforce each other in learning. Critical thinking enhances students' confidence, while self-efficacy drives the continuous development of critical thinking across contexts. The research aims to (1) evaluate the effect of a brain-based learning model integrating cultural context on students' critical thinking and self-efficacy and (2) assess the model's effectiveness in enhancing these skills. Using a quasi-experimental design, the study involved Year 7 students selected through purposive sampling and divided into experimental and control groups. The experimental group was taught using the brain-based learning model with cultural context, while the control group received conventional instruction. Data were collected through pretests, posttests, and self-efficacy questionnaires. Findings revealed that the brain-based learning model with cultural context significantly improved critical thinking and self-efficacy, with the experimental group outperforming the control. Furthermore, the experimental group showed a marked increase in both skills following the intervention. The study concludes that integrating brain-based learning and cultural context, particularly in mathematics, effectively fosters critical thinking and self-efficacy and recommends its adoption in teaching practices
The Effect of Differentiated Instruction based on Multiple Intelligences toward Critical Thinking and Student Self-Efficacy
Full text linkMathematics learning is often teacher-centered, where teachers directly present material to students without considering students' learning needs and improving their critical thinking skills. The lack of students' self-efficacy as a motivational factor will affect the development of their critical thinking level.This studyaims to determine the effectiveness of differentiatedinstructionbased on multiple intelligences to improve student's critical thinking and self-efficacy.This research employed a quantitative approach and a quasi-experimental research design. This study focused on mathematics learning using the differentiated instruction approach in the vector topic for Year 10 students in one senior high school at Langsa, Aceh, Indonesiaand compared differentiated instruction and scientific approach. Based on the population, the experimental group implemented differentiated instruction, and the control group applied a scientific approach. The hypothesis was tested using MANOVA, Hotelling's T2test, and independent sample t-test. The effect size of differentiated instruction was determined based on the Cohen d-effect size calculation. The results of this study indicate that differentiated instruction has a moderate effect on students' critical thinking but does not significantly affect their self-efficacy. Therefore, differentiated instruction can be considered as one of the effective approaches for enhancing students' critical thinking skills
How High School Students Solve Proportional Reasoning Problem?
Full text linkThis research is motivated by the phenomenon of students' difficulties in solving proportional reasoning problems and the lack of proportional reasoning research at the high school level. This research aims to describe in depth the ability of high school students to solve proportional reasoning problems and learning obstacles that may occur. The method used is qualitative with a case study approach. The research subjects involved were 5 students from grades 10 to 12. The instruments used were tests and interview guides. The research results showed that there were 4 mistakes made by students in solving proportional reasoning problems, namely (1) Using the additional strategy in solving proportional reasoning problems; (2) Not being able to solve problems of indirect proportion; (3) Using multiplication strategies in solving non-proportional problems; and (4) Not being able to compare ratios. Concerning learning obstacles, there are 2 types of learning obstacles that are indicated to be experienced by students, namely epistemological obstacles and ontogenic obstacles. The results of this research can be used as a basis for carrying out further research in the form of research that designs learning flows and/or learning designs that can develop students' proportional reasoning abilities
Enhancing Students Numeracy Skills in Solving Probability Problems through Realistic Mathematics Education
Full text linkNumeracy skills can help students to solve everyday problems. The low numeracy skills of students are caused by not understanding the problem, lack of strategy, and obstacles to evaluating and interpreting the solution to the context. The teacher needs to implement the learning process by using the RME approach, which uses local context and facilitates activity to think mathematically. This study aims to investigate the RME approach in enhancing numeracy skills and to describe the numeracy skills of students in solving problems according to numeracy indicators. The explanatory sequential mixed methods were used to analyze data from tests and interviews. The research subjects were 32 Grade 8 students, and four selected students chose to do the interviews based on each numeracy skills category. The results show a significant difference between the average numeracy skills of students before and after learning with the RME approach. Students with proficient, competent, and basic competencies fulfill the numeracy indicators. Meanwhile, students who need special intervention still have difficulty modeling problems into mathematical representations, incorrectly use the concept of probability, have inappropriate problem-solving strategies, and cannot interpret mathematical solutions in the form of arguments
The Thinking Process of Students in Proving Ceva's Theorem in Basic Geometry Course
Full text link.The thinking process is crucial in identifying students' challenges in formulating logical arguments,particularly when proving geometric concepts such as Ceva's Theorem. This study investigates the cognitive processes of students with high and medium mathematical ability to solve proof problems related to Ceva's Theorem.Adopting a qualitative approach, the research employed a case study design, utilising data collection techniques including tests, interviews, observations, documentation, and triangulation.The research subjects comprised two undergraduate students of Mathematics Education, representing a medium and high mathematical ability category. The research findings revealed that students with high mathematical abilityprogressedthrough assimilation, accommodation, and equilibrium stages in proving Ceva's Theorem. In contrast, students with moderate mathematical ability experienced the disequilibrium phase first beforeadvancing to assimilation, accommodation, and equilibrium. The fundamental difference between these two groups lies in their ability to identify the question posed in the problem andcorrectly identify the theorem to be proved.This research provides valuable insights into the cognitive processes involved in mathematical proof, offering an in-depth understanding of how students approach the proof of Ceva's Theorem
Analysis of Students' Mathematical Literacy Ability on High-Level Problems of PISA viewed from Gender
Full text linkAccording to the 2022 PISA study, the mathematical literacy abilities of Indonesian students remain notably low, with fewer than 1% achieving proficiency levels between 4 and 6. This research employs qualitative methodologies to explore students' mathematical literacy in addressing high-level PISA problems, specifically examining gender-based differences within the context of number pattern topics. The study involved 34 grade VIII students from a public junior high school in Bandung, comprising 16 male and 18 female participants. Data were gathered through the administration of mathematical literacy tests and supplemented by in-depth interviews conducted with teachers and students. The results indicate that students' mathematical literacy is generally weak, largely attributed to their lack of familiarity with solving complex problems and difficulties in progressing beyond identifying initial patterns. Furthermore, the analysis revealed that female students outperformed their male counterparts in tackling high-level PISA problems. To enhance students' mathematical literacy, the study advocates for integrating high-level problems into the learning process. Such integration is anticipated to foster improvements in mathematical literacy, alongside the necessity for schools to implement an operational curriculum prioritising the reinforcement of foundational materials essential for developing this competency
Development of E-Worksheets Using Contextual Teaching and Learning to Increase Students' Critical Mathematical Thinking
Full text linkThis study aims to develop e-worksheets using contextual teaching and learning to improve students' critical mathematical thinking. The method used in developing e-worksheets was design research. The research data were obtained through validation questionnaires, student responses, and critical mathematical thinking skills tests. The research subjects used were 36 Year 10 students in one of the public high schools in West Bandung Regency. Based on the results of data analysis, the validation results obtained were 3.6 with valid criteria, and student responses about practicality obtained 'very practical' criteria with an average percentage of 86%. The product's effectiveness is said to be 'Very Good' with an average score of 80.75 from the students' post-test. The increased students' critical thinking resulted in the Moderate criteria with an N-Gain of 0.66. E-worksheets with contextual teaching and learning are feasible and can improve students' critical mathematical thinking skills on the comparison of trigonometric function
Kotobee-Assisted Means-End Analysis Learning: Impact on Algebraic Reasoning Abilities Reviewed From Students' Cognitive Stage
Full text linkThe Indonesian curriculum emphasizes tailored learning based on students' developmental stages and achievement levels, focusing on cognitive development, particularly in algebraic reasoning, which is very important for students' overall cognitive maturation. This study aimed to determine the effect of the implementation of the learning model and students' cognitive stage on algebraic reasoning ability. The study was conducted using quantitative research with a post-test design to achieve the research objective. Two classes were taken as samples from one of the high schools in West Bandung Regency. The instruments used were the Test of Logical Thinking (TOLT) to categorize students into students' cognitive stage groups and algebraic reasoning test instruments to determine the achievement of algebraic reasoning ability. Data analysis was done using statistical tests, including a normality test, homogeneity test, and two-way ANOVA test. The results are: there is an effect of implementing the Means-End Analysis (MEA) learning model supported by Kotobee on algebraic reasoning; there is an effect of students' cognitive stage on algebraic reasoning; and there is no interaction effect of students' cognitive stage and implementation learning model on algebraic reasoning ability. Further research on other mathematical skills using the Kotobee-based MEA learning model is needed