Jurnal Didaktik Matematika
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Students Mathematical Literacy through Ethnomathematics-based Learning
Full text linkMathematical literacy is one of the 21st-century skills students need to have. However, the PISA 2022 results revealed that Indonesian students' mathematical literacy decreased. Therefore, the government suggests that teachers integrate literacy activities in the teaching and learning process, including mathematics learning. This study integrated ethnomathematics of Aceh culture as an attempt to develop students mathematical literacy. This study intends to describe students mathematical literacy through ethnomathematics-based learning in two school settings: suburban and rural. This study employed a descriptive method. The participants involved 42 Grade 10 students from suburban and rural high schools in Pidie Regency, Indonesia, selected by the purposive sampling technique. Data were collected from students' written answers to the problems listed in the worksheet and analyzed descriptively. The finding revealed that, overall, the mathematical literacy of suburban school students surpassed that of rural school students. Among the mathematical literacy aspects, employing received the highest score, and interpreting got the lowest for both schools. The implications of this study are discussed further in this paper
Development of Mathematics Teaching Modules Based on Differentiated Instruction to Stimulate Student Engagement
Full text linkStudent engagement is one of the students predictors for achieving more robust performance in mathematics, and it can be promoted by differentiated instruction. Therefore,this research aimed to develop a valid, practical, and effective mathematics module based on differentiated instruction to stimulate student engagement. Employing the ADDIE model, the research was conducted at one lower secondary school involving 22 eighth-grade students. We collected data through validity assessment sheets to test validity, teacher and student response questionnaires to test practicality, and student engagement observation sheets to test the practicality of teaching modules. The validity of the module was confirmed through V-Aikens method, proving that the module satisfied the valid category. Findings demonstrate that modules are in the valid category and are very practical categories in the teacher response and the student response questionnaire. In addition, this module effectively stimulates student engagement in cognitive, behavioral, and emotional engagement logically, with the results of the observation sheet of student engagement in the engaged and very engaged categories. Thus, the mathematics teaching module based on differentiated instruction is declared valid, practical, and effective in stimulating student engagement
Defragmentation of Students' Conceptual Understanding in Solving Non-Routine Mathematics Problems
Full text linkThis study investigated the impact of concept fragmentation on students' understanding of mathematics and examines efforts to reduce it. Concept fragmentation hinders problem-solving abilities, often occurring when students struggle to create meaningful connections or new representations from existing ones. Limited interventions, such as cognitive conflict and scaffolding, are suggested to address this issue. This study employed a qualitative descriptive approach, focusing on two seventh-grade students in Sukoharjo, Indonesia, who exhibited concept fragmentation. Data collection involved tests, interviews, and observations, with analysis following qualitative methods. The findings indicate two main types of fragmentation: translational thinking fragmentation and meaningless connection fragmentation. These arise when students attempt to build new representations but make errors due to disconnected prior knowledge. Interventions revealed a pattern of developing schemas, where students knit together concepts to minimize problem-solving errors. Techniques such as rereading problems and substituting information into formulas improved concept comprehension. The study concludes that defragmentation aids students in connecting existing knowledge with new information, enhancing their problem-solving strategies. Future research should investigate other fragmentation types and effective interventions for reducing fragmentation in mathematics learning
Towards Better Numeracy Outcomes: Analyzing Factors and Interventions for Indonesian Students
Full text linkNumeracy is essential in many aspects of daily life, yet it remains a growing concern among Indonesian students. Numerous factors contribute to this issue, which must be addressed through pedagogical and psychological approaches. Correspondingly, this research had two main objectives: First, to describe students' performance in basic numeracy skills and the factors that hindered their development, and second, to analyze and map the learning activities students needed to improve their numeracy skills. To achieve these objectives, an ex post facto research design with a quantitative approach was employed. A total of 506 secondary school students from various regions in Indonesia (Female = 285; Male = 221) participated in this study. The sample was collected using a simple random sampling technique. Data was gathered via an online survey of 51 structured questions administered to the students. Multiple statistical tests were conducted to analyze the data, including descriptive statistics (mean scores) and inferential statistics (factor analysis). The findings indicated that the overall mean score for students' basic numeracy skills was moderate, with female students outperforming male students. Additionally, several factors hindered students' mastery of basic numeracy. The study also highlighted the need for more differentiated instruction, where students could receive personalized support based on their unique challenges and learning preferences
Development of Minimum Competency Assessment (MCA)-Like Mathematics Problems Using Financial Context in Algebra
Full text linkThe asesmen kemampuan minimum or Minimum Competency Assessment (MCA) is a new form of assessment in Indonesia implemented in several schools since 2021. Implementing MCA aims to prepare students for the skills needed in the 21st century. However, the availability of MCA-type mathematics problems is still limited for learning in printed books and online-based media. This research aims to produce MCA-like mathematics problems using financial contexts in algebra that are valid, practical, and effective. This research employed a development study consisting of six stages: preliminary, self-evaluation, expert reviews, one-to-one, small group, and field test stages. The test subjects were 85 students of grade 11 in one vocational high school in Sigli, Aceh, Indonesia. The research instruments were a validation sheet, an interview sheet, and a practicality and effectiveness test questionnaire. This research has produced 21 MCA-type items with a financial context in algebra that is valid, practical, and effective. Therefore, the generated mathematics problems can be used by teachers to improve students' numeracy and financial literacy skills
Students' Creative Thinking Skills in Solving Linear Equation Problems through Contextual Teaching and Learning
Full text linkCreative thinking skills are among those that need to be developed in 21st-century learning. Students' creative thinking skills can be improved through CTL, which provides opportunities to explore the relationship between mathematics and the real world. This research aims to determine the application of CTL to enhance students' creative thinking skills in solving linear equation problems. This research used a mixed-methods approach with a sequential explanatory design. The study was conducted with a class of seventh-grade students at a middle school in Yogyakarta. The research subjects consisted of 32 seventh- grade students. The research results show a difference in students' average creative thinking skills in solving linear equation problems before and after implementing CTL. Students' creative thinking skills in the high and medium categories meet the indicators. Meanwhile, students with low creative thinking skills still need help creating mathematical models and solving problems. Further research is required to explore how CTL can be focused on improving the creative thinking skills of students with low levels of ability
Students Mathematical Representation and Communication Ability in Mathematics Problem Solving
Full text linkIn learning mathematics, representation and communication ability are required by students to solve problems. The ability to represent is crucial for students to simplify the learning process, while students who have good mathematical communication abilities can easily solve a problem. This study applied a sequential mixed methods approach. Quantitative data was obtained from the results of the written test, then the ability of mathematical representation and communication in solving problems on linear program material was analyzed qualitatively. The participants of this study were 59 students from one of the senior high schools in Ambon, Indonesia. The research phase was begun with students being asked to solve mathematics problems and then researchers analyze representation and written communication ability. The largest percentage of students' results on the test was in the very low category of mathematical representation and communication ability. The results showed that students who had good representation and communication abilities would be able to solve problems. There were significant correlations and a very strong correlation between mathematical representation and communication ability with a Pearson Correlation coefficient of 0.915. After obtaining the test result, subjects were selected based on the category of ability to conduct interviews. Based on the results of the interview, the mathematical representation ability that the subject uses well will directly involve mathematical communication skills well, and vice versa
Characteristics of Students' Metacognitive Ability in Solving Problems using Awareness, Regulation and Evaluation Components
Full text linkThe process of solving absolute value problems is not only associated with the simplification of equations or inequalities. Students also need to pay close attention, ask the right questions, carry out the right strategies, and acquire adequate information. This step is essential to prevent students with good metacognitive ability from drawing wrong conclusions. The research discusses the metacognitive characteristics of mathematics education students in solving absolute value problems from the awareness, regulation and evaluation components. Participants consisted of 101 students from four state universities in the city of Malang. Data were obtained through written answers, transcripts of think aloud, and interviews. The data collected were analyzed to determine their metacognitive abilities in terms of awareness, regulation and evaluation components. The result showed that the metacognitive ability of low-skilled students only exists in the awareness component, which is thinking about what is being asked. Furthermore, those medium capable of the awareness component still lack adequate thinking ability. In the regulation and evaluation components, students do not realize that there are still inappropriate steps in solving problems and fail to check the correctness of their answers. However, high-ability students can solve problems in different ways and easily distinguish accurate information using effective strategies. Learn how the metacognitive characteristics of students in solving non-routine absolute value application questions, provides space for educators to be able to create appropriate learning models
The Trigonometric Adaptive Worksheet Performance in Optimizing Trigonometric Thinking of Prospective Mathematics Teacher: Single Subject Research
Full text linkThe ability to think in trigonometry supports the understanding of trigonometry concepts, which still pose challenges for first-year university students, including prospective teachers. The Trigonometric Adaptive Worksheet is one of the student worksheets to optimize trigonometric thinking abilities. This research aimed to assess the performance of the Trigonometric Adaptive Worksheet on the trigonometric thinking abilities of prospective mathematics teachers. Quantitative descriptive research with a Single Subject Research method and a basic design of A (baseline) - B (intervention) was employed as the research approach. Three prospective mathematics teachers from three categories of high, moderate, and low mathematical abilities were selected as research subjects. The data related to changes in individual behavior regarding progress in trigonometric thinking abilities were analyzed using within-condition analysis and between-condition analysis procedures. Based on the single-subject data analysis of the three research subjects, it is evident that moderate and low subjects tend to benefit more from implementing the Trigonometric Adaptive Worksheet. These findings have important implications, suggesting adaptive worksheets can enhance individual learning outcomes by tailoring content to individuals' needs. The worksheet adaptability and personalization provide an opportunity to improve trigonometry instruction's effectiveness
