Jurnal Didaktik Matematika
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Development of Mathematics E-Module Using Kodular and Flipbook for Junior High School Students: Differences
Full text linkTo develop media such as e-modules, a comprehensive understanding of the applications used to create them is necessary. It is essential to comprehend the features of using e-module applications to ensure their effectiveness in the development of superior e-modules in the future. The objectives of the present study were showing that mobile learning by e-module using different applications, i.e. Kodular and Flipbook, are valid, practical, effective and finding differences between the characteristics of e-module development to get a comprehensive idea for future development for researchers who want to develop e-module using both applications. The present study is a research and development study. The selected development model was ADDIE i.e. Analyze, Design, Development, Implementation and Evaluation. The Subject e-module learning media users were junior high school students. The validity of e-module media by Kodular is 92.55%, which is very good. The validity of e-module media by Flipbook is 90.35%, which is very good. The test result on the respondents who used e-module by Kodular is 83.45% feasible to use and the result of e-module by Flipbook is 86.39% also feasible to use. The Kodular e-module had an average student learning outcome score of 78.28, while the Flipbook e-module had an average score of 70.67. The two e-modules from the application were examined, and five differences were identified in the characteristics of e-modules from Kodular and Flipbook, in order to support the continuous development of e-modules
Metacognition Knowledge of High School Students in Solving Limit of Functions Problems Viewed from Mathematical Ability
Full text linkThe involvement of metacognition in the problem-solving process is paramount. This study aims to obtain a description of the metacognition knowledge of high school students in solving limit of functions problems. This type of research is qualitative descriptive research. The subjects of this study were two students who had high and low mathematical abilities. Data from the results of written assignments and in-depth interviews. The results showed that students with high mathematical abilities in solving limit of functions problems involved the metacognition knowledge they had at each stage of Polya, starting from their declarative, procedural, and conditional knowledge. The subjects with low mathematics at the stage of understanding the problem involved only their declarative knowledge. The step of making a plan involves the declarative knowledge their memory and their procedural knowledge, although incomplete in compiling the ideas. The step of carrying out the plan involves all three knowledge of metacognition that he possesses, while the stage of re- examining involves only his declarative knowledge and his conditional. The results of this research can be a reference in designing limits learning in high school
The Relationship between Mathematics Teachers TPACK and Students' Mathematical Resilience
Full text linkPrevious research shows that teachers play a role in determining students' math resilience. However, there is still little research on the type of teacher competencies that support students' mathematical resilience. This study examines the effect of mathematics teachers Technological Pedagogical Content Knowledge (TPACK) on students' math resilience. This quantitative study involved 163 students from a junior high school and four senior high schools in the East Kalimantan region. Data was collected through questionnaires that measured mathematics teachers' TPACK from the student perspective and students math resilience. Information about the gender of respondents is also collected. Data were analyzed using multiple linear regression and moderated regression. The results exposed that the mathematics teachers TPACK significantly affected students' math resilience. The components of Pedagogical Knowledge and Technological Pedagogical Content Knowledge partially affect students' math resilience. However, the study found no moderation by student gender on the relationship between mathematics teachers' TPACK and students' math resilience. This study contributes significantly to understanding the role of mathematics teachers' TPACK in improving students' math resilience. The results can be a reference for related parties, especially in developing more effective mathematics teacher training and competency development programs
Vocational High School Students Mathematical Communication: Auditory, Visual, and Kinesthetic Learners
Full text linkMathematical communication skills are essential in activating students' problem-solving abilities and activating excellent cognition. This study aims to analyze the mathematical communication skills conceived by vocational students on financial mathematics material according to auditory, visual, and kinesthetic learning styles. The study used descriptive qualitative with nine samples determined using a purposive sampling technique. Each learning style category comprised three quick, moderate, and slow students comprehending the given materials. The data were collected using a mathematical communication test and a learning style questionnaire. The obtained data were analyzed using Miles and Huberman's model. The results showed that students with an auditory learning style whose ability to comprehend material was quick and slow could complete mathematical communication indicators. In contrast, students with a moderate category could not complete the fourth indicator. Visual learners with quick material comprehension did not formulate situations mathematically, and all the categories did not comply with the fourth indicator. Kinesthetic learners with quick material comprehension could not complete the first and third indicators. The kinesthetic learner with slow comprehension could not fulfill the fourth indicator, while one in the moderate category could complete all mathematical communication indicators
Measuring Learning Loss Due to Disruptions from COVID-19: Perspectives from the Concept of Fractions
Full text linkIneffective learning during Covid-19 can be a major cause of learning loss. Through polytomous item response theory analysis, this study seeks to identify learning loss of fractions and investigate the reliability and validity of the DINA model diagnostic test. This study involved 177 Grade 8 students from six junior high schools in Banda Aceh, Indonesia, to obtain information about the validity and reliability of the diagnostic test and learning loss of fraction due to Covid-19. The research was conducted by designing diagnostic test, expert validation, and empirical testing. Multiple choice problems with polytomous options were developed. This study produced 20 valid problems based on the level of item discriminant, item difficulty, and slip and guess, with a reliability of 0.899. This study revealed that learning loss was experienced by 62 students from low-level junior high schools (100%), 51 students from middle-level junior high schools (98%), and 54 students from high-level junior high schools (85.7%). It can be said that low-level schools have the highest percentage of students with learning loss. It is recommended that future studies evaluate the effectiveness of diagnostic tests in identifying learning weaknesses in mathematics before semester exams using the items generated in this study
Development of Algebra Test Problems Based on Minimum Competency Assessment (MCA) for Junior High School
Full text linkThe Minimum Competency Assessment (MCA) is one of the components of the National Assessment (NA) in Indonesia, which aims to measure students' cognitive abilities, including numeracy skills. Students with low numeracy skills can be affected by not being used to working on MCA-type problems. This study aims to develop MCA items on algebra that meet valid, practical, and effective criteria using the Tessmer model, including preliminary, self-evaluation, expert reviews, one-to-one, small group, and field test stages. The subjects in this study were 36 Year 7 students of one junior high school in Banda Aceh, Indonesia. The instruments used were validation sheets, practicality sheets, and student response problemnaires. The findings indicated that 15 MCA problems on algebra have met the validity, practicality, and effectiveness criteria. It shows teachers can use MCA items to train students' numeracy skills. Future researchers are expected to develop multiple problems within a single stimulus with more varied content and context; they will need to consider the novelty of the stimulus in real conditions in the field
Development of Socrates-Based Mathematical Statistics Teaching Materials
No full textThe aims of this study are to: a) develop Socrates-based mathematical statistics teaching materials; b) testing the quality of teaching materials in terms of validity, effectiveness, and practicality. The research was carried out in the even semester of 2021/2022 in the fourth semester of the mathematical statistics course for all classes. This study uses a development method using a 4-D model consisting of 4 main stages, namely define, design, develop, disseminate. The product developed is in the form of teaching materials that have been tested for feasibility with content validity, effectiveness tests by analyzing student learning outcomes after the teaching materials are used and practicality tests through student response analysis. The collection techniques and instruments are: 1) indirect communication techniques with the instruments being expert validation questionnaires and response questionnaires for instrument validation and student responses; 2) the measurement technique with the instrument is a test of learning outcomes for the effectiveness of the product; 3) direct communication techniques with interview sheets as instruments to find out the advantages and disadvantages of teaching materials when used for students. The data analysis techniques are: a) describe or describe each step of development with a 4-D model; b) expert validation analysis on the feasibility of teaching materials, namely qualitative descriptive, the results of the study are stated in the form of logical analysis; c) calculation of the validity of the assessment results and validation of the consistency of the experts using Aiken's formulation. The overall research results are: 1) the development of Socrates-based mathematical statistics teaching materials is carried out according to the main 4-D stages in sequence; 2) Socrates-based mathematical statistics teaching materials have content validity and reliability with very high criteria; 3) student learning outcomes after using Socrates-based mathematics teaching materials are classified as high criteria. So it can be concluded that the teaching materials developed are effective
Implementing Problem-Based Learning to Enhance Students' Mathematical Proficiency in Primary School
Full text linkPrimary school students' mathematical proficiency is crucial to their academic progress. However, many students still struggle to understand math, especially fractions. This study examines how Problem-Based Learning (PBL) improves primary school students' mathematical proficiency. The study employed a quasi-experimental approach to investigate the effects of PBL academic achievement. The experimental group received PBL, while the control group received expository teaching. This study selected 54 students from two primary schools using purposive sampling. The experimental group consisted of 28 students, and the control group had 26. Students' mathematical proficiency was tested pre-and post-intervention.The findings reveal a significant improvement in mathematical proficiency in the experimental class exposed to PBL, as indicated by the independent samples t-test. The two-way ANOVA underscores the interaction influence of PBL and Early Mathematics Skills (EMS) factor on improving mathematical proficiency, supported by a high R-squared value (0.941). It suggests that PBL explains a substantial portion of the observed diversity in mathematical proficiency. The quasi-experimental approach has limitations, and the study shows that PBL improves mathematical proficiency. The study's quasi-experimental characteristics and potential lack of generalizability are acknowledged. While recognizing students' starting EMS, educators and policymakers should incorporate PBL into mathematics instruction, especially for complex concepts like fraction
Students Errors in Solving Plane Geometry Problems Using E-Learning-based Diagnostic Tests
Full text linkDuring the Covid-19 pandemic, the implementation of online and shift learning systems has been identified as one factor contributing to learning loss in mathematics problem-solving skills specifically in plane geometry problems. The primary objective of this research was to investigate the different types of errors committed by junior high school students in Banda Aceh, Indonesia, in solving plane geometry problems using e-learning diagnostic tests. A descriptive qualitative approach was adopted, and 24 Year 8 students were selected as subjects. The data were collected through tests and interviews, and data analysis involved data reduction, data presentation, data verification, and drawing conclusions. The findings revealed that the percentage of students' errors in solving conceptual problems, principal problems, and verbal problems were 76.39%, 68.75%, and 75%, respectively. Subsequently, the results from the second test and interviews with six students showed that students encountered several conceptual errors, including errors in stating angle symbols, errors in identifying the type of shape provided, errors in deducing information regarding properties, perimeter, and area of plane geometry, lack of knowledge regarding the application of the appropriate plane geometry formula, and inability to solve problems using the correct procedure. Principal errors were related to algebraic operations, while verbal errors involved translating problems and improper application of concepts and principles. The understanding of the types of errors will help teachers detect errors made the students early
