Jurnal Didaktik Matematika
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Didactical Design with Problem Posing to Overcome Epistemological Obstacles in Problem Solving
Full text linkProblem-solving activities allow students to apply mathematical knowledge and connect other mathematical abilities more deeply. However, based on the situation in the field, students still experience epistemological obstacles in solving problems on Straight Line Equation material, especially issues in story form. This study aims to overcome students' epistemological obstacles in problem-solving using didactic design with a problem-posing approach. This research is qualitative research with a didactical design research method. Six students at one of the schools in West Kalimantan, Indonesia, were the subjects of this research. Tests, interviews, and observation guidelines were used as data collection instruments. The research data obtained were analyzed, reduced, and presented in narrative form. The results showed that epistemological obstacles can be overcome after implementing didactic design with problem posing. This finding has the same pattern as previous research findings, although on different materials and scaffolding. Therefore, didactical design with problem posing can be used as one of the alternative learning designs for straight-line equation material in the classroom
Development of Numeracy Problems with the Context of Bee Cultivation Activity for Junior High School Students
Full text linkThe minimum competency assessment evaluates the numeracy skills of Indonesian students, aiming to facilitate the development of personal skills for self-improvement and contribute positively to society. The low numeracy skills among students are the lack of familiarity and infrequent practice in solving numeracy problems. This study aimed to determine the characteristics of numeracy problems with a context of biodiversity conservation using the Research and Development (RD) method by Tessmer. This model includes preliminary, self-evaluation, expert review, one-to-one, small group, and field tests. The subjects of this study were Year 7 students from one junior high school in Banda Aceh, Indonesia. This study developed were 20 problems. The validity data result of the questions is 0.88 with valid criteria, and the practicality data result of the questions is 89.7% with highly practical criteria. Furthermore, the potential effect is obtained from the average student score (75.39), indicating good criteria. It can be stated that numeracy questions with a context of bee cultivation activity met the valid and practical criteria, and have a potential effect. Therefore, teachers can use these questions as instruments to improve students' numeracy skills
Developing Number Puzzle Learning Media for Elementary School Dyslexic Students: Single Subject Research
Full text linkA child displaying symptoms of dyslexic learning disorders requires assistance in accurately identifying numbers, particularly those that share resemblances. This research aimed to develop media for teaching dyslexic children to help them identify numbers correctly.This research employed a development and single-subject research method.The subject was a child with symptoms of dyslexia learning disorders from primary school in Gorontalo, Indonesia. The research instruments used were observation sheets and media validation. The findings revealed that prior to engaging with the puzzle activity, the dyslexic student demonstrated the capability to identify a range of 4 to 5 numbers accurately. However, after participating in the puzzle activity, the dyslexic student exhibited an improved performance, achieving the ability to correctly recognize and recall 8 to 10 digits in both writing and memory. The number puzzle media was developed by dividing the puzzle into two parts: the part of the screen containing the complete picture and the base placing the puzzle pieces. The puzzle pieces were made by stacking several formed duplex parts, then covered with paper glued together to create a waterproof product. The puzzle focused on the numbers contrasting in color. The numbers were divided into several parts to make it easier for dyslexic students to identify models of these numbers. After conducting media testing on a dyslexic student, the analysis demonstrated a positive impact of the media on learning outcomes. This research suggests a notable improvement in the numerical identification skills of the dyslexic studen
Exploration of Students' Epistemological Obstacles in Understanding the Concept of Variables and Expressions
Full text linkVariables and expressions serve as bridges where students cross from arithmetic to algebra. Although variables and expressions are important concepts in middle school and high school mathematics, they are topics that many students find challenging, and many, in fact, do not develop a thorough understanding of these topics. This study aims to explore the epistemological obstacles students face in understanding and interpreting the concepts of variables and expressions. Based on these objectives, a qualitative research design with a phenomenological approach was chosen to achieve this research objective. The subjects in this study were 8th grade middle school students in the city of Medan, Indonesia. Tests and interviews were used to collect data. The data obtained were analyzed using an inductive approach. The data obtained are presented in narrative and graphical forms. Based on the research results obtained, six types of student errors in solving problems related to the concept of variables and expressions were identified. Overall, students' limitations in understanding and interpreting variables as something unknown is one of the triggers for epistemological obstacles. Teachers should give chances for pupils to debate and explain variables and expressions in the classroom to assist students gain a comprehensive knowledge of these mathematical tools
Student Semiotic Representation Skills in Solving Mathematics Problems
Full text linkRepresentational transformation skills significantly influence students' success in problem-solving. Students who struggle with representational transformation skills are often less adept at utilizing mathematical ideas and relationships, and vice versa. Therefore, this study used a qualitative, descriptive-interpretive approach to examine students' semiotic representation skills when solving mathematical problems. The research was conducted in a Year 9 classroom in a public school in Bandung, Indonesia, with 30 participants divided into high, middle, and low-ability groups based on their level of mathematical ability. Data was collected using both test and interview techniques. The results indicated that students in the high and middle ability groups had adequate skills in algebraic treatment and conversion from algebra to geometry and verbal expression skills for constructing algebraic expressions and converting verbal statements into mathematical equations. In contrast, the low-ability group demonstrated a lack of semiotic representation skills in problem-solving. These findings highlight the importance of transformation and conversion skills in mathematical problem-solving activities and can be valuable information for teachers and observers of mathematics education
Exploring Students Mathematical Understanding according to Skemps Theory in Solving Statistical Problems
Full text linkUnderstanding a concept is not only for mastering the next concept. It is the foundational skill used to solve mathematical problems. This study aims to explore students' conceptual understanding.This research is qualitative research with phenomenology. The participants in this study consisted of 18 eighth-grade students from one of Bandung's private secondary schools. After the students were given the test, six students were selected as research subjects. This aims to ensure that data can be obtained thoroughly and comprehensively. Data collection techniques included tests, interviews, and observations, with research instruments comprising a test and an interview guideline. Data saturation has been achieved. The results of this study are as follows: 1) students with relational understanding are fewer in number than students with instrumental understanding. 2) students find it most difficult to use the interconnections of various mathematical concepts in solving problems. 3) students' difficulties are due to their lack of ability in the concept of basic operations and their lack of understanding of the problems. Therefore, teachers need to strengthen students' understanding of basic operations and the concepts of mean, mode, and median to effectively connect these concepts with their problems
Characteristics of Mathematical Reversible Thinking in Junior High School Students
Full text linkReversible thinking is a mathematical competency that influences students' success in solving problems. Problem-solving is the core of mathematics education. This research aims to identify the characteristics of students' thinking in solving problems that require reversible thinking ability. A qualitative method with a case study approach was used in this research. The study used tests and interviews on 44 eighth-grade students in West Java, Indonesia. In-depth interviews were conducted with representative students whose answers were representative of the other students. All students' answers were analyzed using the thematic analysis software ATLAS.ti. According to the characteristic indicators of reversible thinking. This study found that junior high school students' ability in reversible thinking is not optimal. Some students who successfully solve problems are limited to using backward thinking processes rather than invertible ones. The other students still have difficulties constructing answers due to the limited context when students first learn the concept (problems with forward-thinking). Thus, this ability needs to be understood by students as one factor that supports the success of the problem-solving process
Mathematics Teacher Competencies and Self-Efficacy in Implementing National Curriculum
Full text linkThe new Indonesia National Curriculum, the Merdeka Curriculum, was officially implemented in the 2022/2023 academic year. There are differences between public and private schools regarding facilities and teachers' employment status. Most teachers in public schools are Civil Servants (CST), while most private teachers are non-CST. This research analyzes the mathematics teachers' competence and self-efficacy of CST and non-CST in implementing the Merdeka Curriculum. This research used mixed methods of survey correlational and expos facto. The number of teacher respondents attained by purposive sampling was 34 CST and 54 non-CST. Teachers' competence data were collected using multiple-choice tests on professional and pedagogical competence. Self-efficacy data were collected using a questionnaire adapted from Bandura, while factors causing teachers' self-efficacy were collected using interviews. The research finding shows that in implementing the Merdeka Curriculum, (1) teachers' competence from both teachers' group was low, whereas self-efficacy were moderate, (2) there is no difference in competence between CST and non-CST, but there are differences in self-efficacy, and (3) factors that affect the differences in the self-efficacy are beliefs towards the success of implementing Merdeka Curriculum, support from the headmaster and the government, salary eligibility, and difficulties aspects
Creative Thinking Level of Students in Posing Conditional Probability Problems
Full text linkMathematical creativity provides space for students to express their ideas. Hence, the mathematical activities should support their ability to pose and solve problems. However, students are not used to them and have difficulty in proposing and solving creative problems. The ideas proposed are in the form of problem-posing with free situational and semi-structural types and their solutions. This study aims to describe the level of creativity of students in problem-posing and problem-solving conditional probability problems. The research method used was qualitative, and participants were 35 second-year preservice mathematics teachers. The result indicates that, in posing a free situational type problem, students were generally at level 3 (creative) while, in posing a semi-structural problem, students were generally at level 0 (not creative). Although, the students in each type of problem-posing task were at the category of level 4 (very creative), level 3 (creative), level 2 (quite creative), level 1 (almost creative), and level 0 (not creative). This shows that there is a need for habituation for students to pose and solve problems, especially those that are related to semi-structural type problems
Profile of Students Mathematical Understanding through Diagnostic Tests Viewed from Multiple Intelligences
Full text linkMathematic has characteristics of abstract objects, so mathematical understanding is needed in studying mathematics. Until now, no research has examined students mathematical understanding viewed from multiple intelligences. This study aims to determine the profile of students mathematical understanding through diagnostic tests reviewed from multiple intelligences. This was a quantitative approach with population of all students in one of the junior high schools in Banda Aceh, Indonesia, and sample was 44 students selected by purposive sampling. Data collection was carried using multiple intelligence questionnaire and mathematical understanding test. Data analyzed using descriptive statistics. The results showed that students with mathematical logic intelligence able to define concepts verbally, interpret, identify, and distinguish concepts; students with linguistic, naturalistic, and existential intelligence able to define concepts verbally, interpret, and distinguish concepts; students with musical and kinesthetic intelligence able to define concepts verbally and interpret concepts; students with spatial intelligence able to interpret, identify, and distinguish concepts; and students with interpersonal intelligence able to interpret and distinguish concepts. The implication of this research is that teachers need to understand and realize that students' multiple intelligences are an important aspect that needs to be considered in delivering class material to improve students' mathematical understanding