Jurnal Didaktik Matematika
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The Effect of Interactive Multimedia-Based Learning on Students Mathematical Critical Thinking Ability in the Course of Structure Algebra
Full text linkThe critical thinking ability is fundamental in learning mathematics so it must be possessed by students as prospective teachers. In fact, the students' mathematical critical thinking ability is still relatively low. In this case, one of the causes is the change in learning system from face-to-face to online learning. One effort that can be done to overcome this issue is to apply interactive multimedia-based learning. Current research was further conducted in this matter, aiming to improve students' mathematical critical thinking ability through interactive multimedia-based learning to support online learning. This quantitative research (quasi-experimental) was carried out by involving prospective mathematics teacher students enrolling in the algebraic structure course in 2021/2022 at Universitas Islam Riau (UIR) as the experimental class and prospective mathematics teacher students at Universitas Pasir Pengaraian (UPP) as the control class. The data were further collected through a mathematical critical thinking ability test which were further analyzed through statistical tests. Based on the results of the t-test, there was an increase in students' mathematical critical thinking ability who received a learning process using interactive multimedia
Analysis of Productive Pedagogies of Pre-Service Teachers in Teaching Mathematics at School
Full text linkThis research aims to analyze the productive pedagogies of the pre-service teachers. Productive pedagogies are measured based on four dimension. This research involved three pre-service teachers in Universitas Negeri Makassar, Indonesia, who carry out teaching practices in schools. This research is a case study. The assessment of productive pedagogies was measured using a questionnaire, observation, and semi-structured interviews. The lowest average was found on the intellectual quality dimension of 79.6 (high category) based on the overall dimensions. This result suggests that, of all of the dimensions, Intellectual Quality was the least likely to be included in the classes. The highest dimension of the productive pedagogies of the pre-service teacher was connectedness, around 84.7, with a very high category. That means the pre-service teachers mainly focused on Connectedness during their teaching practice, followed by the Recognition of Differences around 82.2 (high category). Meanwhile, the Supportive Classroom Environment dimension is in the high category at about 79.9. Furthermore, for the Supportive Learning Environment dimension, two elements, academic engagement and self-regulation, were frequently observed in all pre-service teachers' classes. Still, student control, in which the teacher gives students chances to determine specific activities or outcomes of the lesson, was not very often
Students Mathematical Representation Ability in Learning Algebraic Expression using Realistic Mathematics Education
Full text linkMathematical representation ability (MRA) is crucial in solving mathematical problems, particularly in the topic of algebraic expressions. However, some students struggle to grasp algebraic forms in real-world circumstances. Learning through realistic mathematics education (RME) using context is one of the learning approaches that could help improve students' MRA. The objective of this study was to assess students' MRA in learningalgebraic expressionsthrough realistic mathematics education. This research employed mixed-method research with a sequential explanatory design. The subjects of this study were 27 seventh-grade students from a junior high school in Banda Aceh, Indonesia. Data on students' MRA were gathered through written test and task-based interviews. The descriptive analysis of written test data revealed that students' average score is 3.6, which is considered low compared to the maximum score of 8. The majority of students (n=24) satisfied the visual indicators of MRA as they successfully drew the composite shape. Whereas the most challenging MRA aspect for students to master was symbolic representation, only a few students (n=6) could solve the problem related to the multiplication of algebraic expressions. Students learning loss in the prerequisites due to online learning during the Covid-19 outbreak was one cause of the students' low performance on MRA
Development of Adventure Multimedia Game Based on Mobile Learning in Pyramid Topic for Junior High School
Full text linkMathematics is a difficult subject for students, causing low motivation, interest and student learning outcomes. To attract students to be more interested in learning mathematics, they must use interactive learning media so that learning is not boring and fun. This study aims to develop a multimedia adventure game in pyramid topic based on mobile learning in grade eight. This study uses the 4-D development model, however, at the stage of dissemination only limited distribution is carried out. The subjects in this study were grade eight students of one of junior school in Gorontalo District, Gorontalo Province, Indonesia. The results of the study based on the validation of topic and media experts showed that the quality of multimedia was good. Meanwhile, based on the teacher's ability for managerial to learn is also categorized as good, the activities of students during the learning process reach the ideal time criteria, the responses of all students are classified as very positive of 90.56% and learning tests show that 72.5% of students achieve completeness. This shows that the adventure multimedia game based on mobile learning in pyramid topic is valid, practise, and effective
Students' Mathematical Literacy on The Performance of PISA Questions: What Is Gender Correlation?
Full text linkDescriptive research with a qualitative approach method is used because it is accordance with the research objectives, namely to describe students' mathematical literacy towards the performance of the PISA questions in terms of gender. The subjects in this study were two students that 1 male and 1 female in the high math ability of category in grade 9 of junior high schools. Subjects were selected by purposive sampling by giving a mathematical ability test to 25 students to see their mathematical abilities, then also taking into account the mathematics teaching teacher, two students were obtained as research subjects in accordance with the purpose of the study, namely to describe students' mathematical literacy based on gender, especially students with high mathematical abilities.The instrument used was a mathematical ability test and a mathematical literacy test as well as an interview guide as research data. Based on data analysis, there is an influence of gender on students mathematical literacy level. Females mathematical iteracy is better than males mathematical literarcy, so there needs to be efforts to improve learning from both teachers and schools so that there are no longer differences in abilities between male and female, and gender does not affect mathematical literacy
Students' Metacognitive Ability Mathematical Problem-Solving through the Problem-based Learning Model
Full text linkStudents lack metacognitive ability despite its vital role in mathematical problem-solving. The problem-based Learning (PBL) model is one of the learning models to improve metacognitive ability in problem-solving. This study aimed to analyze the students'metacognitive ability in mathematical problem solving through PBL and examine its improvement. This present study applied the explanatory sequential mixed-method design. The population was the Year 11 students from one of the senior high schools in South Aceh Regency, Indonesia. Data collection was conducted using three instruments: pre-test, post-test, and interview guidelines. The pre-test and post-test data were analyzed using the t-test, while students' metacognitive ability was analyzed qualitatively. The results showed that students' metacognitive ability in mathematical problem solving through the PBL model was increased. Furthermore, students' metacognitive abilitywas at the semi-reflective use, the strategic use, the aware use levels for high-ability, medium-ability, and low-ability groups
Metaphorical Thinking of Students in Solving Algebraic Problems based on Their Cognitive Styles
Full text linkOne of thinking concepts which connects real life to mathematics is called metaphorical thinking. Metaphor and modelling are two closely related concepts. Besides, each individual performs different cognitive styles, such as field independent (FI) and field dependent (FD) cognitive styles. This factor possibly leads to different metaphorical thinking in solving algebraic problems. The participants of this qualitative research consist of two students at grade 7 of one of junior high school in Banda Aceh, Indonesia, with FI and FD as their cognitive styles. Based on the findings, it is found that: 1) Metaphorical thinking of the student with FI cognitive style in solving the algebraic problem in the stage of understanding the problem, devising a plan, carrying out the plan, and looking back is considered to achieve the target for each criteria of CREATE; 2) Metaphorical thinking of the student with FD cognitive style in solving the problem in the all four stages but could not reveal all criteria mentioned in CREATE. This happens as the student is unable to find the appropriate metaphor to the algebraic problem. Therefore, the student does not need to explain the suitability of the metaphor to the algebraic problem
Students Anticipation Profile at Rigor Level in Determining Papaya Tree Root Dimensions
Full text linkStudents with a rigor level of geometric thinking can analytically solve problems, yet the ability may not be readily observable. Thus, an example of how students solve problems merits explorations. Inspired by students problem solving, this study aimed to examine the students anticipatory profile in determining Papaya tree roots' dimensions. This qualitative research utilized tests and interview. Two tests were carried out: van Hiele geometric level grouping test for selecting the research participants and the report-based test for the actual project. Seventeen students took the van Hiele test, and one of them, who achieved the rigor level, was selected for the interview. Data obtained from the interview were then analyzed qualitatively. The study showed that students with a rigor level of geometric thinking anticipated analytically. The subject was able to explain a geometric problem systematically, starting from analyzing problems, clarifying detailss, to presenting arguments clearly and precisely. The findings in this study generate useful information for teachers who train their students to analyze a geometric problem correctly and adequately
An Analysis of Errors on Mathematical Symbol as a Metaphor in Linear Programming
Full text linkSymbol sense is crucial in the understanding of mathematical problems comprising various symbols. The misuses of symbols happen due to misinterpretation, which is considered the constraint to learn algebra more comprehensively, including in linear programming. The term metaphor is defined as a means to carry over symbol sense, and is used to improve mathematical understanding. This present research was aimed at analyzing errors on mathematical symbol as a metaphor in linear programming. This research was conducted by means of descriptive qualitative design, with a test and interview as the instruments. The test was made essay, and its results were analyzed qualitatively. The test, further, was administered to five eleventh graders selected according to highest rates of errors committed. This research has shown that the students committed a number of errors in some cases, such as representing symbols as variables, representing numbers, and interpreting symbols as relational operators. In addition, errors which the students committed in constructing mathematical models covered defining the final value, representing numbers, applying inequality system, and interpreting symbols as operation counts. This present research has provided some ways for symbol sense, and thus the errors on mathematical symbol as a metaphor could be lessened. Next, this research can be further followed up by reviewing the effectiveness of remedial instruction according to the committed errors on mathematical symbols