Jurnal Didaktik Matematika
http://jurnal.unsyiah.ac.id/DM
<p style="text-align: justify;"><img class="alignleft" style="float: left; width: 111px; height: 150px;" src="/public/site/images/admin_didaktik/cover_baru1.jpg" alt="" width="223" height="275" /></p><h4><strong> </strong></h4><p><strong><br /></strong></p><p><strong> <a title="ISSN PRINT DM" href="http://u.lipi.go.id/1388134271" target="_blank">ISSN 2355 – 4185</a> <em>(Print)</em></strong></p><p><strong> <a title="ISSN ONLINE DM" href="http://u.lipi.go.id/1482565805" target="_blank">ISSN 2548 – 8546</a> <em>(Online)</em></strong></p><p><strong><br /></strong></p><h4><strong> </strong></h4><h4><strong><br /></strong></h4><h4><strong>Jurnal Didaktik Matematika</strong></h4><p>Didactic literally means as pedagogy or the science of learning, so didactic mathematics is defined as the mathematics learning. The presence of mathematics journals are expected to increase the publications in the field of mathematics learning in order to discuss the mathematics issues such as students’ perception of mathematics as a difficult subject.</p><p><em>Jurnal Didaktik Matematika</em> is a periodical academic journal that is published by Master Program of Mathematics Education, Syiah Kuala University Banda Aceh incorporating with <em>Himpunan Matematika Indonesia</em> (Indonesian Mathematical Society/IndoMs) and Research Institute of Syiah Kuala University as well as being supported by the board members who are experts in the area. This Journal is published twice a year (April and September).</p><p>This journal was established on December 27, 2013 and published its first edition in April 2014. This Journal publishes new and original research in the field of mathematics, mathematics learning, technology, mathematics, and realistic mathematics education.</p><p>The journal has been published in printed version with ISSN number 2355-4185 started from the first edition. Furthermore, after receiving an online version with ISSN number 2548-8546 in January 2017, the publication will be used in the printed and online version ISSN starting in Vol. 4, No. 1 April 2017.</p><p style="text-align: justify;">For author guideline, <a title="Author guidelines" href="https://drive.google.com/file/d/0B82awn9Dn0YvWHBrYW5Sazl2Y3M/view?usp=sharing" target="_blank">click here.</a></p>Universitas Syiah Kualaen-USJurnal Didaktik Matematika2355-4185Pembelajaran Distribusi Poisson dan Penerapannya dalam Kehidupan Sehari-hari
http://jurnal.unsyiah.ac.id/DM/article/view/7610
<em>The Mathematical Statistics learning process that integrates theoretical understanding with practice can enhance students' insight into the application of what they have learned (theoretically) in the classroom into everyday life. Theoretical learning will create a boring learning environment. Students have no idea of the use of the theory they have acquired. Based on these reasons, it is necessary to design a learning activity that can help students to apply their understanding of the theory they have acquired. This research describes the learning process of Poisson distribution which is designed by adding its application activity in a problem. This learning is part of the Mathematical Statistics course at teacher education program. This research was conducted for four weeks on Short Semester. One week consists of three meetings. This research involves seven students of IKIP Mataram majoring in Mathematics Education who have taken the Mathematics Statistics course and repeat the lecture in Short Semester. The data collected were obtained from interview video, students’ assignment sheet, accompaniment video data analysis process using Poisson distribution, and student worksheets in Microsoft Excel. Students are required to conduct visitor surveys at several education centers and shopping centers. After that, we guide them to process and analyze data using Poisson distribution. The discussion section highlights the description of the lessons and the development of students' understanding</em>Baiq Rika Ayu Febrilia
Copyright (c) 2017 Jurnal Didaktik Matematika
2017-06-302017-06-304111410.24815/jdm.v4i1.7610Pembelajaran Berbasis Masalah untuk Meningkatkan Kemampuan Berpikir Kreatif dan Self-Concept Siswa SMP
http://jurnal.unsyiah.ac.id/DM/article/view/6783
<em>This research is based on the lack of students’ ability in mathematical creative thinking and self concept. For that reason, this study aims to improve the students’ ability of mathematical creative thinking and self-concept through problem-based learning. Using Quasi Experiment method and nonequivalent control group design, this study is included into experimental research. The population of this research is the seventh graders of Junior High School in the district of Cimahi, West Java, Indonesia, and the sampling technique is purposive sampling, with one experimental group which is mathematical learning using problem-based learning (PBM) and one control group which is mathematical learning using conventional onewiththe number of samples in this study were 74 students. The hypothesis test his study is done by using parametric and nonparametric test (t-test and Mann-Whitney). The results showed that mathematical creative thinking and self-concept ability of students who use problem-based learning is better than students who receive conventional learning. Then, the increase of ability and creative thinking of students who use problem-based learning is better than those who receive the conventional learning and their self-concept is classified as being medium</em>Ratni PurwasihRatna Sariningsih
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2017-06-302017-06-3041152410.24815/jdm.v4i1.6783Analisis Kualitas Perancangan RPP dengan Menggunakan Kerangka Kerja ELPSA pada Focused Group Discussion di Kabupaten Sumbawa Barat
http://jurnal.unsyiah.ac.id/DM/article/view/7608
<p class="ELPSANormalText"><em>Successful of learning process at school is determined by the quality of lesson plan. This research analyzed the quality of teachers’ lesson plane through ELPSA framework. ELPSA is a learning sequence for involve students learn mathematics meaningfully. ELPSA consists of five components such as Experience (E), Language (L), Pictorial (P), Symbol (S), and Aplication (A). ELPSA emphasizes the importance of interaction between students with students and students with teachers. Teachers are required to create a comfortable and enjoyfull learning for students. This research process is done through Focused Group Discussion (FGD) in Kabupaten Sumbawa Besar (KSB), at Nusa Tenggara Barat province. This qualitative descriptive research involves observation, analysis of teachers’ video lesson, and analyses of teachers’ lesson plan. Research subjects were six teachers from three different regions in KSB. The quality of the lesson plan design is judged by the completeness of the E, L, P, and S component only. The results showed that the quality of teacher's lesson plan in Experience and Symbol component has reached the standard, while the Pictorial and Language components have not reached the target. Overall all, the average of teachers score in designing lesson plan through was not reached the target. Therefore, it is necessary to improve teachers' understanding of the design the lesson plan of teaching mathematics through ELPSA framework in the next stage of FGD</em></p>Kanti Warih Ade Indriani
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2017-06-302017-06-3041253410.24815/jdm.v4i1.7608Intuisi Siswa SMK dalam Memecahkan Masalah Matematika Ditinjau dari Kemampuan Matematika dan Perbedaan Gender
http://jurnal.unsyiah.ac.id/DM/article/view/7561
Mathematics learning activities would not be separated from the problem of mathematics. The mathematical will be a problems if in solving problem students does not immediately know the answer, but it takes time to think what steps should be taken to resolve the issue. In fact, many students are good at solving mathematical problems often use smart ways beyond of expectations and habits, thereby providing a short and accurate answer. in contrast to the students who have moderate or low mathematical ability, the way that used to solve the problem tend to give answers lengthy and sometimes less accurate, although many low of students math skills who have difficulties to find a way to solve mathematical problems. It showed that, there is a correlation between mathematical abilities of the students with intuition that students use in solving mathematical problems. On the other hand, the gender factor influencing the way to gain knowledge of mathematics. The influence of the gender factor in the process of conceptualization showed that gender may affect the use of intuition in understanding mathematical concepts. The aims of this study is to determine the differences between women's and men’s intuition on vocational students who have a high level of mathematical ability, medium and low in mathematical problem solving. This study used a qualitative approach with descriptive research without the use of statistical analysis. the population is a whole class X SMK 1 Banda Aceh by taking six subjects consisted of 3 male and 3 female subjects at various levels, through learning achievement tests and consultation with subject teachers. Data collected by using a test instrument covering mathematical problem solving ability test and an interview. Based on this research, note that: 1) The differences characteristic between women and men on the subjects intuition in solving mathematical problems by using solving Polya; 2) the differences intuition subjects between men and and women in solving mathematical problems by solving Polya; 3) There are differences intuition on various materials.Nazariah Nazariahmarwan marwanZainal Abidin
Copyright (c) 2017 Jurnal Didaktik Matematika
2017-06-302017-06-3041355210.24815/jdm.v4i1.7561Optimisme Siswa SMP dalam Menyelesaikan Soal Problem Solving
http://jurnal.unsyiah.ac.id/DM/article/view/7904
<em>Currently,<strong> </strong>some students habitually answering questions with one answer. They only use the certain formula or certain steps to get answer. Thus, the ability of problem-solving and optimism that should have owned by students is not visible because of the habit of completing routine problem. Whereas the ability problem-solving and optimism is needed in the face of all the challenges that occur. This is becaused people who are able to solve the problem would be receive every event, whether it is good or bad events. They will seek the solution of problem faced and anticipate every possibility that occurs to the measures that have been selected.</em><em> This study aims to determine (1) the ability of students to problem-solving and (2) optimism of students in problem-solving. This is qualitative research with test of problem solving and guided interview of optimism as instruments. Subject of this research is six students grade VIII of Junior High School at Peukan Pidie, Aceh. The results show that three students have good problem-solving ability, three other students have enough abilitiy in problem-solving. Optimism of students in problem-solving based on the dimensions of optimism is three students optimist at dimension PMG, three other students not optimist. One student was optimist on the dimensions of PVG, five other students not optimist. Five students are optimist on the dimensions of PSG and PMB, one student not optimist. All students are optimist on the dimensions of PVB. Two students are optimist on the dimensions of PSB, four students are not optimist</em>Nolismasari NolismasariRahmah JoharYusrizal Yusrizal
Copyright (c) 2017 Jurnal Didaktik Matematika
2017-06-302017-06-3041535810.24815/jdm.v4i1.7904Meningkatkan Kemampuan Representasi Matematis melalui Penerapan Model Problem Based Learning
http://jurnal.unsyiah.ac.id/DM/article/view/6902
<strong></strong><em>The ability of representation is one of the important components to develop students' thinking skills, because this capability is instrumental in helping students to transform abstract ideas into real idea and it can train students to improve problem solving skills with a variety of forms including pictures, diagrams, mathematical expressions, or words or written text. One model of learning that increases the ability of the mathematical representation is a learning model of problem-based learning. This research aims to: 1) determine a mathematical representation increased ability of students taught with problem based learning models 2) the interaction between the learning model of problem-based learning and grouping of students to increase the ability of the mathematical representation. This research is a quantitative research with an experimental method, that has pretest-posttest group design. The population was all students of class X SMA UnggulPidie Jaya by samples of two classes, namely class X3 as an experimental class and class X2 as the control class. The data collection was done by using test. Then analyzed by t -test and ANOVA at the 0.05 significance level after testing prerequisites are met. Based on the analysis we can conclude that: 1) to improve the mathematical representation of students who applied learning model of problem based learning is better than an increase in the ability of the mathematical representation of students who received conventional learning. 2) there is no interaction between the learning model and grouping of students to increase the ability of mathematical representation.</em>Nurul FitriSaid MunzirM. Duskri
Copyright (c) 2017 Jurnal Didaktik Matematika
2017-06-302017-06-3041596710.24815/jdm.v4i1.6902Strategi Mengajar Calon Guru yang Mendapat Pendampingan
http://jurnal.unsyiah.ac.id/DM/article/view/6901
<p><strong><em>Abstract.</em></strong><em> Pedagogical Content Knowledge (PCK) of teachers is an important aspect of professional teachers. PCK teacher originally developed through a process of education at the Institute of Education of Teaching. In addition to theoretical study, during LPTK prospective teachers are also trained through the Training Field Experience (PPL) to gain concrete experience. Assistance for implementing PPL expected to increase PCK prospective teachers. It is for prospective teachers menjembatanikesenjangan understanding of the theory gained with experience gained. The purpose of research is to analyze the strategies of teaching prospective teachers who get assistance and determine the students' understanding is based on the strategy undertaken by prospective teachers. Subjects were a student of Mathematics Education who are conducting PPL and students in the first semester of the academic year 2015/2016 in SMPN 1 Banda Aceh. Data strategy to teach prospective teachers collected through observation of learning activities and interviews of prospective teachers and tests. Data were analyzed based on indicators PCK through the description of the implementation of learning activities prospective teachers. The result showed that the strategy of teaching prospective teachers who receive assistance are already using learning strategy and approach to scientific, it is in choosing the right strategy, the right to choose the context, effective in using time allocation, has designed activities that are appropriate to present the concept of algebra, linking concepts algebra with everyday life in instruction and implementing the learning process in accordance with the design of learning activities. Student understanding based teaching strategies prospective teachers who received student assistance is easy to understand the material and can solve problems that relate to the material.</em></p><p><em><br /></em></p>Cut Morina ZubainurDazrullisa DazrullisaMarwan Marwan
Copyright (c) 2017 Jurnal Didaktik Matematika
2017-06-302017-06-3041687910.24815/jdm.v4i1.6901Kemampuan Pemecahan Masalah Siswa melalui Pendekatan Contextual Teaching and Learning di Kelas X SMK Negeri 1 Bireuen
http://jurnal.unsyiah.ac.id/DM/article/view/6741
<p>This study aimed to determine: (1) the difference upgrades between the problem solving ability of students receiving learning approach through Contextual Teaching and Learning (CTL) and students receiving learning through conventional learning, (2) interaction of learning approach and early mathematics ability (high, medium and low) to increase students' problem-solving abilities. This study is a semi-experimental study. The study population was a class X student of SMK Negeri 1 Bireuen, and analysis with two lines ANOVA analysis and t-test. The results showed that (1) there are differences in improvement between the students' problem-solving skills that students acquire learning approach CTL with increased problem-solving ability of students receiving conventional learning, (2) there is no interaction between teaching approaches used and early math abilities of students to increase students' problem-solving abilities.</p><p><strong><em><br /></em></strong></p>Diah Setiawati
Copyright (c) 2017 Jurnal Didaktik Matematika
2017-08-162017-08-1641808910.24815/jdm.v4i1.6741Pengaruh Pendekatan RME terhadap Kemampuan Pemecahan Masalah Siswa pada Materi Operasi Hitung Campuran di Kelas IV SD IT Adzkia I Padang
http://jurnal.unsyiah.ac.id/DM/article/view/8484
The purpose of this research is to know the effect of using RME approach in problem solving process on mixed calculation material in class IV SD IT Adzkia I Padang. This research is a quantitative research with the static group comparizon design: randomized control group only design. The population of this research are all the fourth grade students of SDIT Adzkia I Padang. The sample of this research are khandaq 1 class and Khandaq 3 class with 56 students. Data were obtained through learning observation sheets, preliminary tests, and final tests. From the analysis of the data, it is found that there is a significant result of students’ problem solving skill in mixed calculation material problems in Class IV SD IT Adzkia I Padang. It can be seen from the test of the research hypothesis t-count = 3.003 greater than t-table = 1.67356 at the real level α = 0.05.Asrina Mulyati
Copyright (c) 2017 Jurnal Didaktik Matematika
2017-08-302017-08-3041909710.24815/jdm.v4i1.8484