Developing Phenomenological Sensitivity in Didactical Mathematics Through the Habit of Deep Observation in the Era of Industry 4.0


A teacher needs to have the sensitivity in seeing didactic phenomena. The sensitivity can function as a vehicle or context for mathematics learning. The Konigsberg Bridge, for example, can be described without looking at the picture since it became a part of the community story. Later on, the description of the Konigsberg Bridge can be used as a context in mathematics learning, especially those related to Graph Theory. This paper discusses the phenomena such as the Konigsberg Bridge, to make mathematics teachers understand the didactic phenomena easily. By having the sensitivity of the mathematically valuable phenomena for the mathematics teachers, they can contribute more positively to mathematics education.

Keywords: phenomenological sensitivity, didactical matchematics, habit of deep observation

[1] Turmudi T, Hidayat AS, Prabawanto S, Jupri A. Pengembangan pembelajaran matematika dengan pemodelan (mathematical modeling) berbasis realistik untuk mahasiswa. Jurnal Pengajaran MIPA. 2014;19(1):1–18.

[2] Turmudi and Julia. “Watermelon for proving the volume of ball in junior secondary school.,” In: UPI-UPSI conference (2014).

[3] Turmudi T, Suherdi U, Kusmana D. “Baby watermelon for creating the formula of cylinder volume in junior secondary classroom: an experience in lesson study.,” In: Mathematics, Science, and Computer Science Education International Seminar (MSCEIS) 2013 (2013).

[4] Turmudi and E. Erlina. Constructing formula of pyramid volume by comparing volume of prism with the beach sand and container media in junior secondary school: a lesson study. AIP Conf Proc. 2012;1450:173–82.

[5] Turmudi T, Haryanto D. “Creating and solving model of linear equation through the balance at junior secondary classroo.” In: Proceeding in International seminar and the 4th National Conference of Mathematics Education, Building the Nation Character Through Humanistic Mathematics Education. pp. 619–630 (2011).

[6] Turmudi and Ratnaningsih. Tarif taxi dan biaya fotocopy untuk pengenalan konsep fungsi linear di smpn 12 bandung: lesson study. Bandung: Pendidikan Matematika UNPAD; 2012.

[7] Turmudi T, Utari S, Widodo S, Ratnaningsih R. Mathematics instruction based on science using didactical phenomenology approach in junior secondary school in Indonesia. Science Education: Research and New Technologies. 2017;2:23–31.

[8] Turmudi, Pembelajaran matematika kini dan kecenderungan masa mendatang. JICAFPMIPA UPI, Bandung, 2010.

[9] Turmudi, Designing contextual learning strategies for mathematics for junior secondary school in Indonesia. Bundoora: La Trobe University; 2006.

[10] Williams B. Case based learning—a review of the literature: is there scope for this educational paradigm in prehospital education? Emerg Med J. 2005 Aug;22(8):577– 81.

[11] Carlson SE, Rees Lewis DG, Maliakal LV, Gerber EM, Easterday MW. The design risks framework: understanding metacognition for iteration. Des Stud. 2020;70:100961.

[12] Rosen KH. Discrete mathematics & applications. New York: McGraw Hill; 1999.

[13] Okafor VC. Design and fabrication of a watermelon ripeness tester using matlab software gui. Journal of Engineering Research and Reports. 2020;12(2):25–36.