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All Journal Jurnal Pendidikan dan Pengajaran JTP - Jurnal Teknologi Pendidikan Prima Magistra: Jurnal Ilmiah Kependidikan Sepakat : Sesi Pengabdian Kepada Masyarakat
Isbadar Nursit
Universitas Islam Malang, Malang, Indonesia
Humanities Education Law, Crime, Criminology & Criminal Justice Public Health Social Sciences Other

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WHEN THINKING FAILS: MISCONCEPTIONS AND THE ROLE OF COGNITIVE DISSONANCE IN MATHEMATICS TEACHER EDUCATION Surya Sari Faradiba; Alifiani Alifiani; Fadhila Kartika Sari; Isbadar Nursit; Ruhaisa Deramea
Prima Magistra: Jurnal Ilmiah Kependidikan Vol. 7 No. 1 (2026): Volume 7 Number 1 (January 2026)
Publisher : Program Studi PGSD Universitas Flores

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37478/jpm.v7i1.5810

Abstract

Misconceptions in mathematics persist as a problem in teacher education, often rooted in unresolved cognitive conflicts. This study aims to explore how cognitive dissonance contributes to the formation and persistence of mathematical misconceptions in a prospective mathematics teacher. Conducted at a private university in Malang, Indonesia, this research employs a qualitative case study design with one participant, purposefully selected based on prior conceptual errors. Data were collected through task-based assessments and semi-structured interviews, and were then analyzed thematically. The findings show that the participant exhibited stable misconceptions in key mathematical areas, particularly when encountering information that challenged prior beliefs. Rather than adjusting or restructuring incorrect knowledge, the participant displayed psychological resistance through justification, minimization, and selective attention to confirming evidence. These mechanisms serve to reduce internal discomfort (dissonance) without engaging in conceptual change. As a result, the erroneous mental model is maintained despite exposure to correct information. This highlights the critical role of cognitive dissonance in reinforcing misconceptions through defensive cognitive strategies.
LASKAR ANGKA: PENDAMPINGAN BELAJAR MATEMATIKA UNTUK MENINGKATKAN KEMAMPUAN NUMERASI DI SD KECAMATAN MENTEWE Tri Candra Wulandari; Isbadar Nursit; Audiyah Shinta Bela; Leonora Cristovao Romo
SEPAKAT Sesi Pengabdian pada Masyarakat Vol. 6 No. 1 (2026): SEPAKAT JUNI 2026
Publisher : INTERNATIONAL PENELITI EKONOMI, SOSIAL, DAN TEKNOLOGI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56371/sepakat.v6i1.543

Abstract

Program Laskar Angka merupakan program pengabdian kepada masyarakat dalam bentuk pendampingan belajar matematika untuk siswa sekolah dasar. Kegiatan pendampingan ini fokus pada kemampuan numerasi siswa sekolah dasar di Kecamatan Mentewe, Kabupaten Tanah Bumbu, Kalimantan Selatan. Kegiatan Laskar Angka dilaksanakan dalam bentuk pendampingan selama lima minggu, yang di mulai pada bulan Oktober hingga November 2025. Peserta program ini adalah siswa kelas IV sampai dengan kelas VI, dilaksanakan secara tatap muka saat sore hari. Program ini mengintegrasikan pendekatan kontekstual, pemanfaatan media manipulatif sederhana dan teknologi yaitu Wordwall. Hasil program menunjukkan bahwa terdapat peningkatan sebesar 86% dalam menyelesaikan soal numerasi tingkat sekolah dasar secara mandiri. Selain itu, setelah mengikuti program Laskar Angka, siswa tampak lebih antusias dalam belajar matematika dan lebih percaya diri saat di sekolah. Melalui program pengabdian dalam bentuk pendampingan kepada siswa sekolah dasar diharapkan dapat terus berlanjut meski keiatan magang telah usai.
Questioning Skills of Prospective Teachers in Collaborative Microteaching Sri Rahayuningsih; Febi Dwi Widayanti; Nukhan Wicaksana Pribadi; Eko Yuniarto; Steven Christian; Yunasa Pinkan Sahara; Sikky El Walida; Retno Marsitin; Isbadar Nursit
Jurnal Pendidikan dan Pengajaran Vol 59 No 1 (2026): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpp.v59i1.105791

Abstract

Prospective teachers' questioning skills tend to be dominated by low-level thinking questions. This condition indicates that the learning practices carried out have not optimally encouraged students' critical thinking skills. This study aims to analyze the questioning skills of prospective teachers through the implementation of collaborative microteaching. This study used a mixed-methods approach with a case study design involving students of the Mathematics Education Study Program participating in the Microteaching course. The research subjects were selected purposively based on their involvement in the entire microteaching cycle. Data were collected through observations of teaching practices using observation sheets based on the revised Bloom's Taxonomy with instruments in the form of a questioning skills assessment rubric and structured observation guidelines, then analyzed descriptively qualitatively and quantitatively. The main results of the study indicate that the majority of students are in the category of good and very good questioning skills (72.7%), with advantages in question clarity and appropriateness to learning objectives, but the use of higher-level questions and the utilization of feedback are still limited. The implications of this study indicate that collaborative microteaching is effective as a reflective and collaborative learning environment in improving the quality of pedagogical questions, so that its integration in teacher education contributes to strengthening pedagogical competence and the quality of learning interactions.
Teachers' and Students' Needs for Mathematical Literacy-Based Comics Audiyah Shinta Bella; Tri Candra Wulandari; Isbadar Nursit; Budi Hartono
JTP - Jurnal Teknologi Pendidikan Vol. 28 No. 2 (2026): Jurnal Teknologi Pendidikan
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat, Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/jtp.v28i2.71049

Abstract

This study aims to analyze the need for developing mathematical comics as a visual learning medium to improve fifth-grade students' mathematical literacy skills on fraction operations. The study used a Research and Development (R&D) approach with a (4-D) model, focused on the define stage. The research subjects consisted of 8 homeroom teachers and 1 principal, as well as 29 students at Rajawali Elementary School, Tanah Bumbu Regency. Data were collected through questionnaires and interviews, then analyzed descriptively quantitatively and qualitatively. The results of the analysis indicate that learning is still dominated by textbooks, so students have difficulty understanding and interpreting story problems. Teachers and students showed high support for print-based visual media that can be accessed offline. All students expressed a need and interest in mathematical comics to improve mathematical literacy. These findings emphasize the urgency of developing contextual and adaptive print-based mathematical comics to strengthen elementary school students' mathematical literacy skills.
Co-Authors Alifiani Alifiani Audiyah Shinta Bela Audiyah Shinta Bella Budi Hartono Eko Yuniarto Fadhila Kartika Sari Febi Dwi Widayanti Leonora Cristovao Romo Nukhan Wicaksana Pribadi Retno Marsitin Ruhaisa Deramea Sikky El Walida Sri Rahayuningsih Steven Christian Surya Sari Faradiba Tri Candra Wulandari Yunasa Pinkan Sahara