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All Journal AXIOM : Jurnal Pendidikan dan Matematika Jurnal Ikhtibar Nusantara
Devi Arhami Putri
Universitas Islam Negeri Ar-Raniry Banda Aceh
Religion Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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Gender analysis: A review of mathematical problem-solving skills among madrasah tsanawiyah students Nuralam Syamsuddin; Khairul Ismi; Devi Arhami Putri; Vina Hazaliyanti
AXIOM : Jurnal Pendidikan dan Matematika Vol 15, No 1 (2026)
Publisher : State Islamic University of North Sumatra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30821/axiom.v15i1.28945

Abstract

Mathematics problem-solving instruction should promote gender equality in schools. This study examined how gender relates to students' mathematical problem-solving processes in the context of the perimeter and area of plane figures. A descriptive qualitative design was employed to explore how students interpreted problems, selected strategies, and validated their solutions. Seventh-grade students from MTsN 2 Banda Aceh were purposively selected from Class VII-1 based on the results of an initial screening test. The participants consisted of two male and two female students representing high and low levels of problem-solving ability. Data were collected through an open-ended problem-solving test and semi-structured interviews. The data were analyzed using Miles and Huberman's interactive model, and the credibility of the findings was enhanced through time triangulation by administering comparable tasks on different occasions. The findings showed that female students tended to provide more complete representations of the given and required information and were more likely to review the plausibility of their answers. Male students generally performed calculations more quickly but often omitted the checking stage and occasionally skipped intermediate reasoning. Among students with low problem-solving ability, both males and females experienced difficulty planning effective solution strategies and connecting the given information with relevant geometric concepts. Gender differences were more evident in the quality of the problem-solving process than in the final answers. Therefore, mathematics instruction should emphasize explicit problem-solving routines, strategic planning, and systematic checking to support all learners.
DIGITAL COMPETENCY SHIFTS AMONG EDUCATORS: DEVELOPMENTS, CHALLENGES AND OPPORTUNITIES Devi Arhami Putri
Jurnal Ikhtibar Nusantara Vol 5 No 3 (2026): Jurnal Ikhtibar Nusantara
Publisher : STAI Nusantara Kota Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62901/j-ikhsan.v5i3.644

Abstract

As the technological era has evolved, educational technology has transformed from the mere use of standalone devices into a key infrastructure for learning. This shift has also increased the demands placed on teachers’ digital competences. This narrative review synthesises 30 years of literature (1996–2026) to map the development of theoretical frameworks and institutional definitions regarding educators’ digital competences. This study traces the shift from operational skills in information and communication technology (ICT) towards pedagogical integration models such as TPACK and DigCompEdu, and on to a new paradigm focusing on generative artificial intelligence, data privacy, digital ethics and technology governance. The findings of the synthesis indicate that there remains a gap between teachers’ technical proficiency and their ability to integrate technology effectively into pedagogical practice. The latest literature also highlights a number of unresolved issues, namely the predominance of self-assessment-based surveys over performance-based assessments, the limited adaptation of digital competences to specific subjects and educational contexts, and the scarcity of research on developing education systems. Consequently, policies and professional development programmes need to shift from general software training towards standardised performance measurement, ethical AI governance, and competency frameworks tailored to specific needs and contexts. These findings offer a strategic roadmap for preparing educators to lead meaningful, effective and responsible digital learning amidst the evolution of AI-driven education.
Co-Authors Khairul Ismi Nuralam Syamsuddin Vina Hazaliyanti