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All Journal Jurnal Riset Pendidikan dan Inovasi Pembelajaran Matematika (JRPIPM) MATHEdunesa Noumerico: Journal of Technology in Mathematics Education Riemann : Research of Mathematics and Mathematics Education
Umi Hanifah
Universitas Nahdlatul Ulama Pasuruan
Computer Science & IT Education Mathematics Social Sciences Other

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A Phenomenological Study of Pre-service Teachers’ Readiness in Integrating Digital Literacy for Mathematics Assessment Umi Hanifah; Masriyah; Ayu Silvi Lisvian Sari; Nurus Saadah; Jessica Dwi Nur Cahyani
Jurnal Riset Pendidikan dan Inovasi Pembelajaran Matematika Vol. 10 No. 1 (2026): JRPIPM APRIL 2026
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jrpipm.v10n1.p90-102

Abstract

Digital literacy has become an essential competence for mathematics educators, particularly in the domain of assessment. This study aims to explore the lived experiences and readiness of pre-service mathematics teachers in integrating digital literacy into mathematics assessment practices. The research employed a transcendental phenomenological approach to capture the essence of participants’ experiences in designing and implementing digital-based assessments. The participants consisted of six final-year pre-service mathematics teachers from two Indonesian universities who had experience developing digital assessment tasks during their teaching practice. Data were collected through semi-structured interviews, classroom observations, and analysis of digital assessment artifacts, including GeoGebra-based activities and Quizizz assessments. The data were analyzed using a phenomenological reduction process involving epoché, horizonalization, clustering of meaning units, and synthesis of the essence of the phenomenon. The findings reveal that although pre-service teachers demonstrate strong operational skills in using digital tools, their readiness to design meaningful digital mathematics assessments varies. Three main themes emerged from the analysis: technological fluency, pedagogical considerations in digital assessment design, and alignment between digital tools and assessment rubrics. The results indicate that readiness to integrate digital literacy in mathematics assessment involves not only technical competence but also the integration of pedagogical reasoning and assessment literacy. These findings highlight the importance of integrating digital assessment training within teacher education programs to better prepare future mathematics teachers for technology-supported assessment practices.
From Intended to Enacted: A Situated Analysis of TPACK-in-Action Through Video-Stimulated Recall in Geometry Classrooms Umi Hanifah; Masriyah Masriyah; Ayu Silvi Lisvian Sari; Nurus Saadah; Jessica Dwi Nur Cahyani
Riemann: Research of Mathematics and Mathematics Education Vol. 8 No. 1 (2026): EDISI APRIL
Publisher : Program Studi Pendidikan Matematika Universitas Katolik Santo Agustinus Hippo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38114/riemann.v8i1.148

Abstract

The integration of digital technology into mathematics classrooms remains inconsistent despite the development of the Technological Pedagogical Content Knowledge (TPACK) framework. This study investigates the persistent "know–do gap" by proposing a conceptual framework consisting of intended, enacted, and reflected TPACK. A qualitative multiple-case study was conducted with four secondary mathematics teachers in East Java, Indonesia. Data were triangulated from lesson plans, dual-camera classroom observations, and video-stimulated recall (VSR) interviews. Findings reveal a significant discrepancy: while teachers designed sophisticated technology-rich lessons, 65% of planned activities were shortened or abandoned during enactment. This regression to traditional instruction was primarily driven by excessive dual cognitive load and real-time classroom management pressures. VSR successfully uncovered teachers’ tacit reasoning, serving as a cognitive trigger for reflective improvement. The study concludes that TPACK is a situated and dynamic competence rather than a static body of knowledge. Implications suggest that professional development should move beyond technical training toward structured video-reflection cycles to develop teachers' adaptive orchestration and real-time decision-making skills.
Improving Islamic Boarding School Teacher’ Competence in Designing AI-Based Assessment of Critical Thinking Skills Masriyah; Abdul Haris Rosyidi; Nurus Saadah; Abdul Hafidz; Umi Hanifah; Firda Hariyanti; Ayu Silvi Lisvian Sari
MATHEdunesa Vol. 15 No. 1 (2026): Jurnal Mathedunesa Volume 15 Nomor 1 Tahun 2026
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v15n1.p127-133

Abstract

This study reports a structured capacity-building program designed to improve Islamic boarding school teachers’ competence in designing AI-based assessments for critical thinking skills. The intervention was carried out with 91 teachers across 14 school subjects at a large pesantren —a traditional Islamic educational institution that integrates religious and national curricula—in East Java, Indonesia. The program integrated three components: (i) foundational understanding of generative AI, (ii) explicit mapping of higher-order thinking indicators (analysis, inference, evaluation), and (iii) co-construction of assessment tasks and analytic rubrics through guided prompt engineering. A one-group pretest–posttest design was used to evaluate teacher learning gains. Results demonstrate a very large improvement in teachers’ assessment design knowledge and skills, with mean scores increasing from 37.75 (pretest) to 90.49 (posttest), and a statistically significant t-value (t = 29.49, p < .01). Survey findings also indicate strong positive perceptions of AI usefulness, relevance, and feasibility. Teachers were able to generate authentic HOTS tasks contextualized to Islamic and local cultural values, accompanied by clear rubrics for evaluating evidence-based reasoning. The study concludes that AI-assisted design can meaningfully accelerate teacher capacity to design higher-order assessments in faith-based educational settings, provided that AI is used as a scaffold for human reasoning, not as an answer generator. Implications for scaling professional development and institutionalizing AI-embedded assessment innovation in pesantren contexts are discussed
Development of a Quizizz-Based Interactive Quiz as a Mathematics Learning Evaluation Medium on Statistics Umi Hanifah; Masriyah; Firda Hariyanti; Ayu Silvi Lisvian Sari; Faridatul Ilmiah; Novi Istianah
Noumerico: Journal of Technology in Mathematics Education Vol. 4 No. 2 (2026): Noumerico, September 2026
Publisher : Universitas Islam Tribakti Lirboyo Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/jtme.v4i2.9793

Abstract

This study aims to develop a Quizizz-based interactive quiz (Quizizz, now rebranded as Wayground) as a valid, practical evaluation tool for junior high school mathematics on statistics. The research employed the ADDIE model, consisting of analysis, design, development, implementation, and evaluation stages. The developed product contained twenty questions covering data representation, measures of central tendency, data spread, and contextual data interpretation, supported by immediate feedback and teacher-generated response reports. Participants included 30 eighth-grade students at a junior high school in Pasuruan, East Java, Indonesia, one mathematics content expert, and one educational media expert. Data were collected through interviews, expert validation sheets, and a student practicality questionnaire and were analyzed using percentage-based descriptive statistics. The material validity score was 92.5%, the media validity score was 90.0%, and student practicality was 91.3%. These results placed the product in the very valid and very practical categories. The study did not use inferential statistical tests or comparison groups; therefore, it evaluated the product's validity and practicality rather than its effectiveness in improving students’ learning outcomes. The findings indicate that the developed interactive quiz is suitable for limited classroom implementation as an engaging, structured, and feedback-oriented evaluation medium. This study offers a simple framework for integrating gamified digital assessment with statistical literacy tasks in junior high school mathematics learning.
Students’ Probabilistic Reasoning Under Mathematical Uncertainty: An Interpretive Study of Adversity-Related Responses Firda Hariyanti; Noor Alhuda Madzlan; Umi Hanifah; Hodiyanto; Fajriyah Rachmatika; Cahya Mar’a Salihah Sumantri
Noumerico: Journal of Technology in Mathematics Education Vol. 4 No. 2 (2026): Noumerico, September 2026
Publisher : Universitas Islam Tribakti Lirboyo Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/jtme.v4i2.9972

Abstract

Probabilistic reasoning requires students to interpret uncertain information, construct possible outcomes, justify conclusions, and regulate their thinking when difficulty arises. This study examined how adversity-related response profiles are reflected in students’ probabilistic reasoning under mathematical uncertainty. Using a qualitative multiple-case design, three Grade 8 students with contrasting Adversity Quotient (AQ)-related profiles completed two open-ended probability tasks followed by semi-structured interviews. We analyzed written responses and interview data within and across cases to examine interpretation, possibility construction, strategy development, mathematical justification, evaluation, and responses to difficulty. The findings showed no fixed correspondence between AQ-related profiles and the quality of probabilistic reasoning. Reasoning varied across tasks and representations, while persistence and solution checking became productive when they supported clarification, strategy adjustment, or evaluation. Cross-case analysis also showed that different representational approaches could support successful reasoning without forming a fixed AQ-based hierarchy. These findings informed an empirically grounded conceptual model linking probabilistic task demands, reasoning processes, responses to difficulty, and cognitive regulation, with AQ-related profiles positioned as an interpretive context rather than a causal predictor of mathematical performance. The study highlights the importance of supporting students in monitoring, justifying, and revising their reasoning under uncertainty.
Co-Authors Abdul Hafidz Abdul Haris Rosyidi Ayu Silvi Lisvian Sari Ayu Silvi Lisvian Sari Ayu Silvi Lisvian Sari Ayu Silvi Lisvian Sari Cahya Mar’a Salihah Sumantri Faridatul Ilmiah Firda Hariyanti Firda Hariyanti Hodiyanto Jessica Dwi Nur Cahyani Masriyah Masriyah Masriyah Noor Alhuda Madzlan Novi Istianah Nurus Saadah