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Jelita Fuji Khaebibah
Universitas Swadaya Gunung Jati
Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Education Energy Immunology & microbiology Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Physics Other

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Pemanfaatan Google Sites sebagai Media Pembelajaran Digital Interaktif dalam Pembelajaran Matematika: Studi Kasus di Sekolah Menengah Atas : Utilizing Google Sites as an Interactive Digital Learning Media in Mathematics Learning: A Case Study in High School Jelita Fuji Khaebibah; Surya Amami Pramuditya
Jurnal Pendidikan Sains dan Komputer Vol. 6 No. 01 (2026): Artikel Riset, February 2026
Publisher : Information Technology and Science (ITScience)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/jpsk.v6i01.7735

Abstract

The development of digital technology is driving the transformation of learning toward the use of interactive, flexible, and student-centred learning media, particularly in mathematics instruction in Senior High Schools (SMA). Challenges that are still frequently encountered include limited face-to-face time, limited variety of learning media, and the need for readily accessible independent learning resources. This study aims to analyse the accessibility of Google Sites-based mathematics learning media and to evaluate user feedback and experience with these media, developed as a digital learning hub. The study used a descriptive-evaluative approach with a single-case design. The research subjects included three peers serving as expert assessors, one mathematics teacher, and three high school students as actual users. The research instrument was a Likert-scale questionnaire covering technical, pedagogical, aesthetic, and interactivity aspects, supplemented by open-ended comments. Data were analysed descriptively and thematically. The results showed that the media received an average peer-assessment score of 4.25, categorised as "Very Good," particularly in the technical and learning feasibility aspects. User feedback indicated an average score of 4.76 from teachers, and 4.50 from students, both categorised as "Very Good." The media was deemed accessible, visually engaging, and helpful in understanding mathematical concepts. However, the evaluation indicated a need for improvement in conceptual interactivity, instructional clarity, and the provision of formative feedback. Overall, Google Sites was deemed effective as an interactive digital learning tool that supports independent mathematics learning at the high school level.
Spatial-Visual Ability Profiles Across Mathematics Achievement Levels: Identifying Key Discriminating Dimensions Jelita Fuji Khaebibah; Wahyu Hartono; Tri Nopriana
Jurnal Paedagogy Vol. 13 No. 4 (2026): October (IN PRESS)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v13i4.21839

Abstract

This study aims to describe students’ spatial-visual ability profiles across different levels of mathematics achievement, examine differences among high-, medium-, and low-achievement groups, and identify the spatial-ability dimension that most clearly distinguishes these groups. This mixed-methods study employed a sequential explanatory design involving 65 eleventh-grade students selected through purposive sampling. Quantitative data were collected using a spatial-visual ability test and analyzed using descriptive statistics, the Kruskal–Wallis test, effect size estimation, and pairwise comparisons with Bonferroni correction. Qualitative data were obtained through questionnaires and semi-structured interviews with nine students selected using maximum variation sampling and were analyzed thematically. The results showed that students in the high- and medium-achievement groups obtained nearly identical mean scores (76.08 and 76.19, respectively), whereas the low-achievement group obtained a substantially lower mean score (39.40). The Kruskal–Wallis test revealed significant differences among the three groups, H(2) = 13.768, p = .001, with a medium effect size (ε² = .190). Pairwise comparisons showed significant differences between the low- and high-achievement groups (p = .014) and between the low- and medium-achievement groups (p = .003), but not between the high- and medium-achievement groups (p = .913). Spatial visualization emerged as the most distinctive dimension, particularly in multi-step transformation tasks. These findings contribute to mathematics education by demonstrating that achievement-based grouping may mask distinct spatial-visual ability profiles.
Co-Authors Surya Amami Pramuditya Tri Nopriana Wahyu Hartono