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All Journal Journal of Education and Learning (EduLearn) Proximal: Jurnal Penelitian Matematika dan Pendidikan Matematika
Ellis Salsabila
State University of Jakarta
Humanities Education Library & Information Science Mathematics Social Sciences Other

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TPACK DALAM PEMBELAJARAN MATEMATIKA ONLINE DI MASA PANDEMI Nahdah Khairun Najibah; Ellis Salsabila; Meiliasari
Proximal: Jurnal Penelitian Matematika dan Pendidikan Matematika Vol. 5 No. 1 (2022): Volume 5 Nomor 1 Tahun 2022
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/proximal.v5i1.1292

Abstract

Penulisan artikel ini menggunakan metode studi literatur yang berfokus pada peranan TPACK serta upaya peningkatannya dalam pembelajaran matematika online di masa pandemi. Penggunaan ICT dalam pembelajaran matematika online menjadi tantangan tersendiri bagi guru. Maka dibutuhkan peningkatan kompetensi guru salah satunya melalui peningkatan TPACK. TPACK memiliki peranan penting terutama untuk meningkatkan pembelajaran serta capaian belajar siswa. Upaya yang dapat dilakukan guru untuk meningkatan TPACK dalam pembelajaran matematika diantaranya mengoptimalkan penggunaan platform Guru Belajar & Berbagi, turut serta dalam kegiatan workshop dan webinar, serta melakukan lesson study
A contextual problem-posing hypercontent model for vocational mathematics learning Suci Haryanti; Muhammad Japar; Ellis Salsabila
Journal of Education and Learning (EduLearn) Vol 20, No 4: November 2026
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v20i4.27123

Abstract

This study develops and validates a contextual problem-posing learning model integrated with hypercontent to enhance vocational mathematics learning. The model was designed using the Dick and Carey instructional design framework within an educational design research (EDR) approach. The research involved preliminary analysis, expert validation, and quasi-experimental implementation with vocational students as well as science, technology, engineering, and mathematics (STEM) teachers. Learning effectiveness was evaluated using normalized gain (N-gain), paired t-tests, and effect size analysis, while teacher acceptance was examined through survey responses. The results indicate strong expert agreement on the model’s validity and high teacher acceptance, particularly in promoting student motivation and creativity. The implementation also showed significant improvement in student learning outcomes with a medium N-gain. These findings suggest that the proposed model provides a structured framework for integrating contextual problem posing and hypercontent technology in vocational mathematics education, supporting the development of conceptual understanding and 21st-century competencies.
Co-Authors Meiliasari Muhammad Japar Nahdah Khairun Najibah Suci Haryanti