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All Journal Journal on Mathematics Education (JME) Union: Jurnal Ilmiah Pendidikan Matematika Prima: Jurnal Pendidikan Matematika Southeast Asian Mathematics Education Journal Pasundan Journal of Mathematics Education : Jurnal Pendidikan Matematika ICONESTH Journal on Mathematics Education
Rosli, Roslinda
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MATHEMATICS TEACHER’S SELF-EFFICACY OF TECHNOLOGY INTEGRATION AND TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE Bakar, Nurul Shahhida Abu; Maat, Siti Mistima; Rosli, Roslinda
Journal on Mathematics Education Vol 11, No 2 (2020)
Publisher : Department of Doctoral Program on Mathematics Education, Sriwijaya University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (641.52 KB) | DOI: 10.22342/jme.11.2.10818.259-276

Abstract

This study conducted to determine the mathematics teacher’s self-efficacy of technology integration and Technological Pedagogical Content Knowledge (TPACK) based on gender and teaching experience. In this research, 66 mathematics teachers from national secondary schools were chosen as the samples to answer a survey questionnaire containing 71 items with a five-point Likert scale. Descriptive statistics, such as mean, percentage, and standard deviation, were employed to analyze the data. T-test was used to gauge the mathematics teacher’s self-efficacy of technology integration and TPACK based on gender, and one-way ANOVA was employed to determine mathematics teacher’s self-efficacy of technology integration and TPACK based on teaching experience. Besides, Pearson’s correlation coefficient was used to determine the relationship between the mathematics teacher’s self-efficacy of technology integration and TPACK. The findings showed no significant difference between genders and the teaching experience of the mathematics teacher’s self-efficacy and TPACK. However, mathematics teacher’s self-efficacy of technology integration and TPACK were strongly associated. In conclusion, whether male or female, for as long as mathematics teachers had been working, they have a positive self-efficacy in initiating technology integration and introducing TPACK. The implication was gender and teaching experience were not a critical factor for mathematics teacher’s self-efficacy of technology integration and TPACK. For future research related to this study, it could introduce other factors, such as academic qualification and technology courses they had attended.
ELEMENTARY PRESERVICE TEACHERS’ KNOWLEDGE, PERCEPTIONS AND ATTITUDES TOWARDS FRACTIONS: A MIXED-ANALYSIS Rosli, Roslinda; Goldsby, Dianne; Capraro, Mary Margaret; Onwuegbuzie, Anthony J; Capraro, Robert M; Gonzalez, Elsa Gonzalez Y
Journal on Mathematics Education Vol 11, No 1 (2020)
Publisher : Department of Doctoral Program on Mathematics Education, Sriwijaya University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (572.637 KB) | DOI: 10.22342/jme.11.1.9482.59-76

Abstract

Previous research has shown knowledge, perceptions, and attitudes are essential factors during mathematics classroom instruction. The current study examined the effects of a 3-week fraction instructional unit using concrete models, problem-solving, and problem-posing to improve elementary preservice teachers’ knowledge, perceptions and attitudes towards fractions. A quasi-experiment design was implemented to gather data via closed-ended, open-ended, and essay tasks from a convenience sampling of 71 female elementary preservice teachers during pre- and post-assessments. The study discovered that the select preservice teachers were weak in the content knowledge specifically on unit-whole, part-whole, equivalent area, arithmetic operations, and ordering fractional values. In contrast, the incorporation of concrete models, problem-solving and problem-posing was effective in improving the preservice teachers’ level of pedagogical content knowledge, perceptions and attitudes towards fractions. Implications of the results and suggestions are discussed.
STEM IN ACTION: REAL-WORLD APPLICATIONS OF SCIENCE, TECHNOLOGY, ENGINEERING, AND MATH Siregar, Nur Choiro; Warsito, Warsito; Gumilar, Aris; Amarullah, Ahmad; Rosli, Roslinda
Prima: Jurnal Pendidikan Matematika Vol 8, No 2 (2024): PRIMA : Jurnal Pendidikan Matematika
Publisher : FKIP Universitas Muhammadiyah Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31000/prima.v8i2.11323

Abstract

Science, Technology, Engineering, and Mathematics (STEM) is an interdisciplinary educational approach that focuses on the practical application of knowledge and skills in these four areas. STEM education aims to develop critical thinking, problem-solving, and analytical skills essential for success in the 21st century. STEM education has become increasingly important in recent years as technology has transformed nearly every aspect of our lives. This research aims to: (1) What are the benefits of STEM in-action projects? (2) how can STEM in-action projects be effectively implemented in educational and professional settings? (3) what are the real-world applications of STEM, and how are they impacting society? and (4) what is the future of STEM in action, and what trends and developments are shaping its direction? This research is a literature review involving 17 journals published in 2019-2023. The results of this study found that: (1) STEM can help the student to develop critical thinking skills, problem-solving skills, and creativity; (2) provide students with opportunities to work on authentic problems, promoting collaboration and teamwork, and provide professional development for educators; (3) healthcare, energy, and the environment, (4) data science and artificial intelligence; (4) the growing demand for STEM professionals, and the need for greater diversity and inclusivity in STEM fields. STEM in-action: Real-world applications of STEM is a concept that seeks to bridge the gap between theory and practice in STEM education. It is an approach that emphasizes applying STEM principles in real-world scenarios, allowing students to see how the concepts they learn in class are relevant to the world around them. STEM in action is a fundamental approach to STEM education that helps students develop practical skills and knowledge while preparing them for the challenges of the 21st century
IMPROVING PRE-SERVICE MATHEMATICS TEACHERS’ SUBJECR MATTER KNOWLEDGE THROUGH SCHOOL-UNIVERSITY PARTNERSHIP MEDIATED BY LESSON STUDY PROGRAM Fitriati, Fitriati; Rosli, Roslinda; Hidayat, Arif
International Conference on Education, Science, Technology and Health (ICONESTH) 2024: The 2nd ICONESTH
Publisher : International Conference on Education, Science, Technology and Health (ICONESTH)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46244/iconesth.vi.515

Abstract

The purpose of this study is to explore the power of a school university partnership mediated by lesson study (SUPER-LS) in improving pre-service mathematics teachers’ subject matter knowledge (SMK). This study implemented the SUPER-LS program with 10 pre-services teachers (PSTs), 10 in-service teachers (ISTs) and knowledgeable others to accomplish this objective. The study was executed in two phases: one at the school and the other at the university. Throughout the program, they designed a mathematics curriculum based on the concepts of Realistic Mathematics Education (RME), facilitated an open class, and engaged in post-lesson discussions throughout two cycles of lesson study. Data were collected through observations of lesson study activities and objects, and analyzed using transcript-based lesson study following MKT framework. The study revealed that the SUPER-LS program can enhance collaboration among PSTs to augment their Subject Matter Knowledge (SMK), with specialized content knowledge (SCK) being predominant. Nonetheless, a follow-up program to guarantee that PSTs have rigorous training is essential.
Exploration of STEM integration on student achievement in madrasah science competition: Qualitative approach Siregar, Nur Choiro; Warsito, Warsito; Rosli, Roslinda
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 13 No 1 (2025)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v13i1.18895

Abstract

This study explores the impact of STEM integration on student performance in the Madrasah (school) Science Competition (KSM), focusing on how STEM-based learning enhances academic achievement. The growing importance of STEM education globally emphasizes its potential to improve students' scientific knowledge and critical thinking. Integrating STEM in Madrasah education, mainly through science competitions like the Madrasah Science Competition (KSM), challenges students to apply theoretical knowledge in practical, real-world contexts. Despite the increasing interest in STEM education, researchers have yet to fully understand its specific impact on student performance in KSM, particularly within the context of Islamic schools. Here, we examine how STEM integration affects student achievement in KSM. The research employs a qualitative approach, using thematic analysis to analyze open-ended questioning with students who participated in KSM. The results reveal that STEM integration on student achievement in KSM resulted in (a) scientific inquiry and problem-solving, hands-on experimentation, theoretical knowledge application, (b) use of technology and tools, and resource disparities, (c) increased engagement through STEM, and confidence in problem-solving, (d) limited access to resources, (e) collaborative learning in STEM projects, and team dynamics and support, (f) enhanced scientific understanding, and development of critical thinking skills, (g) improved KSM outcomes, and increased interest in science careers. The implications suggest incorporating STEM into Madrasah curricula can enhance academic achievement and foster critical thinking skills. Future research could explore the long-term impact of STEM integration on broader educational outcomes and investigate ways to scale STEM practices across Madrasah institutions.
Secondary school teachers’ perceptions of STEM pedagogical content knowledge Rahman, Noor Anita; Rosli, Roslinda; Rambely, Azmin Sham; Siregar, Nur Choiro; Capraro, Mary Margaret; Capraro, Robert M.
Journal on Mathematics Education Vol. 13 No. 1 (2022): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.v13i1.pp119-134

Abstract

Preparing students with knowledge and expertise in science, technology, engineering, and mathematics (STEM) is vital in meeting the demand for digital age career opportunities. Nevertheless, there is sparse research on teachers' views of student preparedness and teachers' knowledge of STEM in classroom instruction. The present study examines secondary school teachers' perceptions of STEM pedagogical content knowledge (STEMPCK). An online survey was administered to 66 Malaysian secondary school teachers through Google Forms to determine their perspectives of STEMPCK. Data were collected and analyzed using IBM SPSS Statistics Version 20.0. The descriptive analysis showed that the selected teachers highly agreed on the pedagogical knowledge and knowledge of 21st century skill components of STEMPCK. However, the non-parametric analysis showed no significant mean differences in STEMPCK scores based on gender, educational qualification, and teaching experience. The study's implications suggest that teachers in these fields should be equipped with the necessary knowledge to be more confident in implementing STEM teaching in their respective schools.
Enhancing prospective mathematics teachers' lesson planning skills through lesson study within school university partnership program Fitriati, Fitriati; Rosli, Roslinda; H Iksan, Zanaton
Journal on Mathematics Education Vol. 14 No. 1 (2023): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.v14i1.pp69-84

Abstract

Planning a mathematics lesson plan is a complex process. Its quality contributes to the effectiveness of mathematics instruction. Given this significance, improving prospective mathematics teachers’ lesson planning ability is essential for teacher preparation programs to produce effective teachers. This study examines how a lesson study within a school-university partnership program (SUPER-LS) could strengthen the lesson planning skills of prospective mathematics teachers. This study employed a case study, which included thirteen student teachers. Data were collected using four initial and four final drafts of mathematics lesson plans developed by four groups of prospective mathematics teachers and reflection reports. These were then analyzed qualitatively using the framework of MKT. The study found that sixteen categories of issues were present in the initial lesson plan, and six remained in the final lesson plan. In the final lesson plan, the 16 problems were reduced to 6, with an improvement of around 62.50%. In addition, prospective mathematics teachers improved their lesson planning skills because of their involvement in the SUPER-LS program, facilitated by intensive collaboration and interaction among participants, especially in-service teachers, and teacher educators, as well as peers’ feedback.
Elementary School Teachers' Skills in Integrating STEM Education Siregar, Nur Choiro; Warsito, Warsito; Rosli, Roslinda; Haswati, Desty; Gumilar, Aris
Southeast Asian Mathematics Education Journal Vol 14, No 2 (2024)
Publisher : SEAMEO Regional Centre for QITEP in Mathematics

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46517/seamej.v14i2.380

Abstract

Integrating science, technology, engineering, and mathematics (STEM) education is the principal capital to improve the nation's economic dignity. Students' STEM abilities must be different from the role of teachers as facilitators in the learning process at school. The ability of elementary school teachers to apply STEM approaches is critical, especially in mathematics and natural sciences (IPA) studies. The study aims to identify how elementary school teachers are integrating STEM approaches. We used a qualitative case study research method, conducting in-depth interviews with two math teachers and two science teachers from the city and the village. The findings suggest differences in teachers' ability to apply STEM approaches during classroom instruction. Three aspects affect this difference: (1) lack of teacher professional development (training, seminars, or workshops); (2) facilities for obtaining information (equipment such as laboratories and computers); and (3)  different abilities of students (intellectual intelligence). There are differences in the ability of teachers in urban and rural areas to implement STEM approaches. Teachers who teach in villages have limited knowledge of integrated STEM; internal and external factors greatly influence the differences. Therefore, policymakers must undertake more programs and activities to develop their ability to implement STEM approaches. We suggest further research to explore the factors that affect teachers' ability to integrate STEM. We discuss the limitations and implications of this study.
Mathematics teacher’s self-efficacy of technology integration and technological pedagogical content knowledge Bakar, Nurul Shahhida Abu; Maat, Siti Mistima; Rosli, Roslinda
Journal on Mathematics Education Vol. 11 No. 2 (2020): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study conducted to determine the mathematics teacher’s self-efficacy of technology integration and Technological Pedagogical Content Knowledge (TPACK) based on gender and teaching experience. In this research, 66 mathematics teachers from national secondary schools were chosen as the samples to answer a survey questionnaire containing 71 items with a five-point Likert scale. Descriptive statistics, such as mean, percentage, and standard deviation, were employed to analyze the data. T-test was used to gauge the mathematics teacher’s self-efficacy of technology integration and TPACK based on gender, and one-way ANOVA was employed to determine mathematics teacher’s self-efficacy of technology integration and TPACK based on teaching experience. Besides, Pearson’s correlation coefficient was used to determine the relationship between the mathematics teacher’s self-efficacy of technology integration and TPACK. The findings showed no significant difference between genders and the teaching experience of the mathematics teacher’s self-efficacy and TPACK. However, mathematics teacher’s self-efficacy of technology integration and TPACK were strongly associated. In conclusion, whether male or female, for as long as mathematics teachers had been working, they have a positive self-efficacy in initiating technology integration and introducing TPACK. The implication was gender and teaching experience were not a critical factor for mathematics teacher’s self-efficacy of technology integration and TPACK. For future research related to this study, it could introduce other factors, such as academic qualification and technology courses they had attended.
Penerapan Discovery Learning untuk Meningkatkan Kemampuan Pemecahan Masalah dan Motivasi Belajar Matematika Siswa juju, juju julaeha; Rosli, Roslinda
Pasundan Journal of Mathematics Education Vol. 12 No. 2 (2022): Pasundan Journal of Mathematics Education
Publisher : Program Magister Pendidikan Matematika, Pascasarjana, Universitas Pasundan in collaboration with Asosiasi Guru Matematika Indonesia (AGMI) and Indonesian Mathematics Educators' Society (IMES)

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Penelitian ini bertujuan untuk mengetahui dan menganalisis kemampuan pemecahan masalah matematis dan motivasi belajar peserta didik yang menggunakan pembelajaran Discovery Learning (DL) dan peserta didik yang menggunakan pembelajaran ekspositori, serta untuk mengetahui dan menganalisis hubungan antara kemampuan pemecahan masalah matematis dan motivasi belajar matematis peserta didik. Metode penelitian yang digunakan dalam penelitian ini merupakan Metode Campuran (Mixed Method) dan  tipe penyisipan (Embedded Design). Sampel terdiri dari 20 siswa kelas eksperimen dan 22 siswa kelas kontrol. Hasil penelitian menunjukan bahwa Peningkatan kemampuan pemecahan masalah matematis siwa dengan discovery learning lebih baik daripada siswa dengan pembelajaran ekspositori. Motivasi belajar matematika siswa dengan discovery learning lebih baik daripada siswa dengan pembelajaran ekspositori. Terdapat hubungan antara motivasi belajar matematika dengan pencapaian kemampuan pemecahan masalah matematika siswa yang sangat kuat, dimana tingkat motivasi belajar siswa yang menggunakan discovery learning lebih baik daripada dengan siswa yang menggunakan ekspositori. Sehingga dengan demikian dapat mempercepat siswa untuk memahami kemampuan pemecahan masalah matematis siswa.
Co-Authors Ahmad Amarullah, Ahmad Arif Hidayat Bakar, Nurul Shahhida Abu Capraro, Mary Margaret Capraro, Robert M Capraro, Robert M. Fitriati Goldsby, Dianne Gonzalez, Elsa Gonzalez Y Gonzalez, Elsa Gonzalez Y. Gumilar, Aris H Iksan, Zanaton Haswati, Desty juju, juju julaeha Maat, Siti Mistima Nur Choiro Siregar, Nur Choiro Onwuegbuzie, Anthony J Onwuegbuzie, Anthony J. Rahman, Noor Anita Rambely, Azmin Sham Warsito Warsito