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All Journal Jurnal Pendidikan Indonesia Indonesian Journal of Science and Mathematics Education Jurnal Pendidikan MIPA
Aziza, Mela
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Education Mathematics

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The Controversy in Pedagogical Competence of Early Childhood Education Teachers Towards the Policy of Indonesia National Education Ministry Surahman, Buyung; Aziza, Mela
JPI (Jurnal Pendidikan Indonesia) Vol 9, No 3 (2020)
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (248.783 KB) | DOI: 10.23887/jpi-undiksha.v9i3.27721

Abstract

The study aims to find out and describe what percentage (%) of pedagogical competence controversy of Early Childhood Education teachers in the teaching and learning process to the policy of Indonesia National Education Ministry. This study used a descriptive qualitative method. Data collection techniques were observation, interview and questionnaire. The validity test used the product moment formula while the reliability test used Cronbach's alpha formula. The results of the study showed that mastering characteristics of students is 10,5%; mastering learning theories and learning principles that educating is 10%; curriculum development is 9,1%; learning activities that educating is 20,02%; potential development of students is 7,4%; communication with students is 4,5%; and evaluation and evaluation is 8,0%. It can be concluced that the biggest controversy was found in the mastery of educational learning activities while the smallest mastery of communication.
Trend, challenges, and determinants of technology integration in geometry problems-solving: A sequential explanatory analysis Maulidiya, Della; Aziza, Mela
Indonesian Journal of Science and Mathematics Education Vol. 7 No. 3 (2024): Indonesian Journal of Science and Mathematics Education
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ijsme.v7i3.24456

Abstract

This study explores trends, challenges, and success factors in integrating technology to enhance students' conceptual understanding and problem-solving skills in geometry. Using a sequential explanatory design, a quantitative analysis based on text mining and bibliometric methods was conducted on 197 articles from the ERIC database, followed by thematic analysis. The results indicate an annual publication growth of 32.26%, with key success factors including teacher competence, students' mathematical literacy, pedagogy-technology integration, and evaluation of instructional effectiveness. The COVID-19 pandemic accelerated the transformation of technology from an auxiliary tool to a core element of active learning. However, limited access and technological adaptation to complex problems remain significant obstacles. This study recommends teacher training, exploration of technology in teaching, and the development of innovative strategies and accessible technological tools. The implications of this study provide strategic guidance for policymakers, educators, and developers to optimize the use of technology in geometry education more innovatively and inclusively.
Fort Marlborough Ethnomathematics-Based Learning Handouts: Enhancing High School Students' Mathematical Literacy Skills Susanto, Edi; Aziza, Mela; Hiasa, Fina; Disha Stanggo, Pratiwi
Jurnal Pendidikan MIPA Vol 26, No 4 (2025): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpmipa.v26i4.pp2403-2419

Abstract

This study aims to develop a valid, practical, and effective learning handout based on the ethnomathematics of Fort Marlborough, Bengkulu, to enhance students' mathematical literacy. The research method used is research and development. The development model used is a formative evaluation with stages including self-evaluation, expert review, face-to-face sessions, small-group sessions, and field testing. This study involved test subjects of grade X high school students in Bengkulu City, Indonesia. The test subjects in this study were divided into several stages of the research. This study involved four experts (mathematics lecturers) from different universities. The one-to-one test stage involved six high school students (high, medium, and low abilities). The limited-scale test stage involved 24 grade X high school students, and the large-scale implementation with 43 subjects. Data collection techniques used were observation, questionnaires, and tests. Data analysis was carried out quantitatively and qualitatively. Quantitative and qualitative analyses examined the validity, practicality, and effectiveness of the mathematical literacy test. Analysis was also carried out descriptively on the results of suggestions from expert assessments of research products. The results of the study showed that: 1) the trigonometry learning handout based on the ethnomathematics of Fort Malborough Bengkulu that was developed meets the valid criteria based on the assessment of material, construction, and language by experts, with an average score of 0.63 (valid). 2) The trigonometry learning handout meets the practical criteria based on student assessment, with an average response score of 3.43 (very practical). The trigonometry learning handout has the potential to enhance high school students' mathematical literacy skills. In developing teaching materials using context, it is necessary to choose the proper context, and the illustration must be clear and easy to understand, in accordance with the material. Keywords: learning handout, ethnomathematics, Fort Marlborough, mathematical literacy skills.
Co-Authors Buyung Surahman Della Maulidiya Disha Stanggo, Pratiwi Edi Susanto Hiasa, Fina