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All Journal Jurnal Pendidikan Indonesia Indonesian Journal of Science and Mathematics Education Jurnal Pendidikan Matematika (Kudus) 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.
Newman's Error Analysis: The Errors of 4th Grade Students in Solving TIMSS Problems Aziza, Mela; Eratika, Enisri
Jurnal Pendidikan Matematika Vol 5, No 2 (2022): Jurnal Pendidikan Matematika (Kudus)
Publisher : Universitas Islam Negeri Sunan Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/jpmk.v5i2.16618

Abstract

Indonesian students who have low ability in mathematics require a lot of testing of international standard questions to practice their problem-solving and reasoning skills. Error analysis is needed to analyze the causes of student errors and how determine preventive solutions in the future. This study aims to determine the errors of fourth-grade students at SD Negeri 36 Lubuk Sirih Ilir Village in solving TIMSS (Trends in International Mathematics and Science Study) problems. A qualitative approach was used to collect qualitative descriptive data on students’ errors. The ability of each student is categorized based on the TIMSS benchmark, and the errors made are analyzed by Newman’s Error Analysis (NEA). The analysis activity steps for this study are collecting data, reducing, presenting, and drawing conclusions. Ten TIMSS problems that have been selected based on the content domains were tested on students, and the results showed that the abilities of eight students were in a low category, while one person with medium ability and one with very high ability. When students answered the TIMSS problems, they made the most errors in the numbers, measurement, and geometry domains.  All students gave incorrect answers to number 6, one of the measurement and geometry problems, meanwhile, in number 3, a problem of numbers domain, one participant answered correctly. According to the NEA, errors in understanding problems and process skills were the most common errors. The types of mistakes made by students can be an evaluation for teachers in determining strategies when asking questions in mathematics class. Kemampuan siswa Indonesia di bidang matematika yang rendah membutuhkan banyak pengujian soal standar internasional untuk melatih kemampuan pemecahan masalah dan penalaran mereka. Analisis kesalahan dibutuhkan untuk menganalisis penyebab kesalahan siswa dan bagaimana menentukan solusi pencegahan ke depannya. Penelitian ini bertujuan untuk mengetahui jenis-jenis kesalahan peserta didik kelas IV SD Negeri 36 Desa Lubuk Sirih Ilir dalam memecahkan soal TIMSS (Trends in International Mathematics and Science Study). Pendekatan kualitatif digunakan untuk mengumpulkan data kualitatif deskriptif tentang kesalahan peserta didik. Kemampuan setiap peserta didik dikategorikan berdasarkan tolak ukur TIMSS dan kesalahan yang dilakukan dianalisis dengan Newman’s Error Analysis (NEA). Langkah-langkah analisis yang dilakukan adalah pengumpulan data, reduksi, penyajian, dan pengambilan kesimpulan. Sepuluh soal TIMSS yang sudah diseleksi berdasarkan domain materi diujikan kepada peserta didik dan hasilnya menunjukan bahwa kemampuan delapan peserta didik berada pada kategori rendah sedangkan satu orang berkemampuan sedang dan satu lainnya memiliki kemampuan sangat tinggi. Ketika menjawab soal TIMSS, peserta didik melakukan kesalahan paling banyak pada domain materi bilangan serta pengukuran dan geometri. Pada salah satu soal pengukuran dan geometri yaitu nomor 6, semua peserta didik memberikan jawaban yang salah. Sedangkan pada soal materi Bilangan nomor 3, hanya satu peserta yang tidak melakukan kesalahan dalam menjawab. Berdasarkan NEA, kesalahan dalam memahami soal dan keterampilan proses adalah kesalahan yang paling banyak dilakukan. Jenis kesalahan yang dilakukan siswa bisa menjadi evaluasi bagi guru dalam menentukan strategi dalam aktivitas bertanya di kelas matematika.
Co-Authors Buyung Surahman Della Maulidiya Disha Stanggo, Pratiwi Edi Susanto Eratika, Enisri Hiasa, Fina