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All Journal International Journal of Evaluation and Research in Education (IJERE) Journal on Mathematics Education (JME) Jurnal Riset Pendidikan Matematika Mosharafa: Jurnal Pendidikan Matematika Journal on Mathematics Education
Maat, Siti Mistima
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Decision Sciences, Operations Research & Management Education Mathematics Social Sciences Other

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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.
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.
Rationalism Values of Junior High School Students Using Digital Media Worksheets Geometry Content Agrotourism Context Kurniawan, Ahmad Afrideni; Aisyah, Nyimas; Meryansumayeka, Meryansumayeka; Lesmana, Hendra; Maat, Siti Mistima
Jurnal Riset Pendidikan Matematika Vol. 12 No. 1 (2025): May 2025
Publisher : Fakultas Matematika dan Ilmu Pengetahuan Alam Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jrpm.v12i1.79818

Abstract

One of the mathematical values is the value of rationalism. This study aims to describe the value of rationalism of junior high school students using digital media worksheets in the context of agrotourism on the surface area of cylinders with research subjects of 3 grade IX students. Data collection was carried out using tests and interviews. The results of this study are that learning using digital technology-based learning media worksheets with geometry content in the context of agrotourism can bring up the value of rationalism. Students can bring up indicators of representing real objects into mathematical objects and writing information that is in accordance with the elements of the cylinder, investigating the appropriate nets in the problem object and writing down the reasons for each step of the solution. The most frequent indicators are representing real objects into mathematical objects, writing down the reasons for each step of the solution and making conclusions. The dominant difficulty is that students make mistakes in drawing conclusions due to errors in investigation activities and understanding mathematical concepts regarding the surface area of spatial shapes.
Addressing fraction comprehension: global perspectives and Malaysian educational strategies Syed Ismail, Syed Azman; Maat, Siti Mistima; Khalid, Fariza
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 3: June 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i3.33092

Abstract

Understanding fractions is a significant challenge in mathematics education globally, including in Malaysia, where students often struggle with core concepts. These difficulties hinder their progression into advanced areas like ratios, proportions, and algebra. This paper proposes a conceptual framework to enhance students’ understanding of fractions, with a focus on the Malaysian education system. Drawing on literature and practices from international contexts, this paper emphasizes the importance of visual models, manipulatives, technology integration and real-world applications in teaching fractions. As a concept paper, it synthesizes key insights from educational theories to develop strategies for improving fraction education. The framework highlights the need for alignment with both local and international curriculum. Key findings suggest that the use of manipulatives, visual models and technology can significantly improve fraction comprehension. By comparing global strategies, this paper offers insights into how these methods can be adapted to diverse learning environments, including low-resource settings. The framework implies that curriculum reforms, professional development for teachers and revised assessments are crucial to enhancing student outcomes in fraction education.
Computational Thinking of Prospective Mathematics Teacher Viewed from Entrepreneur Character Aminah, Neneng; Maat, Siti Mistima; Sudarsono
Mosharafa: Jurnal Pendidikan Matematika Vol. 12 No. 2 (2023): April
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v12i2.782

Abstract

Computational Thingking (CT) dan entrepreneurship membutuhkan pemikiran matematika, begitu pula pada pembelajaran matematika membutuhkan pola pikir CT dan karakter entrepreneurship. Penelitian ini bertujuan mengekplorasi potensi CT dilihat dari karakter entrepreneur. Penelitian menggunakan pendekatan kualitatif deskriptif. Tiga mahasiswa calon guru Matematika menjadi subyek terpilih dari duapuluh subyek penelitian. Pengambilan data melalui data tes, angket dan wawancara. Hasil penelitian mengungkapkan bahwa aktivitas CT dari karakter entrepreneur tinggi dan sedang ditemukan aktivitas CT dengan komponen abstraksi, algoritma, kreativitas, dekomposisi, dan generalisasi. Kuatnya karakter enterpenur berupa kreativitas memunculkan komponen baru dalam menyelesaikan masalah matematika. Kreativitas direkomendasikan menjadi salah satu komponen CT dalam pembelajaran matematika. Computational Thinking (CT) and entrepreneurship require mathematical thinking, as well as learning mathematics requires a CT mindset and entrepreneurial character. This research reports on an educational research study that explores the potential of CT in terms of entrepreneurial character. Research using a descriptive approach. Three prospective mathematics teacher students were selected from the twenty subjects of this study. Data collection through data tests, questionnaires and interviews. The results of the study revealed that CT activity had a high entrepreneurial character and moderate CT activity was found with components of abstraction, algorithm, creativity, decomposition, and generalization. The strong character of the entrepreneur in the form of creativity raises a new component in solving mathematical problems. Creativity is recommended to be a component of CT in learning mathematics.
Co-Authors Bakar, Nurul Shahhida Abu Fariza Khalid Hendra Lesmana Kurniawan, Ahmad Afrideni Meryansumayeka Meryansumayeka Neneng Aminah Nyimas Aisyah Rosli, Roslinda Sudarsono Syed Ismail, Syed Azman