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All Journal Jurnal Riset Pendidikan Matematika JIPM (Jurnal Ilmiah Pendidikan Matematika) Jurnal Sistem Informasi Mahakarya (JSIM) Realita: Jurnal Penelitian dan Kebudayaan Islam
Guntur, Muhamad Ikhsan Sahal
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Religion Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Physics Social Sciences Other

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Developing augmented reality in mathematics learning: The challenges and strategies Guntur, Muhamad Ikhsan Sahal; Setyaningrum, Wahyu; Retnawati, Heri; Marsigit, Marsigit; Saragih, Novilda Angela; Noordin, Muhamad Kahir bin
Jurnal Riset Pendidikan Matematika Vol. 6 No. 2: November 2019
Publisher : Fakultas Matematika dan Ilmu Pengetahuan Alam Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jrpm.v6i2.28454

Abstract

One of the technologies developed massively in learning is Augmented Reality (AR) technology. This research will explain the challenges of teachers in developing AR-assisted learning media and strategies to anticipate the challenges that arise in developing AR-assisted learning media. This type of research is qualitative phenomenological research. The participants of this research were 75 Mathematics teachers who joined the developing AR-assisted learning media training. The teachers came from various regions in Indonesia. The mathematics teachers invited were 36 junior high school teachers and 29 senior high school teachers from public and private schools who were vulnerable at the age of 22-35 years and 27 teacher is male and the others are female. They have attended an AR-assisted media development training because have interested in AR and education. The data collection used is a questionnaire and an interview which is done to all participants and data analyzed using the Bogdan & Biklen model. The results of the research show that the challenges encountered by the teacher are meeting the minimum standards of hardware and software, limited references both sourced from humans, online media or print media. Efforts made by teachers to overcome existing problems such as gradually upgrading laptops, finding sources from foreign languages and trying to form joint learning communities.
Beginner Teacher's Perception of Application of Project-Based Learning in Mathematics Learning Guntur, Muhamad Ikhsan Sahal; Retnawati, Heri
JIPM (Jurnal Ilmiah Pendidikan Matematika) Vol 8, No 2 (2020)
Publisher : Universitas PGRI Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25273/jipm.v8i2.5048

Abstract

This research aims to describe the teacher's perception of the application of project-based learning in mathematics learning and how they will apply it using a qualitative case study method. The research subjects in this study amounted to 12 students consisting of 3 men and 9 women, where they were students of post-graduate mathematics education study programs at Yogyakarta State University who were beginner teachers where they had taught between 1 and 3 years. Data collection using interviews with open questions to provoke written perceptions of respondents to the project-based learning approach. The time of the study was carried out starting from December 1, 2018, to January 2, 2019, located at Yogyakarta State University. The data analysis techniques applied in this study are Bogdan, R. C., & Biklen models. The results of this study indicate that: (1) respondents have a good perception of the project-based learning approach, (2) the majority of respondents are interested in using a project-based learning approach after they complete their studies (3) all respondents believe they will find obstacles when applying project-based learning approach later (4) the majority of respondents have less knowledge and experience regarding the project-based learning approach. (5) the need for training and further discussion of the project-based learning approach to the research subjects.
Comparative Study of Mathematics Education in Indonesia, Singapore and England (United Kingdom) Guntur, Muhamad Ikhsan Sahal; Maharani, Fitria
Realita: Jurnal Penelitian dan Kebudayaan Islam Vol. 23 No. 1 (2025): Jurnal Realita: Jurnal Penelitian dan Kebudayaan Islam
Publisher : LP2M Institut Agama Islam Negeri (IAIN) Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/realita.v23i1.522

Abstract

This comparative study of mathematics education in Indonesia, Singapore and England aims to analyze the differences and similarities in three main aspects, namely the mathematics learning curriculum, evaluation system and teacher recruitment. This research examines how mathematics curricula in these three countries are structured to meet the educational needs of the 21st century, with a focus on developing critical thinking and problem-solving skills. In Indonesia, the mathematics curriculum is often more oriented towards achieving national standards, whereas in Singapore and the UK, the curriculum tends to be more flexible and based on holistic development of student competencies. In terms of the evaluation system, Indonesia relies on national exams and standards-based tests, while Singapore and the UK use a more diverse approach, including competency-based evaluations and formative assessments. Finally, in terms of teacher recruitment, Indonesia still faces challenges in ensuring the quality and number of teaching staff meet standards, while Singapore and the UK have strict selection systems and focus on developing teacher professionalism through continuous training. It is hoped that the results of this study will provide insight into the development of mathematics education policy in Indonesia, as well as enrich understanding of best practices applied in other countries.
Comparative Study of Mathematics Education in Indonesia, Singapore and England (United Kingdom) Guntur, Muhamad Ikhsan Sahal; Maharani, Fitria
Realita: Jurnal Penelitian dan Kebudayaan Islam Vol. 23 No. 1 (2025): Jurnal Realita: Jurnal Penelitian dan Kebudayaan Islam
Publisher : LP2M Institut Agama Islam Negeri (IAIN) Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/realita.v23i1.522

Abstract

This comparative study of mathematics education in Indonesia, Singapore and England aims to analyze the differences and similarities in three main aspects, namely the mathematics learning curriculum, evaluation system and teacher recruitment. This research examines how mathematics curricula in these three countries are structured to meet the educational needs of the 21st century, with a focus on developing critical thinking and problem-solving skills. In Indonesia, the mathematics curriculum is often more oriented towards achieving national standards, whereas in Singapore and the UK, the curriculum tends to be more flexible and based on holistic development of student competencies. In terms of the evaluation system, Indonesia relies on national exams and standards-based tests, while Singapore and the UK use a more diverse approach, including competency-based evaluations and formative assessments. Finally, in terms of teacher recruitment, Indonesia still faces challenges in ensuring the quality and number of teaching staff meet standards, while Singapore and the UK have strict selection systems and focus on developing teacher professionalism through continuous training. It is hoped that the results of this study will provide insight into the development of mathematics education policy in Indonesia, as well as enrich understanding of best practices applied in other countries.
Co-Authors Heri Retnawati Maharani, Fitria Marsigit Marsigit Noordin, Muhamad Kahir bin Saragih, Novilda Angela Wahyu Setyaningrum