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All Journal International Journal of Evaluation and Research in Education (IJERE) AKSIOMA: Jurnal Program Studi Pendidikan Matematika Al-Jabar : Jurnal Pendidikan Matematika Prosiding SI MaNIs (Seminar Nasional Integrasi Matematika dan Nilai-Nilai Islami) JRPM (Jurnal Review Pembelajaran Matematika) JMM (Jurnal Masyarakat Mandiri) JTAM (Jurnal Teori dan Aplikasi Matematika) MATEMATIKA DAN PEMBELAJARAN Buana Matematika : Jurnal Ilmiah Matematika dan Pendidikan Matematika Al-Khwarizmi: Jurnal Pendidikan Matematika dan Ilmu Pengetahuan Alam Jurnal Eduscience (JES) Review of Education, Science, and Technology
Mastuti, Ajeng Gelora
Institut Agama Islam Negeri Ambon
Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Education Engineering Environmental Science Mathematics Other

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Teachers Promoting Mathematical Reasoning in Tasks Mastuti, Ajeng Gelora; Abdillah, Abdillah; Rijal, Muhammad
JTAM (Jurnal Teori dan Aplikasi Matematika) Vol 6, No 2 (2022): April
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/jtam.v6i2.7339

Abstract

The phenomenon today in schools is that teachers rarely build student arguments but only accept students' answers. However, teacher activities that always make students 'arguments and support each solution and defend students' arguments without long debates are relevant and exciting to study. This study aims to explain and explore the promotion of mathematics teacher reasoning in tasks in the classroom. The author surveyed teachers who teach mathematics at the junior high level. This research is a qualitative descriptive study with an experimental research design, which begins with a survey of teachers who teach mathematics at the junior high school level in Maluku Province. First, the authors conducted initial observations for one month in several junior high schools in Maluku Province with the guide of the observation instrument for the promotion of teacher reasoning in learning. Second, the writer states that there are three groups of attractive teachers who can promote mathematical reasoning in each of their teachings based on indicators of teachers' mathematical reasoning. Third, the writer created the same math problems for the three teachers and observed how they built students' reasoning and evaluated their thinking efficiently. Finally, the results and surveys were carried out by triangulation with direct trials on seven classes at the junior high level. The results show how teacher actions promoting mathematical reasoning give generalizations or justifications. Teacher actions supporting precise rationale are discussed in more detail in this article. 
Mathematical Communication and Students' Epistemological Beliefs of Linear Systems with Three Variables Mastuti, Ajeng Gelora; Kaliky, Syafruddin; Arman, Juanda
JTAM (Jurnal Teori dan Aplikasi Matematika) Vol 6, No 4 (2022): October
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/jtam.v6i4.9772

Abstract

Epistemological beliefs simultaneously affect mathematical communication skills. The higher the epistemological beliefs of a person's ability to formulate concepts, convey ideas, and hone ideas to convince others, the more mathematical communication skills will increase. This qualitative study uses three variables to describe mathematical communication and students' epistemological beliefs on linear system material. The subjects in this study were students who had epistemological beliefs from the test results, and students who were taken were students who were able to meet the indicators of epistemological confidence. Data collection techniques are tests, interviews and documentation. The results of this study indicate that students have beliefs that do not change or remain in solving test questions. The method used is more consistent with the way of solving, which according to students, is easy to do, able to solve problems by multiplying exercises and repeating what has been learned, solving problems by following the steps and methods of completion taught by the teacher, students can estimate answers or problem solving because of problems The subject obtained is obtained from experience and observations in everyday life.
Critical Review of Character Education in Vocational High Schools in Era Society 5.0 Huda, Nizlel; Nurhanurawati, Nurhanurawati; Mastuti, Ajeng Gelora; Adnan, Mazlini
Review of Education, Science, and Technology Vol 1 No 2 (2025): December 2025
Publisher : Ihsan Cahaya Pustaka

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Abstract

The rapid advancement of digital technology and the accelerated pace of social transformation have fundamentally reshaped work, learning, and human interaction, making character education increasingly strategic in Vocational High Schools (SMKs). This study presents a critical review of national and international literature to evaluate the relevance of character education in the Society 5.0 era, identify implementation challenges, and propose strategic directions for adaptive and contextually grounded practice. The analysis indicates that effective character education requires a multidimensional approach, integrating moral, social, spiritual, and professional competencies through holistic curricula, extracurricular programs, school leadership, and stakeholder collaboration. Technology offers opportunities to enhance engagement, digital literacy, and collaboration, yet it also introduces risks such as distractions, ethical dilemmas, and gaps in digital competence. Key challenges include misalignment between school programs and industry demands, inconsistent integration of religious and digital values, and varied stakeholder involvement. Therefore, character education must operate as an ecosystemic effort, balancing technological innovation with ethical and humanistic values to produce SMK graduates who are competent, ethical, and resilient in meeting the demands of Society 5.0
PELATIHAN PEMBELAJARAN BERBASIS MENTORING DAN COACHING UNTUK MENDUKUNG GERAKAN SEKOLAH MENYENANGKAN Mastuti, Ajeng Gelora; Abdillah, Abdillah; Salamun, Abubakar
JMM (Jurnal Masyarakat Mandiri) Vol 8, No 3 (2024): Juni
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/jmm.v8i3.23302

Abstract

Abstrak: Gerakan sekolah menyenangkan bertujuan menciptakan lingkungan belajar yang kondusif, aman, dan nyaman bagi peserta didik. Namun, pelaksanaannya masih menghadapi tantangan seperti kurangnya pemahaman guru tentang pendekatan pembelajaran yang berpusat pada peserta didik dan minimnya keterampilan dalam mengimplementasikan strategi mentoring dan coaching. Kegiatan pengabdian masyarakat ini bertujuan memberikan pelatihan kepada 24 guru-guru SMPN 14 Ambon tentang pembelajaran berbasis mentoring dan coaching untuk mendukung gerakan sekolah menyenangkan. Metode yang digunakan adalah pelatihan, pendampingan, dan evaluasi dengan indikator peningkatan pemahaman dan keterampilan guru. Hasil menunjukkan peningkatan pemahaman guru dari 60% sebelum pelatihan menjadi 85% setelah pelatihan. Sebanyak 80% guru telah menerapkan pembelajaran berbasis mentoring dan coaching dengan baik. Pembelajaran yang dirancang menciptakan suasana belajar lebih menyenangkan sehingga siswa lebih antusias dan merasa potensinya dikembangkan. Dengan demikian, pelatihan pembelajaran berbasis mentoring dan coaching efektif meningkatkan kapasitas guru untuk menciptakan pembelajaran yang berpusat pada siswa dan menyenangkan, sehingga dapat mendukung gerakan sekolah menyenangkan.Abstract: The joyful school movement aims to create a conducive, safe, and comfortable learning environment for students. However, its implementation still faces challenges such as teachers' lack of understanding about student-centered learning approaches and their lack of skills in implementing mentoring and coaching strategies. This community service activity aims to provide training to 24 teachers at SMPN 14 Ambon on mentoring and coaching-based learning to support the joyful school movement. The methods used are training, mentoring, and evaluation with indicators of increasing teachers' understanding and skills. The results show an increase in teacher understanding from 60% before training to 85% after training. As many as 80% of teachers have implemented mentoring and coaching-based learning well. The designed learning creates a more enjoyable learning atmosphere so that students are more enthusiastic and feel their potential is being developed. Thus, mentoring and coaching-based learning training is effective in increasing the capacity of teachers to create student-centered and enjoyable learning, so that it can support the joyful school movement.
Co-Authors Abdillah Abdillah Abdillah abdillah Abdillah Abdillah Abdillah Abdillah Adnan, Mazlini Ahmad Salatalohy Aliati Siolimbona Arman, Juanda Ayu Lestari AYU LESTARI Buamona, Rasna Dian Safitri Eni Sartika Hastuti, Yuli Jiran Rano Juhaevah, Fahruh Kasliyanto, Kasliyanto Maya Rumodar Muhajir Abd Rahman Muhajir Abd. Rahman Muhammad Rijal Nizlel Huda Nurhanurawati Nurhanurawati Nurlaila Sehuwaky Nurlaila Sehuwaky Nurlaila Sehuwaky Nuru, Zumrotin Ratna Risahondua Rijal, Muhammad Risahondua, Ratna Salamun, Abubakar Salma Samputri Sartika, Eni Sehuwaky, Nurlaila Suhaedir Bachtiar Syafruddin Kaliky Syukma Netti Yuli Hastuti