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All Journal International Journal of Applied Sciences and Smart Technologies Brillo Journal IndoMath: Indonesia Mathematics Education International Journal of Didactic Mathematics in Distance Education
Purba, Santri Chintia
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Humanities Computer Science & IT Education Energy Engineering Industrial & Manufacturing Engineering Mathematics Other

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APPLICATION OF KLEIN-4 GROUP ON DOMINO CARD Saragih, Asido; Purba, Santri Chintia
International Journal of Applied Sciences and Smart Technologies Volume 02, Issue 01, Juni 2020
Publisher : Universitas Sanata Dharma

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/ijasst.v2i1.2191

Abstract

Klein-4 or Klein-V group is a group with four elements including identity. The binary operation on Klein-4 group will produce identitiy if operated to it self and produce another non-identity element if operated to another non-identity element. The focus of this paper is to explain the principle of Klein-4 group on Domino card and also find all complete possible elements. Domino card is a set of 28 cards which the surface of each card divided in two identic boxes contain combination of dots as pattern. The final part of this research is to find out all possible combination of cards which can be used as elements of a Klein-4 groups.
Evaluation of Mathematics Education Curriculum in Terms of Product on the Context, Input, Process, and Product Model Natalia, Stevi; Purba, Santri Chintia; Darhim, Darhim; Situmeang, Gita Meilisa
IndoMath: Indonesia Mathematics Education Vol 6, No 1 (2023): February 2023
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/indomath.v6i1.49

Abstract

This research aims to reveal the results of curriculum evaluations that refer to the Indonesian National Qualifications Framework. The assessment form uses the context, input, process, and product model, but this paper will only examine the product section analysis. This research is evaluation research with a qualitative approach. Data collection techniques used observation, questionnaires, and interviews, then validated using triangulation, namely methods, sources, and expert group discussion forums. This study was analyzed using the Miles and Huberman model, including data reduction, presentation, and conclusions. The results of the product section evaluation are as follows 1). The learning achievement of 3 aspects successfully achieved cognitive by 75%, practical at 75.51%, and psychomotor at 74.12%. 2). 99% of students have a Semester Grade Point Average that meets the criteria, and 3). 85.8% of graduates managed to get jobs according to the curriculum.
Evaluating the impact of Kampus Mengajar Program: a comparative study of student literacy and numeracy skills outcomes Ditasona, Candra; Junsay, Merle; Purba, Santri Chintia; Pardosi, Deborah
International Journal of Didactic Mathematics in Distance Education Vol. 2 No. 2 (2025): ijdmde
Publisher : Universitas Terbuka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33830/ijdmde.v2i2.11405

Abstract

Indonesia's literacy and numeracy competencies remain critically low despite marginal improvements in PISA scores from 2018 to 2022, which paradoxically declined overall. To address this educational crisis, the Indonesian government launched the Kampus Mengajar program, deploying university students to enhance primary school literacy and numeracy outcomes. This study evaluates the effectiveness of the Kampus Mengajar program by analyzing changes in students' Minimum Competency Assessment (MCA) performance. A pre-experimental design was employed with 30 fifth-grade students from SDN 13 East Jakarta, selected through purposive sampling. Data collection occurred over four months using pre-test-post-test instruments, supplemented by classroom observations. Statistical analysis was conducted using SPSS, including descriptive statistics, Shapiro-Wilk normality tests, and paired t-tests. The findings reveal significant improvements in both literacy and numeracy MCA scores following the Kampus Mengajar intervention. Statistical analysis confirmed meaningful differences between pre-test and post-test performance, demonstrating the program's positive impact on student competencies. The research identified that enhanced teaching methodologies and additional academic support contributed to measurable learning gains. This study contributes empirical evidence supporting the effectiveness of collaborative university-school partnerships in addressing Indonesia's literacy and numeracy challenges. The results suggest that the Kampus Mengajar model represents a viable strategy for educational improvement. However, successful implementation requires adequate school infrastructure and resources. Future research should investigate the long-term sustainability of these improvements and explore optimal teaching methodologies within the Kampus Mengajar framework to maximize elementary students' MCA outcomes.
Technological Knowledge Among Mathematics Pre-Service Teachers in Indonesia and the Philippines: A Comparative Study Ditasona, Candra; Purba, Santri Chintia; Natalia, Stevi; Sihotang, Hotmaulina; Junsay, Merley; Estomo, Rene T
Brillo Journal Vol 4 No 2 (2025): Technology Integration and Digital Transformation in Mathematics Education
Publisher : S&Co Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/bj.v4i2.111

Abstract

This comparative study investigates the Technological Knowledge (TK) readiness of mathematics pre-service teachers in Indonesia and the Philippines. Using a structured online survey, data were collected from 136 participants in Indonesia and 93 in the Philippines. TK readiness was categorized into three levels: Ready, Moderately Ready, and Not Ready, with demographic factors such as age, sex, and school type examined as potential influences. The results indicate that Indonesian pre-service teachers demonstrate higher TK readiness compared to their Filipino counterparts. No statistically significant associations were found between TK readiness and demographic variables in either country. The findings suggest a need for targeted interventions in teacher education programs to enhance TK competencies and ensure effective technology integration in mathematics classrooms. Implications for curriculum design and future research are discussed.
Co-Authors Asido Saragih Darhim Darhim Ditasona, Candra Estomo, Rene T HOTMAULINA SIHOTANG Junsay, Merle Junsay, Merley Pardosi, Deborah Situmeang, Gita Meilisa Stevi Natalia, Stevi