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All Journal International Journal of Evaluation and Research in Education (IJERE) Jurnal Pendidikan Indonesia Journal of Education and Learning (EduLearn) International Journal of Community Service Jurnal Pendidikan MIPA Mathematics Education Journal
Zakaria, Mohamad Ikram
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Religion Humanities Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Public Health Social Sciences Other

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Validity of instrument to measure mathematics teachers’ perceptions towards 4C skills in problem solving Zakaria, Mohamad Ikram; Noor Nasran, Nik Abdul Hadi; Abdullah, Abdul Halim; Alhassora, Najua Syuhada Ahmad; Hanid, Mohd Fadzil Abdul
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 5: October 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i5.29442

Abstract

In the contemporary education 4.0 landscape, teachers are urged to prioritize the communication, collaboration, critical thinking, and creativity (4C) skills during teaching and learning, recognized as crucial skills for the 4.0 industrial revolution (I.R 4.0). This research aimed to develop and validate an instrument assessing mathematics teachers' perceptions of the 4C skills through problem-solving teaching method. Employing a quantitative research design, the study utilized a questionnaire for data collection, involving four experts and 120 participants. Descriptive analysis using Cronbach's alpha and exploratory factor analysis (EFA) revealed a high reliability (Cronbach's alpha=0.934) and factor eigenvalue exceeding 1. The KMO values (Kaiser–Meyer–Olkin) for each construct were 0.50, and Bartlett's Test was significant (<0.5). Additionally, each item demonstrated a factor loading value above 0.50 and a variance percentage of ≥60%. The instrument comprised 4 sub-constructs and 16 fitting items. In summary, the study affirms the utility of this instrument in investigating mathematics teachers' perceptions of 4C skills through problem-solving teaching methods.
4C skills teaching activities for mathematics teachers: application of modified nominal group technique Zakaria, Mohamad Ikram; Hanri, Chuzairy; Noer, Sri Hastuti; Triana, Mella; Widyastuti, Widyastuti
Journal of Education and Learning (EduLearn) Vol 19, No 2: May 2025
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v19i2.22337

Abstract

Education 4.0 strongly promotes the development of communication, collaboration, critical thinking, and creativity (4C) skills among students. Consequently, it is crucial for mathematics teachers to integrate activities that facilitate the cultivation of these skills. However, the scarcity of resources, such as recommended instructional activities, poses a challenge for mathematics teachers striving to effectively impart 4C skills through problem-solving methods. This research aims to develop a set of teaching activities designed to enhance the delivery of 4C skills through problem-solving methods, thereby supporting mathematics teachers in improving their pedagogical strategies. Utilizing the modified nominal group technique (mNGT), the study engaged 11 experts from diverse fields, including mathematics education, pedagogy, curriculum development, and primary and secondary education. Data collection was conducted through expert discussions between January 2024 and February 2024. Descriptive statistics (percentages) were employed to analyze the data, prioritizing and ranking each teaching activity. The findings identified 19 pertinent teaching activities that emphasize 4C skills through problem-solving methods. The highest-ranked activity was motivating students to explore various learning resources, including information and communication technology (ICT) tools (98%), while guiding students through problem-solving questions received the lowest ranking (75%). In conclusion, the comprehensive list of teaching activities provides a valuable guide for mathematics teachers to effectively incorporate 4C skills into their instructional practices.
Secondary School Teachers' Development In TPACK, ICT Literacy and High-Level Thinking: Community Service In SMK N 3 Purwokerto, Central Java Nugroho Yanuarto, Wanda; Hapsari, Ira; Nurlina, Laily; Zakaria, Mohamad Ikram
International Journal Of Community Service Vol. 4 No. 4 (2024): November 2024 (Indonesia - Thailand - Malaysia)
Publisher : CV. Inara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51601/ijcs.v4i4.816

Abstract

Students can gain a better grasp of subjects through the use of ICT literacy. Students can learn a wide range of facts and concepts in a balanced and effective way if they are literate in the use of information and communication technologies. Research has shown that there is a strong correlation between PLT and ICT Literacy. The correlation between TPACK and ICT literacy is strong as well. All of this points to the importance of TPACK, PLT, and ICT literacy as cornerstones of effective classroom instruction. The goals of this community service project are threefold: first, to increase teachers' TPACK competency, ICT literacy, and PLT understanding and knowledge; second, to develop TPACK competency programs; and third, to develop TPACK competency, ICT literacy, and PLT teaching materials. The author argues that the training implementation method is the most justified of the three prerequisites that any school must meet. These prerequisites include: 1) Setting up a system for online instruction. Naturally, their e-learning platform can cleanly display TPACK competencies, ICT literacy, and PLT; 2) Creating activities for innovation workshops; 3) Engaging students in learning TPACK competences, ICT literacy, and PLT through student-led activities.
The Impact of Ethnomathematics Activities Using Zapin and Kuda Kepang Dances on Students' Academic Achievement and Appreciation of Isometric Transformations Abdullah, Abdul Halim; Zakaria, Mohamad Ikram; Mokhtar, Mahani; Khairuddin, Nur Khairina; Mohamad Rasol, Nur Izzah Atirah; Hanafi, Nurul Hazreen; Suhaimee, Nurul Rabiatul Adawiyah; Syahri, Indawan; Antoni; Apriana; Rini Susanti; Yuliarni
Mathematics Education Journal Vol. 19 No. 2 (2025): Mathematics Education Journal
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/mej.v19i2.pp299-322

Abstract

Cultural integration in education has emerged as a powerful tool for enhancing student engagement and learning outcomes. However, the specific impact of cultural integration on mathematics education, particularly in relation to students' academic achievement and their appreciation of mathematical beauty, has not been thoroughly examined. This study explores the effects of a teaching module that integrates Zapin and Kuda Kepang dances with isometric transformations on these outcomes. Using a quasi-experimental design, the research involved 60 Form Two students from Johor Bahru, divided into treatment and control groups. The module was implemented over five weeks, with data collected through academic performance tests, questionnaires, and semi-structured interviews. Independent t-tests and Mann-Whitney U tests (conducted using SPSS version 21) revealed significant improvements in academic achievement and appreciation of mathematical beauty among students in the treatment group. Thematic analysis of interview data further revealed increased motivation, interest, and emotional connection to mathematics. These findings highlight the potential of integrating cultural elements into mathematics education to foster deeper engagement and academic success, emphasizing the need for innovative teaching approaches in secondary education.
Implementation of 4C skills through problem solving: a study among mathematics teachers in Malaysia Noor Nasran, Nik Abdul Hadi; Zakaria, Mohamad Ikram
Journal of Education and Learning (EduLearn) Vol 19, No 4: November 2025
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v19i4.22621

Abstract

In the current realm of education 4.0, teachers play a pivotal role as facilitators of holistic skill development. The shift in focus towards accentuating creativity, communication, critical thinking and collaboration (4C) skills signifies an acknowledgment of the changing demands brought about by the industrial revolution 4.0. This transformation in educational approaches contributes significantly to the collective adaptability and innovative potential of succeeding generations. Against this backdrop, this study was conducted to investigate how mathematics teachers in Malaysia implement the 4C skills, specifically through problem-solving. The study applied a survey method involving 250 mathematics teachers in Malaysia. Data were collected using a questionnaire, meanwhile, descriptive statistics were used to analyze and present the research data. Overall, the study’s outcomes revealed that mathematics teachers exhibit adeptness in effectively integrating the 4C skills within the context of problem-solving. However, the study also brought to light challenges encountered by mathematics teachers, particularly in the realm of creative teaching, especially when incorporating technology. These identified challenges resonate with broader concerns in the educational landscape, underscoring the imperative for robust support systems, continual professional development initiatives, and a transformative shift in the educational paradigm towards embracing innovative teaching methodologies.
The 21st Century Skills Model of Mathematics Students Today’s Instruction Age Yanuarto, Wanda Nugroho; Setyaningsih, Eka; Zakaria, Mohamad Ikram
Jurnal Pendidikan Indonesia Vol 14 No 2 (2025): June
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpi-undiksha.v14i2.85109

Abstract

Students in today's digital age are required to have 21st-century skills in order to adapt and compete in the real world. However, many students are still not optimally developing their critical thinking and creative problem-solving skills in the context of interdisciplinary learning. This study aims to analyze the influence of exposure to collaborative problem-solving, information and digital literacy, and interactive communication on students' critical thinking and creative problem-solving skills. This study employs a quantitative approach with a cross-sectional survey design. The research subjects are first-year students in the mathematics education program, with a total of 422 respondents. Data were collected using a closed-ended questionnaire based on 21st-century skill indicators and validated by experts. The data analysis technique used is Structural Equation Modeling (SEM) to determine the relationships between variables comprehensively. The results of the study indicate that students' critical thinking and creativity are significantly influenced by interactive communication skills, collaborative problem-solving, and digital information literacy. These findings emphasize the importance of integrating 21st-century skills into mathematics education to support students' readiness to face global challenges. The conclusion of this study is that mastery of collaborative skills, digital literacy, and communication significantly contributes to the development of critical thinking and creative problem-solving among students. The implications of this study suggest the need for curriculum design and teaching strategies that explicitly emphasize the integration of 21st-century skills in the mathematics learning process.  
Smartphone Usage and Communication Skills Among Higher Education Students: Structural Model Yanuarto, Wanda Nugroho; Setyaningsih, Eka; Sriyanto, Sriyanto; Zakaria, Mohamad Ikram
Jurnal Pendidikan MIPA Vol 25, No 1 (2024): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

With the advent of smartphones, social communication has become much easier to enable than with previous generations of communication tools. Furthermore, it is essential to acknowledge the value of communication in assisting kids in developing relationships with their classmates. Objective: The primary purpose of this research was to examine the relationship between higher education students' smartphone usage and their deterioration in communication skills. Method: The data for this statistically designed study will be collected using a snapshot survey. Participating were 556 undergraduates, with the vast majority serving as pre-service teachers at Teacher Training and Education Faculty, Universitas Muhammadiyah Purwokerto, Indonesia. After that, AMOS version 24 was used to analyze the data even further. Findings: Students' communication skills were found to be positively correlated with their smartphone usage. The medium-sized association between effective communication skills and smartphone use. Extraordinary smartphone use among elementary school pupils may also affect their ability to communicate in real life, according to one reading of the results. Conclusion: Students who spend too much time on their phones are less likely to be good communicators, according to the research. Students should so exercise greater restraint when using their smartphone if we value effective communication abilities among them. Existing psychological theories from the era of information technology can benefit theoretically from this study.        Keywords: communication skills, higher education students, smartphone usage, and structural model. DOI: http://dx.doi.org/10.23960/jpmipa/v25i1.pp178-194
Co-Authors Abdullah, Abdul Halim Alhassora, Najua Syuhada Ahmad Antoni Apriana Eka Setyaningsih Hanafi, Nurul Hazreen Hanid, Mohd Fadzil Abdul Hanri, Chuzairy Hapsari, Ira Indawan Syahri Khairuddin, Nur Khairina Laily Nurlina Mahani Mokhtar Mella Triana Mohamad Rasol, Nur Izzah Atirah Noor Nasran, Nik Abdul Hadi Rini Susanti Sri Hastuti Noer Sriyanto Sriyanto Suhaimee, Nurul Rabiatul Adawiyah Wanda Nugroho Yanuarto Wanda Nugroho Yanuarto, Wanda Widyastuti Widyastuti Yuliarni