Article Per Year (5 Year)
p-Index From 2021 - 2026
2.47
P-Index
This Author published in this journals
All Journal International Journal of Evaluation and Research in Education (IJERE) AKSIOMA: Jurnal Program Studi Pendidikan Matematika Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Mosharafa: Jurnal Pendidikan Matematika Profesi Pendidikan Dasar Advance Sustainable Science, Engineering and Technology (ASSET) Jurnal Didaktik Matematika Pedagogy Review
Sharifah Osman
Universiti Teknologi Malaysia
Chemistry Computer Science & IT Control & Systems Engineering Education Electrical & Electronics Engineering Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Mathematics Other

Published : 13 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 13 Documents
Search

 1   2 
Design and Development of an Interactive Scouting Educational Game Using the MDLC Approach Achmad Buchori; Prasetio Zidan Cahya; Theodora Indriati Wardani; Nur Khoiri; Sharifah Osman
Advance Sustainable Science Engineering and Technology Vol. 7 No. 2 (2025): February-April
Publisher : Science and Technology Research Centre Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/z305gx28

Abstract

This research aims to develop an Android-based educational game that can increase students' understanding of the concept of solving. The development method used is the Multimedia Development Life Cycle (MDLC) with a heuristic approach. This heuristic approach involves a user-oriented design process, prioritizing ease of use and compatibility with scouting materials. This game is designed with an attractive and interactive appearance, and is equipped with games that are tailored to students' abilities. The trial results show that this educational game is effective in increasing students' understanding of the concept of fractions. A part from that, students also gave positive responses to the use of games as a learning medium. This year's Scout extracurricular is indeed a non-compulsory extracurricular but schools are obliged to organize scout extracurricular activities, in the current digital era, learning media applications and educational games are really needed in schools from elementary school to high school. Therefore, this research aims to apply the basics of scouting by using articulate storyline 3 software as a learning medium for students and can be implemented during the activity.
Teacher Interventions in Fostering Students’ Mathematical Understanding of Algebraic Expressions: An Analysis Based on Pirie Kieren Theory Harfin Lanya; Susiswo Susiswo; Moh. Zayyadi; Sharifah Osman
Pedagogy Review Vol 5, No 3 (2026): Pedagogy Review
Publisher : Institute of Multidisciplinary Research and Community Service

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61436/pedrev/v5i3.pp485-500

Abstract

Teacher intervention is an action taken by teachers to guide students in reviewing their understanding. Comprehensive teacher intervention helps improve students’ mathematical understanding by providing appropriate support throughout the learning process. This study aims to describe teacher intervention in mathematics learning on algebraic expressions. This study employed a descriptive qualitative research design involving eight mathematics teachers from eight junior high schools in Pamekasan during the preliminary observation. Based on the initial observations, three teachers were selected as the research participants. The study was conducted over three months. Data were collected through classroom observations, documentation, and transcripts of mathematics lessons. Data were analyzed using the Pirie–Kieren theory, with its eight layers of understanding serving as the analytical framework for examining teacher intervention. The findings show that the teachers primarily used convergent and probing follow-up questions to explore students’ thinking. These interventions mainly supported students’ understanding at the Structuring layer, where students began reorganizing their mathematical knowledge more systematically. However, interventions that facilitated students’ progression to higher levels of understanding, particularly the Inventising layer, were not identified during the observed lessons. These findings indicate that teacher interventions remained focused on strengthening procedural and structural understanding rather than fostering students’ ability to construct new mathematical ideas independently. Therefore, more varied, exploratory, reflective, and conceptually oriented interventions are needed to promote deeper mathematical understanding. The findings also highlight the importance of professional development programs that support teachers in designing learning environments that encourage reasoning, justification, and mathematical generalization, as well as sustained reflective teaching practices to continuously improve the quality of mathematics instruction. Keywords: Teacher intervention, Algebraic expression, Mathematical understanding.
Interactive Learning Media With Augmented Reality (AR) Geogebra for Teaching Geometry in Elementary School Achmad Buchori; Joko Sulianto; Sharifah Osman
Profesi Pendidikan Dasar Vol. 10, No. 3, December 2023
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ppd.v10i3.4469

Abstract

In Semarang's elementary maths education, augmented reality (AR) and three-dimensional tech are underused in geometry instruction. These technologies promise an engaging and interactive presentation of three-dimensional objects. Presently, educators are confined to traditional tools like PowerPoint, providing a less immersive learning experience. This study addresses this gap with AR Geogebra, a tailored interactive tool for geometry instruction. Developed using the ADDIE model, the study involved fifty fifth-semester university students. Notably, material and media validation scored 90%, deeming it "extremely valid." Practicability, assessed by the experimental class and subject teacher, reached 90%, indicating high practicability. Post-test results showed an N-gain of 0.39 for the exposed group, surpassing the control group's 0.02. In conclusion, AR Geogebra proves an effective pedagogical approach for geometry instruction in elementary maths education.
Co-Authors Abdul Halim Abdullah Abdur Rahman As’ari Achmad Buchori Achmad Buchori Afni Nur Rosyidah Agustiani Putri Chuzairy Hanri Dian Kurniati Didik Sugeng Pambudi Dina Prasetyowati Dinawati Trapsilasiwi Dwi Ivayana Sari F.X. Didik Purwosetiyono Farida Nursyahidah Harfin Lanya, Harfin Hasan Basri Hisyam Ihsan Hobri Intan Dwi Hastuti Joko Sulianto . . Mela Agustina Milawati Milawati Mohd Salleh Abu Muhammad Abd Hadi Bunyamin Muhammad Ammar Naufal Norulhuda Ismail Nur Khoiri Nurcholif Diah Sri Lestari Nurul Shida Percy Sepeng Prasetio Zidan Cahya Purwanto Purwanto Randi Pratama Murtikusuma Rondiyah Rondiyah Sayed Abdul Aziz Ahmady Falah Susiswo Sutarto Sutarto Theodora Indriati Wardani Tri Widyasari Untu, Zainuddin Untu Zayyadi, Moh