Garuda - Garba Rujukan Digital

MARGINAL REGION MATHEMATICS TEACHERS’ PERCEPTION OF USING ICT MEDIA Trisna Roy Pradipta; Krisna Satrio Perbowo; Afifah Nafis; Asih Miatun; Sue Johnston-Wilder
Jurnal Infinity Vol 10, No 1 (2021): VOLUME 10, NUMBER 1, INFINITY
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v10i1.p133-148

The article presents a marginal region mathematics teachers' perception of ICT as learning media and the type of ICT media used in mathematics classrooms. A survey was designed including two domains: the usability and the importance of ICT. A questionnaire was administered to 84 mathematics teachers in marginal regions. The respondents were chosen conveniently based on their accessibility and availability. About 50% of marginal region mathematics teachers do not use ICT in teaching. The most common media used is Microsoft Office software to present teaching materials from internet or digital sources. Using the Rasch model, the data show that mathematics teachers' perception of the usage and importance of ICT as a media of mathematics learning can be categorized as 'medium' level. Mathematics teachers in the marginal regions consider ICT as mathematics learning media to be fairly important.

PEMETAAN KEMAMPUAN PEMBUKTIAN MATEMATIS SEBAGAI PRASYARAT MATA KULIAH ANALISIS REAL MAHASISWA PENDIDIKAN MATEMATIKA Krisna Satrio Perbowo; Trisna Roy Pradipta
KALAMATIKA Jurnal Pendidikan Matematika Vol 2 No 1 (2017): KALAMATIKA April 2017
Publisher : FKIP Universitas Muhammadiyah Prof. DR. HAMKA

Masalah tentang kemampuan pembuktian matematis telah banyak dikaji oleh para ahli pendidikan matematika baik di dalam maupun di luar negeri. Studi pendahuluan ini untuk memetakan kemampuan pembuktian matematis mahasiswa yang sangat berperan penting dalam mempelajari mata kuliah Analisis Riil dan menganalisis learning obstacle yang dihadapi. Penelitian ini menggunakan pendekatan kualitatif yang lebih menekankan pada kajian interpretative namun dalam hal tertentu akan disajikan secara deskriptif kuantitatif. Data penelitian ini diperoleh melalui tes diagnostik terkait pembuktian matematik bentuk langsung, contrapositive, tidak langsung/ kontradiksi, dan counterexample. Subjek penelitian ini merupakan mahasiswa yang mengikuti mata kuliah Analisis Riil yang dipilih secara purposive sampling. Hasil penelitian ini menunjukkan bahwa: (1) kebanyakan mahasiswa tidak ingat tentang bentuk-bentuk pembuktian; (2) mahasiswa tidak mampu membuat pembuktian matematika bentuk kontrapositif dan kontradiksi; dan (3) dominan mahasiswa tidak mampu mengaplikasikan pembuktian bentuk counterexample. Salah satu faktor penyebab rendahnya kemampuan pembuktian matematis mahasiswa tersebut menurut hasil wawancara dengan mahasiswa, bahwa mereka lupa dan belum terbiasa dalam membuat pembuktian matematika dan belum banyak memahami tentang pembuktian matematika.

MARGINAL REGIONS MATHEMATICS TEACHERS’ PERCEPTION OF THE USE OF MANIPULATIVE TOOLS Krisna Satrio Perbowo; Dian Lestari; Syafika Ulfah; Rosida Rakhmawati
KALAMATIKA Jurnal Pendidikan Matematika Vol 6 No 2 (2021): KALAMATIKA November 2021
Publisher : FKIP Universitas Muhammadiyah Prof. DR. HAMKA

Manipulative tool is one of the learning media most likely to be used by teachers, including those in marginal regions. This study aimed to determine the perception of mathematics teachers in marginal regions toward using manipulative tools as learning media. This study used surveys designed with two domains: the use of manipulative tools as learning media and the importance of manipulative tools as learning media. The sample for this study comprised 81 teachers who were either currently teaching or had previously taught at the elementary, middle, and high school levels in marginal regions. This study found that the manipulative tools mostly used by mathematics teachers in marginal regions are objects obtained from the surrounding environment (used cans, paperboard, coins, rulers, stones, and sticks). This study revealed that the mathematics teacher's perception of manipulative tools as learning media and the importance of manipulative tools as learning media are generally in the medium category.

MARGINAL REGION MATHEMATICS TEACHERS' PERCEPTION OF USING ICT MEDIA Trisna Roy Pradipta; Krisna Satrio Perbowo; Afifah Nafis; Asih Miatun; Sue Johnston-Wilder
Jurnal Infinity Vol 10 No 1 (2021): VOLUME 10, NUMBER 1, INFINITY
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v10i1.p133-148

The article presents a marginal region mathematics teachers' perception of ICT as learning media and the type of ICT media used in mathematics classrooms. A survey was designed including two domains: the usability and the importance of ICT. A questionnaire was administered to 84 mathematics teachers in marginal regions. The respondents were chosen conveniently based on their accessibility and availability. About 50% of marginal region mathematics teachers do not use ICT in teaching. The most common media used is Microsoft Office software to present teaching materials from internet or digital sources. Using the Rasch model, the data show that mathematics teachers' perception of the usage and importance of ICT as a media of mathematics learning can be categorized as 'medium' level. Mathematics teachers in the marginal regions consider ICT as mathematics learning media to be fairly important.

The impact of digital learning on numeracy: A meta-analysis from the perspective of Indonesian education policy implementation Samsul Maarif; Rully Charitas Indra Prahmana; Krisna Satrio Perbowo
KALAMATIKA Jurnal Pendidikan Matematika Vol 11 No 1 (2026): KALAMATIKA April 2026
Publisher : FKIP Universitas Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/KALAMATIKA.vol11no1.2026pp47-75

Although various studies have discussed digital learning in mathematics education, to date there has been no comprehensive meta-analysis that systematically measures the impact of digital interventions on Indonesian students’ numeracy skills and their relationship to national education policies. This study presents a meta-analysis of 25 empirical studies involving 1,387 participants, aimed at measuring the effectiveness of digital learning in improving Indonesian students’ numeracy skills from 2015 to 2025The analysis shows an average effect size of 1.218, which is considered high, indicating that the integration of digital media has a significant impact on students’ conceptual understanding and numerical reasoning. The most effective digital interventions identified were the Wordwall application, educational TikTok content, and augmented reality flipbooks, which combine interactivity, visualization, and active student engagement. Overall, the meta-analysis confirms that digital media integration effectively improves students’ numeracy skills and aligns with the implementation of the Independent Curriculum and the Digital Education Transformation policy. However, the relevance of these findings should be reconsidered in light of ongoing policy changes and technological developments. Further research is needed to examine moderating variables such as gender, socioeconomic background, and the digital literacy of both teachers and students.

Students' Mathematical Problem-Solving Processes Across Self-Efficacy Levels in High School Jasmine Kaylla Gemilang; Krisna Satrio Perbowo
JURNAL PENDIDIKAN MATEMATIKA Vol. 10, No. 1: May 2026
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/kontinu.10.1.239-260

Mathematical problem-solving ability is an essential competency influenced by cognitive and affective factors, including self-efficacy. This study aims to analyze the characteristics of high school students' mathematical problem-solving ability across high, moderate, and low levels of self-efficacy. The research method used was a mixed-methods approach with a sequential explanatory design involving 108 eleventh-grade students at a high school in Indonesia. The research instruments included a self-efficacy questionnaire and a mathematical problem-solving test on SLETV material developed based on Polya's indicators. The results indicate a gradation of abilities aligned with self-efficacy levels. Students in the high category were able to systematically and flexibly manage all stages of Polya's model. Students in the moderate category began to encounter obstacles in completing algebraic manipulations, while those in the low category faced fundamental challenges from the modeling stage onward. A key finding revealed a common pattern across all levels: low metacognitive awareness regarding the "review" indicator. The conclusion of this study emphasizes the importance of synergy between strengthening psychological aspects and fostering the habit of self-evaluation in mathematics learning. Keywords: mathematical problem-solving, self-efficacy, polya stages

Title

Found 6 Documents
Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title Search

Found 6 Documents Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title

Found 6 Documents
Search