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All Journal Jurnal Keteknikan Pertanian Jurnal Teknologi Pertanian Jurnal Elemen JRPM (Jurnal Review Pembelajaran Matematika) Adi Widya : Jurnal Pengabdian Masyarakat AGROTECH : JURNAL ILMIAH TEKNOLOGI PERTANIAN Jurnal Ilmiah Padma Sri Kreshna Jurnal PEKA (Pendidikan Matematika) Jurnal Pendidikan Matematika Indonesian Journal of Mathematics Education Hipotenusa: Journal of Mathematical Society Journal on Mathematics Education Media Pendidikan Matematika
Masrukan Masrukan
Universitas Widya Mataram
Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Computer Science & IT Education Environmental Science Mathematics Social Sciences Other

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Mathematics Learning Media to Enhance Students’ Mathematical Literacy Annisa Aurelia Salsabila; Masrukan; Zaenuri; Walid
Media Pendidikan Matematika Vol. 13 No. 2 (2025): J-MPM
Publisher : Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/mpm.v13i2.18490

Abstract

Mathematical ability is considered essential and plays a significant role in helping students solve problems in their daily lives. One important component of mathematical ability is mathematical literacy, which refers to an individual's capacity to formulate, use, and interpret mathematics in various real-world contexts. However, many students still struggle to apply mathematical concepts to everyday situations. Therefore, a learning approach that enhances students’ mathematical literacy is needed, including the use of appropriate learning media. This study employed a systematic literature review of experimental and developmental studies to examine mathematics learning media that enhance students’ mathematical literacy. The reviewed literature consisted of national and international journal articles indexed in SINTA and Scopus, published between 2015 and 2025, with students as the research subjects. The results of this study indicate that learning media such as Virtual Mathematics Kits, GeoGebra, Wingeom, Scratch, Wordwall, Kahoot, e-modules, e-LKPD, mathematics comics, Math City Map, and the selection of appropriate learning models are consistently effective in improving students’ mathematical literacy. Digital and interactive media enhance mathematical literacy through visualization, interactivity, and dynamic exploration of mathematical concepts, while contextual and non-digital media strengthen students’ abilities to formulate, employ, and interpret mathematics through real-life problem-solving and meaningful learning experiences across educational levels.
Assessing the Competence of Prospective Mathematics Teachers in Technology-Enhanced Differentiated Instruction for Inductive Learning Wulandari, Enika; YL Sukestiyarno; Scolastika Mariani; Masrukan
Hipotenusa: Journal of Mathematical Society Vol. 7 No. 2 (2025): Hipotenusa: Journal of Mathematical Society
Publisher : Program Studi Tadris Matematika Universitas Islam Negeri (UIN) Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/hipotenusa.v7i2.5477

Abstract

The demands of 21st-century pedagogical competencies necessitate that Prospective Mathematics Teachers (PMTs) be proficient in the integrated application of technology and differentiation. This study aims to assess the competence of PMTs in implementing technology-enhanced differentiated instruction within an inductive learning framework, evaluated through seven key elements referencing the frameworks of Prince & Felder and Tomlinson. Utilizing a descriptive qualitative approach, this study analyzed in-depth peer teaching video recordings from the entire cohort of 15 students in a mathematics education program. The novelty of this research lies in its focus on the integrated operationalization of these three complex pedagogical elements. Data analysis was conducted rigorously using the interactive model of Miles, Huberman, and Saldana, supported by source triangulation to ensure the credibility of the findings. The results indicate that PMTs achieved high competence in inductive learning and differentiation (implemented by 93%–100% of PMTs). However, the implementation of technology-enhanced learning showed significant variance, being adequately achieved by only 67% of PMTs. It is concluded that while PMT training is robust in instructional design and differentiation strategies, the integration of technological tools requires further optimization and focused development to meet the demands of 21st-century skills.
Co-Authors Adi Nur Cahyono Ahmad Arifuddin Ahmad Thoriq Alifah Irmawati Ambar Rukmini Annisa Aurelia Salsabila Arief Agoestanto Ary Woro Kurniasih Auliya, Ika Fathya Diva Azizia, Ananda Jullailatul Bahri Bambang Eko Susilo Bertina, Bernadeta Wiska Pramestia Cahya, Nabella Dwi Darmawan Hidayat Darmawan, Eman Drupadi Ciptaningtyas Dyah Titin Laswati Fahmi Rafika Perdana Fahrizi, Ahmad Luthfi Fiersta, Nissa Clara Firsta, Nissa Clara Gorotomole, M. Alamin Halim, Mansyur Ali Idra Faudu, Muhammad Iqbal Kharisudin Ismail Maskromo Isnarto Iwan Junaedi Jablonski, Simone Khumairo, Siti Latifatul Kristiana Sri Utami Kuntjahjawati SAR Lahudi, Hafid Bin Ludwig, Matthias Maulana, Bagus Surya Muhammad Achirul Nanda Mulyono Munahefi, Detalia Noriza Ndruru, Yuliana Nereroan, Yuliana Nur Purwandhani, Siti Nursari, Elisa Tri Oehler, Deng-Xin Ken Opsa Lena Pamungkas, Mieko Taqwa Pratopo, Lukito Hasta Purwadi, Dani Radika Widiatmaka Regilia, Dety Rukmi, Kuntjahjawati Susilo Adi SAR, Kuntjahjawati Scolastika Mariani Setyani, Arie Sri Lestari Harjanta Syarif Hakim, Isna Tunnisa, Fitra Umar Santoso Walid Wulandari, Enika YL Sukestiyarno Zaenuri