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All Journal Ta'lim MATEMATIKA DAN PEMBELAJARAN
Yusran Fauzi
Fakultas Tarbiyah dan Keguruan IAIN Antasari Banjarmasin
Computer Science & IT Decision Sciences, Operations Research & Management Education Environmental Science Mathematics

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Belajar merupakan suatu cara seseorang untuk memperoleh ilmu. Tak terkecuali untuk memperoleh pengetahuan tentang konsep matematika. Untuk memahami suatu konsep matematika yang bersifat abstrak tidaklah mudah sehingga perlu diajarkan dari hal-hal yang kon Fauzi, Yusran
Talim Vol 4, No 1 (2014)
Publisher : Talim

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Abstract

Belajar merupakan suatu cara seseorang untuk memperoleh ilmu. Tak terkecuali untuk memperoleh pengetahuan tentang konsep matematika. Untuk memahami suatu konsep matematika yang bersifat abstrak tidaklah mudah sehingga perlu diajarkan dari hal-hal yang konkrit menuju ke konsep yang abstrak tersebut.Suatu konsep lebih mendalam dipahami bila didasarkan pada pengalaman belajar siswa itu sendiri. Dienes yang merupakan salah satu ahli psikologi pendidikan menawarkan sejumlah perangkat belajar matematika berupa Multibase Arithmatics (MAB), Arithmatics Experience Materials (AEM), Dienes Balance, dan Logical Block.Dalam proses pembelajaran harus memperhatikan prinsip dinamik, konstruktivis, variability matematics, dan variability perseptual.Untuk mencapai penanaman suatu konsep matematika maka diperlukan tahapan-tahapan belajar dari hal-hal yang sederhana kepada hal-hal yang kompleks. Tahapan tersebut meliputi: (1) permainan bebas, (2) permainan dengan aturan, (3) permainan kesamaan sifat, (4) representasi, (5) simbolisasi, (6) formalisasi.
TPACK AND ACADEMIC SUCCESS: A PLS-SEM STUDY IN INDONESIAN ISLAMIC UNIVERSITIES Assidiqi, Hasby; Fauzi, Yusran; Zahrah
MATEMATIKA DAN PEMBELAJARAN Vol. 13 No. 2 (2025): MATEMATIKA DAN PEMBELAJARAN
Publisher : IAIN Ambon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33477/mp.v13i2.11724

Abstract

This study aims to analyse the influence of Technological Pedagogical Content Knowledge (TPACK) competence on the academic success of prospective mathematics teacher students at the State Islamic University of Antasari Banjarmasin. The research involved 70 students who had participated in Field Introduction Practice and were selected through purposive sampling. An explanatory quantitative approach was applied, employing Partial Least Squares Structural Equation Modelling (PLS-SEM) as the analysis technique. The findings indicate that TPACK competence has a positive and significant effect on students’ Cumulative Grade Point Average, although the effect size is relatively modest. In addition, the indirect effects of Pedagogical Content Knowledge (PCK) and Technological Pedagogical Knowledge (TPK) on GPA, mediated by TPACK, were also significant. These results demonstrate that the integration of content, pedagogy, and technology can improve teaching effectiveness and enhance student academic achievement. The conclusion highlights the importance of developing practice-based teacher education curricula grounded in integrative reflection to strengthen TPACK competence.
Co-Authors Hasby Assidiqi Zahrah