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All Journal Jurnal Karya Pendidikan Matematika Jurnal Daya Matematis Madrasah: Jurnal Pendidikan dan Pembelajaran Dasar PYTHAGORAS: Jurnal Program Studi Pendidikan Matematika Al-Jabar : Jurnal Pendidikan Matematika Taman Cendekia : Jurnal Pendidikan Ke-SD-an Muallimuna : Jurnal Madrasah Ibtidaiyah Jurnal Kiprah Jurnal Pendidikan Matematika Raflesia COLLASE (Creative of Learning Students Elementary Education) Indonesian Journal of Instructional Media and Model Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Jurnal Warta Desa (JWD) Elementary Journal : Jurnal Pendidikan Guru Sekolah Dasar Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram DIALEKTIKA: Jurnal Ilmiah Pendidikan Bahasa, Sastra, dan Matematika Publikasi Ilmiah Bidang Pengabdian Kepada Masyarakat (SIKEMAS) Innovative: Journal Of Social Science Research International Journal of Trends in Mathematics Education Research (IJTMER) Information Technology Education Journal Jurnal Pendidik Indonesia Nanggroe: Journal of Scholarly Service AL JABAR: Jurnal Pendidikan dan Pembelajaran Matematika International Journal of Educational Best Practices Journal of Mathematical Pedagogy (JOMP) Jurnal Pendidikan dan Pembelajaran Sains Indonesian Journal on Learning and Advanced Education (IJOLAE)
Andi Kaharuddin
Universitad Lakidende Unaaha
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Earth & Planetary Sciences Education Electrical & Electronics Engineering Energy Engineering Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Physics Public Health Social Sciences Other

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Exploring Low Reading Interest and Digital Literacy among Indonesian Pre-service Teachers: A Single-Case Study at a Private University in South Sulawesi Sefrin Siang Tangkearung; Topanus Tulak; Andi Kaharuddin; Arshad SMBM
Information Technology Education Journal Vol. 5, No. 2, May (2026)
Publisher : Jurusan Teknik Informatika dan Komputer

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59562/intec.v5i2.262

Abstract

Purpose – This study qualitatively investigates the causes of low reading interest among pre-service primary teachers at a private university in Indonesia and analyzes its implications for their digital literacy. Given the critical role of teachers in fostering literacy, understanding this issue is essential for developing effective educators. Design – Employing a single-case study design, data were collected through in-depth interviews, non-participant observations, and documentation with 12 pre-service teachers. Thematic analysis was used to identify patterns in participants' lived experiences. Findings – Results indicate that reading interest is primarily instrumental, driven by assignment completion rather than curiosity. Identified causes include low intrinsic motivation, a lack of supportive academic culture, and pervasive digital distractions. Consequently, this leads to passive technology use and weak critical filtering skills, evidenced by students' difficulty in evaluating source credibility and a tendency to prioritize superficial online content over in-depth analysis. Research Implications – As a single-site case study, the findings on academic culture may not be generalizable to all institutions. The study relies on self-reported data, which introduces potential for social desirability bias. Originality – The study concludes that effective digital literacy requires a strong foundation in conventional deep reading, necessitating an integrated literacy ecosystem in teacher education institutions. It offers a nuanced understanding of the mechanisms linking instrumental reading to poor digital outcomes.
Validation of a Blended Mathematics Learning Readiness Instrument Based on Offline Delivery in Remote Areas Heny Sri Astutik; Andi Kaharuddin; Salmawati; Murniati; Muh Jusri Kahar; Hernita Pasongli
Information Technology Education Journal Vol. 5, No. 2, May (2026)
Publisher : Jurusan Teknik Informatika dan Komputer

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59562/intec.v5i2.265

Abstract

Purpose – This study aimed to develop and validate an instrument assessing student readiness for offline-supported blended mathematics learning, addressing a critical measurement gap in Indonesia's disadvantaged, frontier, and outermost (3T) regions like Southwest Papua. Design – Employing a sequential exploratory psychometric design, we addressed the internet-dependency of existing instruments. An initial 40-item pool, adapted from the Online Learning Readiness Scale for offline contexts, was refined to 30 items. Content validity was established via two expert review rounds (N=3) using NVivo 14 thematic analysis and Gregory's index. Construct validity was examined through Exploratory Factor Analysis (EFA) with 150 mathematics students, alongside Cronbach's Alpha for reliability. Findings – Content validity (Gregory's index) improved from 0.60 to 0.88. EFA established a five-factor structure for the 30 items, explaining 68.4% of the total variance: (1) Learning Independence with Local Resources (α=0.89), (2) Offline Technical Literacy (α=0.87), (3) Adaptation to Infrastructure Limitations (α=0.82), (4) Mathematics Self-Efficacy with Offline Media (α=0.91), and (5) Learning Motivation in Digital Isolation (α=0.79). Overall reliability was α=0.93. Implications – The instrument provides a valid, reliable tool for diagnosis and interventions in underserved regions. Limitations regarding geographic specificity, sample size, and unexamined criterion validity suggest directions for future cross-context validation and longitudinal studies. Originality – By introducing "Adaptation to Infrastructure Limitations" as a novel dimension, this study reconceptualizes learning readiness for connectivity-deprived contexts, offering educators and policymakers an evidence-based tool to promote educational equity.
Epistemic Obstacles in Real Analysis: Newman’s Error Analysis of Prospective Mathematics Teachers' Theorem Proving Ahmad Syamsuadi; Nasrun Nasrun; Baharullah Baharullah; Mukhlis Mukhlis; Andi Kaharuddin; Joseph Ozigis Akomodi
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol. 14 No. 2: April 2026
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v14i2.19323

Abstract

Real Analysis is often a gatekeeper course in mathematics education, marking the difficult transition from computational calculus to formal axiomatic proof. Prospective mathematics teachers frequently struggle to construct rigorous proofs, even for fundamental properties. This study employs Newman's Error Analysis (NEA) to analyze the epistemological obstacles underlying these struggles. This descriptive qualitative case study involved 15 fifth-semester undergraduates at Universitas Muhammadiyah Makassar who completed a diagnostic proof test on field properties. Analysis of student work revealed that none made errors at the 'Reading' stage. Instead, errors clustered at higher cognitive stages: 3 students exhibited Comprehension errors, 5 made Transformation errors, 4 showed Process Skills errors, and 3 made Encoding errors. From this cohort, four subjects, each exemplifying one of these non-reading error types, were selected for in-depth semi-structured interviews. The findings indicate a hierarchical breakdown in proof construction specifically for the theorem: "If a ≠ 0 and a ∈ ℝ, prove that  ≠ 0." Students either failed to translate verbal understanding into explicit premises (Comprehension), could not operationalize an indirect proof strategy (Transformation), neglected to justify algebraic steps with axioms (Process Skills), or omitted formal concluding statements (Encoding). The study concludes that errors often perceived as "carelessness" can be symptoms of deeper epistemological obstacles, such as viewing proof as a computational ritual rather than a formal, communicative argument. These findings underscore the need for explicit instruction on proof mechanics and structure, even when students possess correct mathematical intuition.
Epistemic Obstacles in Real Analysis: Newman’s Error Analysis of Prospective Mathematics Teachers' Theorem Proving Ahmad Syamsuadi; Nasrun Nasrun; Baharullah Baharullah; Mukhlis Mukhlis; Andi Kaharuddin; Joseph Ozigis Akomodi
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol. 14 No. 2: April 2026
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v14i2.19323

Abstract

Real Analysis is often a gatekeeper course in mathematics education, marking the difficult transition from computational calculus to formal axiomatic proof. Prospective mathematics teachers frequently struggle to construct rigorous proofs, even for fundamental properties. This study employs Newman's Error Analysis (NEA) to analyze the epistemological obstacles underlying these struggles. This descriptive qualitative case study involved 15 fifth-semester undergraduates at Universitas Muhammadiyah Makassar who completed a diagnostic proof test on field properties. Analysis of student work revealed that none made errors at the 'Reading' stage. Instead, errors clustered at higher cognitive stages: 3 students exhibited Comprehension errors, 5 made Transformation errors, 4 showed Process Skills errors, and 3 made Encoding errors. From this cohort, four subjects, each exemplifying one of these non-reading error types, were selected for in-depth semi-structured interviews. The findings indicate a hierarchical breakdown in proof construction specifically for the theorem: "If a ≠ 0 and a ∈ ℝ, prove that  ≠ 0." Students either failed to translate verbal understanding into explicit premises (Comprehension), could not operationalize an indirect proof strategy (Transformation), neglected to justify algebraic steps with axioms (Process Skills), or omitted formal concluding statements (Encoding). The study concludes that errors often perceived as "carelessness" can be symptoms of deeper epistemological obstacles, such as viewing proof as a computational ritual rather than a formal, communicative argument. These findings underscore the need for explicit instruction on proof mechanics and structure, even when students possess correct mathematical intuition.
Teacher Technological Pedagogical Content Knowledge and Skills (TPCK-S) and Student Cognitive Agency: Determinants of Deep Learning Outcomes in Immersive Geometry Instruction Salmawati; Andi Kaharuddin; Nurfaidah Syam; Vishal Gupta
Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran Vol. 12 No. 1 (2026): March
Publisher : LPPM Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v12i1.19264

Abstract

This study aims to investigates the determinants of student success in hologram-enhanced geometry classrooms by examining the mediating role of teachers' Technological Pedagogical Content Knowledge and Skills (TPCK-S). Employing a Sequential Explanatory Mixed-Methods Design, this research analyzed data from 12 secondary mathematics teachers (purposively sampled) and 248 Grade 8 students from four public schools implementing the national 'Kurikulum Merdeka' in a provincial capital city in Indonesia. Quantitative analysis utilizing Spearman’s rank-order correlation revealed a robust positive revealed a robust positive relationship (r = 0.78, p = 0.002) between teacher performative skills and student deep learning achievement. To explain this statistical link, a qualitative phase involving classroom observations and semi-structured interviews was conducted with four teachers selected through extreme case sampling. The findings illuminate a "Flywheel Mechanism," demonstrating that high-TPCK-S teachers act as "Pedagogical Orchestrators" who effectively transfer "Cognitive Agency" to students. This agency characterized by student-led hypothesis testing and spatial reasoning is identified as the primary driver of deep conceptual understanding. Conversely, low TPCK-S results in passive student observation. These results suggest that educational development must shift focus from mere technology procurement to the cultivation of teachers' orchestration skills.
Co-Authors Arshad SMBM Asra Asri Nova Rama Baharullah BIMA BIMA, BIMA Dani, Ryan Devasis Pradhan Fatimah Fatimah Fitriani Fitriani Ganjar Susilo García García, Javier Hajeniati, Nining Hasmirawati Injar Hasmirawati Injar L Hendrik Heny Sri Astutik Hermanto Hernita Pasongli Herwandi Herwandi Herwandi Sape Irma Magfirah, Irma Joseph Ozigis Akomodi Kaharuddin Likarni Liasambu M Fadli Mahmudin, Said Kamil Muh Jusri Kahar Mukhlis Mukhlis Murniati Mytra, Prima Nasrun Nasrun Nining Hajeniati Nining Hajeniati Nining Hajeniati Nurfaidah Syam Nurfaidah Syam Putu Ayu Suyastini Ramli Ramlin Ramlin Rezky Agung H Salmawati Salmawati Salmawati Salmawati Salmawati Sartika Arifin Sefrin Siang Tangkearung Sitti Hajar Sukmawati Sukmawati Syahrir, Nasrun Topanus Tulak Tri Haryani Trisniawati Umar Umar Umar Umar Vishal Gupta Yulismayanti, Yulismayanti Yundari, Yundari Yusrianto Yusrianto Yusriyanto Y Yusryanto Yusryanto Zul Fadhli Al Alim