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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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Epistemic Obstacles in Real Analysis: Newman’s Error Analysis of Prospective Mathematics Teachers' Theorem Proving Syamsuadi, Ahmad; Nasrun, Nasrun; Baharullah, Baharullah; Mukhlis, Mukhlis; Kaharuddin, Andi; Akomodi, Joseph Ozigis
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.
Smartboard-Mediated CSCL Scripts to Improve Oral Communication in Eastern Indonesia: A Quasi-Experimental Study Kaharuddin; Sitti Hajar; Zul Fadhli Al Alim; Kaharuddin, Andi; Tulak, Topanus; Susilo , Ganjar; Pradhan , Devasis
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.v5i2.263

Abstract

Purpose – This study aims to challenge the "hardware fallacy" by investigating how a structured Computer-Supported Collaborative Learning (CSCL) intervention can mediate smartboard affordances to enhance oral communication skills among junior high school students in Eastern Indonesia, a context characterized by teacher-centered instruction and student speaking anxiety. Design – A quasi-experimental non-equivalent control group design was employed with 64 eighth-grade students from two intact classes (n = 32 each) assigned to conditions; analyses treated students as individuals. The control group (n=32) used smartboards for teacher-centered presentations, while the experimental group (n=32) participated in an eight-week CSCL intervention involving collaborative sorting, visual debate mapping, and interactive presentation tasks. Oral communication performance was assessed using a validated analytic rubric with excellent inter-rater reliability (ICC = .87). Findings – ANCOVA revealed a statistically significant effect of the intervention on post-test communication scores F (1,61) = 109.65, p < .001, partial η² = .642), with the most pronounced gains in communicative confidence (partial η² = .712). Qualitative observations showed 88% of experimental students physically interacting with the smartboard, with a recurrent pattern of non-verbal manipulation preceding verbal justification, indicating cognitive offloading. Research implications – The quasi-experimental design and single-school setting limit generalizability, and the 8-week duration cannot confirm long-term sustainability. However, findings provide empirical evidence for the necessity of pedagogical redesign alongside technology investment to bridge the second-level digital divide. Originality – This study advances CSCL research by specifying mechanisms (shared visual anchoring, embodied offloading) through which smartboard affordances are pedagogically engineered to address cultural barriers in under-resourced Southeast Asian classrooms, offering a replicable intervention model for similar contexts. Replication materials are available in the online supplement.
Exploring Low Reading Interest and Digital Literacy among Indonesian Pre-service Teachers: A Single-Case Study at a Private University in South Sulawesi Tangkearung, Sefrin Siang; Tulak, Topanus; Kaharuddin, Andi; SMBM, Arshad
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 Astutik, Heny Sri; Kaharuddin, Andi; Salmawati; Murniati; Kahar, Muh Jusri; Pasongli, Hernita
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.
Co-Authors Akomodi, Joseph Ozigis Asra Asri Nova Rama Astutik, Heny Sri Baharullah BIMA BIMA, BIMA Dani, Ryan Fatimah Fatimah Fitriani Fitriani García García, Javier Gupta, Vishal Hajeniati, Nining Hasmirawati Injar Hasmirawati Injar L Hendrik Hermanto Hernita Pasongli Herwandi Herwandi Herwandi Sape Irma Magfirah, Irma Kaharuddin Kaharuddin Likarni Liasambu M Fadli Mahmudin, Said Kamil Moh Jusri Kahar Mukhlis Mukhlis Murniati Mytra, Prima Nasrun Nasrun Nining Hajeniati Nining Hajeniati Nining Hajeniati Nurfaidah Syam Nurfaidah Syam Pradhan , Devasis Putu Ayu Suyastini Ramli Ramlin Ramlin Rezky Agung H Salmawati Salmawati Salmawati Salmawati Sartika Arifin Sefrin Siang Tangkearung Sitti Hajar SMBM, Arshad Sukmawati Sukmawati Susilo , Ganjar Syahrir, Nasrun Syamsuadi, Ahmad Topanus Tulak Tri Haryani Trisniawati Umar Umar Umar Umar Yulismayanti, Yulismayanti Yundari, Yundari Yusrianto Yusrianto Yusriyanto Y Yusryanto Yusryanto Zul Fadhli Al Alim