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Nanang Priatna

Universitas Pendidikan Indonesia

Author-ID : 347073

Agriculture, Biological Sciences & Forestry Humanities Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Physics Social Sciences Other

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Investigating Prospective Teachers' Mathematical Technology Understanding Within the TPACK Framework Adirakasiwi, Alpha; Priatna, Nanang; Fatimah, Siti
Kreano, Jurnal Matematika Kreatif-Inovatif Vol. 16 No. 2 (2025): Kreano, Jurnal Matematika Kreatif-Inovatif
Publisher : UNNES JOURNAL

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/kreano.v16i2.5934

Prospective teachers' understanding of the use of technology in mathematics learning through the TPACK framework. With technology becoming increasingly important in education, a strong understanding of TPACK is crucial for prospective teachers to design effective learning experiences. This study aims to investigate prospective teachers' understanding of the TPACK framework. This study is a qualitative research that used a single case design to investigate prospective teachers' understanding in the TPACK framework and involved teachers N=6 from mathematics education at Singaperbangsa University in Karawang. Three types of data were collected over 4 weeks, namely weekly observations, descriptions of progress reports, and lesson designs developed. The results of this study showed that most of the pre-service teachers had a limited understanding of technology integration in mathematics teaching. They tended to focus on the use of technology without paying attention to relevant mathematical contexts or effective pedagogical strategies. However, some pre-service teachers showed a better understanding of how technology can be used to support meaningful mathematics learning. The finding of this study is the need to develop training programs that strengthen pre-service teachers' TPACK skills, including integrated practical experiences and reflective learning on the use of technology in mathematics contexts. Through this research, it is expected that prospective teachers can deepen their understanding of how to integrate technology when they teach by considering aspects of content, pedagogy, and technology holistically in accordance with the TPACK Framework. The implication of this finding is the need for training programs in developing prospective teachers' TPACK competencies. Abstrak Pemahaman calon guru tentang penggunaan teknologi dalam pembelajaran matematika melalui kerangka TPACK. Dengan teknologi menjadi semakin penting dalam pendidikan. Pemahaman yang kuat tentang TPACK menjadi krusial bagi calon guru untuk merancang pengalaman belajar yang efektif. Penelitian ini bertujuan untuk menyelidiki pemahaman calon guru dalam kerangka TPACK. Penelitian ini merupakan penelitian kualitatif yang menggunakan desain kasus tunggal untuk menyelidiki pemahaman calon guru dalam kerangka TPACK dan melibatkan guru (N = 6) dari Pendidikan matematika di universitas singaperbangsa karawang. Tiga jenis data dikumpulkan selama 4 minggu, yaitu observasi mingguan, deskripsi laporan kemajuan, dan desain pembelajaran yang dikembangkan. Hasil dari penelitian ini menunjukkan bahwa sebagian besar calon guru memiliki pemahaman yang terbatas tentang integrasi teknologi dalam pengajaran matematika. Calon guru cenderung fokus pada penggunaan teknologi tanpa memperhatikan konteks matematika yang relevan atau strategi pedagogis yang efektif. Namun, beberapa calon guru menunjukkan pemahaman yang lebih baik tentang bagaimana teknologi dapat digunakan untuk mendukung pembelajaran matematika yang bermakna. Melalui penelitian ini, diharapkan calon guru dapat memperdalam pemahaman terkait bagaimana mengintegrasikan teknologi pada saat mereka mengajar dengan mempertimbangkan aspek konten, pedagogi, dan teknologi secara holistic sesuai dengan Framework TPACK. Implikasi dari temuan ini perlunya program pelatihan dalam mengembangkan kompetensi TPACK calon guru.

KEMAMPUAN BERPIKIR ALJABAR SISWA SMA DALAM MODEL DISCOVERY LEARNING Rivani Adistia Dewi; Nanang Priatna; Turmudi Turmudi
EDU-MAT: Jurnal Pendidikan Matematika Vol 13, No 1 (2025)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/edumat.v13i1.21119

Penelitian ini bertujuan untuk menganalisis kemampuan berpikir aljabar siswa SMA dengan model discovery learning. Indikator kemampuan berpikir aljabar yang digunakan yaitu generalisasi, abstraksi, berpikir dinamis, berpikir analitik, pengorganisasian, dan pemodelan. Penelitian ini menggunakan metode deskriptif dengan pendekatan kualitatif. Subjek penelitian terdiri dari 17 kelas X-2 SMA Plus Ulumul Quran Al Mustofa yang telah mengikuti pembelajaran dengan model discovery learning dan mengerjakan tes kemampuan berpikir aljabar. Dari 17 siswa, dipilih satu siswa dengan perolehan nilai tertinggi, satu siswa dengan perolehan nilai di sekitar rata-rata, dan satu siswa dengan perolehan nilai terendah. Data penelitian diperoleh dari hasil tes dan wawancara yang dianalisis dengan teknik kategorisasi, reduksi, penyajian, interpretasi, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa siswa dengan perolehan nilai tertinggi memenuhi hampir semua indikator kemampuan berpikir aljabar, kecuali berpikir analitik. Siswa dengan perolehan nilai di sekitar rata-rata memenuhi indikator generalisasi dan berpikir dinamis dalam kemampuan berpikir aljabar. Sedangkan siswa dengan perolehan nilai terendah hanya memenuhi indikator generalisasi dalam kemampuan berpikir aljabar. Temuan ini menunjukkan bahwa proses pembelajaran berpengaruh terhadap kemampuan berpikir aljabar siswa, sehingga guru disarankan untuk bisa menerapkan model pembelajaran yang tepat untuk melatih dan mengembangkan kemampuan berpikir aljabar siswa. Kata kunci: berpikir aljabar, discovery learning, generalisasi Abstract: This study aimed to analyze the algebraic thinking ability of high school students by implementing the discovery learning model. The indicators used to assess algebraic thinking ability include generalization, abstraction, dynamic thinking, analytical thinking, organizing, and modeling. The study employed a descriptive method with a qualitative approach. The subjects were 17 students from class X-2 at SMA Plus Ulumul Quran Al Mustofa who had undergone learning using a discovery learning model and completed a test on algebraic thinking ability. Three students were selected: one student with the highest score, one with a score around the average, and one with the lowest score. The data were collected through tests and interviews and then analyzed using categorization, reduction, presentation, interpretation, and conclusion-drawing techniques. The results showed that the student with the highest score can implement almost all indicators of algebraic thinking ability except analytical thinking. Students with scores around the average are able to implement generalization and dynamic thinking indicators in algebraic thinking ability. Students with the lowest scores are able to implement generalization indicators in algebraic thinking ability. These findings suggest that the learning process significantly influences students' algebraic thinking ability, so teachers should apply the right learning model to develop students' algebraic thinking ability. Keywords: algebraic thinking, discovery learning, generalization

How to construct theorems of parallelism condition? A study of learning obstacles and GeoGebra-based didactical design Herizal; Priatna, Nanang; Prabawanto, Sufyani; Jupri, Al
Journal on Mathematics Education Vol. 17 No. 1 (2026): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.v17i1.pp277-298

In Euclidean geometry, parallelism constitutes a foundational concept from which numerous geometric ideas are derived. Despite its fundamental role in geometry and its importance in developing deductive and logical reasoning, research on the concept of parallelism—particularly concerning students’ learning obstacles and corresponding didactical approaches—remains limited, especially in higher education contexts. This study investigates the construction of theorems related to parallelism conditions by examining learning obstacles and implementing a GeoGebra-based didactical design within the framework of the Theory of Didactical Situations. Employing a qualitative approach with a phenomenological hermeneutic design, the study involved 64 undergraduate students from the Mathematics Education Department of a public university in Aceh, Indonesia, to identify the learning obstacles, and 35 students who participated in the implementation of the designed instructional intervention. Data were collected through document analysis, interviews, classroom observations, and audio–video recordings. The data analysis followed the three stages proposed by Miles and Huberman: data reduction, data display, and conclusion drawing. The findings revealed that students’ understanding of the theorems concerning parallelism conditions was impeded by three primary types of learning obstacles: epistemological, didactical, and ontogenic. To address these challenges, a GeoGebra-based didactical design was developed and implemented. The results demonstrated that this design effectively mitigated the identified obstacles and facilitated students’ construction of the theorems of parallelism conditions. Furthermore, the implementation appeared to foster a gradual shift in students’ learning orientation from procedural toward conceptual understanding, although this transition was not entirely uniform. Finally, the study highlights the pedagogical significance of integrating didactical situation theory into the learning process and employing dynamic visualization tools such as GeoGebra to support the transition from empirical to deductive mathematical reasoning.

Mathematical Communication Skills and Mathematical Curiosity Students with intellectual disabilities: Bibliometric analysis Arif Muchyidin; Nanang Priatna; Nurjanah Nurjanah
EduMa: Mathematics education learning and teaching Vol. 13 No. 2 (2024)
Publisher : Jurusan Tadris Matematika UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eduma.v13i2.18438

This research aims to conduct a bibliometric analysis of the literature on mathematical communication abilities in children with intellectual disabilities. The primary focus of this research is to develop an overview of recent developments in the field and identify dominant research trends and areas requiring more exploration. Bibliometric methods are used to collect and analyze data from primary literature sources in articles and journals indexed by Scopus from 1990 to 2024, which are related to mathematical communication skills in children with intellectual disabilities. This research will also pay attention to the methods or approaches generally used in this research and evaluate the impact of this literature on developing understanding and intervention in improving the mathematical communication skills of children with intellectual disabilities. The result of this research was that no research discussed the relationship between children's communication skills, mathematical curiosity, and intellectual disability

Geogebra Classroom For Overcoming Epistemological Obstacles And Enhancing Mathematical Literacy: A Bruner Perspective Theory Raisatunnisa; Didi Suryadi; Siti Fatimah; Nanang Priatna; Jihe Chen; Agung Wicaksono
Koordinat Jurnal MIPA Vol. 7 No. 1 (2026)
Publisher : Program Studi Tadris Matematika dan Tadris Ilmu Pengetahuan Alam, Fakultas Tarbiyah dan Ilmu Keguruan (FTIK), Universitas Islam Negeri (UIN) Datokarama Palu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24239/koordinat.v7i1.205

This study investigates how GeoGebra Classroom supports students in overcoming epistemological obstacles and enhancing mathematical literacy in learning exponents through Bruner’s representational approach. This qualitative phenomenological study involved 30 eighth-grade students from a junior high school in Gowa Regency, South Sulawesi, with 12 students purposively selected for learning sessions using GeoGebra Classroom. Three students representing low, medium, and high mathematical abilities were interviewed in depth. The research instruments included observation sheets, interview guides, and documentation of student learning activities. Data were collected through participatory observation, semi-structured interviews, and document analysis, and were analyzed using thematic analysis techniques. The study explored students’ learning processes through enactive, iconic, and symbolic stages. The findings indicate that GeoGebra Classroom facilitates gradual and exploratory learning through concrete manipulation and visual representations, enabling students to develop a deeper understanding of exponent concepts. However, some students experienced difficulties when transitioning to symbolic representations. This study contributes to digital mathematics education by proposing an instructional model that integrates technological tools with representational learning theory to enhance conceptual understanding and strengthen students’ mathematical literacy.

Students' Learning Obstacle on Function Composition Related to the Ability to Understand Mathematical Concepts Novia Rahmi; Sufyani Prabawanto; Nanang Priatna
Journal of Mathematics Science and Computer Education Vol 6, No 1 (2026): MAY 2026
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jmscedu.v6i1.18520

Function composition material is essential in vocational mathematics, yet many students struggle due to low conceptual understanding, especially in solving word problems. Students' difficulties in understanding the concept of story problems stem from their tendency to memorize formulas and their inability to represent visual information in mathematical form. This study used a qualitative method with a hermeneutic phenomenological approach. Using a purposive sampling strategy, the researcher selected 5 out of the 22 eleventh-grade students from SMKN 1 in Kampar Regency for in-depth interviews. The student test instrument included story problems on the conceptual understanding of function composition to identify potential difficulties and learning obstacles students may encounter. Data were triangulated from written tests, student and teacher interviews, and textbook analysis. Results based on Thompson’s criteria showed that 45% of students scored 0 (very low understanding), while only 18% scored 4 (complete understanding). Three types of learning obstacles were identified: ontogenic, didactic, and epistemological. These findings highlight the need for a didactic design, such as using Liveworksheet, to improve conceptual understanding.

Ethnomathematics-based guided discovery learning using Gedung Sate to enhance junior high school students’ mathematical connection ability Virliani, Viera; Wahyudin, Wahyudin; Priatna, Nanang; Turmudi, Turmudi
Indonesian Journal of Science and Mathematics Education Vol. 9 No. 1 (2026): Indonesian Journal of Science and Mathematics Education
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ijsme.v9i1.30023

Junior high school pupils still have relatively low mathematical connection abilities, despite this being one of the key process requirements in mathematics learning. Through guided discovery and cultural contexts, the ethnomathematics method and the Guided Discovery Learning (GDL) model have the potential to foster significant conceptual understanding. This study aims to assess the extent to which ethnomathematics-based GDL training at Gedung Sate improves junior high school students' mathematical connection skills. The study used a quantitative, pre-experimental one-group pretest–posttest design. The research participants were 12 ninth-graders from Darul Mukhlisin Junior High School in West Bandung Regency, West Java. The instrument was a reliable and valid descriptive evaluation of mathematical connection skills. The data were analyzed using the Shapiro-Wilk normality test, the homogeneity test, the paired samples t-test, and N-gain. The average score rose from 25.68 to 68.74 with a significant difference (p < 0.001), according to the data. At 0.554, the average N-gain value fell into the moderate range. While linkages between mathematical concepts remained low (0.12), the indicators of mathematical connections with other disciplines (0.83) and real life (0.80) saw the largest increases. Based on the research findings, the Gedung Sate ethnomathematics-based GDL has implications as an effective strategy for strengthening students' mathematical connections in context.

TRANSPOSISI DIDAKTIK KONSEP TURUNAN FUNGSI: PRADETEKSI LEARNING OBSTACLE PADA SISWA SMA DALAM STUDI INTERPRETIF DDR Fitriana Eka Chandra; Didi Suryadi; Siti Fatimah; Nanang Priatna; Hernani Kilkoda
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol. 15 No. 2 (2026)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v15i2.15944

Penelitian ini bertujuan untuk menganalisis transposisi didaktik internal dan eksternal konsep turunan fungsi pada siswa SMA. Penelitian ini adalah penelitian kualitatif yang merupakan studi awal dari serangkaian proses penelitian desain didaktik (DDR). Penelitian transposisi didaktik ini merupakan bagian dari tahap pertama dalam penelitian DDR yakni analisis prospektif, yaitu 1) analisis buku teks matematika kelas XII dalam bentuk analisis prakseologi buku teks dan 2) analisis situasi didaktik dalam bentuk hasil wawancaran dengan guru dan analisis buku catatan siswa dalam bentuk analisis prakseologi didaktik guru. Hasil penelitian menunjukkan bahwa baik buku teks maupun situasi didaktik pembelajaran guru keduanya belum sistematis karena sajian pengetahuan dalam keduanya tidak sesuai urutannya dengan sajian pengetahuan dalam buku matematika scientific knowledge dan belum epistemik karena siswa tidak dilibatkan secara langsung untuk mengkontruksi pengetahuaannya sendiri untuk mendapatkan pengetahuan yang justified true belief sehingga berpeluang membuat siswa mengalami learning obstacle (LO), baik itu LO epistemik, LO ontogenik, maupun LO didaktik. Penelitian ini diharapkan memberikan kontribusi untuk memperluas kajian transposisi didaktik pada materi kalkulus sekolah yang berpeluang menimbulkan learning obstacle pada siswa dan kelanjutannya digunakan sebagai referensi dalam merancang desain didaktik baru pada materi turunan fungsi di sekolah menengah atas.

Designing Digital Microlearning Modules to Enhance Sigma Notation Conceptual Understanding and Computational Thinking in Calculus Learning Enjun Junaeti; Nanang Priatna; Dadan Dasari; Tatang Herman
Journal of Education Technology Vol. 10 No. 1 (2026): February
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jet.v10i01.55901

Difficulties in learning calculus remain a major challenge for computer science students because abstract concepts and complex mathematical procedures frequently hinder analytical and computational reasoning abilities. This study aims to develop a digital microlearning module designed to support computer science education students in understanding sigma notation while strengthening their computational thinking skills. A research and development approach adopting the ADDIE framework was employed through analysis, design, development, implementation, and evaluation stages. The module was validated by one mathematics education expert and two computer science education experts specializing in multimedia before being implemented with 41 students. Data were collected through essay-based tests and student perception questionnaires addressing attention, emotional engagement, comprehension, and accessibility aspects. Findings revealed that most students successfully achieved the intended learning objectives, particularly in recognizing numerical patterns, constructing sigma notation expressions, and applying decomposition, pattern recognition, algorithmic thinking, and abstraction during problem-solving activities. Difficulties nevertheless remained in algebraic manipulation and evaluation of generalized summation forms. Students demonstrated positive perceptions toward the developed modules, especially regarding learning flexibility and support for independent learning. These findings indicate that digital microlearning has significant potential to support computational thinking–based calculus learning in computer science education.

A Learning Obstacle 11th-Grade Students in Solving Exponential Function Problems and Their Modeling Focus on Critical Thinking Skills Dwina Saptiani; Tatang Herman; Nanang Priatna
Journal of Vocational, Informatics and Computer Education Vol 4, No 1 (2026): March 2026
Publisher : Academic Bright Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66053/voice.v4i1.876

Purpose – This study aims to identify the learning obstacles experienced by eleventh-grade students when solving exponential function and modeling problems, particularly those related to critical thinking skills. Methods – A qualitative phenomenological approach was employed involving 30 eleventh-grade students. Data were collected through critical thinking tests, semi-structured interviews, textbook analysis, and focus group discussions. Students’ responses were categorized according to four critical thinking indicators: interpretation, analysis, evaluation, and inference. Findings – The results revealed several learning obstacles across the critical thinking indicators. Students had difficulty interpreting contextual situations, identifying relationships among variables, and understanding decay contexts. Errors in exponent operations and limited understanding of covariational relationships affected analytical reasoning. Students also struggled to predict function behavior without graphical representations and encountered difficulties in drawing conclusions or proposing alternative mathematical models. Research implications – The findings highlight the need for instructional designs that emphasize contextual reasoning, modeling activities, and action–formulation–validation processes to support critical thinking development. Originality – This study integrates critical thinking assessment with learning-obstacle analysis, providing a comprehensive explanation of the difficulties students encounter when solving contextual exponential function problems.

Co-Authors Aan Subhan P Adirakasiwi, Alpha Aflich Yusnita Fitrianna Agna Ilma Taofik Agung Wicaksono Agustyani, Anggit Reviana Dewi Aisyah Rahmayantri Akash Satish Kumar Alfi Syahraini Al’atif, Afroh Mahfudoh Anggareni, Peni Arif Muchyidin Arif Muchyidin Atika Defita Sari Atiyah, Khairini Aulia Adytia Putri Avip Priatna, Bambang Avip, Bambang Balkist, Pujia Bambang Avip bambang avip Priatna Bambang Avip Priatna Martadiputra cakrawala Benny Wahyudi Bustaren, Bill Chairy Rizki Dadan Dasari Dadang Juandi Dadang Juandi Darhim Darhim Dendy Maulana Gusmawan Dewi Ranti Diana Ayu Wulandari Didi Suryadi Dita Oktavihari Dwina Saptiani EfridaMuchlis, Effie Enjun Junaeti Fadilla Hidayatulloh, Natasya Fajriyati, Shanti Nur Fatimah, Siti Fatmiyati, Novita Fauziyyah, Farah Fitria Nurulaeni Fitria, Wenny Fitriana Eka Chandra Gee, Efrata Gusmawan, Dendy Maulana Hanifa Dina Aulia Dewi Umbara Hastri Rosiyanti, Hastri Herizal Herizal Hernani Kilkoda Husni, Niakmatul Iffa Hanifah Rahman Iik Nurhikmayati, Iik Indriani, Ulfa Dwi Intan Susilawati IYAM MARYATI Iyam Maryati Jarnawi Afgani Dahlan Jasmine Salsabila Lutfi Jihe Chen Kadarisma, Gida Kadir, Kamaliyah Karina Yulianti Kartika Yulianti Kertayasa, I Ketut Khairini Atiyah Khairunnisa Khairunnisa Kintan Tyara Augie Kusnandi Kusnandi Kusnandi, Kusnandi Laia, Harun Onesimus Laila, Alya Nur Najmi Laili Rahmawati Lethulur, Nelma Dortje Lina Nurhayati Lorenzia, Silviana Ayu Lutfi, Jasmine Salsabila M Fikri Hamdani M., Bambang Avip Priatna Marpaung, Cichi Farhan Syahmar Minasyan, Sona Muchamad Subali Noto Muchlis, Effie Efrida Muchlis, Effie Efrida Muchyidin, Arif Muhaimin, Lukman Hakim Muhammad Sazali Mulyati Mustika Sari, Rika Mursidah Mursidah Mursidah, Mursidah N. Nurjanah Nasir, Norma Novia Rahmi Novita Fatmiyati Nurdiyah Kurniati Nurjanah Nurjanah, Nurjanah Nurmala Setianing Putri Nurwita, Faizah Oktavihari, Dita Pahmi, Samsul Pieter Zakarias Tupamahu Puteri, Alycia Rahmah Kamilah Putri Wahyuni Putri, Aulia Adytia Raisatunnisa Raisatunnisa Ratu Sarah Fauziah Iskandar Rika Mulyati Mustika Sari Rivani Adistia Dewi Rizky Rosjanuardi Rudi Susilana, Rudi Rusman Saleh Nugraha Haryadin Saputra, Andari Saputra, Andari Sholikhakh, Rizqi Amaliyakh Sholikhakh Siti Fatimah Sitti Nur Astuti S. Sufyani Prabawanto, Sufyani Sugama Maskar Sugiman Sugiman Suhendra Suhendra Suhendra, S Sukma, Yovika Sumanang Muhtar Gozali Sumaryanta Sumaryanta Susilawati, Intan Syafdi Maizora Syahbudin, Fauzan Syifa Mardliyah Taofik, Agna Ilma Tatang Herman, Tatang TATI NURHAYATI Trisonia Fitria Turmudi Ulfa, Nadia Vipi Alvyanita Virliani, Viera Wahyudin Wahyudin Wenny Fitria Yaya S. Kusumah Yaya Sukjaya Kusumah Yovika Sukma Z, Yulia Rahmawati Zea Zisman Usman

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