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All Journal Psychology, Evaluation, and Technology in Educational Research COLLASE (Creative of Learning Students Elementary Education) JPMI (Jurnal Pembelajaran Matematika Inovatif) Polyhedron International Journal in Mathematics Education Pedagogy Review
Aditya Purnama
Guangxi normal university
Computer Science & IT Education Mathematics Social Sciences

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PENGEMBANGAN MEDIA PEMBELAJARAN BERDASARKAN KONSEP TPACK PADA MATERI GARIS DAN SUDUT MENGGUNAKAN HAWGENT DYNAMIC MATHEMATICS SOFTWARE Tommy Tanu Wijaya; Aditya Purnama; Hendry Tanuwijaya
JPMI (Jurnal Pembelajaran Matematika Inovatif) Vol 3, No 3 (2020): JPMI
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jpmi.v3i3.p%p

Abstract

At every level of education, one of the most important lessons is mathematics. Mathematics becomes a very important learning because it is always used in everyday life. Therefore mathematics learning must be centered on the basic concepts of mathematics. So students can apply the basic concepts of mathematics to everyday life. At this time the development of technology is very rapid and can be utilized to develop based on the TPACK concept of learning media that is in accordance with the model or learning approach to explain a mathematical concept. So that learning mathematics can be more interesting and can help students to understand the basic concepts of mathematics. Hawgent is one of the software developed in accordance with the needs of teaching mathematics. In this study learning media will be developed based on the TPACK concept on line and angle material using hawgent dynamic mathematics software. The results of this study are learning media declared valid by media experts and material experts and can be implemented in schools.
Indonesian students’ learning attitude towards online learning during the coronavirus pandemic Tommy Tanu Wijaya; Ying Zhou; Aditya Purnama; Neni Hermita
Psychology, Evaluation, and Technology in Educational Research Vol. 3 No. 1 (2020)
Publisher : Research and Social Study Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33292/petier.v3i1.56

Abstract

Now, the whole world is facing the coronavirus pandemic. In the meantime, students in China are required to do social distancing and not go to school. This coronavirus pandemic resulted in the use of online learning to teach students. In this research, we will get to know the students’ learning attitude towards online learning during the coronavirus pandemic. The sample population for this research are students in West Java, Indonesia. The data will be collected by using questionnaires and there was a total of 16 questionnaires that is collected for this research. The result of this research shows that online learning during this coronavirus pandemic is not very effective. Also, the students’ learning interest towards online learning is also very low. Based on the interview done on students and teachers, most of them stated that there are various factors that can affect online learning in China such as learning environment, internet and etc. The suggestion that is given in this research is that aside from online classes, teachers can also use video learning media that are used by developed countries so that it can solve the bad internet problem. The result of this research hopefully, can become a reference to improving a more effective learning media that can be used during the coronavirus pandemic in Indonesia.
PENGEMBANGAN MEDIA PEMBELAJARAN BERBASIS TPACK MENGGUNAKAN HAWGENT DYNAMIC MATHEMATICS SOFTWARE Tommy Tanu Wijaya; Sukma Murni; Aditya Purnama; Hendry Tanuwijaya
COLLASE (Creative of Learning Students Elementary Education) Vol 3, No 3 (2020)
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

AbstrakPada abad ke 21 kegiatan belajar mengajar menjadi tantangan baru pada dunia pendidikan matematika dengan tidak lagi hanya dengan mengingat rumus tetapi dengan menanamkan konsep awal kepada siswa serta meningkatkan daya tarik pelajaran matematika dengan cara mengembangkan media pembelajaran berbasis teknologi. TPACK (Technological Pedagogical Content Knowledge) adalah suatu kerangka berpikir untuk mengintegrasikan teknologi yang sesuai dengan pedagogik untuk menjelaskan suatu konten. TPACK dapat menjadi dasar pengembangan media pembelajaran yang efektif untuk mengajar suatu materi serta dapat membuat siswa lebih aktif dalam mengikuti pelajaran matematika di kelas. Pada penelitian ini, peneliti akan mengembangkan media pembelajaran berbasis TPACK menggunakan hawgent dynamic mathematics software pada materi segitiga. Model pada penelitian ini menggunakan model ADDIE. Hasil penelitian pengembangan media pembelajaran menggunakan hawgent dynamic mathematics software telah lulus validasi dan dapat diimplementasikan kepada siswa. Hawgent dynamic mathematics software juga mendapatkan respon yang positif dari siswa Sekolah Dasar.Kata Kunci: Hawgent Dynamic Mathematics Software, TPACK, Segitiga
The effect of learning intensity on students’ statistics course scores: A multiple regression approach with Ridge regularization Muh. Rusmayadi; Samsuriadi; Lidaini Lidaini; Muhamad Galang Isnawan; Naif Mastoor Alsulami; Aditya Purnama
Polyhedron International Journal in Mathematics Education Vol. 4 No. 1 (2026): pijme
Publisher : Nashir Al-Kutub Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59965/pijme.v4i1.294

Abstract

Low achievement in statistics courses is a persistent concern in higher education, yet the contributions of study time and attendance remain underexplored, particularly in Indonesian undergraduate contexts and without correcting for predictor multicollinearity. This study addresses this gap by applying Ridge regularization to estimate the independent effects of daily study hours and attendance rate on statistics course scores among 20 Indonesian undergraduates. Classical OLS assumptions were tested; Ridge regression with Leave-One-Out Cross-Validation was applied when violations occurred. Study hours and attendance jointly explained 97.54% of score variance (R² = 0.975; F = 337.70; p < 0.001); however, severe multicollinearity (VIF = 11.77) destabilized OLS estimates. Ridge regression (λ = 1.0) produced stable coefficients (b₁ = 2.87; b₂ = 0.80) with negligible accuracy loss (R² = 0.974). The near-perfect collinearity of the predictors indicates that study hours and attendance are part of the same underlying construct academic engagement rather than acting through independent pathways. These findings challenge the conventional additive model of learning time and imply that interventions targeting self-regulated learning may be more effective than policies addressing attendance or study time in isolation.
ME-PjBL: A Project-Based Learning Model for Mathematical Entrepreneurship to Foster an Entrepreneurial Spirit Siti Chotimah; Jailani Jailani; Dhoriva Urwatul Wutsqa; Aditya Purnama; Sri Nurhayati
Pedagogy Review Vol 5, No 3 (2026): Pedagogy Review
Publisher : Institute of Multidisciplinary Research and Community Service

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61436/pedrev/v5i3.pp430-443

Abstract

The low level of entrepreneurial spirit among students remains a challenge for universities in producing graduates who not only possess academic competencies but are also capable of creating independent business opportunities. In mathematics education, teaching still tends to focus on mastering concepts and procedures; consequently, students’ opportunities to relate mathematical concepts to real-world problem-solving and develop entrepreneurial competencies have not yet been optimized. This study aims to analyze changes in students’ entrepreneurial spirit after taking a course using the ME-PjBL (Mathematical Entrepreneurship-Project-Based Learning) model, which integrates mathematical entrepreneurship with the Project-Based Learning model through the CREATE framework (Connect, Research, Explore, Apply, Transform, and Evaluate). The study employed a quantitative approach with a one-group pretest-posttest design. The research subjects consisted of 36 students in the Mathematics Education program. Data were collected using an entrepreneurial spirit questionnaire that included indicators of self-confidence, creativity, innovation, risk-taking, independence, cooperation and leadership, hard work, future orientation, application of mathematical concepts, and interest in entrepreneurship. Prior to use, the instrument met the criteria for content validity (Aiken’s V = 0.86) and very high reliability (Cronbach’s Alpha = 0.91). Data were analyzed using descriptive statistics and N-Gain calculations. The results showed that the average percentage of entrepreneurial spirit among students increased from 63.75% on the pretest to 89.69% on the posttest, representing an increase of 25.94% and an N-Gain value of 0.72, which falls into the high category. The indicator with the highest achievement was the application of mathematical concepts (91.67%), while the lowest achievement was in future orientation (88.19%); however, both fell into the “very good” category. These findings indicate that implementing the ME-PjBL model provides a learning experience that connects mathematical concepts with entrepreneurship-based projects and has the potential to foster students’ entrepreneurial spirit. Keywords: Mathematical entrepreneurship, Project-based learning, ME-PjBL, Entrepreneurial spirit. 
Co-Authors Dhoriva Urwatul Wutsqa Hendry Tanuwijaya Hendry Tanuwijaya Isnawan, Muhamad Galang Jailani Jailani Lidaini Lidaini Naif Mastoor Alsulami Neni Hermita Rusmayadi, Muh Samsuriadi Siti Chotimah Sri Nurhayati Sukma Murni Tommy Tanu Wijaya Ying Zhou