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All Journal Jambi Medical Journal : Jurnal Kedokteran dan Kesehatan Althea Medical Journal Journal on Mathematics Education (JME) Indonesian Journal of Urology Agrivet Dharmakarya : Jurnal Aplikasi Ipteks Untuk Masyarakat Jurnal Kesehatan Andalas Global Medical and Health Communication Techno LPPM Planta Tropika JIPM (Jurnal Ilmiah Pendidikan Matematika) Journal of Medicine and Health Jurnal SOLMA JMM (Jurnal Masyarakat Mandiri) JTAM (Jurnal Teori dan Aplikasi Matematika) Jurnal Agrotek UMMat YARSI Medical Journal Majalah Patologi Indonesia JURNAL BUDIDAYA PERTANIAN Jurnal Agro Wiralodra Jurnal Abdi Insani Jurnal Integrasi Kesehatan dan Sains Biofarm : Jurnal Ilmiah Pertanian JK Unila (Jurnal Kedokteran Universitas Lampung) Ideguru: Jurnal Karya Ilmiah Guru Didaktika: Jurnal Pemikiran Pendidikan Mosharafa: Jurnal Pendidikan Matematika Jurnal Agro Dedikasi Masyarakat (JADM) Postulat : Jurnal Inovasi Pendidikan Matematika Jurnal Lingkar Mutu Pendidikan Agroista: Jurnal Agroteknologi Kingdom (The Journal of Biological Studies) Jurnal Pendidikan MIPA Journal on Mathematics Education
Sri Suryanti
Department Of Anatomical Pathology, Faculty Of Medicine Universitas Padjadjaran/Dr. Hasan Sadikin General Hospital Bandung
Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Civil Engineering, Building, Construction & Architecture Computer Science & IT Dentistry Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Immunology & microbiology Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Medicine & Pharmacology Neuroscience Nursing Public Health Social Sciences Other

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Journal : JTAM (Jurnal Teori dan Aplikasi Matematika)

 1 
Preservice Mathematics Teachers’ Self-Efficacy and Competence in using Visual Representations for Teaching Fractions Suryanti, Sri; Wijaya, Agung Putra; Firdaus, Ahmad Qolfathiriyus
JTAM (Jurnal Teori dan Aplikasi Matematika) Vol 9, No 4 (2025): October
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/jtam.v9i4.32207

Abstract

Visual representation is crucial for enhancing students' conceptual understanding of fractions and correcting misconceptions. This explanatory-sequential mixed study assessed Indonesian preservice mathematics teachers' perceptions, self-efficacy, and implementation competencies using visual representations in fraction learning and identified gaps among these three aspects. A total of 251 students from three study programs participated in a validated online survey (α = 0.89). Quantitative data were analyzed using descriptive statistics. Seven participants were then purposefully selected for semi-structured interviews; transcripts were analyzed using Braun & Clarke's six-stage thematic analysis with researcher triangulation. The results showed that although prospective teachers had a very high perception of the pedagogical value of visual representations (M = 4.41; SD = 0.153; 78.9% agreed/strongly agreed), their self-efficacy level was only in the moderate category (M = 3.21; SD = 0.617), with only 28.3% showing high efficacy, and 61.3% were in the medium category. Implementation competence was even lower, with only 17% of participants being able to select and explain visual models pedagogically and 27.8% meeting the sufficient criteria in the teaching reasoning test. The combined analysis of quantitative and qualitative data confirmed the existence of a systemic gap between strong conceptual understanding and limited practical skills, which was mainly caused by uncertainty in model selection, minimal misconception-oriented practical experience, and weak pedagogical reflection. Integrating high-fidelity micro-teaching, representational scenario-based simulations, and video reflections is recommended to enhance self-efficacy and implementation competency.Visual representation is crucial for enhancing students' conceptual understanding of fractions and correcting misconceptions.This explanatory-sequential mixed study assessed Indonesian preservice mathematics teachers' perceptions, self-efficacy, and implementation competencies using visual representations in fraction learning and identified gaps among these three aspects. A total of 251 students from three study programs participated in a validated online survey (α = 0.89). Quantitative data were analyzed using descriptive statistics. Seven participants were then purposefully selected for semi-structured interviews; transcripts were analyzed using Braun & Clarke's six-stage thematic analysis with researcher triangulation.The results showed that although prospective teachers had a very high perception of the pedagogical value of visual representations (M = 4.41; SD = 0.153; 78.9% agreed/strongly agreed), their self-efficacy level was only in the moderate category (M = 3.21; SD = 0.617), with only 28.3% showing high efficacy, and 61.3% were in the medium category. Implementation competence was even lower, with only 17% of participants being able to select and explain visual models pedagogically and 27.8% meeting the sufficient criteria in the teaching reasoning test. The combined analysis of quantitative and qualitative data confirmed the existence of a systemic gap between strong conceptual understanding and limited practical skills, which was mainly caused by uncertainty in model selection, minimal misconception-oriented practical experience, and weak pedagogical reflection. Integrating high-fidelity micro-teaching, representational scenario-based simulations, and video reflections is recommended to enhance self-efficacy and implementation competency.
Problem-Based Tasks in Mathematics Learning: Opportunities and Challenges for Teachers Suryanti, Sri; Nusantara, Toto; Parta, I Nengah; Irawati, Santi
JTAM (Jurnal Teori dan Aplikasi Matematika) Vol 7, No 2 (2023): April
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/jtam.v7i2.12864

Abstract

Mathematics education and teaching should not only include routine tasks; but tasks that need practice and memorization are mathematically more prosperous and more difficult because they promote problem-solving, investigation, and the discovery of the actual value of mathematical assertions. Therefore, the teacher must be able to select, create, and modify assignments under the established goals. This study attempts to examine opportunities and challenges that teachers encounter while adopting problem-based tasks. The subjects involved in this study were three secondary school mathematics teachers that are acceptable, in East Java, Indonesia. The teachers involved have more than five years of teaching experience and have good academic qualifications. The data collection consisted of observing three classes of secondary school during the implementation of a problem-based task related to the topic of rectangles and algebra. The study begins with the introduction and giving of several examples of problem-based tasks in secondary school mathematics designed to foster advanced learners' critical thinking and creativity. The findings show that teachers gain new knowledge about problem-based assignments and pedagogical insights on how they explain them to students. The results also provide an overview of the challenges for teachers to design and implement problem-based tasks. 
Co-Authors Aaron T Sihombing, Aaron T Aaron Tigor Aaron Tigor Sihombing Abdul H Hassan, Abdul H Abdul Hadi Hassan Abdul Hadi Hassan Abdul Hadi Hassan, Abdul Hadi Abdurrahman, Fauzan admin admin Agung Putra Wijaya, Agung Putra Agus Koesmawan Anglita Yantisetiasti Antonius Janes Ridwan, Antonius Janes Arif - Umami Azimah, Khoridatul Bethy S Hernowo Bethy S Hernowo, Bethy S Bethy S. Hernowo Bethy S. Hernowo, Bethy Bethy Suryawathy Hernowo Bethy Suryawati Hernowo Bethy Suryawati Hernowo Birgitta Maria Dewayani C.A, Difa Salsabila Fauziah Deni Sutaji Dewayani, Birgitta Maria Dicky Suryana Putra Didik Indradewa Fahrindra, Fandi Reja Fariha Wilisiani, Fariha Fatimatul Khikmiyah Fauziyah, Nur Fennisia Wibisono Fennisia Wibisono, Fennisia Fenny Ariyanni Fenny Ariyanni, Fenny Firdaus, Ahmad Qolfathiriyus Firmansyah, Ryan Firmanto, Agung Friede Rismayanti Saragih Friska Mardianty Gatot Nyarumenteng Adhipurnawan Winarno Handini, Azizahnur Hasrayati Agustina Hasrayati Agustina Hernowo, Bethy Suryawaty Hikmah, Nimatul Himawan, Achmad I Nengah Parta Ibrahim, Rohmat Maulana Igun, Maulana Irwani Zawawi Ismet Muchtar Nur JAKA WIDADA Jazilah, Ferina Vetty Khafid, Uzer Al KHOLIS, SITI NUR Khurin’in, Khurin’in Kurniawan, Stefanus Lestari, Adela Ayu Lestariningsih Lestariningsih Machmuda, Rif'atul Maf'ula, Iswatun Mantilidewi, Kemala I. Mawandha, Hangger Gahara Meike Rachmawati Mukarramah Mukarramah, Mukarramah Mulyono Mulyono Murtiyani, Sri Novian, Dwi Oki Meilani Dewi Oktavianty, Hera Pamungkas, Cosmas Yoga Perdana, Cahyo Putra Perix, Vivien Kate Putra, Dicky Suryana Putra, Zuhadur Ra’is Ariyono Raden Yohana Rahayu, Enny Rajagukgguk, Arjuna Mangaroha Reza Widyasaputra sarwo edy Setiawan, Landung Rodhy Setyastuti Purwanti, Setyastuti Setyawati, Ety Siripala, Wannaporn Siti Fauziyah Siti Nur Hidayah, Siti Nur Si’ana, Maulidah Sofi, Maulana Sri Mulyati Sri Mulyati Sri Rejeki, Henny Standsyah, Rahmawati Erma Stephanie Victoria Gunadi Sulistijowati, Sri Handajani Swandari, Tantri Teddy, Teddy Syah Putra Tiasari, Lulus Cahya Toto Nusantara Vivien Kate Perix Winarto, Bambang Yanti, Liza Puspita Yenni Wisudarma Yudhi Arifani Yuktiana Kharisma