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All Journal International Journal of Evaluation and Research in Education (IJERE) MATEMATIKA DAN PEMBELAJARAN Bubungan Tinggi: Jurnal Pengabdian Masyarakat
Hutkemri Zulnaidi
University of Malaya
Computer Science & IT Decision Sciences, Operations Research & Management Education Environmental Science Mathematics Social Sciences Other

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Effect of reciprocal teaching strategy on physics student’s academic self-concept Nofouz Mafarja; Hutkemri Zulnaidi; Hidayah Mohd Fadzil
International Journal of Evaluation and Research in Education (IJERE) Vol 12, No 2: June 2023
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v12i2.23628

Abstract

This research determined the impact of reciprocal teaching strategies on students’ academic self-concepts in physics. Reciprocal teaching is a collaborative strategy in the form of dialogue between teachers and students about a text containing eight techniques. Provide predictions, question generation, clarifications, connections, visualizations, summaries, calculations, and feedback to measure students’ academic self-understanding in physics. Two groups were experimental groups (n=60) and learned physics through an interactive teaching strategy. The other group, a control group (n=60), studied physics in a traditional way, judged the effectiveness of each other’s teachings, and compared the control group with a controlled trial. Results indicated that mutual education was more effective than traditional approaches in improving students’ academic self-concept. The results showed that mutual teaching is a more effective strategy than traditional methods to improve students’ academic self-concept. There was a significant difference between the experimental group and the control group. In this study, we proposed using the reciprocal teaching strategy in secondary school physics classes to improve students’ physics learning. Teachers should also receive maintenance and maintenance training to integrate reciprocal teaching into the classroom environment.
DIGITAL LITERACY IN GEO-SHEET-ASSISTED ANALYTIC GEOMETRY LEARNING AMONG PRE-SERVICE MATHEMATICS TEACHERS Titin Masfingatin; Hutkemri Zulnaidi; Reza Kusuma Setyansah; Ika Krisdiana
MATEMATIKA DAN PEMBELAJARAN Vol. 14 No. 1 (2026): MATEMATIKA DAN PEMBELAJARAN
Publisher : IAIN Ambon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33477/mp.v14i1.13814

Abstract

The increasing integration of technology in mathematics education highlights the importance of understanding students’ digital literacy in technology-supported learning. This study aims to describe the digital literacy profile of pre-service mathematics teachers in Geo-Sheet-assisted analytic geometry learning. Digital literacy was conceptualized into four dimensions: learning attitude, social-emotional, technical, and cognitive. A mixed-methods approach with an explanatory sequential design was employed by integrating quantitative data from a digital literacy questionnaire and qualitative data from open-ended responses, classroom observations, and interviews involving 31 pre-service mathematics teachers. The results indicate high to very high scores across the four dimensions of digital literacy. The learning attitude (M = 4.35, SD = 0.71), social-emotional (M = 4.45, SD = 0.62), and cognitive dimensions (M = 4.41, SD = 0.57) were categorized as very high, whereas the technical dimension was categorized as high (M = 3.84, SD = 0.90). Qualitative findings reveal that Geo-Sheet supports visual verification processes that help students compare representations, identify discrepancies, and refine their solutions. Students also used Geo-Sheet to interpret, evaluate, and validate mathematical representations, indicating meaningful engagement with digital tools. However, technical performance varied according to feature mastery, device limitations, and internet connectivity. The findings suggest that digital literacy in mathematics learning extends beyond technical competence and is closely associated with students’ engagement in reasoning processes involving the interpretation, comparison, and validation of mathematical representations. This study highlights the importance of designing technology-supported learning environments that foster both digital literacy and mathematical reasoning in teacher education.   Keywords: Analytic Geometry; Digital Literacy; Geo-Sheet; Pre-Service Mathematics Teachers; Geogebra-Based Learning
Empowering Digital Pedagogy through ICT-Based Deep Learning for Numeracy and Computational Thinking in Elementary Schools Yullys Helsa; Syafri Arlis; Melva Zainil; Hutkemri Zulnaidi; Bayu Rachman
Bubungan Tinggi: Jurnal Pengabdian Masyarakat Vol 8, No 1 (2026): FEBRUARY 2026
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/btjpm.v8i1.17314

Abstract

This community service program aimed to strengthen elementary school teachers’ capacity to integrate ICT-based deep learning pedagogy in improving students’ numeracy and computational thinking (CT) literacy. The program involved 30 teachers within a local Teacher Learning Community and was implemented through participatory workshops and structured mentoring using a one-group pre-test–post-test design to examine program impact. The intervention focused on enhancing teachers’ competence in designing ICT-integrated lesson plans, learning activities, and assessments aligned with numeracy and CT indicators. Data were collected through teacher self-assessment, classroom observation, and students’ pre- and post-tests and analyzed descriptively to determine mean improvement and percentage gain. The results demonstrated a 24% increase in teachers’ ICT pedagogical competence, indicating strengthened instructional capacity. As a follow-up impact of improved teaching practice, students’ numeracy achievement increased by 24%, and computational thinking performance improved by 20%. These findings confirm that empowering teachers through ICT-integrated deep learning contributes to measurable improvements in instructional quality and supports the development of higher-order literacy skills. Overall, the program achieved its objective by reinforcing teacher capacity as the primary outcome, with positive learning gains emerging as a direct pedagogical impact within elementary classrooms.
Co-Authors Bayu Rachman Dedi Kuswandi Hidayah Mohd Fadzil Ika Krisdiana Melva Zainil Nofouz Mafarja Riri Trinanda Setyansah, Reza Kusuma Syafri Arlis Titin Masfingatin Yullys Helsa Zahid Zufar At Thaariq