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All Journal Prosiding Universitas PGRI Palembang AKSIOMA: Jurnal Program Studi Pendidikan Matematika Jurnal Edukasi Matematika dan Sains Suska Journal of Mathematics Education Al-Jabar : Jurnal Pendidikan Matematika Jurnal DIDIKA: Wahana Ilmiah Pendidikan Dasar JTAM (Jurnal Teori dan Aplikasi Matematika) PROSIDING SEMINAR NASIONAL PROGRAM PASCASARJANA Indiktika : Jurnal Inovasi Pendidikan Matematika Journal of Mathematics Science and Education Jurnal Math-UMB.EDU Jurnal Pendidikan Matematika Unpatti Jurnal Media Informatika Jurnal PRIMED:Primary Education Journal atau Jurnal Ke-SD An JGK (Jurnal Guru Kita) Indonesian Research Journal on Education Mathematics Education Journal Differential: Journal on Mathematics Education
Anggria Septiani Mulbasari, Anggria Septiani
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Journal : Mathematics Education Journal

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Developing a PMRI Learning Environment for Pre-Service Teachers to Teach Geometry in Elementary Education Mulbasari, Anggria Septiani; Putri, Ratu Ilma Indra; Zulkardi; Nyimas Aisyah
Mathematics Education Journal Vol. 19 No. 3 (2025): Mathematics Education Journal
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/mej.v19i3.pp585-608

Abstract

There is a need for teachers to possess strong critical thinking skill and pedagogical skills. Unfortunately, many pre-service elementary teachers still struggle to develop these skills adequately, which can hinder the effectiveness of teaching and learning in the classroom. Therefore, this study aims to develop a valid, practical, and effective Pendidikan Matematika Realistik Indonesia (PMRI) learning environment to enhance the critical thinking and pedagogical abilities of pre-service elementary teachers. To achieve this aim, the study developed the Campus-Online-School (COS) model using a developmental research approach consisting of three phases: preliminary study, prototype development, and evaluation. Data were collected through observation, interviews, questionnaires, documentation, and tests, and analyzed using both qualitative and quantitative methods. The findings show that the developed learning environment is valid, practical, and effective in improving students’ critical thinking and pedagogical skills. Critical thinking was assessed through critical thinking test, while pedagogical ability was evaluated using Guskey’s framework. These findings offer important implications for teacher education, emphasizing the need to integrate comprehensive and contextual learning experiences to prepare future teachers who are reflective, adaptive, and equipped to face the challenges of modern classroom practice.
Co-Authors Abdul Rauf Alhadiyansyah, Wahyu Ardianti, Aish Arsita, Arsita Darmawijoyo, Darmawijoyo Destiniar Destiniar, Destiniar Hodsay, Zahrudin Imansyah, Farizal Jumroh, Jumroh Kurniawati, Lisa Marhamah Marhamah Mariska, Seftia Nila Kesumawati Ningsih, Yunika Lestaria Nurlaela, Nurlela Nurlela Nurlela Nyimas Aisyah Nyimas Aisyah Okctavia, Luvi Putri Fitriasari, Putri Ratu Ilma Indra Putri Rini Puspitasari, Rini Robiyatun, Robiyatun Salsabila, Permata Sari, Anggun Ratna Sari, Eka Fitri Puspita Utami Wijaya, Tri Ullandari Yunita Sari Zahruddin Hodsay, Zahruddin Zulkardi Zulkardi Zulkardi