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All Journal JPMS (Jurnal Pendidikan Matematika dan Sains) JURNAL DERIVAT: JURNAL MATEMATIKA DAN PENDIDIKAN MATEMATIKA Journal of Mathematics and Mathematics Education Desimal: Jurnal Matematika Jurnal SOLMA JTAM (Jurnal Teori dan Aplikasi Matematika) Jurnal Absis : Jurnal Pendidikan Matematika dan Matematika Mandalika Mathematics and Educations Journal Journal of Medives: Journal of Mathematics Education IKIP Veteran Semarang Mathematics Education Journal Jurnal Pengabdian Masyarakat Ilmu Pendidikan
Agung Putra Wijaya, Agung Putra
Prodi Magister Pendidikan Matematika, Pascasarjana, FKIP – UNS
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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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.
Pendirian Pojok Baca Saraswati untuk Mendukung Pembangunan Kampung Literasi Wijaya, Agung Putra; Riniarti, Melya; Firdaus, Iqbal
Jurnal Pengabdian Masyarakat Ilmu Pendidikan Vol. 4 No. 1 (2025): Mei 2025
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpmip.vol4iss1pp108-122

Abstract

The literacy rate in rural areas remains lower than in urban regions. This issue is evident in Dusun VII, Rukti Harjo Village, Seputih Raman, Central Lampung, where community participation in reading and accessing information is still minimal. To address this, a reading corner was established as part of efforts to develop Rukti Harjo into a literacy-oriented village. The initiative used a Participatory Action Research method and was implemented in three stages: preparation, inauguration, and utilization. In the preparation stage, coordination with village officials was conducted, book donation drives were organized, and facilities such as bookshelves and a nameplate were prepared. These efforts resulted in the establishment of Pojok Baca Saraswati, launched with an initial collection of 300 books. The inauguration was marked by a nameplate installation and ribbon cutting ceremony led by the Village Head. In the utilization phase, various literacy activities were conducted, including group reading, discussions, and community empowerment programs. The initiative recommends improving facilities, increasing book collections, and fostering partnerships and cross-sector collaboration to ensure the reading corner's sustainability.
Co-Authors Amri, Reni Auliana Caswita Caswita erna wati Firdaus, Ahmad Qolfathiriyus Firdaus, Iqbal Girsang, Melan Kristina Kenny Candra Pradana Mardiyana Mardiyana Melya Riniarti Nurhanurawati Nurhanurawati Pentatito Gunowibowo Rini Rita T Marpaung Salsabila Sri Hastuti Noer Sri Suryanti Sri Wulandari Suyono Suyono Undang Rosidin Wayan Rumite Widyastuti Widyastuti