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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 Jurnal Pendidikan MIPA Jurnal Pendidikan Progresif Mathematics Education Journal Lembaran Ilmu Kependidikan
Agung Putra Wijaya, Agung Putra
Prodi Magister Pendidikan Matematika, Pascasarjana, FKIP – UNS
Education 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.
Efektivitas Model Problem Based Learning Ditinjau dari Pemahaman Konsep Matematis Siswa Winarto, Rifan; Asnawati, Rini; Wijaya, Agung Putra
Jurnal Pendidikan MIPA Vol 19, No 1 (2018): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

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Abstract

The Effectiveness of the Problem Based Learning Model Viewed from the Students' Understanding of Mathematical Concepts. This study aimed to find out the effectiveness of the Problem Based Learning (PBL) model in terms of students' understanding mathematical concepts. The population of this study was all seventh grade students of SMP Negeri 3 Natar in the even semester of the academic year of 2018/2019 as many as 126 students that distributed into four classes. Two classes were randomly taken as samples with one class as the experimental class and one class as the control class. This study used the randomized pretest-posttest control group design. The research data was obtained through a essay test of the comparison. Data analysis of this research used . The results showed the increasing ofstudents’ understanding of mathematical concepts who took PBL was higher than increasing of students’ understanding of mathematical concepts of who took conventional learning, but the proportion of students who had a well-defined mathematical concept was not more than 60% of students who took PBL. Thus, PBL was not effective in terms of students' understanding mathematical concepts.Keywords: effectiveness, understanding mathematical concepts problem based learningDOI: http://dx.doi.org/10.23960/jpmipa/v19i1.pp1-12
Video-Assisted Problem Based Learning Model to Improve Students’ Critical Thinking Skills in Environmental Pollution Maulina, Dina; Priadi, Median Agus; Viyanti, Viyanti; Wijaya, Agung Putra; Ibirilia, Elvira Sesie; Nurhadian, Yardan Permata
Jurnal Pendidikan MIPA Vol 25, No 1 (2024): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

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Abstract

This study investigated the effect of using a video-assisted problem-based learning model on class VII students' critical thinking abilities on environmental pollution material. This research was conducted using quasi-experimental research design with a non-equivalent control group. The research data were in the form of qualitative data (critical thinking skills) and quantitative (student responses to learning using the video-assisted PBL model). Data analysis used the T-test (p<0.05). The results showed that there was an influence of using the video-assisted PBL model on students' critical thinking skills on environmental pollution material (p<0.05). The indicator for building basic skills obtained the highest average N-gain, namely 0.82 in the very good category. Meanwhile, the results of the student response questionnaire regarding the use of the video-assisted PBL model showed positive student responses with an average score of 89.67% in the very good category.         Keywords: critical thinking skills, PBL, environmental pollution and video. DOI: http://dx.doi.org/10.23960/jpmipa/v25i1.pp486-495
Efektivitas Model Pembelajaran Two Stay Two Stray Ditinjau dari Komunikasi Matematis Siswa Jamila, Atika Jamila; Coesamin, M Coesamin; Wijaya, Agung Putra
Jurnal Pendidikan MIPA Vol 18, No 2 (2017): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

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Abstract

The Effectiveness of Two Stay Two Stray Model on Students’ Mathematical Communication Skill. This quasi-experimental research aimed to find out the effectiveness of two stay two stray model on students’ mathematical communication skill. The population in this research was all students of grade 7th of SMPN 10 Bandarlampung in academic year of 2018/2019 that consist of 352 students and distributed into eleven classes. Through cluster random sampling technique, VII H consist of 32 students and VII J consist of 32 students were chosen as the research sample. This research used the randomized pretest-posttest control group design. The research data were obtained by the essay test of mathematical communication skill on topic of ratio. Analysis of research data used the Mann-Whitney u test and z test. Based on the results of this research and discussion, it concluded that two stay two straymodel was effective in terms of students’ mathematical communication skill.Keywords: effectiveness, mathematical communication, two stay two stray DOI: http://dx.doi.org/10.23960/jpmipa/v18i2.pp26-37
EFEKTIVITAS MODEL DIRECT LEARNING DAN STAD DITINJAU DARI PEMAHAMAN KONSEP MATEMATIS SISWA wijaya, agung putra
Jurnal Pendidikan Progresif Vol 6, No 1 (2016): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

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Abstract

The Efectiveness of Direct Learning and STAD Model Viewed by Mathematical Conceptual Understanding of Students. This quasi experimental research was aimed to know the efectiveness of direct learning and STAD model viewed by mathematical conceptual understanding on field dependent students. The population of this research was all students of grade eight of SMPN 1 Natar Lampung Selatan. The sampling was done by cluster random sampling technique. This research used pretest-posttest control group design. The result of this research showed that on field dependent students, direct learning model was more effective than STAD model viewed by students’ mathematical conceptual understanding. Keywords: field dependent, conceptual understanding, direct learning, STAD DOI: http://dx.doi.org/10.23960/jpp.v6.i1.201601
The Effect of Problem Based Learning Model on Students' Mathematical Creative Thinking Ability Herlistiyanti, Sasha; Noer, Sri Hastuti; Wijaya, Agung Putra
Lembaran Ilmu Kependidikan Vol. 54 No. 1 (2025): Curriculum and Learning, Technology and Innovation in Education
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lik.v54i1.22220

Abstract

Background - Creative thinking skills are an important ability in 21st century learning, especially in mathematics as part of higher order thinking skills. Purpose - This study aims to analyze the effect of Problem Based Learning (PBL) on aspects of students' mathematical creative thinking skills, namely fluency, flexibility, originality, and elaboration. Method/approach - This quantitative research used a quasi-experimental approach with a pretest-posttest control group design which was carried out for 1 month. The sample consisted of 32 students of class VIII-10 and 31 students of class VIII-11 of SMPN 1 Bandar Lampung who were selected by purposive sampling. Findings -The Mann Whitney U Test results showed that students who learned with PBL experienced a more significant increase in mathematical creative thinking skills than students who learned conventionally, especially in certain aspects. The application of PBL not only improves creativity in general but also strengthens the originality and flexibility of students' thinking in mathematical problem solving. The strength of this study lies in the in-depth analysis of the effect of PBL on specific aspects of mathematical creativity, not just the overall improvement. Conclusions - This study also provides empirical evidence of the effectiveness of PBL in improving higher order thinking skills at the junior high school level. Novelty/Originality/Value - Thus, PBL is proven to have an effect on students' mathematical creative thinking skills.
Analisis Kesalahan Kemampuan Representasi Matematis dalam mengerjakan Soal Matematika Materi Statistik Puspita, Nia; Caswita, Caswita; Wijaya, Agung Putra
Mandalika Mathematics and Educations Journal Vol 7 No 4 (2025): Desember
Publisher : FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jm.v7i4.10577

Abstract

Mathematical representation ability is the competence to present mathematical ideas in symbolic, visual, or verbal forms. This descriptive qualitative research aims to analyze students' errors in solving statistics problems based on mathematical representation ability, conducted through a literature study. The results indicate that students still have difficulty representing mathematical ideas (symbolic, visual, verbal). Key errors include conceptual errors (selecting formulas), inaccuracy in charts/diagrams, and inability to connect the data context with its representation. The contributing factors are the lack of conceptual understanding and a focus on procedures. This finding is expected to serve as a reference for teachers to strengthen students' mathematical representation ability, particularly in statistics material.
Co-Authors Ahmad Qolfathiriyus Firdaus Amri, Reni Auliana Caswita Caswita Coesamin, M Coesamin Dedi Supriadi Dina Maulina erna wati Firdaus, Iqbal Girsang, Melan Kristina Herlistiyanti, Sasha Ibirilia, Elvira Sesie Jamila, Atika Jamila Kenny Candra Pradana Mardiyana Mardiyana Melya Riniarti Nurhadian, Yardan Permata Nurhanurawati Nurhanurawati Pentatito Gunowibowo Puspita, Nia Rini Asnawati Rini Rita T Marpaung Salsabila Sri Hastuti Noer Sri Suryanti Sri Wulandari Suyono Suyono Undang Rosidin Viyanti Viyanti Wayan Rumite Widyastuti Widyastuti Winarto, Rifan