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All Journal Jurnal Pengajaran MIPA Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam JPPM (JURNAL PENELITIAN DAN PEMBELAJARAN MATEMATIKA) Al-Jabar : Jurnal Pendidikan Matematika MATAPPA: Jurnal Pengabdian Kepada Masyarakat Jurnal Cendekia : Jurnal Pendidikan Matematika Guru Tua : Jurnal Pendidikan dan Pembelajaran Al-Khwarizmi: Jurnal Pendidikan Matematika dan Ilmu Pengetahuan Alam ANARGYA: Jurnal Ilmiah Pendidikan Matematika Jurnal Absis : Jurnal Pendidikan Matematika dan Matematika Koordinat : Jurnal Pembelajaran Matematika dan Sains Aksioma Amal Ilmiah: Jurnal Pengabdian Kepada Masyarakat Jurnal Pendidikan MIPA AKSIOMA
Badjeber, Rafiq
UIN Datokarama Palu
Education Mathematics Physics Other

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Conceptual and Procedural Knowledge of Prospective Mathematics Teacher in Solving Derivative Problems Rochaminah, Sutji; Wahyono, Unggul; Nursupiamin, Nursupiamin; Badjeber, Rafiq
Jurnal Pendidikan MIPA Vol 26, No 1 (2025): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpmipa.v26i1.pp105-117

Abstract

Abstract: Both procedural knowledge and conceptual knowledge are needed to solve derivative problems. This study aims to describe PMTs' conceptual and procedural knowledge in solving derivative problems. A qualitative with a case study as the research method was used. The research subjects were 63 prospective mathematics teacher (PMT) who attended Differential Calculus in the 2022-2023 academic year. The subject was chosen with purposive sampling. This study employed three problems from the derivative understanding test as the research instrument. The data analysis technique used in this study was the data analysis technique outlined by Miles & Huberman which began with data collection, then data reduction and drawing conclusions. The findings reveal that PMTs' lack of meaningful understanding of the definition of derivatives and their symbols may lead to algorithmic errors in finding the function f when the derivative of the function f at c is known. Of all the subjects, 82.5% found the derivative of a function without using the product rule. The procedural errors in finding the derivative of the product of functions stem from the subjects' misunderstanding of the rule that the derivative of a product is the product of their derivatives.Furthermore, 55.5% of the subjects determined the maximum and minimum values by first finding the stationary points. However, only 11% correctly found the minimum and maximum values. The results of this analysis highlight the importance of having a profound understanding of concepts when selecting and developing effective problem-solving procedures. Thus, the findings of this study are expected to assist lecturers in preparing teaching materials about derivatives effectively.      Keywords: conceptual knowledge, problem solving, procedural knowledge.
Technological, pedagogical, and content knowledge among mathematics teachers: Difference of teaching experience and certification status Badjeber, Rafiq; Yulia, Yulia; Mijra, Mijra; Winda, Winda
Al-Jabar: Jurnal Pendidikan Matematika Vol 15 No 2 (2024): Al-Jabar: Jurnal Pendidikan Matematika
Publisher : Universitas Islam Raden Intan Lampung, INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ajpm.v15i2.24673

Abstract

Background: Teachers continue to face challenges in applying Technological, Pedagogical, and Content Knowledge (TPACK) in classroom settings. Many mathematics teachers, in particular, lack adequate preparation and mastery of the three core components of TPACK.Aim: This study aims to investigate and analyze differences in TPACK proficiency among mathematics teachers based on their teaching experience and certification status.Method: Adopting a mixed-method approach with a sequential explanatory design, the study involved 65 Islamic Junior and Senior High School mathematics teachers in Palu City, selected through proportionate stratified random sampling. Additionally, four teachers were interviewed to gain deeper insights. The instruments used included TPACK questionnaires and structured interview guidelines.Results: The findings revealed no significant differences in TPACK proficiency between certified and non-certified mathematics teachers. While teachers demonstrated a solid understanding of content and appropriate teaching methods, they seldom incorporated technology into their instruction. Furthermore, teaching experience showed no substantial impact on TPACK proficiency. Junior teachers were observed to have better familiarity with technology, while senior teachers exhibited greater adaptability in managing diverse classroom situations.Conclusion: Certification status and teaching experience do not significantly influence TPACK proficiency among mathematics teachers. The primary barrier to integrating technology lies in limited access to adequate facilities. Continued professional development initiatives are essential to enhance teachers' technological competencies and their integration into classroom practices.
Learning Obstacle Of Prospective Mathematics Teachers On Real Analysis Badjeber, Rafiq; Sukayasa, I Wayan; Hadi, Windia; Melissa, Margareta Madha
Koordinat Jurnal MIPA Vol. 6 No. 1 (2025)
Publisher : Program Studi Tadris Matematika dan Tadris Ilmu Pengetahuan Alam, Fakultas Tarbiyah dan Ilmu Keguruan (FTIK), Universitas Islam Negeri (UIN) Datokarama Palu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24239/koordinat.v6i1.147

Abstract

This study aims to identify the learning obstacles experienced by prospective mathematics teachers when constructing proofs in real analysis. This study uses a qualitative method with a case study design. The research subjects comprised 20 third-year prospective mathematics teachers at a university in Palu. Five prospective mathematics teachers were selected for interviews based on the types of obstacles they experienced. The research instruments included a respondent ability test (RAT) and interview guidelines. Data analysis was conducted by reducing data, presenting data, and drawing conclusions. The results of the study indicate that prospective mathematics teachers experience ontogenic obstacles, namely difficulty in thinking deductively and axiomatically; epistemological obstacles when difficulty in understanding definitions, difficulty in starting proofs, and difficulty in constructing complete proofs; and didactical obstacles that occur due to a procedural learning approach. These findings can be used by lecturers in designing relevant learning designs based on prospective mathematics teachers' learning trajectories to anticipate potential learning obstacle
Kemampuan Representasi Matematis Peserta Didik MTs Ditinjau dari Self-Concept Yanti, Eka Farida; Badjeber, Rafiq; Yulia, Yulia
Jurnal Cendekia : Jurnal Pendidikan Matematika Vol 9 No 3 (2025): Jurnal Cendekia: Jurnal Pendidikan Matematika Volume 9 Nomor 3 Tahun 2025
Publisher : Mathematics Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/cendekia.v9i3.4374

Abstract

Kemampuan representasi matematis sangat penting dalam memahami konsep dan menyelesaikan masalah, namun banyak peserta didik yang belum mampu merepresentasikan ide matematis secara optimal. Salah satu faktor yang memengaruhi kemampuan tersebut adalah self-concept. Penelitian ini bertujuan untuk mengkaji kemampuan representasi matematis peserta didik MTs ditinjau dari tingkat self-concept mereka. Metode yang digunakan adalah deskriptif kualitatif dengan subjek tiga peserta didik kelas IX yang dipilih secara purposif mewakili kategori self-concept tinggi, sedang, dan rendah. Data dikumpulkan melalui angket self-concept, tes representasi matematis pada materi bangun ruang sisi lengkung, dan wawancara semi-terstruktur. Hasil penelitian menunjukkan bahwa peserta didik dengan self-concept tinggi mampu memenuhi seluruh indikator representasi (visual, simbolik, verbal) dengan baik. Peserta didik dengan self-concept sedang menunjukkan pemahaman yang cukup namun kurang dalam ketelitian dan kejelasan penjelasan. Sebaliknya, peserta didik dengan self-concept rendah mengalami kesulitan dalam seluruh aspek representasi. Temuan ini menegaskan bahwa self-concept berpengaruh terhadap kemampuan peserta didik dalam membangun dan mengomunikasikan ide matematis. Oleh karena itu, penguatan self-concept penting dalam pembelajaran matematika.
A Review of Toulmin's Argumentation in Mathematics dan Science Learning: Implementation, Impact and the Role of the Teacher Badjeber, Rafiq; Supriyatman, Supriyatman; Afadil, Afadil; Hadi, Windia
Jurnal Pendidikan MIPA Vol 25, No 3 (2024): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

A Review of Toulmin's Argumentation in Mathematics dan Science Learning: Implementation, Impact and the Role of the Teacher. Objective: This review study aims to analyze and provide a complete study of the role of Toulmin's argumentation model in math and science learning Methods: This study uses a systematic literature review by following the PRISMA form. We found 396 documents on the Toulmin’s argumentation model published in 2020-2024, which were collected through the Scopus database. After the screening process, 19 articles were selected for analysis using thematic analysis. Findings: The review findings show that Toulmin's argumentation model is flexible enough to be used in learning, either as an argumentation analysis tool or as part of an innovative learning design. The positive impact can be seen in improving students' critical thinking skills, conceptual understanding, reasoning, and justification abilities. In addition, teachers have a vital role in supporting students' argumentation. The teacher is a facilitator, guide, and feedback provider that helps students develop and effectively deliver arguments. Conclusion: This study confirms that Toulmin's argumentation is relevant to improving students' higher-order thinking skills. It highlights the need for professional development for teachers to optimally support argumentation-based learning and select the most appropriate ways of integrating scientific argumentation into learning practice.        Keywords: mathematics learning, role of teacher, science learning, student's skills, toulmin's argumentation.DOI: http://dx.doi.org/10.23960/jpmipa/v25i3.pp1199-1213
KETERAMPILAN ABAD 21 DALAM PEMBELAJARAN Badjeber, Rafiq; Suciati, Indah; Sartika, Nurhalida
Guru Tua : Jurnal Pendidikan dan Pembelajaran Vol. 7 No. 1 (2024): Mei
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31970/gurutua.v7i1.183

Abstract

The purpose of this study is to analyze 21st century skills in learning. The research method used is Systematic Literature Review. Data was collected by documenting and reviewing literature in the National Library of Indonesia and Google Scholar databases related to 21st century skills in learning in the 2020-2021 period as many as 520 literatures. A total of 20 literatures were analyzed using the Miles & Huberman interactive model by collecting data, reducing data using thematic analysis techniques, presenting data, and drawing conclusions. The findings provide insight into the methodology and results of research on 21st century skills, namely 21st century skills that are positively and significantly correlated with perceptions, technology, learning outcomes, and self-efficacy. The use of inquiry learning models, Blended Learning, PBL, and project-based learning are effective in improving 21st century skills
PENGGUNAAN METODE PERMAINAN “BINGO MATEMATIKA” PADA MATERI BANGUN DATAR Badjeber, Rafiq; Suciati, Indah
Aksioma Vol. 10 No. 1 (2021): AKSIOMA : Jurnal Pendidikan Matematika FKIP Universitas Tadulako
Publisher : Universitas Tadulako

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/aksioma.v10i1.830

Abstract

: Bangun datar merupakan geometri dua dimensi. Meski terlihat sederhana dan sering dijumpai, namun konsep bangun datar masih tergolong rumit bagi peserta didik. Untuk mengatasi hal itu, maka diberi solusi berupa metode permainan “Bingo Matematika”. Metode permainan “Bingo Matematika” ialah suatu metode yang dirancang untuk memotivasi dan merupakan media yang efektif untuk mengulas dan meningkatkan istilah yang digunakan pada pembelajaran matematika. Adapun langkah-langkahnya sebagai berikut: (1) Mengidentifikasi konsep atau prinsip matematika yang diinginkan. (2) Memberitahukan tentang Aturan “Bingo Matematika”. (3) Memulai Permainan. (4) Memberi kesempatan untuk mereview apa yang mereka peroleh dari permainan “Bingo Matematika”. Abstract: Two-dimensional figure is a two-dimensional geometry. Even though it looks simple and is often found, the concept of two-dimensional figure is still quite complicated for students. To overcome this, a solution was given in the form of the "Math Bingo" game method. The game method "Bingo Math" is a method designed to motivate and is an effective medium for reviewing and improving terms used in mathematics learning. The steps are: (1) Identifying the desired mathematical concept or principle. (2) Tells about the "Math Bingo" Rules. (3) Starting the Game. (4) Give them the opportunity to review what they got from the game "Math Bingo".
PENGARUH SELF EFFICACY TERHADAP KEMAMPUAN PEMECAHAN MASALAH MATEMATIKA PESERTA DIDIK SMP: The Influence Of Self Efficacy On The Mathematical Problem Solving Ability Of Junior High School Students Nurwahda, Nurwahda; Nursupiamin, Nursupiamin; Badjeber, Rafiq
Aksioma Vol. 12 No. 2 (2023): AKSIOMA
Publisher : Universitas Tadulako

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/aksioma.v12i2.4338

Abstract

The purpose of this study was to determine the effect of self-efficacy on the math problem solving abilities of junior high school students. The method used in this research is quantitative with ex post facto design. The population in this study were all students of class VIII SMP Negeri 3 Palu. The sample studied was 174 students who were obtained using simple random sampling technique. The instruments in this study used a self-efficacy questionnaire and a math problem-solving ability test. The results of the study showed that there was an effect of self-efficacy on students' mathematical problem-solving skills at SMP Negeri 3 Palu. The influence of self-efficacy on the ability to solve mathematical problems is 27.2%.
Matematika Ceria: Menginspirasi Generasi Digital Dengan Logika Dan Algoritma Nursupiamin, Nursupiamin; Yulia, Yulia; Badjeber, Rafiq; Elfira, Riska; Abd. Gani, Fathurrahmah; Amanda, Miftah
Amal Ilmiah: Jurnal Pengabdian Kepada Masyarakat Vol. 7 No. 1 (2026): Edisi Maret 2026
Publisher : FKIP Universitas Halu Oleo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36709/amalilmiah.v7i1.743

Abstract

Perkembangan teknologi digital yang pesat menuntut adanya inovasi dalam pembelajaran matematika yang menekankan proses berpikir logis, sistematis, dan algoritmik, bukan sekadar berorientasi pada hasil akhir. Tujuan kegiatan ini adalah untuk meningkatkan motivasi belajar dan pemahaman konsep matematika peserta didik melalui pendekatan computational thinking yang terintegrasi dengan media digital interaktif dan permainan edukatif. Metode pelaksanaan menggunakan pendekatan partisipatif dengan strategi game-based learning dan project-based learning, melibatkan 50 peserta didik sebagai subjek kegiatan. Hasil pretest–posttest menunjukkan peningkatan nilai rata-rata dari 50,3 menjadi 78,9, yang menggambarkan peningkatan signifikan pada kemampuan berpikir logis dan algoritmik siswa. Observasi kualitatif juga menunjukkan perubahan perilaku belajar, di mana siswa menjadi lebih antusias, aktif berdiskusi, dan reflektif dalam menyelesaikan permasalahan matematis. Program ini menghadirkan model integrasi antara pembelajaran logika–algoritma dan eksplorasi digital berbantuan AI untuk menumbuhkan keterampilan abad ke-21. Dengan demikian, strategi Matematika Ceria berkontribusi dalam mempersiapkan siswa menghadapi era digital melalui penguatan berpikir logis–algoritmik, literasi teknologi, dan kemampuan adaptif terhadap perkembangan komputasi dan AI.
Co-Authors Abd. Gani, Fathurrahmah ABDUL MANAF Afadil Agung Wicaksono Amanda, Miftah Bagus Bagus Bagus Bagus, Bagus Elfira, Riska Guci, Ammar Abdullah Joni Hajerina Jayanti Putri Purwaningrum Khairunnisa Melissa, Margareta Madha Mijra, Mijra Mufidah Mufidah Musfira, Musfira NILAWATI Nursupiamin Nursupiamin, Nursupiamin Nurwahda, Nurwahda Sartika, Nurhalida Siti Fatimah Sri Wulandari Suciati, Indah Sukayasa, I Wayan Supriyatman, Supriyatman Sutji Rochaminah Syamsul Arifin Unggul Wahyono Wahyuni H Mailili Wahyuni H Mailili Winda Winda Windia Hadi, Windia Yanti, Eka Farida Yulia Yulia