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TPACK Capabilities of Mathematics Teachers: An Overview Based on Teacher Certification Status and School Accreditation Busnawir Busnawir; Mery Aryanti; Nana Sumarna; Kodirun Kodirun; Hafiludin Samparadja
Mosharafa: Jurnal Pendidikan Matematika Vol 12, No 3 (2023)
Publisher : Institut Pendidikan Indonesia Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v12i3.2779

Abstract

Keterampilan TPACK guru dapat dipengaruhi oleh status sertifikasi guru dan akreditasi sekolah. Guru bersertifikat diharapkan mampu mengintegrasikan TPACK dengan baik dalam pembelajaran. Tujuan penelitian ini untuk mengkaji kemampuan TPACK guru matematika sekolah menengah berdasarkan status sertifikasi guru dan akreditasi sekolah di Kabupaten Buton Utara. Penelitian ini menggunakan pendekatan deskriptif kuantitatif dengan metode survey. Populasi penelitian sebanyak 53 guru matematika sekaligus sebagai subyek penelitian. Data dikumpulkan melalui angket, observasi, wawancara dan dokumentasi. Hasil penelitian menunjukkan bahwa kemampuan penguasaan TPACK guru matematika sekolah menengah di Kabupaten Buton Utara termasuk kategori rendah; ada perbedaan kemampuan TPACK yang signifikan antara guru matematika di sekolah terakreditasi A dan B; terdapat perbedaan yang signifikan keterampilan TPACK antara guru matematika di sekolah terakreditasi A dan C; tidak terdapat perbedaan kemampuan TPACK antara guru matematika di sekolah terakreditasi B dan C; terdapat perbedaan yang signifikan kemampuan TPACK antara guru bersertifikasi dan tidak bersertifikasi di sekolah terakreditasi B; tidak ada perbedaan keterampilan TPACK antara guru bersertifikasi dan tidak bersertifikasi di sekolah terakreditasi A dan C.Teachers' TPACK skills can be influenced by teacher certification status and school accreditation. Certified teachers are expected to be able to integrate TPACK well in learning. The purpose of this study was to examine the TPACK ability of high school mathematics teachers based on teacher certification status and school accreditation in North Buton District. This research uses a quantitative descriptive approach with a survey method. The research population consisted of 53 mathematics teachers who were also research subjects. Data were collected through questionnaires, observations, interviews, and documentation. The results showed that the TPACK mastery ability of high school mathematics teachers in North Buton Regency was in a low category; there is a significant difference in TPACK ability between mathematics teachers in schools accredited A and B; there is a significant difference in TPACK skills between mathematics teachers in schools accredited A and C; there is no difference in TPACK abilities between mathematics teachers in schools accredited B and C; there is a significant difference in the ability of TPACK between certified and uncertified teachers in schools accredited B; there is no difference in TPACK skills between certified and uncertified teachers in schools accredited A and C.
Problem-Based Learning Model Assisted by GeoGebra for Students' Mathematical Conceptual Understanding Jazuli, La Ode Ahmad; Kodirun; Zahra, Fiqra Purnama
Jurnal Amal Pendidikan Vol. 5 No. 2 (2024): August 2024
Publisher : FKIP Universitas Halu Oleo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36709/japend.v5i2.144

Abstract

This study is motivated by the challenges many students face in understanding abstract concepts in mathematics, which negatively impacts their learning outcomes and critical thinking skills, making it difficult for them to follow lessons effectively. The instructional models commonly used are often ineffective in fostering a deep understanding of concepts among students. Therefore, the application of the Problem Based Learning (PBL) model, supported by GeoGebra, is considered capable of enhancing students’ conceptual understanding through interactive visualization. This study aims to examine the influence of the Problem Based Learning (PBL) model assisted by GeoGebra on the ability to understand mathematical concepts of grade X students of SMA Negeri 1 Tongauna. This type of research is a quasi-experiment with a Posttest-Only Control Design research design. The population of this study is all students of class X of SMA Negeri 1 Tongauna. With two sample classes selected, namely class X.3 and class X.4. Sample selection uses a simple random class technique. The data of the research results were collected through observation sheets and tests of students' ability to understand mathematical concepts. The data analysis techniques in this study are descriptive and inferential analysis. Based on the results of the descriptive analysis, it is known that the values and classifications in the experimental class are superior to the control class. The results of the inferential analysis obtained the values of   and  with  Because , then  is rejected, leading to the conclusion that this study demonstrates a significant effect of the GeoGebra-supported PBL model on the mathematical conceptual understanding ability of tenth-grade students at SMA Negeri 1 Tongauna.
The Influence of TPACK, ICT, HOTS, and 4C on Students' Mathematical Concept Understanding Saputri, Wa Ode Yuliana; Kodirun; Jafar
Jurnal Pendidikan Matematika Vol. 16 No. 1 (2025): January 2025
Publisher : Jurusan Pendidikan Matematika FKIP Universitas Halu Oleo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36709/jpm.v16i1.268

Abstract

This research was conducted to determine whether there is an influence of TPACK, ICT, HOTS, and 4C on students' understanding of mathematical concepts. This study used a quasi-experimental design involving two sample classes: an experimental class and a control class. The research instruments included observation sheets to assess the implementation of teaching activities by the teacher and student engagement during the learning process, as well as a test sheet to measure students' understanding of mathematical concepts. The data analysis techniques used were descriptive analysis to describe teacher and student activities during the learning process and to determine the categories of students' understanding of mathematical concepts, as well as inferential analysis to test the research hypothesis. The results of this study indicated that: (1) the percentage of teacher activity implementation using TPACK, ICT, HOTS, and 4C had an average of 87.5%; (2) the percentage of student activity in improving mathematical concept understanding with the application of TPACK, ICT, HOTS, and 4C had an average of 82%; and (3) based on the hypothesis test, it can be indicated that there is a significant difference in the average mathematical concept understanding of students. Therefore, it can be concluded that TPACK, ICT, HOTS, and 4C have an influence on students' understanding of mathematical concepts
TPACK Abilities of Mathematics Teachers: A Review Based on Teacher Certification and School Accreditation Status Busnawir; Aryanti, Mery; Sumarna, Nana; Kodirun; Samparadja, Hafiludin
Mosharafa: Jurnal Pendidikan Matematika Vol. 12 No. 3 (2023): July
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v12i3.831

Abstract

Keterampilan TPACK guru dapat dipengaruhi oleh status sertifikasi guru dan akreditasi sekolah. Guru bersertifikat diharapkan mampu mengintegrasikan TPACK dengan baik dalam pembelajaran. Tujuan penelitian ini untuk mengkaji kemampuan TPACK guru matematika sekolah menengah berdasarkan status sertifikasi guru dan akreditasi sekolah di Kabupaten Buton Utara. Penelitian ini menggunakan pendekatan deskriptif kuantitatif dengan metode survey. Populasi penelitian sebanyak 53 guru matematika sekaligus sebagai subyek penelitian. Data dikumpulkan melalui angket, observasi, wawancara dan dokumentasi. Hasil penelitian menunjukkan bahwa kemampuan penguasaan TPACK guru matematika sekolah menengah di Kabupaten Buton Utara termasuk kategori rendah; ada perbedaan kemampuan TPACK yang signifikan antara guru matematika di sekolah terakreditasi A dan B; terdapat perbedaan yang signifikan keterampilan TPACK antara guru matematika di sekolah terakreditasi A dan C; tidak terdapat perbedaan kemampuan TPACK antara guru matematika di sekolah terakreditasi B dan C; terdapat perbedaan yang signifikan kemampuan TPACK antara guru bersertifikasi dan tidak bersertifikasi di sekolah terakreditasi B; tidak ada perbedaan keterampilan TPACK antara guru bersertifikasi dan tidak bersertifikasi di sekolah terakreditasi A dan C. Teachers' TPACK skills can be influenced by teacher certification status and school accreditation. Certified teachers are expected to be able to integrate TPACK well in learning. The purpose of this study was to examine the TPACK ability of high school mathematics teachers based on teacher certification status and school accreditation in North Buton District. This research uses a quantitative descriptive approach with a survey method. The research population consisted of 53 mathematics teachers who were also research subjects. Data were collected through questionnaires, observations, interviews, and documentation. The results showed that the TPACK mastery ability of high school mathematics teachers in North Buton Regency was in a low category; there is a significant difference in TPACK ability between mathematics teachers in schools accredited A and B; there is a significant difference in TPACK skills between mathematics teachers in schools accredited A and C; there is no difference in TPACK abilities between mathematics teachers in schools accredited B and C; there is a significant difference in the ability of TPACK between certified and uncertified teachers in schools accredited B; there is no difference in TPACK skills between certified and uncertified teachers in schools accredited A and C.
Pelatihan Rekonstruksi Pembelajaran Melalui Penerapan Model REACT Busnawir; Zamsir; Kodirun; Fahyuddin; Arisona
Amal Ilmiah: Jurnal Pengabdian Kepada Masyarakat Vol. 4 No. 2 (2023): Edisi Mei 2023
Publisher : FKIP Universitas Halu Oleo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36709/amalilmiah.v4i2.49

Abstract

Pelatihan Rekonstruksi Pembelajaran Matematika dan IPA Melalui Penerapan Model REACT (Relating, Experiencing, Applying, Cooperating, and Transferring) bagi Guru SMP Negeri 9 Kendari bertujuan untuk: (1) memberikan pengetahuan dan pengalaman kepada peserta pelatihan tentang rekonstruksi pembelajaran yang berorientasi kepada peserta didik sebagai pusat pembelajaran (students as learning centers); (2) meningkatkan keterampilan peserta pelatihan dalam menyusun Rencana Pelaksanaan Pembelajaran (RPP) berbasis model REACT; (3) meningkatkan keterampilan peserta pelatihan dalam menerapkan model REACT pada pembelajaran matematika dan IPA. Khalayak sasaran kegiatan pelatihan ini adalah guru SMP Negeri 9 Kendari yang berjumlah 24 orang yang terdiri dari 14 guru matematika dan 10 guru IPA. Metode  yang  digunakan  adalah:  ceramah,  presentasi, diskusi, dan penugasan. Hasil kegiatan ini adalah tersusunnya RPP yang didesain menggunakan model REACT untuk pembelajaran matematika dan pembelajaran IPA, yang dapat diimplementasikan dalam pembelajaran oleh guru matematika dan guru IPA di SMP Negeri 9 Kendari.
Co-Authors A.A. Ketut Agung Cahyawan W adam, Pasrun Agustin, Fella Ainun Zariah Aisah . Anisa Anisa Anwar Bey Anwar Bey Aprilia . Arisona Aryanti, Mery Asrina Ena Ays Karlina Ayu Putri Fajar Bahriyanti Bahriyanti Busnawir Busnawir Busnawir Darmawangsa Darmawangsa Darmawangsa Darmawangsa Dewi Sanrasri Fortuna Rasak Dorce Banne Pabunga, Dorce Banne Elvita Beliana Viktor Ena, Asrina Fahyuddin Febriyanti Tahir Frisman Saleh Gusti Ngurah Adhi Wibawa Hafiludin Samparadja Hafiludin Samparadja Hamlin, Randita Cahyani Hardianti Hardianti Hasmal Hasmal Hasnawati Hasnawati Hendra Nelva Saputra Hermanto Hermanto Hermin Hermin Hidayat Ahmad Ikhwatun Muzayarah Ode Ikman Ikman Ikman, Ikman Ikman, Ikman Ili, La Indrawati, Wa Ode Jafar Jazuli, La Ode Ahmad Kadir Kadir La Arapu La Arapu La Arapu La Arapu La Arapu La Arapu La Masi La Masi La Masi La Ndia La Ndia Lambertus Lambertus Lambertus Lambertus, Lambertus Landita, Asriana Latief Sahidin Limpu, Agus Makklau, Makklau Makkulau Makkulau Mery Aryanti Misu, La Mohamad Salam Muhammad Sudia Muhammad Sudia Mukhsar . Muli, La Mustamin Anggo Muthahharah Idris Nana Sumarna Nana Sumarna Nela Arya Putri Nini Ratna Sari Novita Kumala Sari R, Rasmiati Rahmad Prajono Rahmat Rahmat Rahmat Rahmat Ramlin Ramlin Randita Cahyani Hamlin Rifal, Muhammad Risman Alifin Saleh Saleh Salim Salim Salim Salim, Salim Samparadja, Hafiludin Saputri, Wa Ode Yuliana Sidu, Sabaruddin Sitti Ramalan Solly Aryza Suhar Suhar Suhar, Suhar Suhar, Suhar Syaiful Akbar Ulfa Sari, Dian Wa ode Fauziah Wa Ode Fikrahayu Darmin Wa Ode Haliana Windi Aprilia Yuningsih, Sima Yusdiana Yusdiana Zahra, Fiqra Purnama Zamsir Zamsir Zamsir Zamsir Zamsir Zamsir