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All Journal Jurnal Pendidikan Islam Al Ishlah Jurnal Pendidikan
Didi Suryadi
Department of Mathematics Education, Universitas Pendidikan Indonesia, Bandung, Indonesia
Education Languange, Linguistic, Communication & Media Mathematics Other

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Shifting Teachers' Attitudes or Developing Innovative Didactical Designs: Which Should Come First? Anton Nasrullah; Didi Suryadi; Agus Hendriyanto; Lukman Hakim Muhaimin
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 3 (2025): SEPTEMBER 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i3.7378

Abstract

In mathematics education, the process of knowledge transposition—how academic content is adapted for classroom use—is shaped by teachers’ attitudes and instructional practices. In Indonesia, little is known about how mathematics teachers critically engage with textbooks and curricular materials during this process. This qualitative study employed an interpretative phenomenological analysis to explore the lived experiences of five experienced mathematics teachers from reputable schools in Bandung and Surakarta. Data were collected through semi-structured, in-depth interviews and analyzed thematically to uncover patterns in teachers’ perceptions and practices related to instructional materials. The findings reveal a strong reliance on textbooks as primary teaching references, often accompanied by uncritical acceptance of their content. Teachers tended to assume that government-issued or commercially published textbooks were scientifically accurate, without cross-referencing them against academic sources. This passive approach to knowledge adaptation raises the risk of perpetuating conceptual misunderstandings in the classroom. While some teachers expressed skepticism, they lacked the confidence or institutional support to challenge existing materials. These results suggest a need for professional development programs that promote critical curriculum analysis, reflective teaching practices, and collaborative content evaluation. Supporting teachers to act not merely as content deliverers, but as informed and critical mediators of knowledge, is essential for effective didactic transposition and improved student learning outcomes.
Computational Thinking and Mathematical Problem Solving in Madrasah Tsanawiyah Students I Made Suarsana; Tatang Herman; Elah Nurlaelah; Didi Suryadi; Irianto Irianto; Al Jupri; Asep Bayu Dani Nandiyanto; Zulkaidah Nur Ahzan
Jurnal Pendidikan Islam Vol 12 No 1 (2026): Jurnal Pendidikan Islam
Publisher : The Faculty of Tarbiyah and Teacher Training associated with PSPII

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jpi.v12i1.42091

Abstract

The integration of computational thinking into mathematics learning is increasingly important in preparing students for problem-solving in the digital era, and visual programming tools such as Flowgorithm offer potential pedagogical support. This study analyzes the effect of Flowgorithm-assisted instruction on students’ computational thinking skills and mathematical problem-solving abilities. A quasi-experimental pretest–posttest control group design was employed and implemented in two phases: a programming phase and a mathematics learning phase. The population consisted of all eighth-grade students at Madrasah Tsanawiyah in Bali Province, Indonesia, from which 34 students were selected using cluster random sampling (20 in the experimental group and 14 in the control group). Data on computational thinking and mathematical problem-solving abilities were collected using achievement tests and analyzed using MANCOVA, followed by post hoc tests, with effect sizes reported using partial eta squared. The findings reveal significant differences between the experimental and control groups, with post hoc analysis indicating that Flowgorithm-assisted mathematics learning significantly improved students’ computational thinking skills, while no significant difference was found in mathematical problem-solving abilities. Despite a non-significant effect on problem-solving, the integration of Flowgorithm showed no negative impact, suggesting that Flowgorithm-assisted instruction can be a viable approach for embedding computational thinking concepts into mathematics curricula and instructional practices.
Co-Authors Agus Hendriyanto Al Jupri Anton Nasrullah Asep Bayu Dani Nandiyanto Elah Nurlaelah I Made Suarsana Irianto Irianto Lukman Hakim Muhaimin Tatang Herman Zulkaidah Nur Ahzan