Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
P-Index
This Author published in this journals
All Journal Al-Jabar : Jurnal Pendidikan Matematika Information Technology Education Journal
Moh Jusri Kahar
Sekolah Tinggi Keguruan dan Ilmu Pendidikan Dampal Selatan
Computer Science & IT Education Mathematics

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Exploration of student learning obstacles in solving propotional problems in junior high school Warli, Dwi; Fatimah, Siti; Wicaksono, Agung; Kahar, Moh Jusri; Fajriani, Fajriani; Deeteng, Asman
Al-Jabar: Jurnal Pendidikan Matematika Vol 16 No 1 (2025): 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.v16i1.26478

Abstract

Background: Proportion is a key mathematical concept, but epistemological and didactical learning obstacles can hinder students' understanding. These challenges arise from limited contextual knowledge and procedural teaching methods. Identifying these obstacles through diagnostic assessments helps design effective learning strategies, enhancing students' proportional reasoning and problem-solving skills. Aim: This research aims to describe and analyze students' learning obstacles in Proportion material in terms of Proportional reasoning.. Method: The method used in this case is a research method qualitative focuses on obstacles to learning. Instruments used in studying learning obstacles designed based on the Proportional level of reasoning. The subject of this research comes from Al-Fahmi Palu Junior High School which consists of class VII, Data collection was carried out through written tests, interviews and observations. Result: The results of the research show revealing two main types: epistemological and didactical obstacles. Epistemological obstacles arise due to students' limited contextual knowledge, preventing them from applying known concepts to new problems, as seen in their difficulty modeling proportional relationships correctly. Didactical obstacles stem from procedural teaching methods that emphasize memorization over conceptual understanding, leading students to rely on fixed procedures rather than flexible problem-solving strategies. These findings highlight the need for varied and meaningful learning approaches to help students build a deeper understanding of Proportion concepts. Conclusion: The research found two types of student learning obstacles in solving Proportion problems: epistemological obstacles, due to limited contextual knowledge, and didactical obstacles, arising from teachers' procedural teaching methods and lack of varied practice, leading to difficulties in handling complex proportional reasoning.
Validation of a Blended Mathematics Learning Readiness Instrument Based on Offline Delivery in Remote Areas Astutik, Heny Sri; Kaharuddin, Andi; Salmawati; Murniati; Kahar, Muh Jusri; Pasongli, Hernita
Information Technology Education Journal Vol. 5, No. 2, May (2026)
Publisher : Jurusan Teknik Informatika dan Komputer

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59562/intec.v5i2.265

Abstract

Purpose – This study aimed to develop and validate an instrument assessing student readiness for offline-supported blended mathematics learning, addressing a critical measurement gap in Indonesia's disadvantaged, frontier, and outermost (3T) regions like Southwest Papua. Design – Employing a sequential exploratory psychometric design, we addressed the internet-dependency of existing instruments. An initial 40-item pool, adapted from the Online Learning Readiness Scale for offline contexts, was refined to 30 items. Content validity was established via two expert review rounds (N=3) using NVivo 14 thematic analysis and Gregory's index. Construct validity was examined through Exploratory Factor Analysis (EFA) with 150 mathematics students, alongside Cronbach's Alpha for reliability. Findings – Content validity (Gregory's index) improved from 0.60 to 0.88. EFA established a five-factor structure for the 30 items, explaining 68.4% of the total variance: (1) Learning Independence with Local Resources (α=0.89), (2) Offline Technical Literacy (α=0.87), (3) Adaptation to Infrastructure Limitations (α=0.82), (4) Mathematics Self-Efficacy with Offline Media (α=0.91), and (5) Learning Motivation in Digital Isolation (α=0.79). Overall reliability was α=0.93. Implications – The instrument provides a valid, reliable tool for diagnosis and interventions in underserved regions. Limitations regarding geographic specificity, sample size, and unexamined criterion validity suggest directions for future cross-context validation and longitudinal studies. Originality – By introducing "Adaptation to Infrastructure Limitations" as a novel dimension, this study reconceptualizes learning readiness for connectivity-deprived contexts, offering educators and policymakers an evidence-based tool to promote educational equity.
Co-Authors Agung Wicaksono Andi Kaharuddin Astutik, Heny Sri Deeteng, Asman Fajriani Fajriani Hernita Pasongli Murniati Salmawati Salmawati Siti Fatimah Warli, Dwi