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All Journal Jurnal Penelitian Pendidikan IPA (JPPIPA) Journal of Advanced Sciences and Mathematics Education
Syarifah Fadillah Al Hadad
Universitas PGRI Pontianak, Indonesia
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Materials Science & Nanotechnology Mathematics Physics Social Sciences

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Meningkatkan Keterampilan Berpikir Tingkat Tinggi dan Sikap Ilmiah Melalui Eksperimen Berbasis Arduino Dwi Fajar Saputri; Adi Pramuda; Soka Hadiati; Syarifah Fadillah; Eko Setyadi Kurniawan; Matsun
Jurnal Penelitian Pendidikan IPA Vol 11 No 10 (2025): October
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i10.12700

Abstract

In science learning, students' higher-order thinking skills (HOTS) and scientific attitudes are still low. Problems become increasingly complex when the COVID-19 pandemic minimally transforms students' interactions with their community environment. Innovation is needed to obtain an experimental model integrated with the Arduino Internet of Things to enhance HOTS and scientific attitudes. This research aims to obtain a valid and practical Arduino-based experiment model and its effect on HOTS and scientific attitudes. This research and development refers to Borg and Gall consisting of research and collecting of information, planning, initial product development, initial testing, main product revision, main field testing, operational product revision, operational field testing, final product revision, and dissemination. The research subjects involved were physics lecturers, education practitioners, and physics education students in West Kalimantan, Indonesia. Enhancing HOTS after implementing an experiment is calculated using the Multivariate Analysis of Variance. The arduino based experiments model has proven feasible, practical, and effectively applied to improve students' HOTS and scientific attitudes. The results become an innovative alternative laboratory work model to be used as a policy recommendation in higher education.
The thinking processes of prospective mathematics teachers in reversibly translating nets into geometric shapes Sandie Sandie; Syarifah Fadillah; Dewi Risalah; Al-Iman Nuryadin
Journal of Advanced Sciences and Mathematics Education Vol. 6 No. 1 (2026): Journal of Advanced Sciences and Mathematics Education
Publisher : CV. FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/jasme.v6i1.1102

Abstract

Background: Spatial reasoning is a fundamental component of geometry learning, particularly in translating between two-dimensional nets and three-dimensional geometric shapes. For prospective mathematics teachers, the ability to perform such spatial translations is essential because it influences conceptual understanding and future instructional practices. However, correct answers in spatial tasks do not always indicate genuine conceptual understanding. Aims: This study aims to explore and describe the thinking processes of prospective mathematics teachers when translating spatial representations, specifically from nets to geometric shapes and from geometric shapes to nets. The scope focuses on identifying qualitative characteristics of their thinking processes in spatial translation tasks. Methods: This research employed a qualitative approach involving 12 prospective mathematics teachers enrolled in the Mathematics Education Study Program, Faculty of Mathematics, Natural Sciences, and Technology, Universitas PGRI Pontianak. Participants were selected using purposive sampling. Data were collected through spatial translation tasks followed by semi-structured interviews. Interview data were audio-recorded, transcribed verbatim, and analyzed qualitatively to identify patterns in participants’ thinking processes. Result: The findings revealed five distinct characteristics of thinking processes: (1) correct and understanding the concept, (2) correct but not understanding the concept, (3) correct through reflection, (4) wrong but understanding the concept, and (5) wrong and not understanding the concept. The results indicate that answer correctness does not necessarily reflect conceptual understanding, and that reflection plays a crucial role in reconstructing spatial concepts. Conclusion: This study emphasizes the importance of conceptual understanding and reflective thinking in geometry instruction and provides insights for mathematics teacher education programs in designing learning experiences that develop prospective teachers’ spatial reasoning skills.
Co-Authors Adi Pramuda Al-Iman Nuryadin Dewi Risalah Dwi Fajar Saputri Eko Setyadi Kurniawan Matsun Sandie Sandie Soka Hadiati