Article Per Year (5 Year)
p-Index From 2021 - 2026
0.983
P-Index
This Author published in this journals
All Journal Edumatsains Journal of Advanced Sciences and Mathematics Education Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner Indonesian Journal of Multidisciplinary Sciences The International Journal of Mathematics and Sciences Education
Thesa Kandaga
Universitas Terbuka
Religion Agriculture, Biological Sciences & Forestry Humanities Chemistry Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Physics Social Sciences Other

Published : 5 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 5 Documents
Search

 1 
Culturally Contextualized E-Module Based on Papua: Why Teachers and Students Need It for Teaching Linear Programming Material? Karunia Tumba Sanda Pakabu; Sudirman Sudirman; Thesa Kandaga
EduMatSains : Jurnal Pendidikan, Matematika dan Sains Vol 9 No 1 (2024): July
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Kristen Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33541/edumatsains.v9i1.5984

Abstract

The use of e-modules in mathematics learning significantly aids both teachers and students in the teaching and learning process. However, the design of e-modules has not been extensively linked to the cultural context in which students live. Therefore, this study aims to explore and analyze the needs of teachers and students in developing culturally integrated e-modules, particularly those reflecting the culture of Papua, for high school students. The research design employed is phenomenological. Participants included Mathematics teachers for grades X, XI, and XII in Nduga Regency, Papua Highlands, and 64 high school students (42 male and 22 female). Data collected from observations and interviews were qualitatively analyzed using Miles-Huberman Interactive Analysis. Findings revealed that the high schools still use the 2013 curriculum, relying on standard textbooks as teaching materials. These textbooks pose problems for students as they are often uninteresting, use formal language, are difficult to understand due to abstract content, and are not contextualized to students' daily lives. Additionally, the reduction in face-to-face learning hours, due to the school's location in a conflict area, hampers effective teaching and learning processes. Another interesting finding is that high schools in Nduga Regency have not yet utilized technology in learning, despite having internet access. These findings imply the need for teaching materials integrated with technology and local culture to help students understand mathematics concepts and assist teachers in teaching both inside and outside the school.
Praxology in advanced geometry textbooks for distance education: A hermeneutic review of structure and knowledge representation Mery Noviyanti; Sudirman Sudirman; Thesa Kandaga; Sendi Ramdhani; Muhamad Galang Isnawan
Journal of Advanced Sciences and Mathematics Education Vol. 5 No. 2 (2025): Journal of Advanced Sciences and Mathematics Education
Publisher : CV. FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/jasme.v5i2.840

Abstract

Background: Geometry plays a fundamental role in mathematics education by developing logical reasoning and spatial understanding. Despite its importance, geometry remains a difficult subject for university students, particularly in distance learning contexts. While several studies have analyzed geometry textbooks, few have examined their knowledge structures through a praxeological perspective. Aim: This study aims to analyze a university-level Euclidean geometry textbook by identifying how the components of praxeology, namely task (T), technique (τ), technology (θ), and theory (Θ), are organized and interconnected to support meaningful learning. Method: The research applied a hermeneutic phenomenological design. The textbook, used in a master’s geometry course at an Indonesian university, was analyzed through repeated readings and qualitative interpretation. Data were coded and categorized according to the praxeological framework and validated through researcher discussions. Result: The findings show that the textbook demonstrates a coherent praxeological structure with accurate theoretical explanations and effective technological representations. However, the analysis revealed weaknesses such as limited rationale for applying specific techniques, insufficient connection between theoretical concepts and exercises, and few examples of proofs. Conclusion: The study concludes that while the textbook reflects strong praxeological principles, improvements are needed in clarifying technique rationales, linking theory and practice, and structuring technological components. The results provide pedagogical insights for developing university geometry textbooks that enhance conceptual understanding, reflective reasoning, and learning effectiveness in both traditional and distance education settings.
Mathematical Reasoning Profile of Vocational Students in STEM-Based Contextual Problems Viewed from Field Independent and Field Dependent Cognitive Styles Victor Istas Purba; Tri Dyah Prastiti; Thesa Kandaga
Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner Vol. 5 No. 3 Agustus 2026: Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner
Publisher : Yayasan Azhar Amanaa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59944/jipsi.v5i3.1561

Abstract

This study profiles the mathematical reasoning of vocational high school (SMK) students in the Electrical Power Installation Engineering (TITL) program when solving STEM-based contextual problems, examined through field independent (FI) and field dependent (FD) cognitive styles. An explanatory sequential mixed-methods design was applied to 40 eleventh-grade students. The Group Embedded Figures Test (GEFT) classified cognitive style, while a researcher-developed STEM-based Mathematical Reasoning Test (TKPM), scored against five NCTM indicators, measured reasoning; six subjects (3 FI, 3 FD) were then explored through task-based clinical interviews analysed using Braun and Clarke’s thematic analysis. Results show that 45% of students were FI and 55% FD. All six subjects fell into the Very Low category (mean 18.61 of 100), with 61.1% of indicator cells scoring zero. Reasoning declined steadily from conjecturing and manipulation (1.28 of 4) to drawing conclusions (0.61), justification (0.33), and validity checking (0.22). FI students displayed analytic independence (specific data enumeration, distractor filtering, and metacognitive self-correction) and excelled at open statistical reasoning, whereas FD students were strong in well-practised procedures (two of three perfect scores on matrix addition) but weak in meaning decomposition, scoring zero on justification and validity. Notably, the advantage reversed by task type: FI led on open reasoning, FD on structured procedure. Overall, the FI style more strongly supported STEM reasoning, though not uniformly. The findings offer an empirical basis for cognitively responsive mathematics instruction and underscore that reasoning errors (correct procedure but wrong conclusion) pose real workplace-safety risks in electrical work
Pembelajaran Matematika Berbantuan Mathigon untuk Meningkatkan Pemahaman Konsep Matematis: Studi Pra-Eksperimental pada satu kelas Mahasiswa Universitas Terbuka (UT) Sunata; Thesa Kandaga; Rina Indriani
Indonesian Journal of Multidisciplinary Sciences (IJoMS) Vol. 5 No. 2 (2026): Indonesian Journal of Multidisciplinary Sciences (IJoMS)
Publisher : CV. Era Digital Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59066/ijoms.v5i2.2848

Abstract

Penelitian ini bertujuan untuk menganalisis peningkatan pemahaman konsep matematis mahasiswa setelah mengikuti pembelajaran matematika berbantuan Mathigon pada materi luas lingkaran. Penelitian ini merupakan studi pra-eksperimental dengan pendekatan kuantitatif menggunakan desain one-group pretest-posttest. Subjek penelitian terdiri atas 12 mahasiswa Universitas Terbuka semester 5 dalam satu kelas. Data dikumpulkan melalui tes pemahaman konsep matematis yang diberikan sebelum dan setelah pembelajaran. Pembelajaran berbantuan Mathigon dilaksanakan selama empat kali pertemuan melalui aktivitas visual, interaktif, dan manipulatif dengan mengaitkan konsep luas persegi, persegi panjang, trapesium, dan segitiga sebagai dasar dalam menemukan konsep luas lingkaran. Data dianalisis menggunakan statistik deskriptif, N-Gain, uji Wilcoxon Signed-Rank, dan ukuran efek (effect size). Hasil penelitian menunjukkan bahwa rata-rata skor meningkat dari 78,00 pada pretest menjadi 85,33 pada posttest, dengan peningkatan sebesar 7,33 poin. Nilai N-Gain sebesar 0,35 menunjukkan peningkatan dalam kategori sedang. Hasil uji Wilcoxon menunjukkan adanya perbedaan yang signifikan antara skor pretest dan posttest (Z = −3,059; p < 0,001). Ukuran efek sebesar r = 0,883 menunjukkan efek perubahan yang sangat besar dalam sampel penelitian. Temuan ini menunjukkan adanya peningkatan pemahaman konsep matematis mahasiswa setelah mengikuti pembelajaran berbantuan Mathigon. Namun, karena penelitian tidak menggunakan kelompok kontrol dan hanya melibatkan satu kelas dengan jumlah peserta yang terbatas, peningkatan tersebut belum dapat diinterpretasikan sebagai efek kausal Mathigon atau digeneralisasikan secara luas. Hasil penelitian memberikan indikasi awal bahwa Mathigon berpotensi mendukung pembelajaran konsep matematika melalui visualisasi, eksplorasi, manipulasi, dan pengaitan antarkonsep.
Developing Papuan cultural contextual E-Module learning devices in linear programs to improve students' mathematical problem-solving skills Karunia Tumba Sanda Pakabu; Sudirman Sudirman; Thesa Kandaga; Camilo Andrés Rodríguez-Nieto; Jenisus O. Dejarlo
International Journal of Mathematics and Sciences Education Vol. 2 No. 1 (2024): Ijmsed
Publisher : Nashir Al-Kutub Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59965/ijmsed.v2i1.107

Abstract

Using e-modules in learning has improved students' mathematical problem-solving abilities. However, the design of e-modules that integrate local culture is still rarely developed. This study aims to create a contextual e-module that reflects the culture of the Papuan community at State Vocational School I Agribusiness and Agrotechnology Nduga. This study used research and development (R&D) methods with the ADDIE model, which includes the stages of Analysis, Design, Development, Implementation, and Evaluation. The participants in this study included material, language, media experts, teachers, and eleventh-grade students. Qualitative data were collected through respondent suggestions, and quantitative data were obtained through validation questionnaires and student testing. The analysis results showed that the Papuan cultural contextual e-module was valid, with percentages of 77.33% from material experts, 73.33% from language experts, and 68.88% from media experts. Teacher and student responses showed excellent practicality, with averages of 93.33% from teachers and 85.28% from students. In addition, the pre-test and post-test results showed a significant improvement in students' mathematical problem-solving abilities, with the KKM achievement level reaching 95.5% and a significance value (Sig. 2-tailed) < 0.001. Therefore, the contextual e-module based on Papuan culture can be an effective supplementary teaching material in mathematics learning, especially in linear programming material.
Co-Authors Camilo Andrés Rodríguez-Nieto Isnawan, Muhamad Galang Jenisus O. Dejarlo Karunia Tumba Sanda Pakabu Mery Noviyanti Rina Indriani Sendi Ramdhani Sudirman Sunata Tri Dyah Prastiti Victor Istas Purba