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All Journal Jurnal Studi Guru dan Pembelajaran Journal of Mathematics Instruction, Social Research and Opinion
Al Jupri Al Jupri
Universitas Pendidikan Indonesia
Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences

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Technological Pedagogical Content Knowledge (TPACK) Guru pada Pembelajaran Matematika Siswa Sekolah Menengah Atas Vanya Aridanthy; Al Jupri Al Jupri
Jurnal Studi Guru dan Pembelajaran Vol. 7 No. 1 (2024): January - April 2024
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/jsgp.7.1.2024.3878

Abstract

The rapid development of technology and science in the 21st century requires individuals to adapt to emerging challenges. As a result, individuals must have 21st century skills to be able to deal with various problems and difficulties that arise. However, in Indonesia, the application of mathematics learning approaches and models is still largely dominated by a scientific approach combined with direct teaching, even though the government through the Ministry of Education has instructed to implement learning models that are constructive, interesting and innovative, such as discovery learning, problem-based learning, and project-based learning. To implement interesting and innovative learning in trigonometry material, knowledge of technology, pedagogy and content (TPACK) is one of the important factors that teachers must master. The purpose of this article is to report the use of a technology-based learning approach to develop mathematics teachers' TPACK competencies and the transformation of their knowledge in integrating technology into mathematics teaching practices. The research method used is descriptive qualitative to explain the concepts of TPACK analysis in learning. The results of this study illustrate that TPACK competencies can be specifically considered a core attribute for future mathematics teachers, because learning models using technological tools can help students develop mathematical understanding and influence the practice of mathematics teaching methods for teachers. In addition, mathematics teachers' TPACK competencies can have a direct impact on student learning in mathematics lessons. This shows that a technology-based learning approach can play an effective role in preparing and improving TPACK competencies for mathematics teachers.
Application of The Problem-Based Learning Model to Improve Mathematical Communication Ability of Senior High School Students Silmi Ghaida; Al Jupri Al Jupri
Journal of Mathematics Instruction, Social Research and Opinion Vol. 5 No. 2 (2026): June
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/misro.v5i2.1401

Abstract

Mathematical communication is an important component of mathematics learning, yet many students in Indonesia still have difficulty expressing mathematical ideas clearly. This study aimed to examine whether students taught using the Problem-Based Learning (PBL) model achieve better mathematical communication skills and greater improvement than those taught using conventional instruction. This study used a quantitative approach with a quasi-experimental design, specifically a pretest–posttest non-equivalent control group design. The participants were 68 tenth-grade students from a senior high school in Bandung, divided into an experimental class and a control class using purposive sampling. Data were collected through written tests and observation sheets. The data were analyzed using the Mann–Whitney test and n-gain scores. The results showed that the experimental class had a higher posttest mean score than the control class, with a mean difference of 12.00 points. Statistical analysis indicated a significant difference between the two groups (p = 0.0315 < 0.05). In terms of improvement, the experimental class achieved a higher n-gain (0.53, medium category) compared to the control class (0.37, medium category), with a significant difference (p = 0.008 < 0.05). These findings indicate that the PBL model is effective in improving students’ mathematical communication skills and can serve as an alternative learning strategy in mathematics classrooms.
Co-Authors Silmi Ghaida Vanya Aridanthy