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All Journal Journal of Society and Development International Journal of Educational Qualitative Quantitative Research
Fadilah, Elly Rizeqia
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Learning Trajectory of Arithmetic Sequences and Series with a PMRI Approach Using the Context of Yogyakarta's Kawung Batik Fabric: Lintasan Belajar Barisan dan Deret Aritmatika dengan Pendekatan PMRI Menggunakan Konteks Kain Batik Kawung Yogyakarta Fadilah, Elly Rizeqia; Nugraha, Azi; Marissa, Erlinda Isulis
Journal of Society and Development Vol. 4 No. 2 (2024)
Publisher : Medpro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57032/jsd.v4i2.292

Abstract

Mathematics learning is often perceived as abstract and disconnected from students’ real-life experiences. To bridge this gap, this study developed a culturally contextualized learning trajectory using Kawung Batik patterns from Yogyakarta to support students' understanding of arithmetic sequences and series. Employing the Indonesian Realistic Mathematics Education (PMRI) approach within a design research framework, this study followed three main phases: preliminary phase, design experiments (pilot and teaching experiments), and retrospective analysis. The participants were 32 tenth-grade science students at SMAS Muhammadiyah Kedawung. The findings indicate that the Kawung Batik context facilitated students’ transition from informal to formal reasoning in learning arithmetic sequences and series. Students actively identified patterns, organized batik motifs into arithmetic sequences, and formulated the general term and the sum of the first n terms through meaningful contextual engagement. Visual strategies and group discussions promoted active participation and conceptual understanding in solving culturally grounded mathematical problems. This study contributes to the development of culturally contextual mathematics instruction in Indonesia and provides a practical model for designing meaningful arithmetic sequence and series lessons. The proposed learning trajectory serves as a reference for teachers seeking to connect mathematics learning with students' cultural environments.
Teachers’ Readiness for Integrating Technology in English Language Education: The Roles of Institutional Support, Self-Efficacy, and Technological Competence Sihombing, Lambok Hermanto; Muliasari, Desiani Natalina; Herlambang, Yusuf Tri; Fadilah, Elly Rizeqia; Supriatna, Nana
International Journal of Educational Qualitative Quantitative Research Vol. 4 No. 2 (2025)
Publisher : Qualitative and Quantitative Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58418/ijeqqr.v4i2.175

Abstract

The rapid digital transformation in English Language Education (ELE) has made teacher readiness a critical determinant of successful technology integration. This study aims to investigate the roles of institutional support, self-efficacy, and technological competence in shaping teachers’ readiness across two distinct educational landscapes: Australia and Indonesia. Adopting a quantitative research design, data were collected from 125 English language teachers and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The findings reveal that institutional support, self-efficacy, and technological competence all exert a positive and significant influence on teacher readiness, collectively explaining 65.8% of the model’s variance (R2=0.658). Among the predictors, self-efficacy emerged as the most dominant driver (β=0.428), highlighting the primacy of internal psychological confidence in adopting digital tools. These results underscore that technology integration is a complex socio-technical process requiring a synergistic approach that balances environmental resources with individual psychological resilience. This study contributes to the field of educational technology by providing a robust cross-cultural model, suggesting that professional development must prioritize building digital agency and supportive ecosystems over mere infrastructure procurement to ensure sustainable digital transitions.
Co-Authors Azi Nugraha Hermanto, Lambok Marissa, Erlinda Isulis Muliasari, Desiani Natalina Nana Supriatna Yusuf Tri Herlambang, Yusuf Tri