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All Journal Jurnal Analisa JP2M (Jurnal Pendidikan dan Pembelajaran Matematika)
Firda, Jihan Zulfia
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Education Mathematics

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PROFIL KOMPETENSI GURU MATEMATIKA DITINJAU MELALUI TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE (TPACK) DILIHAT DARI SERTIFIKASI GURU Firda, Jihan Zulfia; Maryono, Maryono; Muniri, Muniri
JP2M (Jurnal Pendidikan dan Pembelajaran Matematika) Vol 10, No 2 (2024)
Publisher : Universitas Bhinneka PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29100/jp2m.v10i2.5564

Abstract

This research describes competency profile of certified mathematics teacher(s) and non-sertified mathematics teacher(s) which were investigated through TPACK. Applying a qualitative approach to case study research. The data were obtained through questionnaires, interviews, and observation techniques. Determining subjects was carried out using a purposive sampling technique, 2 types of subjects were obtained: 2 certified mathematics teachers and 2 non-certified mathematics teachers. Data analysis applying the spiral model by Creswell. Checking the validity of the data was carried out using observation and data triangulation techniques. The results of this research show: (1) certified mathematics teachers have very good TPACK abilities, they are able to choose, use and teach by ascertaining whether the learning class conditions support applying technology or not, (2) meanwhile, the results on non-certified mathematics teachers show good TPACK abilities. This means that teachers can choose, use, and teach learning that combines technology, content, and teaching approaches, but however they experience difficulties in adjusting learning using technology at the first time they used it. 
Diagnostic Test as Formative Test in Mathematics Learning: A Meta-Analysis Study Riyantika, Era; Firda, Jihan Zulfia; Sholikhah, Ummu
Jurnal Analisa Vol 10, No 2 (2024): Volume 10 Nomor 2 Tahun 2024
Publisher : Department of Mathematics Education, UIN Sunan Gunung Djati Bandung, West Java, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/ja.v10i2.29911

Abstract

Students have diverse learning abilities; thus, the role of the teacher as a facilitator is profoundly needed. Teachers have to recognize the initial abilities of each student through assessment activities so that teachers can identify students' abilities. This article aims to determine the influence of using diagnostic tests as a formative test in improving mathematics outcomes. The method used is meta-analysis by comparing information from several identical literature studies. Based on the analysis of 4 literature, diagnostic tests can improve students' learning outcomes by forming a heterogeneous group. A comparison of students' learning improvement can be observed by the percentage of learning mastery results before and after the diagnostic test, which carries out a statistical test, paired t-test. Students' learning outcomes were assessed by the percentage of learning mastery before and after using diagnostic tests, which were then processed using a statistical test paired sample. The test showed that the average increase in learning outcomes from the pretest was 63.93 to 81.68. It indicates that the student's learning outcomes have improved after using a diagnostic test as a formative test in mathematics learning.
Diagnostic Test as Formative Test in Mathematics Learning: A Meta-Analysis Study Riyantika, Era; Firda, Jihan Zulfia; Sholikhah, Ummu
Jurnal Analisa Vol. 10 No. 2 (2024): Volume 10 Nomor 2 Tahun 2024
Publisher : Department of Mathematics Education, UIN Sunan Gunung Djati Bandung, West Java, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/ja.v10i2.29911

Abstract

Students have diverse learning abilities; thus, the role of the teacher as a facilitator is profoundly needed. Teachers have to recognize the initial abilities of each student through assessment activities so that teachers can identify students' abilities. This article aims to determine the influence of using diagnostic tests as a formative test in improving mathematics outcomes. The method used is meta-analysis by comparing information from several identical literature studies. Based on the analysis of 4 literature, diagnostic tests can improve students' learning outcomes by forming a heterogeneous group. A comparison of students' learning improvement can be observed by the percentage of learning mastery results before and after the diagnostic test, which carries out a statistical test, paired t-test. Students' learning outcomes were assessed by the percentage of learning mastery before and after using diagnostic tests, which were then processed using a statistical test paired sample. The test showed that the average increase in learning outcomes from the pretest was 63.93 to 81.68. It indicates that the student's learning outcomes have improved after using a diagnostic test as a formative test in mathematics learning.
Co-Authors Maryono Maryono Muniri Muniri, Muniri Riyantika, Era UMMU SHOLIKHAH, UMMU