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All Journal Mimbar Sekolah Dasar JTP - Jurnal Teknologi Pendidikan Jurnal Abdimas Bina Bangsa
Nuralam, Humam
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Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Mathematics Learning Research for Deaf Elementary School Students in Indonesia: A Systematic Literature Review Alifulloh, Wenda; Juandi, Dadang; Ismail, Mochamad Tubagus; Khoirunnisa, Azizah Nurul; Nuralam, Humam
Mimbar Sekolah Dasar Vol 11, No 2 (2024): On Progress
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53400/mimbar-sd.v11i2.71733

Abstract

Mathematics education for deaf elementary school students is a crucial goal outlined in Article 31 of Indonesia's 1945 Constitution. Immediate and focused interventions are essential to support their mathematical education, a fundamental field for problem-solving in various aspects of life. This study involves a systematic literature review (SLR), examining the substance of multiple scholarly articles listed on Google Scholar and published across Indonesia from 2013 to 2022. Its primary focus is on different facets concerning the learning of mathematics for elementary school students who are deaf in Indonesia. While there hasn't been a notable upward trend in research studies focused on the learning of mathematics among deaf elementary school students over the past three years, it is revealed that the predominant research design is quantitative. The most researched material is "Numbers," and the commonly chosen instrument is "tests." Research locations are most frequently in Java, particularly East Java Province. Moreover, many studies highlight the central attention given to creating educational materials as a primary area of interest. These findings have led to the proposal of several suggestions for future research concerning the education of mathematics for deaf elementary school students in Indonesia, including the need to enhance research efforts in this area, explore more complex mathematical topics, and ensure a more equitable distribution of chosen research locations.
MATHEMATICS TEACHER COMPETENCY DEVELOPMENT THROUGH DIFFERENTIATED ALGEBRA LEARNING WEBINAR AND JUNIOR HIGH SCHOOL MATHEMATICS LEARNING WORKSHOP ASSISTED BY GEOGEBRA Patunah, Siti; Nuralam, Humam; Jupri, Al; Purwanti, Lina Asih; Winardi, Monica Priska Aprilia; Sartika, Rahma Adinda; Khair, Salsabila Nazhifatin; Masitoh, Siti; Nafiah, Siti; Drajat, Widi Rahmawati; Tanjung, Winda Khadijah Ashaerani
Jurnal Abdimas Bina Bangsa Vol. 6 No. 1 (2025): Jurnal Abdimas Bina Bangsa
Publisher : LPPM Universitas Bina Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46306/jabb.v6i1.1496

Abstract

The development of technology can transform the learning process, especially in relation to instructional media. Existing instructional media can be modified and developed according to technological advancements and in alignment with the Merdeka Curriculum. Based on a needs survey, 100% of teachers require training in creating instructional media and materials related to differentiated learning, while 40% of teachers express difficulty and the need for training in algebraic concepts. This community service activity aims to enhance mathematics teachers' competence in implementing differentiated learning, particularly in algebra, and using GeoGebra technology in teaching mathematics at the Junior High School level. The activity consists of two parts: webinars and workshops. The webinars focus on the concept and strategies of differentiated algebra-based learning approaches, aimed at helping teachers understand the diverse learning needs of students. Meanwhile, the workshops provide practical training for teachers in using GeoGebra to enrich mathematics education, especially in visualizing algebraic concepts. Through this activity, teachers are expected to apply a more effective and inclusive approach to mathematics education and improve their technology utilization skills in the classroom. Evaluation results showed an 80.7% increase in teachers' understanding of differentiated learning and an 82.7% improvement in teachers' skills in using GeoGebra. Additionally, 84.6% of teachers stated that using GeoGebra in instruction is essential to help students understand algebraic concepts.
Exploring High School Students' Mathematical Reasoning in Geometry Using GeoGebra-Assisted Problem-Based Learning Nuralam, Humam; Jupri, Al; Alifulloh, Wenda
JTP - Jurnal Teknologi Pendidikan Vol. 26 No. 3 (2024): Jurnal Teknologi Pendidikan
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat, Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/jtp.v26i3.49887

Abstract

The significance of mathematical reasoning in mathematics instruction and the substantial incidence of inadequate mathematical reasoning among high school students prompted this study. This study intends to explore the mathematical reasoning of high school students about three-dimensional geometry using the GeoGebra-assisted Problem-Based Learning (GPBL) model. This research applied a quasi-experimental design including a non-equivalent pretest and posttest control group. The subjects of this research were specifically 12th-grade students from an upper secondary school in Subang. The research contained two classes, with 27 students as the experimental group and 27 as the control group. Interviews were conducted to identify the factors that explain students' difficulties in solving mathematical reasoning problems concerning three-dimensional geometry. The findings indicated that (1) overall, the enhancement of mathematical reasoning among students utilizing the GPBL model was significantly higher than that of students implementing the conventional learning model; (2) referring to students' prior mathematical ability (PMA), the enhancement in mathematical reasoning for students in high, medium, and low PMA groups utilizing the GPBL model was significantly higher than that of students implementing the conventional learning model; (3) the main obstacle discovered by students to solving mathematical reasoning problems involving three-dimensional geometry is their struggle in visualizing problems in a three-dimensional context. GeoGebra assists students in visually constructing three-dimensional geometry problems and evaluating the outcomes of algebraic algorithms with 3D graphical representations.
Co-Authors Alifulloh, Wenda Dadang Juandi Drajat, Widi Rahmawati Ismail, Mochamad Tubagus Khair, Salsabila Nazhifatin Khoirunnisa, Azizah Nurul Nafiah, Siti Patunah, Siti Purwanti, Lina Asih Sartika, Rahma Adinda Siti Masitoh Tanjung, Winda Khadijah Ashaerani Winardi, Monica Priska Aprilia