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All Journal Jurnal Eduscience (JES) Fraktal: Jurnal Matematika dan Pendidikan Matematika
Prayoga, Susilo Adi
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Education Mathematics Other

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Pengaruh Gaya Kognitif Terhadap Hasil Belajar Siswa Pada Mata Pelajaran Matematika Prayoga, Susilo Adi; sofakhiroh, ifa; Puspitaningayu, Tias; Mustika Sari, Nurul Husnah
Fraktal : Jurnal Matematika dan Pendidikan Matematika Vol 5 No 1 (2024): Mei 2024
Publisher : Universitas Nusa Cendana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35508/fractal.v5i1.16094

Abstract

Cognitive style is an important factor in the learning process that differentiates between individuals or students in thinking, remembering and behaving cognitively which can influence how individuals absorb and process information. Cognitive styles are classified into two based on psychological differences: Field-independent (FI) and Field-dependent (FD). The aim of this research is to find out how cognitive style on student’s academic performance in mathematics.The approach employed in this research is a descriptive qualitative approach which emphasizes explicit literature review. Based on the studies conducted, this research shows that bothcognitive styles, whether field-independent and field-dependent have a significant influence on the learning process and student academic performance in mathematics subjects. Therefore, the use of appropriate cognitive styles in the learning process can enhance students' mathematics learning outcomes
TEACHER PROFESSIONALISM IN MODERATING THE INFLUENCE OF ETHNO-BASED AUGMENTED REALITY ON TPACK Rusyida, Wilda Yulia; Sari, Nurul Husnah Mustika; Ulhak, Zaki Dia; Prayoga, Susilo Adi; Pratama, Veranda Ardiyan Putra
JURNAL EDUSCIENCE Vol 12, No 5 (2025): Jurnal Eduscience (JES), (Authors from Malaysia and Indonesia)
Publisher : Universitas Labuhanbatu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36987/jes.v12i5.7000

Abstract

Purpose- This study aims to determine: (1) the effect of Augmented Reality (AR) on teachers' Technological Pedagogical and Content Knowledge (TPACK); and (2) whether teacher professionalism strengthens the effect of Augmented Reality on TPACK.Methodology- This research employed a quantitative approach using moderated regression analysis (MRA) as the data analysis technique. Data were collected through questionnaires measuring teachers' ability to use ethnomathematics-based Augmented Reality and their TPACK levels.Findings-The results showed that ethnomathematics-based augmented Reality significantly influenced teachers' TPACK, with a significance value of 0.000 < 0.05 in the partial test (t-test). However, teacher professionalism did not have a significant moderating effect, as indicated by a significance value of 0.508 > 0.05 in the moderation test.Contribution- This study reinforces the theoretical framework that integrating augmented Reality with culturally relevant content (ethnomathematics) can effectively enhance teachers' competence in integrating technology, pedagogy, and subject matter
Co-Authors Mustika Sari, Nurul Husnah Pratama, Veranda Ardiyan Putra Puspitaningayu, Tias Rusyida, Wilda Yulia Sari, Nurul Husnah Mustika sofakhiroh, ifa Ulhak, Zaki Dia