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All Journal M A T H L I N E : Jurnal Matematika dan Pendidikan Matematika JPMI (Jurnal Pembelajaran Matematika Inovatif)
Fahira, Popy
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Education Mathematics

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Profil capaian Technological, Pedagogical, and Content Knowledge (TPACK) mahasiswa tahun kedua calon guru matematika Fahira, Popy; Putra, Aan
JPMI (Jurnal Pembelajaran Matematika Inovatif) Vol. 7 No. 5 (2024): JPMI
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jpmi.v7i5.24035

Abstract

Prospective teachers must possess strong knowledge of technology, pedagogy, and mathematical content to ensure optimal learning outcomes. Therefore, mathematics teacher candidates are equipped with knowledge of technology, pedagogy, and content through various courses. However, the effectiveness of these courses in enhancing Technological, Pedagogical, and Content Knowledge (TPACK) must be regularly assessed as part of the evaluation process for teacher education programs. This study aims to describe the TPACK achievement of second-year mathematics teacher candidates. The research is a survey study involving 18 second-year mathematics education students at a university in Jambi, Indonesia. A TPACK questionnaire comprising 7 components with a total of 35 items was used. Interviews with program coordinators were conducted to enrich the data on curriculum content designed to support students’ TPACK development. The results indicate that the students’ mastery of TPACK is not yet optimal. The university needs to further optimize TPACK mastery through courses or extracurricular activities during the remaining period of study.
Analysis Of Mathematical Logical Thinking Skills In Solving Arithmetic Problems: A Study Of Introverted Fahira, Popy; Yulia, Putri
Mathline : Jurnal Matematika dan Pendidikan Matematika Vol. 10 No. 3 (2025): Mathline : Jurnal Matematika dan Pendidikan Matematika
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/mathline.v10i3.894

Abstract

This study examines students’ logical-mathematical thinking skills in solving arithmetic problems by considering introverted and extroverted personality types. A descriptive qualitative approach with a case study design was employed, involving four ninth-grade students selected through purposive sampling. Data were collected using a logical thinking ability test, the MBTI personality questionnaire, and structured interviews. The results showed that overall, students’ logical-mathematical thinking skills were relatively low, with most participants categorized as “Very Low.” Extroverted students demonstrated greater variation in performance, with one student achieving slightly higher logical thinking skills than the others. However, no significant differences were observed between introverted and extroverted students in their logical reasoning and problem-solving abilities. These findings suggest that personality type alone does not substantially determine students’ logical-mathematical thinking skills; other factors, such as learning motivation, conceptual understanding, and instructional strategies, also contribute to these outcomes. This study highlights the importance of implementing tailored instructional approaches to enhance students’ focus, motivation, and constructive feedback in supporting the development of logical thinking skills among students with diverse personality types.
Profil capaian Technological, Pedagogical, and Content Knowledge (TPACK) mahasiswa tahun kedua calon guru matematika Fahira, Popy; Putra, Aan
JPMI (Jurnal Pembelajaran Matematika Inovatif) Vol. 7 No. 5 (2024): JPMI
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jpmi.v7i5.24035

Abstract

Prospective teachers must possess strong knowledge of technology, pedagogy, and mathematical content to ensure optimal learning outcomes. Therefore, mathematics teacher candidates are equipped with knowledge of technology, pedagogy, and content through various courses. However, the effectiveness of these courses in enhancing Technological, Pedagogical, and Content Knowledge (TPACK) must be regularly assessed as part of the evaluation process for teacher education programs. This study aims to describe the TPACK achievement of second-year mathematics teacher candidates. The research is a survey study involving 18 second-year mathematics education students at a university in Jambi, Indonesia. A TPACK questionnaire comprising 7 components with a total of 35 items was used. Interviews with program coordinators were conducted to enrich the data on curriculum content designed to support students’ TPACK development. The results indicate that the students’ mastery of TPACK is not yet optimal. The university needs to further optimize TPACK mastery through courses or extracurricular activities during the remaining period of study.
Co-Authors Aan Putra Putri Yulia, Putri