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MATHEMATICS LEARNING IN THE SOUTHEAST ASIA REGION ON THE SCOPUS DATABASE: BIBLIOMETRIC ANALYSIS (1993-2024) Gunawan, Resky Nuralisa; Mutiara, Era; Zafrullah, Zafrullah; Majid, Mohamed Hasan Mohamed; Nur, Muhammad Imran; Mwakapemba, James Leonard
Mathematics Research and Education Journal Vol. 8 No. 2 (2024): October
Publisher : UIR PRESS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25299/mrej.2024.vol8(2).19547

This research aims to analyze research trends regarding mathematics learning in Southeast Asia on the Scopus Database. Using existing keywords, researchers selected using the PRISMA method and obtained 829 documents which were analyzed using VOSviewer and the R Program. From the results of the analysis, it can be concluded that research on mathematics learning in Southeast Asia began in 1993 and showed significant development until 2024, with a total of 829 documents published from 200 sources. Despite a decline in publications in 2013, the overall publication trend continues to show positive growth, especially after 2012. Indonesia occupies the top position in the number of publications and citations, followed by Malaysia, with Nanyang Technological University in Singapore being the leading institution. The various research focuses reflect efforts to improve the quality of mathematics learning in the region. Apart from that, the latest topics such as “online learning”, “ethnomathematics”, and “flipped classroom” are very relevant to be applied in facing educational challenges in the current digital era.

Trends of Physics Education Research on The Topic of Mechanics: A Bibliometric Analysis Nurjanah, Siti; Supahar, Supahar; Sultan, Jumriani; Fauzan, Muhammad Ikhwan; Sajdah, Siti Nurul; Seran, D'aquinaldo Stefanus Fani; Mwakapemba, James Leonard
JIPF (Jurnal Ilmu Pendidikan Fisika) Vol 10, No 1 (2025): January 2025
Publisher : STKIP Singkawang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26737/jipf.v10i1.5428

This study aims to map the publication trends of international journal articles related to the topic of mechanics in physics education using bibliometric analysis of the Scopus database. Bibliometric analysis was conducted on the Scopus database with the help of the RStudio application with the biblioshiny package. We analyzed 196 relevant documents filtered with various settings that support the research objectives. The analysis showed a rapid increase in the number of publications on mechanics in physics education since the 2000s (102 articles recorded in 2012–2021), driven by the development of quantitative methods. Physics Education, Physics Teacher, and Revista Brasileira de Ensino de Fisica were the journals with the most contributions. Active author mapping identified Pendrill A-M, Fones SW, and Rieber LP as the most prolific, while citation and h-index analyses showed the work of Rieber LP, Rodrigues H, Adams DM, and Gauld C as the most influential. Geographically, the United States, Brazil, and China dominated publications, with limited international collaboration. This study provided a comprehensive profile of mechanical research trends in physics education to guide future development efforts.

Evaluation of the implementation of Indonesian language program for foreign speakers (BIPA) at Universitas Negeri Yogyakarta (UNY) Mwakapemba, James Leonard; Satria, Mohammad Rizky; Sudiyatno, Sudiyatno; Lumenyela, Rogers Andrew
Jurnal Penelitian dan Evaluasi Pendidikan Vol. 28 No. 2 (2024)
Publisher : Graduate School, Universitas Negeri Yogyakarta in cooperation with Himpunan Evaluasi Pendidikan Indonesia (HEPI) Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/pep.v28i2.73870

This study aims to evaluate the Indonesian Language for Foreign Speakers program (BIPA) at Universitas Negeri Yogyakarta (UNY). The evaluation research employs a mixed-method approach, which includes qualitative and quantitative methods. The study was guided by using the CIPP Model (Context, Input, Process, Product) developed by Stufflebeam. Data collection in this study used interviews, documentation, and questionnaires. The data were also analyzed using descriptive quantitative statistics and an interactive model data analysis. The evaluation results indicate that in the context component, the UNY BIPA program has a suitable curriculum and learning materials aligned with the Ministry of Education and Culture, Regulation No. 70 of 2016. In the input component, the program's progress scored 23.85, which is in a very good category, and its program implementation is very successful, reaching 85.18%. This indicates successful implementation in key areas such as teacher recruitment, materials, and infrastructure. In the process component, the program's progress is in a good category, with a score of 24.41, and its overall program implementation is successful, with 76.28%, reflecting a well-run teaching and learning process with high student satisfaction. However, challenges include ineffective online learning, limited teaching materials, commitment issues, and a lack of student assessment tests. In the product component, the program's progress scored 19.61, which is in a very good category, and its overall program implementation is successful, with 81.74%, indicating very successful achievement of program objectives. Nonetheless, it does not fully support students' academic needs during lectures

Evaluation of The Implementation of Merdeka Curriculum in Economics Learning at Senior High Schools in Yogyakarta City Praseyo, Yohanes Bosco Adi; Muhson, Ali; Mwakapemba, James Leonard
Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Vol 10, No 4 (2024): December
Publisher : Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v10i4.11969

This study aims to evaluate the implementation of the independent curriculum implementation in senior high school economics learning which includes the components: (1) antecendents, (2) transactions, and (3) outcomes. This research used a quantitative approach with the Countenance Stake evaluation model. The subjects of this study consisted of 143 students and 4 public high school economics teachers in Yogyakarta City. Data collection was carried out using questionnaires, document reviews, and observations that were validated using Aiken content validity and Exploratory Factor Analysis construct validity. Reliability estimation of this study used Cronbach Alpha formula. The data analysis technique used quantitative descriptive analysis. The results of this study indicated that in the aspect of preparation (antecendents) of economic learning in the category of very good by obtaining an average score of 90%, which includes the characteristics of learning planning documents, the completeness of the contents of learning documents, preliminary learning steps, and learning strategies. In the aspect of implementation (transaction) of economic learning in the very good category by obtaining an average score of 88.07%, which includes learning that was interactive, inspiring, fun, challenging, motivating, providing initiative and creativity, and providing role models, mentoring and facilitation. In the aspect of economic learning outcomes in the good category by obtaining an average score of 73.59%, which includes skills assessment, knowledge assessment of daily tests, mid-semester summative, end-of-semester summative, and assessment of student attitudes.

Teachers’ assessment literacy: the impact of gender, education, training, and work experience Muhson, Ali; Mwakapemba, James Leonard; Siswanto, Siswanto; Prilanita, Yeni Nur; Susilowati, Nenden
Journal of Education and Learning (EduLearn) Vol 19, No 3: August 2025
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v19i3.22040

Assessment literacy is an essential part of the teaching and learning process. Good assessment practices will have an impact on the quality of learning outcomes. The purpose of this study is to investigate assessment literacy among educators and identify the effects of gender, education, training, and work experience. A random sample of 134 teachers participated in this exploratory study. Tests and questionnaires have been employed in data collection methods. The data were analyzed using dummy variable regression analysis. This study found that teachers' assessment literacy was poor. Gender and training had an impact on assessment literacy, while education and work experience had no bearing on it. A more in-depth study with a wider scope needs to be conducted to gain a more comprehensive insight into teachers' assessment literacy. It is also worth studying in more depth what factors are thought to influence teachers’ assessment literacy.

The Influence of Age and Gender on Readiness of EFL Teachers in Implementing Merdeka Curriculum in Bangka Belitung Province Ana Yuliana; Mwakapemba, James Leonard; Widyantoro, Agus
JEELS (Journal of English Education and Linguistics Studies) Vol. 12 No. 1 (2025): JEELS May 2025
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v12i1.3886

The purpose of this study was to explore English teachers’ readiness to implement Merdeka curriculum which focused on three aspects of readiness: emotive-attitudinal, cognitive, and behavioral. It investigates whether teachers’ readiness in implementing Merdeka curriculum varies by age and gender. This study used quantitative research in the form of survey design. The samples of the study were 179 English teachers at senior and vocational high schools in Bangka Belitung Province, Indonesia. The data were collected from 68 items of the questionnaire, consisting of 26 items for emotive-attitudinal dimensions, 28 items for cognitive dimensions, and 14 items for behavioral dimensions. Descriptive statistics and MANOVA were computed and analyzed using Microsoft Excel and IBM SPSS 26.0. The findings of the study showed that all of the teachers shared a moderate level of readiness in implementing Merdeka curriculum. Teachers’ readiness in implementing Merdeka curriculum showed a statistically significant difference among different age groups of teachers. However, there was no significant difference between male and female teachers’ readiness. The findings of this study suggest that while English teachers in Bangka Belitung Province exhibit a moderate level of readiness for implementing Merdeka curriculum, their preparedness may require further support, particularly in specific dimensions of readiness. The significant differences in readiness across age groups indicate that younger and older teachers may have varying needs in terms of training and professional development.

The Influence of Ludo Game Learning Media on the Learning Motivation of Fifth Grade Elementary School Students Putri, Dya Ayu Agustiana; Astutik, Leny Suryaning; Mwakapemba, James Leonard
Vocational: Journal of Educational Technology Vol. 2 No. 2 (2026)
Publisher : Yayasan Pendidikan Dan Pengembangan Harapan Ananda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58740/vocational.v2i2.599

The research problem in this study concerns the low motivation of elementary school students in learning mathematics, particularly algebra, when taught using conventional methods. The purpose of this research was to examine the effectiveness of Ludo board learning media in enhancing students’ learning motivation of algebraic concepts. A quasi-experimental design with a pretest-posttest control group was employed, involving fifth-grade students divided into an experimental group and a control group. The experimental group received algebra instruction using Ludo board media, which integrated interactive elements such as dice rolls, token movements, and algebra-related questions, while the control group was taught through traditional instruction. Data on student motivation was collected using a validated 15-item questionnaire with high reliability (Cronbach’s Alpha=0.883). Pretest results indicated no significant difference between groups (p=0.548), confirming equivalence, while posttest analysis revealed a significant improvement in the experimental group compared to the control group (p < 0.001). The implications of these findings highlight that game-based learning media can increas the problem of low motivation by creating an engaging, interactive, and collaborative environment. The impact of this study demonstrates that integrating Ludo board media into mathematics instruction can accommodate diverse learning styles, foster social interaction, and improve motivation learning. This approach offers a practical strategy for enhancing the quality of mathematics education at the elementary level.

Persepsi guru terhadap pemanfaatan tablet untuk tujuan pendidikan di Tanzania Mwakapemba, James Leonard; Phabiano, Edward; Retnawati, Heri
Jurnal Penelitian Pendidikan IPA Vol 10 No 3 (2024): March
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar

The primary purpose of this study is to explore teachers' perceptions on the use of tablets for educational purposes in Tanzania for primary and secondary schoolsâ€™ level of education. It aimed to identify three key variables, which are knowledge and skills on use tablets; schoolâ€™s environmental support and sustainability of using tablets; and the attitudes of teachers towards using tablets. This study employed quantitative research approach by adopting post-positivist paradigm using research survey with Likert scale questionnaires through online. The study used the Technological Acceptance Model (TAM) to investigate the teachersâ€™ attitudes towards using tablets for teaching and learning process. 81 respondents were involved in the study, samples were selected from five zones (North, South, West, East and Central zone). The data were analysed quantitatively using Winsteps version 5.7.0 through Rasch Model. Results found that (-0.18) of teachers had high knowledge and skills in the use of tablets, (-0.032) teachers agreed that the environment supports internet, electricity and accessibility of internet bundle on the use of tablets, and (-1.09) there was a strongly agreed for the acceptance of the use of tablets while (+0.47) teachers disagreed for the acceptance of the use of tablets for educational purposes in Tanzania.

Evaluation of The Implementation of Merdeka Curriculum in Economics Learning at Senior High Schools in Yogyakarta City Praseyo, Yohanes Bosco Adi; Muhson, Ali; Mwakapemba, James Leonard
Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran Vol. 10 No. 4 (2024): December
Publisher : LPPM Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v10i4.11969

This study aims to evaluate the implementation of the independent curriculum implementation in senior high school economics learning which includes the components: (1) antecendents, (2) transactions, and (3) outcomes. This research used a quantitative approach with the Countenance Stake evaluation model. The subjects of this study consisted of 143 students and 4 public high school economics teachers in Yogyakarta City. Data collection was carried out using questionnaires, document reviews, and observations that were validated using Aiken content validity and Exploratory Factor Analysis construct validity. Reliability estimation of this study used Cronbach Alpha formula. The data analysis technique used quantitative descriptive analysis. The results of this study indicated that in the aspect of preparation (antecendents) of economic learning in the category of very good by obtaining an average score of 90%, which includes the characteristics of learning planning documents, the completeness of the contents of learning documents, preliminary learning steps, and learning strategies. In the aspect of implementation (transaction) of economic learning in the very good category by obtaining an average score of 88.07%, which includes learning that was interactive, inspiring, fun, challenging, motivating, providing initiative and creativity, and providing role models, mentoring and facilitation. In the aspect of economic learning outcomes in the good category by obtaining an average score of 73.59%, which includes skills assessment, knowledge assessment of daily tests, mid-semester summative, end-of-semester summative, and assessment of student attitudes.

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