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All Journal Pythagoras: Jurnal Matematika dan Pendidikan Matematika Jurnal Pendidikan Matematika dan IPA Delta-Pi : Jurnal Matematika dan Pendidikan Matematika Indonesian Journal of Research and Educational Review (IJRER)
Zulfahmi Mustapa. R
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Religion Agriculture, Biological Sciences & Forestry Arts Humanities Chemistry Education Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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Pengaruh penggunaan media video pembelajaran melalui pendekatan scientific terhadap hasil belajar matematika siswa Reni Angraeni; Andi Husniati; Abdul Gaffar; Zulfahmi Mustapa. R
Delta-Pi: Jurnal Matematika dan Pendidikan Matematika Vol 11, No 1 (2022)
Publisher : Universitas Khairun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33387/dpi.v11i1.4148

Abstract

Absrak. Penelitian ini menggunakan pendekatan kuantitatif dengan jenis penelitian Pre-Eksperimental Designs. Desain penelitian yang digunakan One-Group Pretest-Posttest Design, populasi dan sampel dalam penelitian ini adalah kelas XI SMA Negeri 4 Bantaeng yang berjumlah 22 siswa pada tahun ajaran 2021/2022. Pengumpulan data yang digunakan adalah tes dan observasi. Data dianalisis dengan menggunakan analisis statistik deskriptif dan analisis statistik inferensial. Pengaruh Penggunaan Media Video Pembelajaran Melalui Pendekatan Scientific dalam proses pembelajaran diketahui pula berdasarkan hasil perhitungan uji-t. Hasil penelitian ini diperoleh:  dan  maka  lebih besar dari pada  sehingga dinyatakan bahwa ada pengaruh yang signifikan terhadap penggunaan media video pembelajaran melalui pendekatan scientific terhadap hasil belajar murid pada mata pelajaran matematika di kelas XI MIPA SMA Negeri 4 Bantaeng, artinya penggunaan media video pembelajaran melalui pendekatan scientific ini memberikan pengaruh positif yang signifikan.Kata Kunci: Hasil Belajar, Media Video, Pendekatan Scientific.
Memetakan Pedagogical Content Knowledge (PCK) Guru Matematika SMP: Sebuah Studi Komparatif Rapa, Zulfahmi Mustapa; Husniati, Andi
PYTHAGORAS Jurnal Pendidikan Matematika Vol 19, No 2: December 2024
Publisher : Department of Mathematics Education, Faculty of Mathematics and Natural Sciences, UNY

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/pythagoras.v19i2.73186

Abstract

Studi ini dilatarbelakangi oleh fakta bahwa beberapa siswa mengalami kesalahan konsep (miskonsepsi) dalam materi bilangan pecahan. PCK guru sangat berperan penting dalam pengetahuan konsepsi siswa. Oleh karena itu, Tujuan dari penelitian ini adalah untuk menjelaskan profil pengetahuan konten pedagogik (PCK) guru matematika sertifikasi dan nonsertifikasi dengan komponen pengetahuan konten dan siswa (KCS) mengenai bilangan pecahan konsep relasi bagian-keseluruhan setting tertulis di UPT SPF SMP Negeri Kota Makassar. Penelitian ini merupakan penelitian kualitatif dengan pendekatan deskriptif. Penelitian ini mendeskripsikan apa adanya profil PCK guru matematika komponen KCS terhadap bilangan pecahan konsep relasi bagian-keseluruhan. Penelitian ini dilaksanakan dengan bantuan lembar tes pemahaman konsep siswa, dan pedoman wawancara vignette. Hasil penelitian menunjukkan bahwa subjek guru matematika sertifikasi cenderung memiliki secara keseluruhan KCS pada bilangan pecahan konsep relasi bagian-keseluruhan yang terdiri dari model daerah, model pengukuran, dan model himpunan. Sedangkan subjek guru matematika nonsertifikasi masih terbatas dalam memiliki KCS dengan materi yang sama. KCS yang dimiliki oleh guru sangat berdampak pada pengetahuan konsepsi siswa pada materi. Minimnya pengetahuan konsepsi siswa tentunya akan berpengaruh pada hasil belajar. Alternatif untuk meningkatkan PCK guru khususnya KCS adalah dengan mengikuti program sertifikasi.
Photomath and ChatGPT-4o Applications in Fraction Learning: A Review from the Perspective of Mathematics Education Students Mustapa, Zulfahmi; Masaniku, Rizal
ETDC: Indonesian Journal of Research and Educational Review Vol. 4 No. 3 (2025): June
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/ijrer.v4i3.3691

Abstract

This study intends to compare the use of two artificial intelligence-based applications, namely Photomath and ChatGPT-4o, in supporting fraction learning for mathematics education students. This study uses a qualitative approach with a phenomenological study design. Data were obtained through in-depth interviews and observations of three active second-semester students from a private university in Gorontalo Province who have used both applications in independent learning activities. The results indicate that Photomath is effective in providing fast and automatic solutions with systematic steps, but it is less in-depth in explaining mathematical concepts and does not present alternative solutions. In contrast, ChatGPT-4o is able to provide in-depth conceptual explanations, invite users to understand the logic behind each stage of the solution, and offer various approaches to solving problems, although the interactive process is slower. These findings indicate that Photomath is more suitable for quick practice, while ChatGPT-4o is ideal for conceptual learning and interactive discussions. This study has implications for the use of AI technology in mathematics learning and serves as a foundation for the development of more adaptive and effective digital-based teaching strategies.
DIDACTIC ANALYSIS OF FRACTION LEARNING IN PROSPECTIVE MATHEMATICS TEACHERS Rapa, Zulfahmi Mustapa; Masaniku, Rizal
Jurnal Pendidikan Matematika dan IPA Vol 16, No 3 (2025): September 2025
Publisher : Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jpmipa.v16i3.93155

Abstract

Understanding the concept of fractions is a significant challenge for prospective mathematics teachers. This study aims to analyze the didactic understanding of fraction learning among prospective mathematics teachers and evaluate the use of visual representations in improving the understanding of fractions. This study uses a qualitative approach with a case study design involving three students from the mathematics education program at a private university in Gorontalo Province as research subjects. The subjects were selected through purposive sampling based on the criteria of their level of understanding of fractions and representations, visual approaches and daily applications, and didactic abilities. Data were collected through a fraction concept understanding test and in-depth interviews, then analyzed using the Miles et al (2014). approach, which includes three stages: data collection, data reduction, and data presentation. The results of the study indicate that although students demonstrated a good basic understanding of fraction concepts, they experienced difficulties in connecting these concepts to more complex real-life applications. In addition, although visual representation approaches were used, there were still shortcomings in relating fractions to broader contextual situations. Based on these findings, it is recommended that mathematics teacher education focus on developing Pedagogical Content Knowledge (PCK) that can enrich students' understanding in teaching fractions with a more applicable and contextual approach.
Co-Authors Abdul Gaffar Andi Husniati Husniati, Andi Masaniku, Rizal Reni Angraeni