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All Journal Union: Jurnal Ilmiah Pendidikan Matematika Al-Ta'lim MUDARRISA: Jurnal Kajian Pendidikan Islam
Elebiary, Noor
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Religion Education Mathematics Other

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The Correlation between Self-Efficacy Levels and Pedagogical Content Knowledge among Madrasah Ibtidaiyah Teachers Novikasari, Ifada; Azis, Donny Khoirul; Elebiary, Noor
MUDARRISA: Jurnal Kajian Pendidikan Islam Vol. 16 No. 2 (2024): Mudarrisa: Jurnal Kajian Pendidikan Islam
Publisher : Universitas Islam Negeri (UIN) Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/mudarrisa.v16i2.2088

Abstract

This study examines the relationship between self-efficacy in geometry and Pedagogical Content Knowledge (PCK) among Madrasah Ibtidaiyah teachers in Banyumas Regency.  Self-efficacy was assessed in 79 sampled teachers using a multidimensional teaching self-efficacy scale focused on effectiveness and classroom management, while PCK was evaluated through tasks involving the perimeter and area of two-dimensional shapes.  The findings reveal a weak correlation between self-efficacy and PCK, indicating limited interdependence.  This highlights the need to address gaps in both areas. Within an Islamic context, the study emphasizes the relevance of tazkiyah (self-purification) and ilm (knowledge acquisition) as principles of teacher development.  It recommends targeted training aligned with Islamic values to simultaneously enhance self-efficacy and PCK. Such an integrated approach aims to improve teaching skills, foster holistic growth, and create a nurturing learning environment that benefits both teachers and students.
Exploration of conceptual understanding and values in mathematics among prospective mathematics teachers Novikasari, Ifada; Rahmawati, Lily; Elebiary, Noor
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 12 No 2 (2024)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v12i2.17714

Abstract

The study examines the relationship between understanding mathematical concepts and mathematical values among prospective teachers at a state university in Central Java. The research employed a qualitative approach with content analysis, involving a mathematical concept understanding test and in-depth interviews with students at high, medium, and low ability levels. The results show that students with high ability tend to possess strong mathematical values like accuracy, perseverance, and curiosity, which enable them to grasp complex mathematical concepts. In contrast, students with low ability struggle to comprehend basic mathematical concepts and often rely on rote calculation and formula use. The findings suggest that differentiated learning strategies are necessary to cater to the diverse levels of mathematical concept understanding among prospective teachers. Enhancing mathematical values can be a key factor in improving conceptual understanding in mathematics education.
Ethnomathematics-Based Geometry Modules to Enhance Problem-Solving Skills of Islamic Junior High School Students Novikasari, Ifada; Awalia, Lisa; Elebiary, Noor
AT-TA'LIM Vol 32, No 3 (2025)
Publisher : Institut Agama Islam Negeri Imam Bonjol Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15548/jt.v32i3.952

Abstract

This study investigates the effectiveness of ethnomathematics-based learning in enhancing ninth-grade students’ mathematical problem-solving skills in geometry at an Islamic junior high school. A quasi-experimental design with pre-test and post-test was employed, involving 47 students divided into an experimental group (n = 24) and a control group (n = 23). The experimental group received instruction integrating culturally relevant contexts, while the control group received teacher-centered expository instruction. Problem-solving skills were assessed through validated tests targeting comprehension, strategy formulation, execution, and evaluation, and analyzed using normalized gain (N-Gain) and independent-samples t-tests. Results indicated that the experimental group achieved significantly higher N-Gain scores than the control group, with a large effect size, demonstrating that ethnomathematics-based learning effectively fosters higher-order problem-solving abilities. These findings suggest that embedding cultural contexts in mathematics instruction provides a more engaging and enhancing students’ problem-solving skills.
Co-Authors Awalia, Lisa Donny Khoirul Azis, Donny Khoirul Ifada Novikasari Lily Rahmawati, Lily