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Suherman
Universitas Negeri Padang
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Materials Science & Nanotechnology Mathematics Physics Social Sciences

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Innovative Digital Pedagogies in Mathematics and Science Learning Sry Wahyuni Zandri; Arnelis; Suherman; Yuliyanti Harisman; Yerizon
Jurnal Penelitian Pendidikan IPA Vol 11 No 5 (2025): May
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i5.11390

Abstract

This study reviews innovative digital pedagogies integrated into mathematics and science classrooms, focusing on tools such as virtual simulations, dynamic geometry software, augmented reality, mobile applications, flipped classrooms, and intelligent tutoring systems. The purpose is to examine their impact on student engagement, conceptual understanding, and pedagogical effectiveness. Findings indicate that these digital tools enhance interactivity and learner autonomy, promote deeper conceptual understanding through visualization and feedback, and increase student motivation and participation. Adaptive technologies that provide personalized feedback show promise in matching the effectiveness of human tutoring. However, technology alone does not guarantee improved learning outcomes; effective integration requires intentional pedagogical design aligning content, pedagogy, and technology. Challenges include infrastructure limitations and educational inequity, particularly in under-resourced regions. Additionally, a shift in the teacher’s role toward facilitator and designer of learning experiences is critical.
Literature Science Analysis on the Validity and Practicality Criteria of GeoGebra-Supported Mathematics Learning Modules Nelvy Yunita; Suherman; Edwin Musdi; Zusti Jamaan
Jurnal Penelitian Pendidikan IPA Vol 11 No 9 (2025): September
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i9.12355

Abstract

This study presents a systematic literature review analyzing the validity and practicality of GeoGebra-supported mathematics learning modules. The purpose is to evaluate the scientific quality and classroom feasibility of these modules based on empirical evidence from published research between 2013 and 2023. A total of 27 studies were synthesized using PRISMA guidelines to assess content, construct, and instructional design validity, as well as ease of use, time efficiency, and user response. Findings indicate that most modules demonstrate high content validity through expert validation and curriculum alignment, and are perceived as practical and engaging by teachers and students. However, gaps exist in empirical validation of learning constructs and in the integration of cognitive load principles within instructional design. Challenges such as extended implementation time, technical barriers, and insufficient teacher training affect practicality in real classroom settings. The study concludes that while GeoGebra-supported modules hold strong potential for enhancing mathematics learning, their effectiveness depends on pedagogical soundness, systematic development, and contextual support. Standardized evaluation frameworks and improved teacher readiness are recommended for sustainable implementation.
Optimizing Cognitive Engagement in Probability Theory: The Integration of Plotagon Animation and PBL-Based Google Sites for Vocational Students Nurhafizah Hayati; Yulyanti Harisman; Ahmad Fauzan; Suherman
Jurnal Penelitian Pendidikan IPA Vol 12 No 2 (2026)
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v12i2.14390

Abstract

This study aims to develop a mathematics teaching module based on Problem-Based Learning (PBL) supported by Google Sites and Plotagon to enhance vocational high school students’ mathematical problem-solving skills. The research employed a research and development design using the ADDIE model, consisting of analysis, design, development, implementation, and evaluation stages. The developed module integrates contextual problems aligned with vocational technology programs and is delivered through an interactive web platform and animated learning videos. Data were collected through expert validation sheets, teacher and student response questionnaires, observation sheets, and problem-solving ability tests. The results showed that the module achieved a high level of validity in terms of content, instructional design, language, and media aspects. The practicality evaluation indicated that the module was easy to use, engaging, and effective in facilitating student learning activities. Furthermore, the effectiveness analysis demonstrated a significant improvement in students’ mathematical problem-solving skills after the implementation of the module. These findings suggest that the integration of PBL with digital platforms such as Google Sites and Plotagon provides an innovative and effective learning environment, particularly for vocational education contexts. Therefore, the developed module is feasible to be implemented as an alternative instructional resource to support mathematics learning and enhance students’ higher-order thinking skills.
Integrating TSTS Model into Digital Flipbooks: A Strategy to Foster Numerical and Scientific Problem-Solving Ability Annisa Fauzana; Suherman; Yerizon; Edwin Musdi
Jurnal Penelitian Pendidikan IPA Vol 12 No 5 (2026)
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v12i5.14991

Abstract

This study aimed to develop and evaluate a Two Stay Two Stray (TSTS)-integrated digital flipbook electronic worksheet (E-LKPD) designed to enhance mathematical problem-solving abilities among eighth-grade students. Employing the Plomp research and development model, the product underwent systematic expert validation, iterative usability testing, and classroom-based field evaluation. Results indicated that both the teaching module and E-LKPD achieved "Very Valid" status, with mean validity scores of 3.47 and 3.54 respectively across content, instructional design, graphics, and language dimensions. Practicality assessments yielded "Very Practical" ratings: 90% for the teaching module and 84.26% for the E-LKPD during field testing. Effectiveness was demonstrated by 80% of students achieving mastery on a mathematical problem-solving assessment, surpassing the predefined 65% success threshold. These findings confirm that integrating the structured TSTS cooperative learning protocol within an interactive digital flipbook format can effectively support the development of mathematical problem-solving competencies. The developed product offers a scalable, curriculum-aligned instructional resource that bridges cooperative pedagogy with technology-enhanced learning.
Pengembangan tes pemahaman konsep pemanasan global berorientasi lahan basah menggunakan model Rasch Rahmadia Tiara Agusta; Ahmad Fauzan; Edwin Musdi; Suherman; I Made Arwana
Jurnal Penelitian Pendidikan IPA Vol 12 No 7 (2026)
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v12i7.14414

Abstract

This study explores authentic numerical practices and numeracy embedded in the Maapam tradition of West Pasaman through an ethnomathematical lens. The Maapam tradition is a communal cultural practice involving the preparation, cooking, and sharing of traditional cakes called apam. Using a qualitative ethnographic approach, data were collected through direct observation and semi-structured interviews with community members who actively participate in the tradition. The findings reveal that Maapam involves various forms of mathematical and numeracy reasoning that occur naturally within everyday cultural activities. In particular, proportional reasoning and numerical scaling are demonstrated when determining the composition and quantity of ingredients according to the desired amount of apam. Practical arithmetic and budgeting are also evident during the procurement of ingredients, including estimating quantities, calculating costs, comparing prices, and managing available resources. Furthermore, spatial and numerical measurement can be observed through the use of circular molding tools, including considerations of size, diameter, quantity, and distribution. These practices demonstrate that numeracy is not merely an academic construct learned in formal educational settings but also a lived cultural competence developed through meaningful communal activities. Integrating the Maapam tradition into numeracy education can provide a culturally responsive learning context that connects abstract numerical concepts with students’ everyday experiences and local environment. Such integration may strengthen students’ numerical reasoning, problem-solving abilities, and understanding of mathematical concepts while simultaneously fostering cultural awareness, appreciation, and respect for local traditions. Therefore, Maapam represents a valuable ethnomathematical resource for developing meaningful, contextual, and culturally relevant numeracy learning in contemporary educational contexts.
PROFESIONALISME (BELIEF DAN ATTITUDE) PENDIDIK SEKOLAH MENENGAH PERTAMA TERHADAP TEKNOLOGI DALAM PEMBUATAN BAHAN AJAR MENGGUNAKAN CLASSPOINT Minora Longgom Nasution; Yulyanti Harisman; Suherman; Hafizatunnisa; Pipin Sumarni; Fitrani Dwina
Euclid Vol 11 No 4 (2024)
Publisher : Lembaga Penelitian Universitas Swadaya Gunung Jati

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33603/e.v11i4.9666

Abstract

Fokus pada penelitian ini yaitu profesionalisme pendidik yaitu keyakinan dan sikap pendidik terhadap teknologi. Classpoint menjadi aplikasi yang digunakan dalam pembuatan bahan ajar. Penelitian ini merupakan penelitian survei untuk melihat ketertarikan pendidik terhadap aplikasi classpoint dalam pembuatan bahan ajar. Dua puluh pendidik Sekolah Menengah Pertama (SMP) di kepulauan mentawai sebagai subjek penelitian. Pada awal penelitian pendidik diberikan pelatihan tentang pembuatan bahan ajar dengan aplikasi classpoint. Data diperoleh dengan cara merekam, mengamati, dan mewawancarai pendidik. Diperoleh 94% keyakinan pendidik terhadap aspek budaya teknologi dalam membuat bahan ajar dengan classpoint dan 90% kebermanfaatannya bagi peserta didik. Selain itu, 93% pendidik memberikan perhatian yang baik dan 91% memberikan partisipasi yang baik selama kegiatan.
Co-Authors Ahmad Fauzan Annisa Fauzana Arnelis Edwin Musdi Fitrani Dwina Hafizatunnisa I Made Arwana Minora Longgom Nasution Nelvy Yunita Nurhafizah Hayati Pipin Sumarni Rahmadia Tiara Agusta Sry Wahyuni Zandri Yerizon Yulyanti Harisman Zusti Jamaan