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All Journal Tekno - Pedagogi : Jurnal Teknologi Pendidikan Jurnal Pendidikan Matematika dan IPA
Fauzi, Rijal
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Agriculture, Biological Sciences & Forestry Chemistry Education Mathematics Physics Other

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THE INTEGRATION OF MATHEMATICAL LOGIC IN SURAH AL-BAQARAH AND SURAH AN-NISA IN ACCORDANCE WITH RATIONAL NUMBERS Fauzi, Rijal; Rizki, Ria Setiani Habbinnur; Kamila, Evi Nur; Susilawati, Wati; Ariany, Riva Lesta
Jurnal Pendidikan Matematika dan IPA Vol 16, No 2 (2025): May 2025
Publisher : Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jpmipa.v16i2.90408

Abstract

The Qur'an is a spiritual guide that contains profound logical insights and mathematical regularities that are essential for humanity to understand. However, empirically, the integration of logic and the regularity of rational numbers present in the verses of the Qur'an has not been widely acknowledged in mathematics education. This study aims to explore the integration of mathematical logic through rational numbers found in Q.S. Al-Baqarah and Q.S. An-Nisa. A descriptive method was employed, utilizing literature study research. The results indicate that verse 237 of Q.S. Al-Baqarah integrates mathematical logic with rational numbers, specifically in the context of dowry. Verses 11, 12, and 176 of Q.S. An-Nisa, which address inheritance division, also demonstrate this integration. The presence of mathematical logic related to rational numbers in the Qur'an implicitly contributes to the development of systematic thinking skills, which are essential for solving real-life problems. This integration serves as a rationale for modern mathematics education and strengthens numerical literacy and rationality among humanity.
Digital Key Performance Indicators for Technology-Enabled Teacher Professional Development: A Systematic Literature Review and Conceptual Framework Laia, Risman; Mutoharoh, Mutoharoh; Maarif, Minhatul; Fitriani, Siti Nurul; Sunarni, Sunarni; Majid, Suryani; Zulfazzly, Zulfazzly; Fauzi, Rijal
Tekno - Pedagogi : Jurnal Teknologi Pendidikan Vol. 16 No. 4 (2026): Tekno-Pedagogi
Publisher : Program Magister Teknologi Pendidikan Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/hay7f618

Abstract

Digital KPIs have traditionally been employed as administrative tools for monitoring teacher performance. However, recent advances in educational technology suggest that Digital KPIs can also function as technology-enabled systems that facilitate continuous teacher professional development through digital monitoring, reflective practice, and evidence-informed instructional improvement. This study aimed to develop a conceptual understanding of Digital KPIs as educational technologies supporting teacher professional development by synthesizing current research and proposing an integrated conceptual framework. A SLR was conducted following the PRISMA 2020 guidelines. Relevant studies published between 2020 and 2026 were identified from Scopus, Web of Science, Google Scholar, and the DOAJ. After a rigorous screening and eligibility process, 15 studies were included in the thematic synthesis. The review identified five interrelated themes: (1) Digital KPI systems as enablers of teacher professional development, (2) teacher digital competence as the foundation of technology-enabled professional learning, (3) leadership and organizational readiness for technology integration, (4) Digital KPI systems supporting instructional quality and continuous professional improvement, and (5) challenges in implementing technology-enabled teacher development. Based on these findings, this study proposes a Technology-Enabled Teacher Professional Development Framework and a set of Digital KPI components that integrate digital competence, instructional innovation, collaborative professional learning, and reflective practice. The findings reposition Digital KPIs from performance management instruments toward educational technologies that foster sustainable professional learning and instructional quality, providing theoretical and practical guidance for schools, policymakers, and educational technology developers.
Co-Authors Ariany, Riva Lesta Fitriani, Siti Nurul Kamila, Evi Nur Laia, Risman Ma'arif, Minhatul Majid, Suryani Mutoharoh, Mutoharoh Rizki, Ria Setiani Habbinnur Sunarni Sunarni Zulfazzly, Zulfazzly