Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
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This Author published in this journals
All Journal The Explora International Journal of Education, Management, and Technology
Muhammad, Hassan
Unknown Affiliation
Computer Science & IT Education Electrical & Electronics Engineering Engineering Languange, Linguistic, Communication & Media Materials Science & Nanotechnology

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Sentence Connectors in The Lyrics of Songs of Red Album by Taylor Swift Muhammad, Hassan
The Explora Vol. 8 No. 2 (2022): August 2022
Publisher : Pascasarjana Universitas HKBP Nommensen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51622/explora.v8i2.645

Abstract

This study deals with the use of Sentence Connectors, Coordinating Conjunction in Red album by Taylor Swift. The objective of this study were to describe the types of coordinating conjunction, to find out the most dominant and the reason for using thet dominant types in that album. The source of data was Red album and the script. This study applied descriptive qualitative method. The data were classified into types of the coordinating conjunction. They were analyzed based on the types of coordinating conjunction. The study found that there are seven types of coordinating conjunction, they are for, and, nor, but, of, yet, so. There are 299 coordinating conjunction in that album. The percentages of coordinating conjunction found were for is 16 (6. 35%), and is 173 (57. 86), nor is 0 (0%), but is 50 (16.72%), of is 46 (15. 38), yet is 0 (0%), so is 14 (4.7%). The dominant types of coordinating conjunction found in Red album is and, 173 items (57. 86% ).
The Role of Augmented Reality (AR) in Enhancing Conceptual Understanding of Geometry in Mathematics Education: Systematic Review Muhammad, Hassan; Musa, Nura Ay; Ahmad, Auwal; Adamu, Nurudeen
International Journal of Education, Management, and Technology Vol 4 No 1 (2026): International Journal of Education, Management, and Technology
Publisher : Darul Yasin Al Sys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/ijemt.v4i1.8073

Abstract

Geometry, a fundamental branch of mathematics, often challenges students due to its abstract nature and the demands it places on spatial reasoning and visualization, and traditional teaching methods frequently fail to convey complex geometric concepts effectively, leading to low engagement and poor understanding. This systematic review investigates the impact of Augmented Reality (AR) on enhancing students’ conceptual understanding of geometry in mathematics education by synthesizing existing empirical studies on AR-based geometry instruction. AR technology provides interactive, immersive learning environments that enable learners to manipulate three-dimensional geometric shapes and transformations in real time, thereby supporting deeper cognitive engagement with abstract content. The reviewed studies consistently report that AR interventions enhance spatial reasoning, improve visualization abilities, and foster deeper conceptual understanding of geometric ideas, while also increasing student motivation, engagement, and retention and supporting the development of critical problem-solving skills. At the same time, the review identifies key implementation challenges, including the high cost and limited availability of AR tools, as well as the need for targeted teacher training to design and facilitate AR-enhanced lessons. The review concludes that AR holds strong potential as a pedagogical innovation for geometry education, provided that infrastructural, financial, and professional development barriers are addressed, and recommends future research focusing on longitudinal designs, more affordable AR solutions, and the integration of AR into advanced geometric topics and diverse educational contexts.
Co-Authors Adamu, Nurudeen Ahmad, Auwal Musa, Nura Ay