Article Per Year (5 Year)
p-Index From 2020 - 2025
0.444
P-Index
This Author published in this journals
All Journal Jurnal Studi Guru dan Pembelajaran Proceeding of International Conference on Science, Education, and Technology
Al Jupri, Al Jupri
Unknown Affiliation
Education

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
E-Module Design Based on STEM and RME for Student Numeracy Development in Senior High Schools: Insights from a Needs Analysis Saputri, Veni; Kusumah, Yaya Sukjaya; Turmudi, Turmudi; Al Jupri, Al Jupri
Proceedings of International Conference on Science, Education, and Technology Vol. 11 (2025)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study aims to analyse the needs of students and teachers in developing e-modules for mathematics learning based on the STEM (Science, Technology, Engineering, and Mathematics) and RME (Realistic Mathematics Education) approaches. This study used a descriptive approach with 203 students and 6 mathematics teachers from several high schools in Bekasi City as subjects. Data were collected through four types of instruments, namely numeracy tests, student needs questionnaires, teacher needs questionnaires, and semi-structured interviews. Data analysis was conducted using the Miles & Huberman model, which includes the stages of data collection, data reduction, data presentation, and conclusion drawing. The results of the analysis showed that the students had difficulties in understanding the material, performing calculation operations, and solving mathematical problems. The students also show low self-efficacy and require contextual, interesting, and interactive teaching materials. The students' preferences for the appearance of the e-module include the use of colours that are not excessive, consistent fonts, simple navigation, and communicative language. On the other hand, teachers show a limited understanding of the STEM-RME approach and have not fully integrated the approach into learning. The teachers express the need for learning strategies and media that can improve students' numeracy and self-efficacy, and emphasise the importance of training in the use of digital media. These findings provide an important basis for designing e-modules that meet the requirements and characteristics of users, namely students and teachers, to support the effectiveness of mathematics learning.
Technological Pedagogical Content Knowledge (TPACK) Guru pada Pembelajaran Matematika Siswa Sekolah Menengah Atas Aridanthy, Vanya; Al Jupri, Al Jupri
Jurnal Studi Guru dan Pembelajaran Vol. 7 No. 1 (2024): January - April 2024
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/jsgp.7.1.2024.3878

Abstract

The rapid development of technology and science in the 21st century requires individuals to adapt to emerging challenges. As a result, individuals must have 21st century skills to be able to deal with various problems and difficulties that arise. However, in Indonesia, the application of mathematics learning approaches and models is still largely dominated by a scientific approach combined with direct teaching, even though the government through the Ministry of Education has instructed to implement learning models that are constructive, interesting and innovative, such as discovery learning, problem-based learning, and project-based learning. To implement interesting and innovative learning in trigonometry material, knowledge of technology, pedagogy and content (TPACK) is one of the important factors that teachers must master. The purpose of this article is to report the use of a technology-based learning approach to develop mathematics teachers' TPACK competencies and the transformation of their knowledge in integrating technology into mathematics teaching practices. The research method used is descriptive qualitative to explain the concepts of TPACK analysis in learning. The results of this study illustrate that TPACK competencies can be specifically considered a core attribute for future mathematics teachers, because learning models using technological tools can help students develop mathematical understanding and influence the practice of mathematics teaching methods for teachers. In addition, mathematics teachers' TPACK competencies can have a direct impact on student learning in mathematics lessons. This shows that a technology-based learning approach can play an effective role in preparing and improving TPACK competencies for mathematics teachers.
Co-Authors Aridanthy, Vanya Saputri, Veni Turmudi Yaya S. Kusumah