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All Journal Union: Jurnal Ilmiah Pendidikan Matematika Journal of Education for Sustainability and Diversity
Nadzeri, Mohamad Basri
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Religion Humanities Education Mathematics Social Sciences Other

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Kit VisMat.SE Application Innovation : Simple, Attractive And Joyful Mathematics Aziz, Norhayati Abd; Theng, Leong Theng; Wahab, Mohd Zulkarnain Abdul; Mansor, Alina Mazwin; Nadzeri, Mohamad Basri; Rosdi, Mohamad Affandi
Journal of Education for Sustainability and Diversity Vol. 2 No. 2 (2024)
Publisher : Angstrom Centre of Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57142/jesd.v2i2.88

Abstract

The teaching method of Mathematics needs to be changed in order to give understanding and create interest in learning among students. The KIT VisMat.SE innovation is an application to solve the difficulty special education students to understand the concept of digit value and place value as well as writing two-digit numbers correctly. The problem of students not being able to understand the concept of digit value causes students to lose interest in mathematics teaching. The main objective of this innovation is to help autistic and intellectual disability students being under the Learning Difficulties (LD) category to understand the concept of digit value and place value in simple, attractive and joyful way. Based on Cognitive Theory, the researcher bridges the gap between the existing theory and practical practice of teachers and mathematics textbooks which sometimes do not go hand in hand with the theory which contributes to failure in students' understanding of mathematical concepts. The innovation of this application appliying sample images, colors and digital materials. The study involved 10 LD primary students in Johor. Respondents were categorized into three groups which were one conventional group and two experimental group. Group 1 was taught with a conventional approach while group 2 and group 3 were taught using VisMat.SE Module and KIT VisMat.SE. This mixed method explanatory design study aims to investigate the effectiveness of KIT VisMat.SE to help LD to understand number value, place value and digit value. Findings from this study have succeeded in providing an easy and enjoyable understanding of math concepts and eliminating LD students frustration with math.
The Teaching strategies for enhancing computational thinking and mathematics: A systematic review Alamanan, Dzakariyo Zaqfan; Subekti, Fitrianto Eko; Nadzeri, Mohamad Basri
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 13 No 3 (2025)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v13i3.20146

Abstract

This study aims to systematically examine how different instructional strategies influence students’ computational thinking (CT) and mathematical abilities within mathematics education. Employing a Systematic Literature Review (SLR) guided by the PRISMA framework, this study analyzed 13 peer-reviewed articles published between 2020 and 2025 that met predefined inclusion criteria. The reviewed studies were selected using Publish or Perish software and primarily sourced from Google Scholar and Scopus-indexed journals. The analysis focused on research trends, methodological approaches, educational levels, geographical distribution, subject matter, and the effectiveness of learning strategies in fostering CT and mathematical skills. The results reveal that instructional approaches integrating CT with STEM-oriented models—such as Project-Based Learning (PjBL), the SSCS model, and technology-enhanced learning using augmented reality and digital tools—consistently improve students’ problem-solving, abstraction, and higher-order thinking skills in mathematics. The findings also indicate that learner characteristics, particularly self-efficacy and learning styles, play a significant role in CT development. Most studies were conducted at the junior high school level and were geographically concentrated in Java, highlighting an imbalance in research coverage. In conclusion, this review confirms that innovative, technology-supported, and adaptive learning strategies are effective in strengthening computational thinking within mathematics education. The contribution of this study lies in providing a comprehensive mapping of instructional strategies linked to CT outcomes, offering theoretical insights, methodological guidance, and practical implications for educators and researchers seeking to integrate computational thinking into mathematics curricula more effectively.
Machine learning integrated virtual and augmented reality in education: A systematic literature review and bibliometric analysis (2015–2025) Agustito, Denik; Harini, Esti; Trisniawati, Trisniawati; Sari, Eka Yulia; Nadzeri, Mohamad Basri; Kuncoro, Krida Singgih; Kusumaningrum, Betty; Setyawan, Dhimas Nur
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 13 No 3 (2025)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v13i3.21319

Abstract

The integration of machine learning (ML) with immersive technologies—Virtual Reality (VR), Augmented Reality (AR), Mixed Reality (MR), and Extended Reality (XR)—has generated significant momentum in educational innovation over the past decade. ML-enhanced immersive environments now support adaptive feedback, multimodal sensing, pose estimation, automated performance evaluation, and real-time learning analytics, offering new pathways for personalized and experiential learning. Despite rapid growth, existing research remains fragmented across domains such as engineering, health, arts, and language education, with limited synthesis explaining how these studies connect, evolve, and shape the knowledge structure of ML–VR/AR research. To address this gap, this study conducted a combined Systematic Literature Review (SLR) and bibliometric analysis of Scopus-indexed publications from 2015 to 2025. Eligibility assessment resulted in 58 studies included in the final analysis. Bibliometric findings show consistent growth in ML–VR/AR educational research, with publications spread across diverse journals and domains. This review offers a comprehensive mapping of scientific influence, thematic structure, and developmental trajectories in ML–VR/AR educational research. Findings provide a foundation for advancing adaptive immersive learning models, strengthening theoretical integration, and guiding future ML-driven XR innovations across educational contexts.
Co-Authors Alamanan, Dzakariyo Zaqfan Aziz, Norhayati Abd Denik Agustito Dhimas Nur Setyawan Eka Yulia Sari Esti Harini, Esti Fitrianto Eko Subekti Krida Singgih Kuncoro Kusumaningrum, Betty Mansor, Alina Mazwin Rosdi, Mohamad Affandi Theng, Leong Theng Trisniawati Trisniawati, Trisniawati Wahab, Mohd Zulkarnain Abdul