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Muliana Muliana
Department of Mathematics Education, Universitas Malikussaleh, Aceh Utara, 24355
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Optimization of TPACK-Based Project Learning in Micro Teaching Courses in the Mathematics Education Study Program Nuraina Nuraina; Rahmi Hayati; Rohantizani Rohantizani; M Mursalin; Muliana Muliana; Ratna Unaida
Electronic Journal of Education, Social Economics and Technology Vol 6, No 2 (2025)
Publisher : SAINTIS Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33122/ejeset.v6i2.1166

Abstract

The purpose of this research is to optimize project learning based on Technological Pedagogical Content Knowledge (TPACK) in the Micro Teaching course in the Mathematics Education Study Program. A descriptive qualitative approach is used to describe student involvement in each stage of the project: starting from planning, digital media development, implementation of micro teaching, reflection, revision, to publication of results. Data was collected through observations, project documents, and assessment sheets based on the TPACK rubric. The results showed that students were able to integrate elements of technology, pedagogy, and content quite well, with the highest scores in the Pedagogical Knowledge (4.5) and TPACK (4.4) dimensions, and the lowest scores in the Technological Content Knowledge dimension (4.1). These findings show that the TPACK-based project learning model is effective in developing the competencies of prospective 21st century mathematics teachers who not only master the material and learning strategies, but are also able to utilize technology appropriately. This study recommends the sustainable application of similar models to support the transformation of digital-based education and innovative pedagogy in higher education.
Connecting, Organizing, Reflecting, Extending Learning Model Assisted By Wordwall Media On Stundents’ Numeracy Skills Nurjannah Nurjannah; Rohantizani Rohantizani; Nur Elisyah; Muliana Muliana; Haves Qausar; M Mursalin
Electronic Journal of Education, Social Economics and Technology Vol 6, No 2 (2025)
Publisher : SAINTIS Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33122/ejeset.v6i2.879

Abstract

Students’ low numeracy skills are caused by their unfamiliarity in solving word problems, the continued use of conventional learning models, and the limited utilization of instructional media. This research seeks to examine the influence of the Connecting, Organizing, Reflecting, and Extending learning model, supported by Wordwall media, on students' numeracy abilities. This study adopted a quantitative approach through a quasi-experimental design, specifically utilizing the Nonequivalent Control Group framework. The population consisted of all 11 th-grade students at SMAN 1 Kuta Makmur. The sampling technique used was purposive sampling, where class XI A1 was assigned as the experimental group and class XI A2 as the control group. Data collection techniques included observation and testing. The prerequisite tests consisted of the normality test (Shapiro-Wilk), homogeneity test (Levene’s statistic), and Mann-Whitney test, assisted by SPSS 26 software. The hypothesis testing results showed a significance value of 0.002 α (α = 0.05), indicating that the  Connecting, Organizing, Reflecting, Extending  learning model assisted by Wordwall media had a significant effect on students’ numeracy skills. This result demonstrates that students in the experimental class had better numeracy skills than those in the control class.
Co-Authors Haves Qausar M Mursalin Nur Elisyah Nuraina Nuraina Nurjannah Nurjannah Rahmi Hayati Ratna Unaida Rohantizani Rohantizani