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This Author published in this journals
All Journal Journal of Innovation in Educational and Cultural Research Journal of Advanced Sciences and Mathematics Education
Mohamad Gilar Jatisunda
Universitas Majalengka, Indonesia
Chemistry Education Mathematics Physics Social Sciences

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Indonesian grade 11 students’ conceptual difficulties with measures of central tendency: An nvivo-assisted qualitative study of representativeness, visualization, and decision making Puput Indriyani Nur haeni; Mohamad Gilar Jatisunda
Journal of Advanced Sciences and Mathematics Education Vol. 6 No. 1 (2026): Journal of Advanced Sciences and Mathematics Education
Publisher : CV. FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/jasme.v6i1.1072

Abstract

Background: Conceptual understanding is essential in statistics learning, especially measures of central tendency, because it supports students’ ability to represent, interpret, and make data-based decisions. Aims: This study identifies patterns of students’ conceptual difficulties in measures of central tendency across basic concepts, data visualization, data interpretation, and decision making. Methods: A qualitative descriptive case study involved 33 eleventh-grade students from a public senior high school. Data came from a written test and semi-structured interviews with six purposively selected students. Responses were analyzed using NVivo-assisted inductive open coding. Trustworthiness was supported through data-source triangulation, peer debriefing, and an audit trail. Result: Twenty-two initial codes were synthesized into four themes: understanding basic concepts, data visualization, data interpretation, and Application and decision making. Difficulties were most prominent in viewing central tendency as a representative value, constructing histograms and line plots, and justifying contextual decisions. Common misconceptions included computing the mean as “total frequency ÷ number of categories” and treating histogram tasks as table rewriting rather than graph construction. Overall, the pattern suggests a plausible progression linking conceptual understanding with representational and interpretive demands. Conclusion: Students’ difficulties are interrelated and conceptually driven; instruction should emphasize representativeness, multiple representations, and evidence-based reasoning.
Integrating Digital Media-Based Local Wisdom to Enhance National Insight: The Role of Digital Readiness Yoyo Zakaria Ansori; Adiwijaya Adiwijaya; Mohd Razif Idris; Mohamad Gilar Jatisunda; Dede Salim Nahdi
Journal of Innovation in Educational and Cultural Research Vol 7, No 3 (2026)
Publisher : Yayasan Keluarga Guru Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46843/jiecr.v7i3.3000

Abstract

This study examined the effect of local wisdom–based digital learning media on elementary students' national insight while controlling for digital readiness. A quasi-experimental matching-only pretest–posttest control group design was employed. Participants were selected through purposive sampling from one public primary school, yielding 54 Grade V students. To reduce selection bias, students were matched on pretest national insight scores, prior academic achievement, and gender distribution, yielding equivalent experimental (n = 27) and control (n = 27) groups. Data were collected using a 20-item National Insight Test (? .80) and an 18-item Digital Readiness Scale assessing technological competence, attitudes, and self-efficacy (? .80). The intervention lasted four weeks, with the experimental group receiving culturally grounded digital instruction and the control group receiving conventional instruction. Data were analyzed using Analysis of Covariance (ANCOVA), with posttest national insight as the dependent variable and digital readiness as a covariate. Assumption tests were satisfied (p .05). The overall model was statistically significant, F(2, 51) = 14.87, p .001, explaining 37% of variance in posttest scores (R² = .37). Digital readiness significantly predicted national insight, F(1, 51) = 18.42, p .001, partial ?² = .27, while instructional condition showed a smaller but significant effect, F(1, 51) = 4.36, p = .041, partial ?² = .08. The findings suggest that although culturally grounded digital media enhances national insight, students' digital readiness plays a more substantial role in determining learning outcomes.
Co-Authors Adiwijaya Adiwijaya Dede Salim Nahdi Mohd Razif Idris Puput Indriyani Nur haeni Yoyo Zakaria Ansori