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INDONESIA
MATEMATIKA DAN PEMBELAJARAN
Published by Institut Agama Islam Negeri Ambon
ISSN : 23030992     EISSN : 26213176     DOI : -
Core Subject : Science, Education, Social,
Computer Science & IT Decision Sciences, Operations Research & Management Education Environmental Science Mathematics
Jurnal Matematika dan Pembelajaran is an academic journal, publishing two issues per year (June and December). It is published by Lembaga Penelitian dan Pengabdian kepada Masyarakat of Institut Agama Islam Negeri (IAIN) Ambon, Indonesia. This journal seeks to provide a venue for sharing new empirical research and theoretical analysis of intersections between mathematics and education. Matematika dan Pembelajaran publishes original works that contribute to scientific discussion of the relationship between mathematics instruction, mathematics, statistics, and mathematics applied
Arjuna Subject : -
Articles 185 Documents
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DEVELOPMENT OF JUWANA HERITAGE IN MATHEMATICS ANDROID APPLICATION INTEGRATED WITH PROBLEM-BASED LEARNING ASSISTED BY ADOBE ANIMATION TO IMPROVE MATHEMATICAL PROBLEM SOLVING SKILLS Detalia Noriza Munahefi; Alifia Sabila Al-qonita
MATEMATIKA DAN PEMBELAJARAN Vol. 13 No. 2 (2025): MATEMATIKA DAN PEMBELAJARAN
Publisher : IAIN Ambon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33477/mp.v13i2.11696

Abstract

Mathematical problem-solving skills need to be developed to achieve the SDGs, specifically in quality education. However, the results of the 2022 PISA (Philosophy of Mathematics) show that the problem-solving ability of students in Indonesia is relatively low. Innovation is needed to improve problem-solving abilities by developing an Android application integrated with Problem-Based Learning (PBL) with cultural nuances. The study aims to develop an Android application, "Juwana Heritage in Mathematics," integrated with PBL assisted by Adobe Animate. Research and Development (R&D) with the ADDIE model (Analyze, Design, Develop, Implementation, and Evaluation) is the research method. Data sourced from validation questionnaires, practicality questionnaires, student response questionnaires, and problem-solving ability tests. The validity test results were 89.35% in the very valid category. The practicality test results were 87.7% in the very practical category. Test the effectiveness of the application through t-tests, z-tests, and proportion tests. The results of statistical tests show that (1) the average mathematical problem solving ability of students with the Juwana Heritage in Mathematics application integrated with PBL reached a minimum completion of 80, (2) the proportion of students' problem solving ability with the Juwana Heritage in Mathematics application integrated with PBL that had reached completion was more than 75%, (3) the average mathematical problem solving ability of students with the Juwana Heritage in Mathematics application integrated with PBL was higher than students with PBL (4) the proportion of students' completion with the Juwana Heritage in Mathematics application integrated with PBL was higher than students with PBL and (5) the increase in problem solving ability in students with the Juwana Heritage in Mathematics application integrated with PBL was higher than students with PBL.
TPACK AND ACADEMIC SUCCESS: A PLS-SEM STUDY IN INDONESIAN ISLAMIC UNIVERSITIES Assidiqi, Hasby; Fauzi, Yusran; Zahrah
MATEMATIKA DAN PEMBELAJARAN Vol. 13 No. 2 (2025): MATEMATIKA DAN PEMBELAJARAN
Publisher : IAIN Ambon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33477/mp.v13i2.11724

Abstract

This study aims to analyse the influence of Technological Pedagogical Content Knowledge (TPACK) competence on the academic success of prospective mathematics teacher students at the State Islamic University of Antasari Banjarmasin. The research involved 70 students who had participated in Field Introduction Practice and were selected through purposive sampling. An explanatory quantitative approach was applied, employing Partial Least Squares Structural Equation Modelling (PLS-SEM) as the analysis technique. The findings indicate that TPACK competence has a positive and significant effect on students’ Cumulative Grade Point Average, although the effect size is relatively modest. In addition, the indirect effects of Pedagogical Content Knowledge (PCK) and Technological Pedagogical Knowledge (TPK) on GPA, mediated by TPACK, were also significant. These results demonstrate that the integration of content, pedagogy, and technology can improve teaching effectiveness and enhance student academic achievement. The conclusion highlights the importance of developing practice-based teacher education curricula grounded in integrative reflection to strengthen TPACK competence.
DEVELOPMENT OF AN INTERACTIVE VISUALIZATION APLICATION TO ASSIST VOCATIONAL STUDENTS IN UNDERSTANDING TRIGONOMETRY CONTENT Widjajanti, Kristina; M. Sarosa; Selviana, Vuvut; Maryanty, Yanty
MATEMATIKA DAN PEMBELAJARAN Vol. 13 No. 2 (2025): MATEMATIKA DAN PEMBELAJARAN
Publisher : IAIN Ambon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33477/mp.v13i2.11767

Abstract

Trigonometry is a fundamental competency that holds particular importance for vocational students, as it is widely applied in fields such as engineering, design, architecture, and other practical domains. However, many vocational students still encounter difficulties, particularly in visualizing right-angled triangles in non-standard orientations, which hinders their understanding of trigonometric ratios. This study is a development research that produced an interactive visual application called AVIGO. The application provides concise learning materials, exercises involving right-angled triangles in both standard and non-standard positions, and contextual problems relevant to daily life. The findings of this study offer recommendations for mathematics education practitioners regarding the use of AVIGO as a learning medium to enhance students’ comprehension of trigonometric ratios. Furthermore, AVIGO is expected to foster students’ motivation to engage actively in learning trigonometry, thereby supporting the improvement of their conceptual understanding.
MATHEMATICAL LITERACY-BASED LEARNING: WH AT ARE THE CHALLENGES? Astuti, Furintasari; Mulyatiningsih, Endang; Rosnawati, Raden; Retnawati, Heri
MATEMATIKA DAN PEMBELAJARAN Vol. 13 No. 2 (2025): MATEMATIKA DAN PEMBELAJARAN
Publisher : IAIN Ambon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33477/mp.v13i2.11995

Abstract

In the educational context, success in the 21st century increasingly depends on students’ mathematical literacy, as it equips them with the ability to reason, solve problems, and make informed decisions based on quantitative information. According to PISA 2018, Indonesian students’ performance in mathematical literacy is significantly below the OECD average, indicating persistent gaps in students’ ability to apply mathematical concepts in real-world contexts. In response, the Indonesian government launched the National Assessment program, which includes the Minimum Competency Assessment consisting of reading literacy and mathematical literacy (numeracy) subtests.  This study aims to analyze how middle school mathematics teachers in Indonesia implement numeracy literacy in their classroom practices, with a focus on identifying the challenges they encounter and the practical solutions they employ. This research adopts a phenomenological approach to explore teachers’ lived experiences in implementing numeracy-based learning. This research is phenomenology research. This study involved 42 mathematics teachers from junior and senior high schools, selected to represent the regions of West Indonesia, Central Indonesia, and East Indonesia. Data was collected using a questionnaire and interviews were conducted through online media. The data were analyzed using Bogdan and Biklen. The results indicate that teachers face several challenges in implementing mathematical literacy–based learning. These include limited socialization and training related to mathematical literacy, insufficient teacher competence, low student interest, restricted instructional time, the need for pedagogical adjustments during the COVID-19 pandemic, and a lack of adequate resources, books, and references on literacy.
COVER AND TABLE OF CONTENT Pembelajaran, Matematika dan
MATEMATIKA DAN PEMBELAJARAN Vol. 13 No. 2 (2025): MATEMATIKA DAN PEMBELAJARAN
Publisher : IAIN Ambon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33477/mp.v13i2.13291

Abstract

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Page 19 of 19 | Total Record : 185

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