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Koordinat : Jurnal Pembelajaran Matematika dan Sains
Published by Universitas Islam Negeri DATOKARAMA PALU
ISSN : -     EISSN : 27454215     DOI : https://doi.org/10.24239/kjpm.v1i1.1
Core Subject : Science, Education,
Education Mathematics Physics
Koordinat: Jurnal Pembelajaran Matematika dan Sains dipublikasikan oleh Program Studi Tadris Matematika (TMAT) dan Tadris Ilmu Pengetahuan Alam (TIPA), Fakultas Tarbiyah dan Ilmu Keguruan (FTIK), Instutut Agama Islam Negeri (IAIN) Palu. Terbit dua kali dalam setahun, jurnal ini mengundang para dosen, peneliti, dan pemerhati pendidikan di bidang matematika dan IPA untuk berpartisipasi dengan mempublikasikan hasil riset maupun nonriset.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 3 Documents
 1 
Search results for , issue "Vol. 7 No. 1 (2026): (On Process)" : 3 Documents clear
Geogebra Classroom For Overcoming Epistemological Obstacles And Enhancing Mathematical Literacy: A Bruner Perspective Theory Raisatunnisa; Suryadi, Didi; Fatimah, Siti; Priatna, Nanang; Chen, Jihe; Wicaksono, Agung
Koordinat Jurnal MIPA Vol. 7 No. 1 (2026): (On Process)
Publisher : Program Studi Tadris Matematika dan Tadris Ilmu Pengetahuan Alam, Fakultas Tarbiyah dan Ilmu Keguruan (FTIK), Universitas Islam Negeri (UIN) Datokarama Palu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24239/koordinat.v7i1.205

Abstract

This study investigates how GeoGebra Classroom supports students in overcoming epistemological obstacles and enhancing mathematical literacy in learning exponents through Bruner’s representational approach. This qualitative phenomenological study involved 30 eighth-grade students from a junior high school in Gowa Regency, South Sulawesi, with 12 students purposively selected for learning sessions using GeoGebra Classroom. Three students representing low, medium, and high mathematical abilities were interviewed in depth. The research instruments included observation sheets, interview guides, and documentation of student learning activities. Data were collected through participatory observation, semi-structured interviews, and document analysis, and were analyzed using thematic analysis techniques. The study explored students’ learning processes through enactive, iconic, and symbolic stages. The findings indicate that GeoGebra Classroom facilitates gradual and exploratory learning through concrete manipulation and visual representations, enabling students to develop a deeper understanding of exponent concepts. However, some students experienced difficulties when transitioning to symbolic representations. This study contributes to digital mathematics education by proposing an instructional model that integrates technological tools with representational learning theory to enhance conceptual understanding and strengthen students’ mathematical literacy.
The Effectiveness Of Augmented Reality Learning Media Integrating Toraja Carving Ethnomathematics On Students’ Mathematical Proficiency Nugraha, Yuda Satria; Wahyuni, Vaira Indah; Nurwahida
Koordinat Jurnal MIPA Vol. 7 No. 1 (2026): (On Process)
Publisher : Program Studi Tadris Matematika dan Tadris Ilmu Pengetahuan Alam, Fakultas Tarbiyah dan Ilmu Keguruan (FTIK), Universitas Islam Negeri (UIN) Datokarama Palu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24239/koordinat.v7i1.206

Abstract

This study aims to investigate the effectiveness of Augmented Reality (AR) learning media integrating Toraja carving ethnomathematics on the mathematical proficiency of ninth-grade junior high school students in Palopo. The research employed a quasi-experimental design using a pre-test and post-test model to measure the impact of AR learning media on students’ mathematical skills. The participants consisted of 150 students selected from six schools through purposive and random sampling techniques. The research instruments comprised a mathematical proficiency test and a questionnaire developed based on five indicators: conceptual understanding, procedural fluency, strategic competence, adaptive reasoning, and productive disposition. Data were analyzed using the Wilcoxon Signed-Rank Test, as the dataset was not normally distributed. The results indicate a significant improvement in students’ mathematical proficiency after the implementation of AR learning media, as evidenced by the significance value of the Wilcoxon Signed-Rank Test, which is 0.000 and lower than 0.05. The integration of AR technology with local cultural elements of Toraja carvings successfully fostered a contextual, interactive, and meaningful learning environment. This study implies that can serve as an innovative pedagogical approach to enhance mathematical proficiency while promoting the preservation and appreciation of local culture in mathematics education
Comparative Numeracy in Statistical Reasoning of Pre-Service Early Childhood Teachers Apryani, Dina; Purwandari, Elce; Yulistia , Annisa; Badjeber, Rafiq; Rahayu, Chika; Pratama, Maya Adina
Koordinat Jurnal MIPA Vol. 7 No. 1 (2026): (On Process)
Publisher : Program Studi Tadris Matematika dan Tadris Ilmu Pengetahuan Alam, Fakultas Tarbiyah dan Ilmu Keguruan (FTIK), Universitas Islam Negeri (UIN) Datokarama Palu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24239/koordinat.v7i1.216

Abstract

This study aims to analyze differences in statistical reasoning and numeracy skills between two groups of PG-PAUD Study Program students. Using a quantitative comparative approach, all 49 PG-PAUD students enrolled in statistics during the 2025/2026 even semester were included, divided into class A (25 students) and class B (24 students). The second group used IBM SPSS Statistics and the VClass platform for equivalent learning. Data were obtained through a digital-based final semester exam with 25 multiple-choice questions assessing statistical reasoning. Data analysis included normality and homogeneity tests, followed by an independent sample t-test and effect size analysis using Cohen’s d with IBM SPSS Statistics at a significance level of 0.05. Results show no significant difference in numeracy abilities in statistical reasoning between classes (t = 1.295; sig. = 0.201 > 0.05; Cohen's d = 0.37). Although class A had a higher average score (M = 81.28; SD = 13.99) compared to class B (M = 76.00; SD = 14.54), this difference was not statistically significant, and the effect size was small. Indicator analysis highlighted that students excelled most in selection analysis, but scored lower in understanding concepts, interpreting, and drawing conclusions. These findings underscore that while technology-based learning yields comparable statistical reasoning results, there is still room for deeper skill development

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