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Rafiq Badjeber
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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 68 Documents
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Analysis Of Cognitive Difficulties Of Junior High School Students In Solving The Problem Of Pythagorean Theorem Ardhiansah, Dian; Muhtadi, Dedi; Apiati , Vepi
Koordinat Jurnal MIPA Vol. 6 No. 1 (2025)
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.v6i1.133

Abstract

This study aims to analyze students' difficulties in solving problems related to the Pythagorean Theorem and identify the causative factors. The qualitative case study approach was used by involving 30 grade VIII students from SMP Negeri 8 Tasikmalaya who were selected based on the complexity of the mistakes they made. The research instruments included written tests, in-depth interviews, and classroom observations. The data were analyzed using thematic analysis to identify patterns of difficulty and their causative factors. The results showed four main categories of students' difficulties, namely: (1) conceptual errors (70% difficulty identifying the oblique side of a right triangle); (2) procedural errors (65% did not follow the calculation steps correctly); (3) errors in interpreting story questions (60% cannot convert problem information into mathematical models); and (4) math anxiety (50% feel nervous about facing problems with large numbers). The causative factors include monotonous teaching methods, lack of use of teaching aids, and low motivation to learn. The discussion highlighted the importance of interactive and contextual learning to overcome these difficulties. Recommendations include the use of visual media, the integration of technology to reinforce concepts, and approaches that are appropriate to students' learning styles. This research emphasizes the need for innovative pedagogical strategies to improve students' understanding and problem-solving skills
Enhancing Science Learning Outcomes Through The Course Review Horay (CRH) Cooperative Learning Model Magfira, Siti; Sani, Nurul Kami; Zulnuraeni; Aras, Nurul Fitriah
Koordinat Jurnal MIPA Vol. 6 No. 1 (2025)
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.v6i1.146

Abstract

This study aims to determine the learning outcomes of students taught using the Course Review Horay (CRH) cooperative learning model in the IPAS subject (Ilmu Pengetahuan Alam dan Sosial, translated as Integrated Science and Social Studies) for fifth-grade students at SD Inpres 2 Talise, a public elementary school in Palu, Indonesia. A quantitative approach was applied using a pre-experimental design, specifically the one-group pretest-posttest design. The population consisted of all fifth-grade students from classes V A and V B in the 2024/2025 academic year, totaling 34 students. The sample included 20 students from class V A, selected through random sampling. Data were collected using learning outcome tests, observation sheets, and interviews. Data analysis involved both descriptive and inferential statistics. The results showed an increase in the average score from the pretest (38.85) to the posttest (54.70). Statistical analysis using SPSS version 27 revealed a significant value of sig (2-tailed) = 0.001, which is less than 0.05. This indicates that the null hypothesis (Ho) is rejected and the alternative hypothesis (Ha) is accepted, suggesting that the Course Review Horay (CRH) model significantly influences the improvement of students’ learning outcomes in IPAS. These findings support the use of cooperative learning models, particularly CRH, as an effective strategy to enhance student engagement and achievement in primary school science education
Learning Obstacle Of Prospective Mathematics Teachers On Real Analysis Badjeber, Rafiq; Sukayasa, I Wayan; Hadi, Windia; Melissa, Margareta Madha
Koordinat Jurnal MIPA Vol. 6 No. 1 (2025)
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.v6i1.147

Abstract

This study aims to identify the learning obstacles experienced by prospective mathematics teachers when constructing proofs in real analysis. This study uses a qualitative method with a case study design. The research subjects comprised 20 third-year prospective mathematics teachers at a university in Palu. Five prospective mathematics teachers were selected for interviews based on the types of obstacles they experienced. The research instruments included a respondent ability test (RAT) and interview guidelines. Data analysis was conducted by reducing data, presenting data, and drawing conclusions. The results of the study indicate that prospective mathematics teachers experience ontogenic obstacles, namely difficulty in thinking deductively and axiomatically; epistemological obstacles when difficulty in understanding definitions, difficulty in starting proofs, and difficulty in constructing complete proofs; and didactical obstacles that occur due to a procedural learning approach. These findings can be used by lecturers in designing relevant learning designs based on prospective mathematics teachers' learning trajectories to anticipate potential learning obstacle
Artificial Intelligence-Based Mathematics Learning Media Integrated With Islamic Values: What’re The Experts Think About? Kharisma, Nafilah Ulfah; Nursupiamin, Nursupiamin; Elfira, Riska
Koordinat Jurnal MIPA Vol. 6 No. 1 (2025)
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.v6i1.151

Abstract

This study aims to develop an Islamic-integrated mathematics learning media based on Artificial Intelligence (AI), with the expectation of enhancing learning effectiveness in the digital era. The research employed the ADDIE development model, which consists of the stages of analysis, design, and development. The participants in this study were three experts who validated the developed media, named "SAFINAH." The instruments used included validation sheets based on a Likert scale to assess the validity aspects of the media, both in terms of content and appearance. Data collection techniques involved expert evaluations, while data analysis was conducted by calculating the percentage of validity scores. The results showed that the "SAFINAH" media achieved a validity score above 88%, categorized as very valid, indicating that the media is suitable for use in the learning process. The impact of this study is expected to contribute to educational innovation by integrating Islamic values with AI-based technology and encourage the creation of more interactive learning media that align with students’ needs in the digital age
Development Of Student Worksheets Using Ethnomathematics Approach On Prism Geometry For Middle School H Mailili, Wahyuni; Hajerina; Nursupiamin; Sriayulisyah; Windra
Koordinat Jurnal MIPA Vol. 6 No. 1 (2025)
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.v6i1.153

Abstract

This research aims to produce the topic of space geometry, specifically Prisms, for eighth-grade on middle school students (SMP/MTs) while meeting the criteria of validity, effectiveness, and practicality. The research method used is the Research and Development (R&D) approach with the Plomp model, which includes several stages, namely preliminary investigation, design, development or construction, as well as testing, evaluation, and revision. Based on expert validation, the developed worksheet obtained an average score of 3.81, which falls into the valid category. The results of the final learning test show a success rate of 81.10%, which falls into the very effective category. Meanwhile, the analysis of the teacher response questionnaire shows a practicality level of 93.05% with a very practical category. The results of the student response questionnaire also showed a practicality level of 91.23% with a very practical category. Thus, it is proven to be valid, effective, and practical, to be used in the learning process
Technology-Enhanced Bibliometric Analysis Of Didactic Transposition In Mathematics Education Wicaksono, Agung; Suryadi, Didi; Fatimah, Siti; Suhendra, Suhendra; Warli, Dwi
Koordinat Jurnal MIPA Vol. 6 No. 1 (2025)
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.v6i1.156

Abstract

This study analyzes the trend of didactic transposition research in mathematics education for the period 2014–2024 using a bibliometric approach with data from Scopus processed through VOSviewer and RStudio. Didactic transposition plays an important role in transforming scientific knowledge into materials that can be taught and understood by students, bridging the gap between academic theory and learning practice. The results of the analysis show an increase in publications in the past decade, with major journals such as Discrete Applied Mathematics, ZDM–Mathematics Education, and International Journal of Science Mathematics Education. China is the country with the largest research contribution in this field. In addition, bibliometric mapping identifies themes that are still rarely researched, such as Anthropology of Theory Didactic, algebra, cultural transposition, and calculus, which have the potential to be the focus of further research. This study provides insights for academics and education practitioners to understand the development of didactic transposition research and direct future research. By identifying research gaps that are minimally explored, the results of this study are expected to encourage the development of more effective teaching strategies, especially in mathematics learning, and strengthen the adaptation of didactic transposition-based curriculum
Development Of A Basic Chemistry E-Book Enhanced With Multiple Representations And STEM Activities Susanti, Laily Yunita; Fadilah, Rizka Elan; Khirzin , Muhammad Habbib; Hasanah, Rafiatul
Koordinat Jurnal MIPA Vol. 6 No. 1 (2025)
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.v6i1.159

Abstract

Chemistry concepts are generally abstract so they require teaching materials that visualize those abstract concepts. The aims of this study were to develop a Basic Chemistry E-Book enhanced with multiple representations and a STEM approach. This study used a research and development model modified from the ADDIE model which consists of 5 stages, namely: (1) Analysis (analysis of students’ characteristics and course objectives), (2) Design (design of e-book and research instruments), (3) Develop (e-book production), (4) Implementation (expert judgement and field trials), and (5) Evaluation (the effectiveness test and revision of e-book). Research result showed that the feasibility of e-book based on the expert judgement got 93.75% as a score on the material feasibility component, 100% as a score of feasibility component and 95.40% as a score of the language and STEM component. Furthermore, the results of small-scale field trials obtained a percentage of 86% and large-scale field trials obtained a percentage of 87%. The effectiveness test of e-book got score 0,643 means e-book was effective enough for using in learning chemistry. Based on this study, e-book for Basic Chemistry Course based on multiple representations with the STEM approach is appropriate for being used in general chemistry course
Enhancing Critical Thinking Skills through the Guided Inquiry Learning Model in Science Education Nurhalisa; Arda; Rahmawaty
Koordinat Jurnal MIPA Vol. 6 No. 1 (2025)
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.v6i1.169

Abstract

This study investigates the enhancement of students’ critical thinking skills through the implementation of the guided inquiry learning model in science instruction of eighth-grade students at MTs Negeri 2 Kota Palu. Employing quasi-experimental with nonequivalent pretest-posttest control group design, the study involved two classes: an experimental group receiving instruction via the guided inquiry model, and a control group taught using conventional model. Data were gathered through a 15-item critical thinking skills test, validated for both reliability and validity. Prior to hypothesis testing, assumptions of normality and homogeneity were confirmed. Students in the experimental group significantly improved their critical thinking abilities when compared to the control group, according to further analysis using an independent samples t-test. These results imply that critical thinking skills are successfully enhanced in science education through used of the guided inquiry learning model.

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