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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 83 Documents
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Effect of 6E Learning by Design on Students’ Problem Solving Skills in Sound Waves Isnawati; Darmadi, I Wayan; Nurjannah; Miftah
Koordinat Jurnal MIPA Vol. 6 No. 2 (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.v6i2.170

Abstract

This study aims to examine the effect of the 6E Learning by Design model on students’ problem-solving skills in learning sound wave material at MAN 2 Palu City. The research used a quasi-experimental method with a nonequivalent pretest-posttest control group design. The population consisted of all class XI MIPA students. The sample was selected using purposive sampling, with class XI MIPA I (n = 34) as the control class and class XI MIPA J (n = 34) as the experimental class. The instrument used was a problem-solving skills open-ended test. The results showed that the increase in problem-solving skills scores in the experimental class was higher than in the control class, with an N-gain value of 0,685, categorized as moderate. Hypothesis testing was conducted using the Mann-Whitney U test at a significance level of 0,05. Furthermore, the effect size was 1,4 (d ≥ 1.3), indicating a strong effect. These results indicate that the 6E Learning by Design model effectively improves students’ problem-solving skills on sound wave material.
Geogebra-Assisted Teaching Experiment On Students’ Conceptual Change In Multivariable Calculus Andiani, Dini; Dwi Rahayu, Siti; Suwanda, Cecep
Koordinat Jurnal MIPA Vol. 6 No. 2 (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.v6i2.181

Abstract

This study explores students’ conceptual change in understanding gradients and tangent planes through a GeoGebra-assisted teaching experiment in a multivariable calculus course. The study involved eight second year undergraduate mathematics students enrolled at the Mathematics Department of a university in West Java, Indonesia. Data were collected through diagnostic tests, classroom observations, students’ written work, and reflective notes, and semi sructured interviews, then analyzed qualitatively using coding, triangulation, and retrospective analysis.The findings revealed that, at the outset, students were able to perform symbolic differentiation of partial derivatives but struggled to interpret the gradient vector conceptually or relate it to the tangent plane. Through guided use of GeoGebra, students gradually reconceptualized the gradient as representing both the direction and rate of steepest ascent, demonstrating a shift from procedural to structural understanding. This study contributes to the theory of conceptual change by illustrating how dynamic visualization and guided reinvention can facilitate the transformation of students’ procedural knowledge into coherent conceptual models. Practically, the findings provide insights for designing technology-assisted instruction to address persistent misconceptions in multivariable calculus learning
Factors Contributing To Students’ Difficulties In Number Pattern Generalization: A Thematic Qualitative Meta-Analysis Within The Framework Of Early Algebraic Thinking Azis, Nazwa Wulandari; Muhtadi, Dedi; Sukirwan
Koordinat Jurnal MIPA Vol. 6 No. 2 (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.v6i2.183

Abstract

This study examines students’ difficulties in generalizing number patterns and their multidimensional interactions within early algebraic thinking. A thematic qualitative meta-analysis of 15 Scopus-indexed articles (2019–2024) was conducted under the PRISMA protocol using open coding and thematic clustering (κ = 0.82). Five categories of difficulty were identified: reasoning–generalization (80%), conceptual (73%), procedural–operational (60%), strategic (47%), and didactic (40%). Reasoning–generalization difficulties involved students’ inability to identify relationships or formulate general rules, while conceptual and procedural weaknesses reflected misconceptions of pattern structures and errors in extending sequences. Strategic and didactic challenges were linked to limited problem-solving approaches and insufficient scaffolding. The findings highlight dynamic interactions—especially between conceptual and procedural factors—and emphasize teachers’ mediating role in fostering the transition from arithmetic to algebraic symbolization
The Impact Of Inquiry-Based Learning On K-12 Students’ Motivation And Science Literacy: A Systematic Literature Review Stefvannof, Diego; Nadifah , Imroatun; Latifah , Melati
Koordinat Jurnal MIPA Vol. 6 No. 2 (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.v6i2.190

Abstract

This systematic literature review (SLR) explores the impact of inquiry-based learning (IBL) on K–12 students’ learning motivation and science literacy. A total of 20 empirical studies published between 2018 until 2025 were selected using PRISMA 2020 guidelines from Scopus, SpringerLink, and Elsevier databases. The studies employed various inquiry-based learning models (guided, open, and socio-scientific), educational levels, and instructional media. The findings show that inquiry-based learning consistently enhances students’ intrinsic motivation by fostering autonomy, engagement, and contextual learning. Simultaneously, inquiry-based learning improves science literacy through inquiry cycles involving observation, hypothesis testing, experimentation, and reasoning. Guided inquiry appears to be the most effective form, particularly at primary and lower secondary levels, while hybrid models like SSIBL and IB-NOSA enhance students’ argumentation and scientific thinking. However, the effectiveness of inquiry-based learning is influenced by teacher readiness, duration of intervention, and technological support. This review reinforces the pedagogical relevance of inquiry-based learning in promoting 21st-century competencies and suggests its integration into curriculum design, teacher training, and science education policies
The Effectiveness Of Local Wisdom-Based LKPD In Improving Algebraic Numeracy Literacy Of Students At SMPN Kab. Sigi Hajerina, Hajerina; Mailili, Wahyuni H.
Koordinat Jurnal MIPA Vol. 6 No. 2 (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.v6i2.191

Abstract

This study aims to examine the effectiveness of Student Worksheets (LKPD) based on local wisdom in improving students' numeracy literacy in the subject of Two-Variable Linear Equation Systems (SPLDV). This study uses an pre-experimental design with pre-tests and post-tests to measure students' numeracy literacy. A total of 90 students from 3 public junior high schools in Sigi Regency participated in this study, which were selected through purposive sampling. The instruments used to collect data were tests, questionnaires, and interviews, which were then analyzed using qualitative analysis for questionnaires and interviews and quantitative analysis for test instruments. The results showed a significant increase in post-test scores, with an average pre-test score of 42.86 and a post-test score of 84.17. Data analysis showed an effect size of 2.06, which is classified as very large, indicating a strong impact of the use of local wisdom-based LKPD in improving students' numeracy literacy. In addition, the results of the student response questionnaire showed that the majority of students (80%) felt that LKPD based on local wisdom helped them understand SPLDV material better and made learning more interesting and relevant to their lives. This study concludes that LKPD based on local wisdom is effective in improving students' numeracy literacy and can be an attractive and contextual learning alternative in areas with rich local cultures, with the hope that it can be used as a reference for teachers in designing more contextual mathematics learning tools.
Mathematical Engagement In Interactive Learning: A Case Study Of The Use Of Lumio In Understanding The Concept Of Normal Distribution Lestari, Indri; Hadi, Windia; Giyanti, Giyanti; Khotimah, Khotimah
Koordinat Jurnal MIPA Vol. 6 No. 2 (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.v6i2.192

Abstract

Understanding the concept of normal distribution in statistics is often challenging for students, as it requires a deep understanding of symmetry, probability distribution, and the use of normal distribution tables. These challenges are often caused by difficulties in connecting theoretical concepts with data visualization and in comprehending z-score transformations. This study aims to analyze students' mathematical engagement in understanding the concept of normal distribution using Lumio-based interactive media. The study employed a quantitative, quasi-experimental design, with a pre-test post-test control group design. The experimental group engaged in learning using Lumio-based interactive media, while the control group received traditional lecture-based teaching methods. The research instruments included a concept comprehension test, a mathematical engagement questionnaire, and an analysis of Lumio activity logs. The data were analyzed using paired sample t-tests and ANCOVA to evaluate the effectiveness of Lumio in improving students' mathematical engagement and conceptual understanding. The results showed a significant difference between pre-test and post-test scores in both the experimental and control groups. The experimental group, which used Lumio, showed a significantly higher improvement in both conceptual understanding and engagement compared to the control group. The findings suggest that using Lumio-based learning significantly enhanced students' engagement and understanding of normal distribution, compared to the conventional teaching methods
Geogebra Classroom For Overcoming Epistemological Obstacles And Enhancing Mathematical Literacy: A Bruner Perspective Theory Raisatunnisa; Didi Suryadi; Siti Fatimah; Nanang Priatna; Jihe Chen; Agung Wicaksono
Koordinat Jurnal MIPA Vol. 7 No. 1 (2026)
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 Yuda Satria Nugraha; Vaira Indah Wahyuni; Nurwahida
Koordinat Jurnal MIPA Vol. 7 No. 1 (2026)
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 Dina Apryani; Elce Purwandari; Annisa Yulistia; Rafiq Badjeber; Chika Rahayu; Maya Adina Pratama
Koordinat Jurnal MIPA Vol. 7 No. 1 (2026)
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
Analysis of ChatGPT and Gemini Mental Models of Apparent Motion of the Sun and Stars Nurhikma Safitri; Jusman Mansyur; Haeruddin Haeruddin; Nurul Kami Sani; Andi Ulfah Khuzaimah
Koordinat Jurnal MIPA Vol. 7 No. 1 (2026)
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.v7i1.195

Abstract

mental models regarding the apparent motion of the Sun and stars. The method used is a qualitative approach with an exploratory descriptive study using the reflective thematic analysis method according to Braun, Clarke, and Rance (2014). The subjects of this study were ChatGPT and Gemini, who also acted as respondents. The instrument used was 10 multiple-choice questions about the apparent motion of celestial bodies. Each answer was analyzed thematically to identify reasoning patterns, conceptual structures, and conformity with scientific mental models. The results show that ChatGPT predominantly displays a scientific mental model consistent with a heliocentric understanding and scientific explanation of apparent motion, while Gemini tends to display a hybrid mental model with a mixture of scientific concepts and preconceptions. The comparison of the two shows differences in conceptual depth, consistency of reasoning, and accuracy of scientific representation. These findings contribute to the development of the study of artificial intelligence mental models and open up opportunities for their use in AI-based science learning

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