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Rizal Kamsurya
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rizal_kamsurya@stkipmnc.ac.id
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imeij@indo-intellectual.id
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Jl. Panjang No.1, RT.1/RW.3, Kedoya Utara, Kec. Kb. Jeruk, Kota Jakarta Barat, Daerah Khusus Ibukota Jakarta 11520 Dusun Kotania Atas, Desa Eti Kec. Seram Barat Kabupaten Seram Bagian Barat Propinsi Maluku
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INDONESIA
Indo-MathEdu Intellectuals Journal
Published by Lembaga Intelektual Muda Maluku
ISSN : 28085604     EISSN : 28085078     DOI : 10.54373
Core Subject : Education,
Mathematics
Indo-MathEdu Intellectuals Journal is a fully refereed (double-blind peer review) and an open-access online journal for academics, researchers, graduate students, early-career researchers and students, published by Lembaga Intelektual Muda (LIM) Maluku. IMEIJ is a periodical publication (two times a year, in March and September) with the primary objective to disseminate scientific articles in the fields of mathematics education. IMEIJ is indexed by Directory of Open Access Journals, Indonesian Scientific Journal Database, Google Scholar, and several others including Crossref,
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 203 Documents
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Search results for , issue "Vol. 7 No. 1 (2026): Indo-MathEdu Intellectuals Journal" : 203 Documents clear
Analisis Pemanfaatan Augmented Reality dalam Pembelajaran Matematika dan Dampaknya Terhadap Literasi Matematis Siswa Siregar, Yulia Anita; Suryani, Didik Rezki; Madani, Riska; Ahyar, Ahyar
Indo-MathEdu Intellectuals Journal Vol. 7 No. 1 (2026): Indo-MathEdu Intellectuals Journal
Publisher : Lembaga Intelektual Muda (LIM) Maluku

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54373/imeij.v7i1.5177

Abstract

This study aims to analyze the use of Augmented Reality (AR) in mathematics learning and its impact on students' mathematical literacy. This study uses a quantitative approach with a quasi-experimental design of the nonequivalent control group type. The research sample consisted of 68 eighth-grade students divided into an experimental class using AR media and a control class learning conventionally. The mathematical literacy test instruments were developed based on PISA indicators and have been tested for validity and reliability. The data were analyzed using normality tests, linearity tests, Pearson correlation tests, and simple linear regression. The results of the study show that students' mathematical literacy in the experimental class is in the high category with an average score of 78.42, while the use of AR received positive appreciation with an average score of 82.57. Normality and linearity tests showed that the data were normally distributed and the relationship between variables was linear. The Pearson correlation test resulted in r = 0.684 with a significance of 0.000, indicating a strong relationship between the use of AR and mathematical literacy. The regression results showed a coefficient β of 0.615 with R² of 0.468, which means the use of AR contributes 46.8% to the improvement of students' mathematical literacy. These findings confirm that AR is an effective learning medium for enhancing students' conceptual understanding, reasoning skills, and mathematical literacy. This research provides empirical evidence that AR is feasible to implement in mathematics learning to support the mastery of 21st-century competencies.
University Students’ Experiences with ChatGPT as an English Learning Partner: A Qualitative Study Azizi Fauziah, Husnul; Armin, Diah Safithri
Indo-MathEdu Intellectuals Journal Vol. 7 No. 1 (2026): Indo-MathEdu Intellectuals Journal
Publisher : Lembaga Intelektual Muda (LIM) Maluku

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54373/imeij.v7i1.5189

Abstract

The use of artificial intelligence in English language learning in higher education continues to increase, but understanding of students' perceptions of ChatGPT as an academic learning partner remains limited. Therefore, this study aims to explore students' perceptions of the use of ChatGPT as an English learning partner and its role in supporting independent and academic learning. This study used a qualitative approach with a descriptive design. Data were collected through open-ended questionnaires and semi-structured interviews with undergraduate students who had experience using ChatGPT in English learning. Data were analyzed using thematic analysis techniques to identify patterns and meanings within students' experiences. The results indicate that students perceive ChatGPT as an accessible, flexible, and personalized learning partner, supporting learning outside the classroom and creating a low-anxiety learning environment. ChatGPT was deemed effective in improving reading and writing skills through providing linguistic clarification and cognitive support. Furthermore, its use contributed to increased learning autonomy and academic self-confidence. However, students also expressed critical awareness of ChatGPT's limitations, particularly regarding response accuracy and its limited role in supporting speaking skills. Overall, ChatGPT is viewed as a complementary learning partner that supports, but does not replace, conventional English language instruction.
Sekolah Sebagai Sistem Budaya dalam Transformasi Pendidikan Dhiyaulrizq, Ghina Azhzhahra; Wulandari, Fitri; Hajrani, Hajrani; Nur, Hasruddin
Indo-MathEdu Intellectuals Journal Vol. 7 No. 1 (2026): Indo-MathEdu Intellectuals Journal
Publisher : Lembaga Intelektual Muda (LIM) Maluku

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54373/imeij.v7i1.5199

Abstract

Educational transformation in the modern era demands systemic changes that not only focus on the curriculum or technology but also on the culture that binds all components of the school. This article aims to analyze how schools function as a cultural system in the process of educational transformation. The research method used is a qualitative-descriptive study with a literature review approach on organizational culture theory, educational ecology theory, and educational transformation theory. The sources of data for this study include academic books, articles in national and international journals, as well as policy documents and international reports. Data analysis was carried out using content analysis with stages of data reduction, concept categorization, and interpretative analysis. The study results indicate that schools have a character as cultural systems marked by values, norms, symbols, habits, and social practices that shape the institution's identity. Educational transformation will be effective if changes encompass cultural aspects, including leadership patterns, social relationships, learning practices, and adaptation to technology. This study emphasizes that structural changes without cultural change only result in superficial transformation. The article implies that policymakers and schools need to reorganize the paradigm of change by placing culture as the main foundation of educational transformation

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