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Khoerul Umam
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ijopme@uhamka.ac.id
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Sekolah Pascasarjana Uhamka Jl. Warung Buncit Raya, No. 17, Pancoran, Jakarta Selatan.
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International Journal of Progressive Mathematics Education
Published by Universitas Muhammadiyah Prof. Dr. Hamka
ISSN : 27762726     EISSN : 27758435     DOI : https://doi.org/10.22236/ijopme
Core Subject : Science, Education,
Computer Science & IT Education Languange, Linguistic, Communication & Media Mathematics Other
nternational Journal of Progressive Mathematics Education E-ISSN:2775-8435, ISSN: 2776-2726, DOI Prefix 10.22236/ijopme is a peer-revieweopen-access international journal that aims to the sharing, dissemination, and discussion of current trends research results, experience, and perspectives across a wide range of mathematics education, teaching mathematics, development in mathematics instruction, innovations in mathematics learning, and current trends issue in mathematics education research. This journal will be published four-issue per year in March, June, September, and December published by the UHAMKA Press. Given that the journal prioritizes research reports in mathematics education, viewpoint articles in the same field will be considered for publication. International Journal of Progressive Mathematics Education welcomes research articles, literature reviews, book reviews from various countries in the world that have high-quality on all topics related to current trends issue in mathematics education research to publish in this journal. Submitted papers must be written in English dan Bahasa Indonesia for the initial review stage by editors and further review process by international reviewer
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 2 Documents
 1 
Search results for , issue "Vol. 6 No. 1 (2026)" : 2 Documents clear
Navigating Mathematics in the Metaverse: The M6 Learning Model and Its Impact on Different Learning Styles Susandi, Ardi Dwi
International Journal of Progressive Mathematics Education Vol. 6 No. 1 (2026)
Publisher : Universitas Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/ijopme.v6i1.22811

Abstract

Purpose: This study evaluates the effectiveness of the Metaverse-integrated M6 learning model on students' critical mathematical thinking skills across distinct learning styles, addressing the prevailing limitations of conventional, procedure-oriented instruction.Design/methodology/approach: A quantitative, quasi-experimental factorial design was utilized, categorizing students into an experimental cohort (M6-Metaverse) and a control group. Data were rigorously gathered via validated cognitive tests and learning style questionnaires, subsequently analyzed using a two-way ANOVA. Findings: The M6-Metaverse framework significantly outperformed conventional pedagogies in cultivating critical thinking. Furthermore, empirical results confirmed marked performance variations dictated by learning styles and established a significant interaction effect between the instructional model and learning preferences. Practical implications: Educators can proactively leverage the M6-Metaverse ecosystem as an adaptive pedagogical instrument to systematically accommodate diverse learning profiles while amplifying higher-order mathematical cognition. Originality/value: This research injects novel empirical insights into digital education by seamlessly synergizing the structured M6 instructional framework with immersive Metaverse technology, thereby advancing tailored, technologically-driven curriculum designs in mathematics.   Purpose: Penelitian ini bertujuan menganalisis efektivitas model pembelajaran M6 terintegrasi Metaverse terhadap kemampuan berpikir kritis matematika berdasarkan gaya belajar, guna memecahkan masalah dominasi pengajaran prosedural konvensional. Design/methodology/approach: Studi kuantitatif kuasi-eksperimen berdesain faktorial ini membagi siswa ke dalam kelompok eksperimen (M6-Metaverse) dan kontrol (konvensional). Instrumen pengumpulan data meliputi tes berpikir kritis tervalidasi dan angket gaya belajar. Analisis data dieksekusi menggunakan uji ANOVA dua jalur. Findings: Model M6-Metaverse secara signifikan lebih efektif meningkatkan kemampuan berpikir kritis dibandingkan metode konvensional. Ditemukan perbedaan performa yang nyata berdasarkan gaya belajar, serta interaksi yang signifikan antara model pembelajaran dan gaya belajar siswa.Practical implications: Praktisi pendidikan dapat mengadopsi kerangka M6-Metaverse sebagai intervensi pedagogis adaptif untuk mengakomodasi heterogenitas preferensi belajar, sekaligus memacu keterampilan kognitif tingkat tinggi abad ke-21 pada siswa. Originality/value: Studi ini mempresentasikan kebaruan empiris dengan mensinergikan sintaks pedagogis M6 dan ekosistem imersif Metaverse, menghasilkan desain pembelajaran digital yang secara spesifik menjembatani karakteristik individu dengan kognisi matematis abstrak
Revitalizing numeracy literacy: transforming learning instruments through virtual reality-based worksheet design Ayu Dwi Setiorini, Putri; Muinah
International Journal of Progressive Mathematics Education Vol. 6 No. 1 (2026)
Publisher : Universitas Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/ijopme.v6i1.21817

Abstract

Purpose: This study analyzes student perceptions regarding the design of Virtual Reality (VR)-based mathematics worksheets, aimed at mitigating affective, cognitive, and media-related disparities inherent in conventional intruction. It addresessed a critical literature gap by identifying user-centered design parameters for immersive technology specifically tailored for secondary education. Methodology: Employing a qualitative approach, the research involved six students from MAN 1 North Lampung, selected through stratified sampling based on cognitive proficiency levels. Data were gathered via semi-structured interviews and subjected to rigorous analysis using the Miles and Huberman interactive model to ensure interpretative validity. Findings: The findings confirm highly positive student perceptions and establish three fundamental design pilar: contextual narrative, gamification mecchanisms, and a moderate task volume (5-10 items). These elements function as catalyst for matematical literacy by enhancing  students’ capacity to interpret visual information and fostering active learning engagement. Practical implications: These result provide a strategic benchmark for educators and curriculum  designers to transform static instructional materials into immersive, adaptive media aligned with the cognitif and behavioral characteristics of the digital generation. Originality/value: The primary significance of this research lies in the proposal of a tripartite solution framework (affective-cognitive-media) through VR integration, providing empirical evidence that immersive technology can spesificcally circumvent contextual and motivational berriers in mathematics educcation.   Tujuan: Studi ini menganalisis persepsi siswa mengenai desain lembar kerja matematika berbasis Virtual Reality (VR), yang bertujuan untuk mengurangi kesenjangan afektif, kognitif, dan terkait media yang melekat pada pengajaran konvensional. Studi ini mengatasi kesenjangan literatur yang kritis dengan mengidentifikasi parameter desain yang berpusat pada pengguna untuk teknologi imersif yang secara khusus disesuaikan untuk pendidikan menengah. Metodologi: Dengan menggunakan pendekatan kualitatif, penelitian ini melibatkan enam siswa dari MAN 1 Lampung Utara, yang dipilih melalui pengambilan sampel bert stratified berdasarkan tingkat kemampuan kognitif. Data dikumpulkan melalui wawancara semi-terstruktur dan dianalisis secara cermat menggunakan model interaktif Miles dan Huberman untuk memastikan validitas interpretatif. Hasil: Temuan mengkonfirmasi persepsi siswa yang sangat positif dan menetapkan tiga pilar desain fundamental: narasi kontekstual, mekanisme gamifikasi, dan volume tugas yang moderat (5-10 item). Unsur-unsur ini berfungsi sebagai katalisator untuk literasi matematika dengan meningkatkan kemampuan siswa untuk menafsirkan informasi visual dan mendorong keterlibatan pembelajaran aktif. Implikasi praktis: Hasil ini memberikan tolok ukur strategis bagi pendidik dan perancang kurikulum untuk mengubah materi pembelajaran statis menjadi media imersif dan adaptif yang selaras dengan karakteristik kognitif dan perilaku generasi digital. Orisinalitas/nilai: Signifikansi utama penelitian ini terletak pada usulan kerangka solusi tiga bagian (afektif-kognitif-media) melalui integrasi VR, yang memberikan bukti empiris bahwa teknologi imersif secara khusus dapat mengatasi hambatan kontekstual dan motivasional dalam pendidikan matematika.

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