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Khoerul Umam
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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 113 Documents
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Melampaui Angka: Transformasi Pembelajaran Pecahan Melalui Latihan Terbimbing Berbasis Alat Peraga pada Siswa Kelas IV SD Supriadi, Edi; Sessu , Andi; Prihandhika, Aditya
International Journal of Progressive Mathematics Education Vol. 5 No. 1 (2025)
Publisher : Universitas Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/ijopme.v5i1.19384

Abstract

Materi pecahan seringkali menjadi sumber kesulitan peserta didik karena sifatnya yang abstrak dan rentannya miskonsepsi. Meskipun penggunaan alat peraga dan model latihan terbimbing lebih terbukti efektif secara terpisah dalam pembelajaran, integrasi keduanya secara sistematis dalam konteks pecahan masih terbatas. Penelitian ini bertujuan mengkaji hasil belajar pecahan peserta didik. Menggunakan pendekatan kuantitatif dengan desain kuasi eksperimen (Nonequvalent Control Group Desain), 40 peserta didik kelas V di Kabupaten Kuningan dibagi menjadi kelas eksperimen dan kelas kontrol. Data hasil belajar diperoleh melalui pre-test dan pos-test. Hasil analisis menunjukan peningkatan hasil belajar yang signifikan pada kelompok eksperimen dibandingkan dengan kelompok kontrol. Temuan ini membuktikan bahwa model terintegrasi secara efektif meningkatkan hasil belajar matematika materi pecahan. Kontribusi penelitian ini adalah mengisi kesenjangan literatur dan memberikan rekomendasi kuat untuk pengembangan strategi pembelajaran inovatif yang lebih efektif dan bermakna.   Fraction material is often a source of difficulty for students because of its abstract nature and susceptibility to misconceptions. Although the use of teaching aids and guided practice models has been proven to be more effective separately in learning, the systematic integration of both in the context of fractions is still limited. This study aims to examine students' learning outcomes in fractions. Using a quantitative approach with a quasi-experimental design (Nonequvalent Control Group Design), 60 fifth-grade students in Kuningan Regency were divided into experimental and control classes. Learning outcome data were obtained through pre-tests and post-tests. The results of the analysis showed a significant increase in learning outcomes in the experimental group compared to the control group. These findings prove that the integrated model effectively improves mathematics learning outcomes in fraction material. The contribution of this study is to fill the literature gap and provide strong recommendations for the development of more effective and meaningful innovative learning strategies.
Needs Analysis of Development Immersive Technology In Microteaching Practices Centauri , Beta; Gunarta, I Ketut; Widyaningrum, Retno
International Journal of Progressive Mathematics Education Vol. 4 No. 2 (2024)
Publisher : Universitas Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/ijopme.v4i2.11494

Abstract

Microteaching, as a core component in teacher education, plays an essential role in preparing prospective teachers to develop professional teaching competencies. However, in the Educational Technology Study Program at FKIP Palangka Raya University, immersive-based learning media such as Augmented Reality (AR) have not yet been applied. This study aims to conduct a needs analysis to examine the feasibility and potential of AR in microteaching practice. Data were collected through questionnaires, observations, and interviews involving 60 students and 9 educators. Quantitative data were analyzed using percentage formulas, while qualitative data from interviews were thematically interpreted to capture educators’ perspectives. The findings show that 75% of educators considered the use of AR in microteaching very important, while 53.8% of students rated it as important. Interviews further revealed that AR is perceived as an engaging medium to enrich learning experiences, although financial limitations remain a major challenge. Despite these constraints, both educators and students demonstrated strong interest in adopting AR to make microteaching more interactive, enjoyable, and effective in enhancing cognitive abilities and learning outcomes. This study highlights the importance of needs analysis as a foundation for developing AR-based learning media in microteaching and provides insights for future design and implementation in teacher education programs.  
Melampaui sekadar nilai: mengintegrasikan assessment as learning dalam pembelajaran bangun ruang untuk melatih regulasi diri siswa Sahid; Bernard; Marhadi, Mulyani; Prananto, Irfan Wahyu; Nurwijaya, Sugian
International Journal of Progressive Mathematics Education Vol. 5 No. 2 (2025)
Publisher : Universitas Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/ijopme.v5i2.19045

Abstract

The low level of student independence in geometry requires a paradigm shift in evaluation that actively involves students. This research aims to produce a learning tool for Flat-Sided Solid Geometry based on Assessment as learning  (AaL) that has been tested for validity, practicality, and effectiveness. This development research used a 4-D model limited to the Define, Design, and Develop stages, with 24 students from SMPN 6 Topoyo as its pilot subjects. The results showed that the developed product, consisting of lesson plans (RPP), student worksheets (LKPD), and assessment instruments (self- and peer-assessment), met high validity criteria. Field trials demonstrated the tool's practicality and effectiveness in improving learning outcomes and positive student responses. This research contributes significantly to providing learning tools that train metacognitive skills and self-regulated learning, while transforming students' roles into independent assessors in mathematics learning.   Rendahnya kemandirian siswa dalam materi geometri menuntut pergeseran paradigma evaluasi yang melibatkan siswa secara aktif. Penelitian ini bertujuan menghasilkan perangkat pembelajaran Bangun Ruang Sisi Datar berbasis Assessment as learning  (AaL) yang teruji validitas, kepraktisan, dan keefektifannya. Penelitian pengembangan ini menggunakan model 4-D yang dibatasi pada tahapan Define, Design, dan Develop, dengan subjek uji coba 24 siswa SMPN 6 Topoyo. Hasil penelitian menunjukkan bahwa produk yang dikembangkan berupa RPP, LKPD, dan instrumen penilaian (diri dan sejawat) memenuhi kriteria validitas tinggi. Uji coba lapangan membuktikan perangkat memiliki kepraktisan yang baik serta efektif meningkatkan hasil belajar dan respon positif siswa. Penelitian ini berkontribusi signifikan dalam menyediakan instrumen pembelajaran yang melatih kemampuan metakognisi dan self-regulated learning, serta mentransformasi peran siswa menjadi asesor mandiri dalam pembelajaran matematika.

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