cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Khoerul Umam
Contact Email
ijopme@uhamka.ac.id
Phone
+6281319297200
Journal Mail Official
ijopme@uhamka.ac.id
Editorial Address
Sekolah Pascasarjana Uhamka Jl. Warung Buncit Raya, No. 17, Pancoran, Jakarta Selatan.
Location
Kota adm. jakarta timur,
Dki jakarta
INDONESIA
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 131 Documents
 10   11   12   13   14 
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

Page 14 of 14 | Total Record : 131

 10   11   12   13   14 

Filter by Year

2021 2026


Reset
Filter By Issues
All Issue Vol. 6 No. 1 (2026) Vol. 5 No. 2 (2025) Vol. 5 No. 1 (2025) Vol. 4 No. 2 (2024) Vol. 4 No. 1 (2024) Vol. 3 No. 2 (2023) Vol. 3 No. 1 (2023) Vol. 1 No. 4 (2021)0 Vol. 2 No. 2 (2022) Vol. 2 No. 1 (2022) Vol. 1 No. 4 (2021) Vol. 1 No. 3 (2021) Vol. 1 No. 2 (2021) Vol. 1 No. 1 (2021) More Issue