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Rahmat Perdana
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Perumnas Griya Sungai Duren Indah 54 A, Muaro Jambi, Jambi, Indonesia
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INDONESIA
Interval: Indonesian Journal of Mathematical Education
Published by Cahaya Ilmu Cendekia Publisher
ISSN : 30251389     EISSN : 30217857     DOI : 10.37251/ijome
Core Subject : Education,
Education Mathematics
Interval: Indonesian Journal of Mathematical Education is a peer-reviewed open-access journal established to disseminate state-of-the-art knowledge in mathematics education. Editors will review all submitted manuscripts and then evaluate them by at least two international reviewers through the double-blind review. This is to ensure the quality of the published manuscripts in the journal. Interval: Indonesian Journal of Mathematical Education Journal welcomes high-quality manuscripts resulting from a research project in the scope of mathematics education
Arjuna Subject : Umum - Umum
Articles 3 Documents
 1 
Search results for , issue "Vol 2 No 1 (2024): June" : 3 Documents clear
Enhancing Pedagogical Content Knowledge in Mathematics Teachers Through Collaborative Professional Development Maudia, Nelva; Awodeyi, Amos Folayan; Mohammed, Abubakar Siddiq
jurnal matematika Vol 2 No 1 (2024): June
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/ijome.v2i1.1342

Abstract

Purpose of the study: The purpose of this study is to explore how collaborative professional development programs can enhance the Pedagogical Content Knowledge (PCK) of mathematics teachers, particularly in integrating pedagogy with content, improving teaching strategies, and addressing challenges in the classroom. Methodology: This study uses a qualitative research design with a case study approach. Data collection tools include in-depth interviews, classroom observations, and document analysis. The participants consist of 20 middle school mathematics teachers. Data analysis is conducted using thematic analysis, with a focus on identifying patterns and themes related to the development of PCK. Main Findings: The study found that collaborative professional development significantly improved teachers' ability to integrate pedagogy with content, implement innovative teaching strategies, and develop more structured lesson plans. Additionally, 75% of teachers reported increased student engagement, while 60% faced challenges related to time and resource limitations. Novelty/Originality of this study: This study provides new insights into the effectiveness of collaborative professional development in enhancing Pedagogical Content Knowledge (PCK) among mathematics teachers. It contributes to existing knowledge by demonstrating the impact of collaborative learning on teaching strategies and identifies key challenges, offering valuable implications for future teacher training programs.
Transformation of Character Assessment through ICT Technology: A Study of the Use of Web-Based Platforms Saputra, Andi; Musonda, Allan; Nikolantonakis, Kostas
jurnal matematika Vol 2 No 1 (2024): June
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/ijome.v2i1.1345

Abstract

Purpose of the study: The purpose of this study was to determine the perceptions of teachers, students, and parents towards the use of a web-based character assessment system supported by Information and Communication Technology (ICT), and to determine the results of student character using a web-based character assessment system. Methodology: This study uses a quantitative research approach with a descriptive design. The tools used include a perception questionnaire and a web-based character assessment system. Data were collected using a questionnaire for perception data, and character data were collected using a web-based platform for character assessment. Analysis was performed using SPSS for descriptive statistical evaluation. Main Findings: The study found that the majority of teachers (70%), students (68.67%), and parents (76%) rated the web-based character assessment system as very effective. The results showed that most students achieved good or excellent character outcomes, with an average score of 70.0. This demonstrates the system's ability to accurately assess and support students' character development. Novelty/Originality of this study: This study introduces a comprehensive, ICT-enabled, web-based character assessment model that combines real-time data, transparency, and collaboration between schools and families. This study advances existing knowledge by demonstrating the potential of technology to enhance character education, providing a scalable framework for broader educational applications.
Exploring Educational Equity: New Insights from TIMSS and National Achievement Metrics in Tunisia Abdaoui, Noura; Brahim, Ahmat; Ahmed, Tasabeeh; Prihatin, Laela Tri; Akpo, Simon Eno
jurnal matematika Vol 2 No 1 (2024): June
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/ijome.v2i1.1358

Abstract

Purpose of the study: This paper investigates the relationship between mathematics achievement in the Trends in Mathematics and Science Study (TIMSS) and two key school achievement measures—grades and national test results—in Tunisia. Going beyond previous studies, this research also explores how these relationships differ across diverse student subgroups, providing a nuanced understanding of educational equity. Methodology:Give name, Employing robust statistical analyses, the study uncovers a strong positive correlation between TIMSS mathematics scores and both grade 6 and grade 9 achievement measures, underscoring TIMSS’s reliability as an indicator of student performance in the national context. Notably, students from more educated households consistently outperformed their peers from less-educated backgrounds on TIMSS, and the association between TIMSS scores and school achievement measures was significantly stronger for students from advantaged home environments. Main Findings: These findings suggest that socioeconomic factors and school contexts critically shape TIMSS performance, highlighting disparities in educational outcomes. Furthermore, the results call for a re-evaluation of how TIMSS data is interpreted and utilized in national education policies, especially in addressing inequities. By illuminating the complex interplay between individual backgrounds, school contexts, and standardized assessments, this study contributes to a deeper understanding of TIMSS as both a tool for measuring student achievement and a reflection of systemic challenges. Novelty/Originality of this study: These insights have profound implications for policymakers, educators, and researchers seeking to leverage TIMSS data for meaningful educational improvements while ensuring equity across diverse student populations.

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