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HAMKA INSIGHT
Published by Universitas Muhammadiyah Prof. Dr. Hamka
ISSN : 29858445     EISSN : 29628334     DOI : https://doi.org/10.51574/hamka
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Mathematics Other
HAMKA Insight E-ISSN: 2962-8334, ISSN: 2985-8445, DOI Prefix 10.22236/HAMKA Insight is a peer-reviewed open-access international journal that aims to the sharing, dissemination, and discussion of current trends research results, experience, and perspectives across a wide range of education, teaching, development in instruction, innovations in learning, and current trends issue in education research. This journal will be published two-issue per year in June and December published by the Lemlitbang UHAMKA Press. Given that the journal prioritizes research reports in education, viewpoint articles in the same field will be considered for publication. HAMKA Insight welcomes research articles, literature reviews, and book reviews from various countries in the world that have high-quality on all topics related to current trends and issues in 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 an international reviewer. Publication language of HAMKA Insight Journal is English and Indonesia. Manuscripts should be submitted in English and Bahasa Indonesia. The submitted manuscript should comply with the grammar rules and the related scientific literature. After the acceptance of the manuscript, the final copy should be submitted in English. Submitted final copies are checked by the language editors of HAMKA Insight Journal. Language editors may request a proofreading in case of insufficiency. Proofreading should be made by one of the accredited language institutions proposed below. The author(s) are responsible for the submission of the muniment.
Arjuna Subject : Seni dan Humaniora - Seni dan Humaniora (Lain-Lain)
Articles 5 Documents
 1 
Search results for , issue "vol. 4 no. 1 (2024)" : 5 Documents clear
Culture, Self, and Schooling: Implications for Cognition, Emotion, and Motivation Jane Caliboso; Bernadette Bagalay; Ahmad Nizar; Moh. Ismail
HAMKA INSIGHT Vol. 4 No. 1 (2024)
Publisher : UHAMKA Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/hamka.v4i1.110

Abstract

Purpose: This study explores how localized cultural values of collectivism and hierarchy shape students' cognition, emotion, and motivation within schooling environments across the ASEAN region. It specifically addresses the critical gap in understanding how relational self-construals and socio-cultural norms dynamically influence daily academic engagement in non-Western learning contexts. Method: Employing an Interpretative Phenomenological Analysis (IPA) qualitative design, data were collected from 12 purposively sampled secondary and undergraduate students across Indonesia, Malaysia, and Thailand. Data collection involved two rounds of semi-structured in-depth interviews and participant-authored reflective journals, analyzed via NVivo 14 using line-by-line phenomenological thematic coding. Findings:The findings reveal that academic success is cognitively framed as a relational responsibility to family and community rather than an individual conquest. Affectively, classroom participation is regulated by cultural norms of deference (segan / kreng jai) to preserve social harmony and teacher authority. Motivationally, student persistence is powered by an interdependent self-construal aimed at upholding family honor, validating "relational utility value" as a primary driver of academic effort. Practical implications: Educators and curriculum designers can leverage these findings to implement culturally sustaining pedagogies, such as collaborative problem-solving tasks and anonymous participation channels, ensuring learning environments accommodate relational cognitive styles without compromising student voice. Originality/value: This research provides a novel phenomenological model of interdependent learning dynamics in ASEAN classrooms, challenging Western-centric, individualistic frameworks of autonomous achievement motivation and self-regulated learning
Professional competence: how specialized content knowledge shapes the identity and practice of teachers Taabo Mugume; Mesharch W Katusiimeh
HAMKA INSIGHT Vol. 4 No. 1 (2024)
Publisher : UHAMKA Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/hamka.v4i1.112

Abstract

Purpose:This study investigates how Specialized Content Knowledge (SCK) operates as a dynamic, domain-specific construct to address critical gaps in understanding how cognitive content subdomains influence real-time teacher noticing, error diagnosis, and professional identity shifts among secondary mathematics educators. Method:An explanatory sequential mixed-methods design was conducted with secondary mathematics teachers ( ; nested qualitative subsample ). Quantitative data were gathered using an adapted Mathematical Knowledge for Teaching (MKT) diagnostic instrument and analyzed via Item Response Theory (IRT) and Multilevel Regression, while qualitative phases utilized classroom video recordings and 60-minute video-stimulated recall interviews analyzed via two-stage coding in NVivo ( ). Findings:Results demonstrate that higher SCK directly dictates procedural fluency across Polya’s problem-solving stages, specifically enabling solution verification ("looking back"). Qualitative video analysis revealed that advanced SCK empowers real-time teacher noticing and adaptive, on-the-spot error diagnosis during algebraic instruction, serving as a primary catalyst for transforming teacher identity from passive curriculum deliverers into autonomous knowledge workers. Practical implications:The findings offer actionable strategies for teacher education and professional development programs to transition from generic pedagogy toward video-based error analysis, domain-specific noticing protocols, and reflective field observations. Originality/value:This research provides a novel, practice-based empirical framework that directly links cognitive content subdomains (SCK) to live classroom noticing, interactive decision-making, and affective professional identity transformation.
Utilizing an LMS-based feedback repository to encourage continuous student action and feedback uptake Lovemore Chirubvu; Fanuel Muzerengi
HAMKA INSIGHT Vol. 4 No. 1 (2024)
Publisher : UHAMKA Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/hamka.v4i1.115

Abstract

Purpose: This study addresses persistent student non-engagement and mark-centric behaviors by evaluating how a centralized Learning Management System (LMS) feedback repository promotes continuous feedback uptake, dialogic feed-forward processes, and learner agency. Method: Employing a sequential explanatory mixed-methods design, data were gathered from undergraduate and postgraduate students alongside academic staff across several faculties. Automated LMS interaction analytics, DEFT-adapted survey instruments, revision logs, student focus groups, and staff reflections were analyzed using repeated-measures ANOVA, linear regression, and thematic analysis. Findings: Repository implementation significantly increased feedback read duration, revisitation frequency, and action plan submissions. Low-performing students exhibited a substantial surge in feedback revisitation after completing required action prompts. Student feedback literacy scores improved markedly across all dimensions, with repository engagement serving as a significant positive predictor of subsequent academic achievement. Practical implications: The study offers higher education educators and curriculum designers a scalable, technology-mediated framework to disentangle numeric grades from feedback commentary, fostering self-regulated learning and actionable feedback literacy within blended learning environments. Originality/value: This research provides novel empirical evidence on how centralizing multi-source feedback—integrating peer, teacher, and AI-generated insights within LMS architecture—converts episodic commentary into longitudinal feedback spirals.
ChatGPT in the classroom: balancing transformative opportunities with pedagogical and ethical challenges Chukwuka Judith Nkolika
HAMKA INSIGHT Vol. 4 No. 1 (2024)
Publisher : UHAMKA Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/hamka.v4i1.124

Abstract

Large Language Models (LLMs) such as ChatGPT have rapidly emerged as permanent, irreversible fixtures in modern educational ecosystems, fundamentally reshaping traditional paradigms of teaching, learning, and scholarly inquiry. These generative conversational tools offer profound opportunities to revolutionize education through personalized learning pathways, dynamic student engagement, automated instructional feedback, and administrative workflow optimization. However, fully capitalizing on these transformative benefits requires cultivating essential educational competencies among both learners and educators—particularly critical thinking, prompt engineering, rigorous fact-checking, and comprehensive AI literacy. Concurrently, the unchecked deployment of LLMs exposes critical operational challenges and complex socio-technical risks, including algorithmic bias amplification, academic dishonesty, student cognitive over-reliance, and persistent data privacy vulnerabilities. To safely navigate this evolving landscape, educational institutions must adopt proactive governance frameworks, redesign process-oriented assessment models, bridge global digital equity divides, and maintain continuous human-in-the-loop oversight. Ultimately, by balancing visionary technological potential with actionable risk mitigation strategies, forward-looking policy can ensure that generative AI serves as an equitable, empowering scaffold for human intellectual growth.
Designing a realistic mathematics learning trajectory to promote fraction concept construction in elementary school Ardi Dwi Susandi; Luis Javier Navarro
HAMKA INSIGHT Vol. 4 No. 1 (2024)
Publisher : UHAMKA Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/hamka.v4i1.166

Abstract

Purpose: This study evaluates the effectiveness of a Hypothetical Learning Trajectory grounded in Realistic Mathematics Education to resolve primary students' persistent conceptual bottlenecks in fraction equivalency, operations, and word problem solving. Method: Utilizing a two-cycle classroom action research model, the study investigated a primary school student cohort. Data were collected using validated diagnostic assessments, classroom observation protocols, student work artifact analysis, and semi-structured interview transcripts. Findings: Quantitative assessments demonstrated progressive gains across evaluation phases, with average test scores and classical learning mastery showing substantial improvement and successfully exceeding the target success threshold. Qualitative artifact and interview analyses confirmed a pronounced cognitive shift, as students transitioned from misapplying mechanical algorithms to demonstrating model-based partitioning, visual representation, and verbal justifications. Practical implications: The validated learning trajectory provides elementary educators with an empirically supported pedagogical framework, featuring actionable task sequences, strategic linguistic scaffolding tools, and problem-posing activities that bridge informal situational reasoning with formal symbolic mathematics. Originality/value: This research advances local instruction theory by demonstrating how student-led problem posing and strategic scaffolding within a realistic mathematics environment systematically facilitate both horizontal and vertical mathematization.

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