Indonesia, like many other countries, sees Information and Communication Technology (ICT) as a potential tool for enhancing education and the country is keen to integrate this digital technology in ...the classroom classrooms. Therefore, since 2004 Indonesian Ministry Education and Culture has stipulated a regulation on the implementing the technology in teaching and learning process. Furthermore, since 2013 Indonesian government implemented a new curriculum emphasizing the use of ICT in the classroom. Recently, Augmented Reality (AR) is one of digital technologies that has received increasing attention for teaching and learning of mathematics. However, lack of research has been devoted to design and develop Augmented Reality-Based teaching resources for secondary school mathematics. This study aimed at designing and developing Augmented Reality - based teaching resources (e.g., lesson plans, student worksheets and Augmented Reality Applets) for teaching Geometry in senior secondary schools. In order to achieve the aim, in this study, we employed a design research model proposed by Plomp and Nieveen. This model consists of three phases that are preliminary phase, prototyping phase and assessment phase. It is important to note that this paper reports results from preliminary. In the preliminary phase we distributed questionnaires to teachers and students which were then followed by interviews. The findings revealed that teachers and students were keen to integrate Augmented Reality technology in teaching and learning mathematics. Furthermore, the teachers expected to be equipped with ICT-based learning resources that support discovery and project based teaching approach. Based on the findings, we designed and developed Augmented Reality applet, lesson plan and student worksheet for teaching three dimensional geometry in senior secondary schools with a project based-teaching approach.
Abstract
The Curriculum in Indonesia requires teachers to be more interactive using one of the potential learning models, namely Project-Based Learning (PjBL) and technology integration. However, the ...existing learning instruments with that model are still superficial and limited in number. Augmented Reality (AR) as interactive technology is able to increase learning motivation and visual-spatial skills of students. This current study mainly aims to develop learning instrument with PJBL model and GeoGebra AR for geometry topic. We conducted this development study with the Plomp model. Yet, this paper merely reported the result from the prototyping stage and assessment phase. Six students were chosen for the small group trial, while for the field test, thirty-two students and a teacher were selected, and six validators participated. To collect data, this study utilized a questionnaire, an observation log, and an interview guide. The findings showed that the learning instrument has been valid since it was built on firm theory, and the components of the instrument were consistently connected and practical. The instrument is easy, appropriate, and effective to use in the learning process. Finally, students’ visual-spatial skills had been improved, and they responded positively to the learning with PjBL and GeoGebra AR.
Logical-mathematical intelligence is highly needed to ease students’ understanding of mathematics concepts. Therefore, it is necessary to delivery an innovative teaching approach to enhance students’ ...logical-mathematical intelligence. This study aims to investigate the use of mathematics comics to increase the logical-mathematical intelligence of junior high school students in urban and rural schools. This study employed a quantitative approach with a pretest-posttest control group design. The population of this study were seventh-grade students from a junior high school in Banda Aceh (urban areas) and a junior high school in Aceh Besar (rural areas), Indonesia. The samples of this study were two classes (experimental and control) from each school which were selected randomly. To collect data, we used a logical-mathematical intelligence test and analyzed it by using t-test. This study shows that the use of mathematical comics in urban schools can improve mathematical logical intelligence. However, there was no improvement in students' mathematical logical intelligence in rural schools. Therefore, this study showed that using mathematics comics in different school conditions yield different results in logical-mathematical intelligence. The findings suggest that other learning innovations are required to improve students' logical-mathematical intelligence in rural areas.
Mobile instant messengers such as WhatsApp have become an essential part of everyday life and can be a transformative tool for teacher professional development. Several studies have addressed the use ...of WhatsApp in a community of practices. However, there is a lack of study on examining teachers’ interaction in
WhatsApp community of practices
, particularly using social network analysis (SNA). This study aimed to investigate teachers’ interactions with emphasis on frequency and pattern of interactions in eight groups of WhatsApp community of practices, which were voluntarily formed. The participants of this study were 76 secondary school mathematics teachers in Banda Aceh, Indonesia. Data were collected during the two months of the program and were analyzed using descriptive quantitative analysis and SNA. This study reveals that there were great differences in teachers’ interaction across the groups. Participants were predominantly involved in
discussion
s during evenings, either weekdays or weekends. In addition, this study indicates that the most active participants in each group, who played a critical role, sent the highest number of messages and interacted with most of the other members of their groups. The participants also started a new session of discussion after a short or long activity. The findings of this study could be the basis for sustainable professional development using mobile instant messenger technology in the context of the community of practices.
This research aims to develop a dyscalculia test instrument for early identification of children with dyscalculia learning disorders through a series of validity and reliability tests involving ...various experts from various related fields. This research uses the Tessmer model in developing test instruments through several stages, including: preliminary, self evaluation, prototyping (expert reviews, one-to-one, and small group), and field tests. The research results show that each research variable, namely X1 (type A), X2 (type B), and X3 (Dyscalculia), has met high validity. All question items in these three variables have an r-value that exceeds the r-table, ensuring that the instrument measures what it is intended to measure and reflects the construct accurately. The reliability test results show that each variable has a raw_alpha above 0.80, which reflects very high reliability. This shows that the instrument has the ability to produce consistent and reliable results under repeated use and on different samples. So that the instrument developed can be used to identify and diagnose dyscalculic children in helping dyscalculic children overcome the difficulty of learning mathematics.Abstrak: Penelitian ini bertujuan untuk mengembangkan instrumen tes diskalkulia untuk mengidentifikasi awal anak dengan gangguan belajar diskalkulia melalui serangkaian uji validitas dan reliabilitas yang melibatkan berbagai pihak ahli dari berbagai bidang terkait. Penelitian ini menggunakan model Tessmer dalam mengembangkan instrumen tes melalui beberapa tahapan, antara lain: preliminary, self evaluation, prototyping (expert reviews, one-to-one, dan small group), dan field test. Hasil penelitian menunjukkan bahwa setiap variabel penelitian, yakni X1 (tipe A), X2 (tipe B), dan X3 (Diskalkulia), telah memenuhi validitas yang tinggi. Semua item soal di ketiga variabel tersebut memiliki r-hitung yang melebihi r-tabel, memastikan bahwa instrumen mengukur apa yang dimaksudkan untuk diukur dan mencerminkan konstruk dengan akurat. Hasil uji reliabilitas menunjukkan bahwa setiap variabel memiliki raw_alpha di atas 0,80, yang mencerminkan reliabilitas yang sangat tinggi. Ini menunjukkan bahwa instrumen memiliki kemampuan untuk menghasilkan hasil yang konsisten dan dapat diandalkan dalam penggunaan berulang dan pada sampel yang berbeda. Sehingga instrumen yang dikembangkan dapat digunakan keperluaan identifiksi dan mendiagnosa anak diskalkulia dalam membantu anak diskalkulia mengatasi masalah kesulitan belajar matematika.
Student academic performance is an important indicator of doctoral education quality, but limited research has focused on how multiple influential factors of doctoral students' academic performance ...work together. This study aims to explore the factors significantly affecting the academic performance of mathematics education doctoral students in Indonesia. Several factors were recognized from prior studies, such as the fear of delay, student engagement, parental support, teacher support, facilitating conditions, stress level, and well-being. An online questionnaire was designed and answered by a total of 147 mathematics education doctoral students. The partial least squares structural equation modeling (PLS-SEM) approach was adopted to analyze the questionnaire data. The results suggested that teacher support had the strongest positive effects on mathematics education doctoral students' academic performance in Indonesia. Student engagement was the most significant positive factor in improving doctoral students' well-being, while parental support could most significantly reduce their stress levels. Practically, these results are expected to provide implications to universities and supervisors regarding the improvement of doctoral students' well-being to promote their academic success and further the quality of doctoral programs in education. Theoretically, these results can also contribute to building an empirical model that can be used to explore and explain how multiple factors could affect doctoral students' academic performance in other contexts.
Utilization of ethnomathematics which is part and one of learning with a contextual approach is expected to maximize students' mathematical reasoning abilities in learning mathematics. The purpose of ...this study was to determine the increase in students' mathematical reasoning abilities taught by the PBL model with ethnomathematical nuances. This research was an experimental study with a control group design pre-test-post-test. The research instrument used was a test of mathematical reasoning abilities. Data were analyzed using t-test. The experimental class experienced better mathematical reasoning abilities than the control class. This can be seen from the N-Gain average value of the experimental class of 0.54 with moderate criteria but the control class of 0.24 with low criteria. Based on the results of hypothesis testing, H1 was accepted, namely the increase in mathematical reasoning abilities of students who received learning with the ethnomatic nuanced PBL model better than students who received conventional learning. Pemanfaatan etnomatematika yang merupakan bagian dan salah satu pembelajaran dengan pendekatan kontekstual diharapkan dapat memaksimalkan kemampuan penalaran matematis siswa dalam pembelajaran matematika. Tujuan penelitian ini adalah untuk mengetahui peningkatan kemampuan penalaran matematis siswa yang diajar dengan model PBL bernuansa etnomatematika. Penelitian ini merupakan penelitian eksperimen dengan desain kelompok kontrol pre-test-post-test. Instrumen penelitian yang digunakan adalah tes kemampuan penalaran matematis. Data dianalisis menggunakan uji-t. Kelas eksperimen mengalami kemampuan penalaran matematis yang lebih baik daripada kelas kontrol. Hal ini terlihat dari nilai rata-rata N-Gain kelas eksperimen sebesar 0,54 dengan kriteria sedang tetapi kelas kontrol sebesar 0,24 dengan kriteria rendah. Berdasarkan hasil pengujian hipotesis, H1 diterima yaitu peningkatan kemampuan penalaran matematis siswa yang mendapat pembelajaran dengan model PBL bernuansa etnomatik lebih baik daripada siswa yang mendapat pembelajaran konvensional.
Abstract
In Indonesia, teachers are required to integrate digital technology in the secondary school mathematics classroom. Therefore, it is necessary to examine mathematics teachers’ technological, ...pedagogical and content knowledge (TPACK) according to their demographic background. The purpose of this study was to examine Indonesian mathematics teachers TPACK and investigate if TPACK levels are significantly different in terms of gender, teaching experience, the level of schools and teacher level of education. We conducted a quantitative study with a crosssectional survey design. Data were collected from 210 mathematics teachers and analyzed by ANOVA. This study suggests that there were significant differences in teachers’ level of TPACK according to their gender and the level of education. However, it was found that there was no significant difference in teacher level of TPACK according to their teaching experience and the level of schools. To a large extent, this study suggested that teacher demographic background determine their TPACK.
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