Agnita Siska Pramasdyahsari
@upgris.ac.id
Mathematics Education
Universitas PGRI Semarang
RESEARCH INTERESTS
University Mathematics, Mathematical Literacy, Mathematical Connection, Digital Media for Mathematics Learning, STEAM Education
Scopus Publications
Scholar Citations
Scholar h-index
Scholar i10-index
Scopus Publications
Agnita Siska Pramasdyahsari, Rina Dwi Setyawati, Sindi Nur Aini, Julia Puspita Arum, Wahyu Widodo, Iin Dwi Astutik, Ukima Nusuki, Ummy Salamah, and Nafiatuz Zuliah
AIP Publishing
Achmad Buchori, Agnita Siska Pramasdyasari, Senowarsito Senowarsito, Sharifah Osman, and Nor Fadila
Association for Information Communication Technology Education and Science (UIKTEN)
This study aimed to identify potential challenges of implementing inclusive education practices at X University, Jordan, as perceived by students with disabilities. The study used a qualitative case study methodology by interviewing ten students with sensory and physical disabilities. Semi-structured interviews and descriptive coding strategies were used to collect and analyze the data. The findings identified five themes that represented the main challenges with inclusive educational practices faced by the students with disabilities at the university: physical environment, modifications, personal attitudes, assistive technologies, support, and administrative procedures. This study suggests a set of recommendations that could provide the best inclusive education practices in Jordanian universities.In this contemporary epidemic era, learning media that is easily accessible and engaging to learners is genuinely required. So far, students at PGRI Semarang University and University Teknologi Malaysia have previously been required to apply a compass and ruler to construct flat shapes and spaces, to establish active learning strategies that can encourage students in virtually sketching flat shapes. The ADDIE model was employed in the research, the outcome of this research is a virtual geometry lab. According to student responses, as much as 96 percent agree that the use of virtual media the geometry lab can enhance students' cognitive and spatial abilities.
Agnita Siska Pramasdyahsari, Rina Dwi Setyawati, Sindi Nur Aini, Ukima Nusuki, Julia Puspita Arum, Iin Dwi Astutik, Wahyu Widodo, Nafiatuz Zuliah, and Ummy Salmah
Modestum Ltd
21st-century learning requires students to have the competency problem-solving and critical thinking, creative thinking, collaboration and communication. However, the mathematical critical thinking skills of Indonesian junior high school students remain relatively low. Therefore, the study aims to develop a digital book STEM PjBL to foster the students’ mathematical critical thinking skills. To achieve this aim development and research of the Borg and Gall (Gall et al., 2007) model continued with the experimental research conducted using one group pre- and post-test design. Instrument tests of mathematical critical thinking skills and student perception questionnaires were employed to collect data. The findings indicate that the digital book STEM PjBL is valid and significant in fostering students’ critical thinking skills and has a positive impact on other 21st-century learning skills. Furthermore, the data shows that students are satisfied and interested in learning through active teaching and learning methods that incorporate ICT tools and STEM-PjBL aspects.
Agnita Siska Pramasdyahsari, Rina Dwi Setyawati, and Maya Rini Rubowo
AIP Publishing
A S Pramasdyahsari
IOP Publishing
Abstract The pre-service mathematics teachers (PMTs) found abstract algebra is difficult and irrelevant to the secondary teaching. Even though several studies have elaborated the connection between them, they cannot explicitly use its connections. Therefore, the study aimed to describe the development of a scripting task design that encourages the secondary mathematics pre-service teacher to use the mathematical connection from abstract algebra to solve the school mathematics problem. The study involves the educational research and development cycle refers to Borg and Gall’s model, which is adjusted to the need of this study. The research procedures consist of three main stages: collecting data, planning, and developing the product. In designing the scripting task, several task principles were involved, such as necessity, two-way synergy, interest, focus, awareness, and self-reflection. The scripting task was developed through at least two considerations that are accomplishing both professionally relevant and mathematically rigorous goals and the relevance of topic for both the university and school mathematics. There is a significant need for further studies for implementing this scripting task to see teachers’ awareness in using the mathematical connection from university mathematics to help their students solve school mathematics problem.
A S Pramasdyahsari, R D Setyawati, and I U Albab
IOP Publishing
Abstract The purpose of the article is to describe the IMTs’ identified mathematical connection between group theory and school mathematics curriculums in Indonesia. The data was gathered from the IMTs who involved in the Teachers Professional Training (TPT) program. The study used the concept-by-concept framework through a descriptive qualitative approach, to analyze how IMT’s connect the group theory and school mathematics contents. The results reveal that the IMTs’ identified connection classified as a concept by concept which align to the comparison through common features categorize. Even though the IMTs have the teaching experience both junior and senior high school, however; the identified connection tends to be too general based on the curriculum on school mathematics. The teaching experience that the subjects have, seems to affect the way the subject created the connections. Nevertheless, it shows that the IMTs could recall and create the mathematical connection between group theory and school mathematics with adjusted to the school curriculum. For mathematics teachers’ education programs, the results could be a consideration for designing a mathematics school textbook which is strongly supported by group theory concept as university mathematics.
N D Rahmawati, M Muhtarom, N Happy, D Wulandari, A S Pramasdyahsari, F Nursyahidah, I U Albab, Y H Murtianto, A N Aini, and S Sutrisno
IOP Publishing
Preface The fifth Seminar Nasional Matematika dan Pendidikan Matematika (SENATIK) was held by Mathematics Education Study Program, Universitas PGRI Semarang, Indonesia, in 2020. This seminar has objectives to improve mathematics teaching, to solve the mathematics problem, and to expand mathematics contribution to society. Freedom learning is a new policy of the Ministry of Education and Culture of the Republic of Indonesia to improve the national education system that seems monotonous. Through freedom learning, it is expected that it can create happiness and a joyful learning atmosphere for both students and teachers. Learning activities will be effective if the learning atmosphere is enjoyable. By having a joyful learning environment and adequate learning facilities, students are expected to be able to construct knowledge and support in generating motivation to learn actively. Also, by giving freedom in carrying out learning through their learning will train and instill a democratic attitude for students and also shape students’ creativity to explore their potential. As technology develops, teachers are expected to use technology for joyful learning. Through the integration of technology in the freedom of learning, it is expected that effective and efficient learning will be created. Therefore, teachers are required to be able to do innovative learning. In view of that, the Mathematics Education Study Program of Universitas PGRI Semarang invites researchers, practitioners, and educators to participate in and contribute to the fifth SENATIK 2020 under the theme “Freedom of Learning: Integration Technology in Mathematics Learning.” The keynote presentations are provided to show the contribution of mathematics educators in mathematics education towards research and knowledge sharing. We have three keynote speakers, that’s are Prof. Dr. Ratu Ilma Indra Putri, M.Si. (Universitas Sriwijaya, Indonesia). Dr. Irwan Endrayanto Aluiciues, S.Si., M.Sc. (Universitas Gajah Mada, Indonesia), and Dr. Achmad Buchori, M.Pd. (Universitas PGRI Semarang, Indonesia). We also have two speakers in the workshop session that are Dr. Rully Charitas Indra Prahmana (Universitas Ahmad Dahlan, Indonesia) and Dr. Muhtarom (Universitas PGRI Semarang). On this seminar implementation, from one hundred and thirty-one full paper registers, there are sixty-nine presenters declared to be qualified. Our wish all the participants would enjoy the seminar, so they involve valuable and rewarding, and improve the knowledge and experiences. Publishing Team