Rubric-Based Evaluation Of Virtual Learning Media Scientific Articles In Mathematics Education: A Tpack-Informed Quality Analysis

Nasrullah Pemu

doi:10.63922/ijevss.v5i02.3875

Nasrullah Pemu Universitas Negeri Makassar, Indonesia

DOI: https://doi.org/10.63922/ijevss.v5i02.3875

Keywords: Rubric-based assessment, TPACK, Virtual Learning Media, Scientific article quality, Mathematics education

Abstract

Developing high-quality scientific articles on virtual learning media is a critical yet underexamined competency in mathematics teacher education. This study evaluates the quality of scientific articles produced by mathematics education students at Universitas Negeri Makassar using a validated eight-component analytic rubric aligned with the Technological Pedagogical Content Knowledge (TPACK) framework. Content validity of the rubric was established through expert judgment, yielding a Scale-Level Content Validity Index (S-CVI/Ave) of 0.96. A quantitative descriptive design was applied to assess 24 completed articles submitted by 27 enrolled students across four classes (A131, A132, C1, C2) in the 2025–2026 academic year. Results showed an overall mean score of 84.25 (SD = 5.93; range 70–93), with 54.2% of completers achieving A− or above. Component-level analysis revealed that introduction (86.3%) and media innovation (86.2%) were the strongest dimensions, while research methods (80.6%), literature review (80.6%), and results & discussion (80.5%) required improvement — particularly regarding instrument validation procedures, inter-source synthesis, and the depth of critical interpretation. Three dominant media typologies were identified: GeoGebra-integrated web media (50%), Augmented Reality (25%), and gamified HTML5 applications (25%). These findings point to a systematic gap between students' technical media design competency and their methodological and academic writing proficiency, with implications for scaffolding design in virtual learning media courses.

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