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All Journal International Journal of Research in Community Services Jurnal Pengabdian Masyarakat Bidang Sosial dan Humaniora International Journal of Ethno-Sciences and Education Research Venn: Journal of Sustainable Innovation on Education, Mathematics and Natural Sciences
Damar Rais
Universitas Negeri Makassar
Religion Humanities Economics, Econometrics & Finance Education Energy Engineering Environmental Science Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Transportation Other

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Workshop Pengembangan Bahan Ajar Matematika Bermakna Berbasis Peta Konsep bagi Guru Sekolah Dasar di Kabupaten Barru Jafar Jafar; Damar Rais; Danial Danial; Norma Nasir; Abdul Majid
ABDISOSHUM: Jurnal Pengabdian Masyarakat Bidang Sosial dan Humaniora Vol. 5 No. 1 (2026): Maret 2026
Publisher : Yayasan Literasi Sains Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55123/abdisoshum.v5i1.7682

Abstract

The development of meaningful mathematics teaching materials remains a significant challenge in elementary schools, particularly in teachers’ ability to organize concepts systematically and contextually. One relevant strategy to support meaningful learning is the use of concept maps as cognitive tools. This community service program aimed to enhance elementary school teachers’ understanding and competence in Barru Regency in developing meaningful mathematics teaching materials based on concept maps through a structured workshop. The activity involved 30 teachers and was conducted through several stages: pretest, material presentation, discussion, hands-on practice in designing concept maps and teaching materials, posttest, and product evaluation. Data were collected using a comprehension test and a product assessment rubric, then analyzed using descriptive statistics, paired-sample t-test, and N-gain analysis. The results indicated a significant improvement in teachers’ understanding, with the mean score increasing from 62.4 on the pretest to 82.5 on the posttest. The paired t-test showed a significant difference (t = 11.27; p < 0.05), while the N-gain analysis revealed that 60% of teachers achieved high improvement and 40% moderate improvement. Product evaluation yielded an average score of 3.55 out of 4 (very good category), particularly in the structure of concept maps, interconnections among concepts, and alignment with elementary students’ characteristics. These findings suggest that concept map-based workshops are effective in improving teachers’ conceptual understanding and the quality of meaningful mathematics teaching materials, with potential as a sustainable professional development model.
Training on Mapping the Potential of Capture Fisheries in Tanjung Pasir Village as an Effort to Develop an Economy Based on Marine Resources kalfin; Danial; Damar Rais
International Journal of Research in Community Services Vol. 7 No. 2 (2026): International Journal of Research in Community Service (IJRCS)
Publisher : Research Collaboration Community (Rescollacom)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46336/ijrcs.v7i2.1285

Abstract

Tanjung Pasir Village, located on the coast of Tangerang Regency, has significant potential for capture fisheries, but its utilization is still suboptimal. This community service program aims to provide training to the fishermen of Tanjung Pasir Village on the use of efficient and environmentally friendly fishing gear, as well as better management of catch. Through this training, it is expected that fishermen will be able to increase their catch, reduce the negative impact on the environment, and optimize the potential for fisheries product downstream processing. The training results show an increase in fishermen's understanding of the use of environmentally friendly fishing gear and better catch management techniques. This training has also successfully increased fishermen's income, with the average catch value per trip for outboard motorboats reaching 1,406.03 thousand Rupiah, while fishing without a boat only reached 269.37 thousand Rupiah. It is hoped that this program will have a positive impact on the welfare of fishermen and the sustainability of the fisheries sector in Tanjung Pasir Village.
From Concept Image to Computational Thinking: A Design-Based Research on Python-Integrated Mathematics Learning Damar Rais
International Journal of Ethno-Sciences and Education Research Vol. 6 No. 1 (2026): International Journal of Ethno-Sciences and Education Research (IJEER)
Publisher : Research Collaboration Community (Rescollacom)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46336/ijeer.v6i1.1174

Abstract

The increasing demand for computational thinking (CT) in mathematics education requires instructional designs that meaningfully connect abstract mathematical concepts with algorithmic reasoning. Grounded in the theory of concept image, this study investigates how Python-integrated learning activities can foster students’ mathematical understanding while simultaneously supporting the development of computational thinking. Using a Design-Based Research (DBR) methodology, this study was conducted across three iterative cycles involving undergraduate mathematics students and how Python-integrated learning activities can enrich students' mathematical understanding while simultaneously developing CT skills. The study was conducted across three iterative cycles in a Calculus II, Integration course involving twenty-six mathematics education students PGRI University of Yogyakarta. Data were collected through concept image mapping, CT performance assessments, classroom observations, and the analysis of Python code artifacts. The finding indicate that Python-assisted dynamic visualization facilitated a transition from static, procedural understanding toward deep, relational mental representations. Programming activities were proven to strengthen abstraction and algorithmic reasoning capabilities, where code serves as an externalization of students' concept images. This study yields three key instructional design principles: Concept-First Coding, Representational Fluidity, and Reflective Alignment. In conclusion, Python integration designed as a "cognitive bridge" effectively transforms mathematical intuition into formal-computational understanding that is transferable to complex problem-solving contexts. By leveraging programming as a representational medium, educators can create rich, interactive learning ecosystems where students actively construct knowledge, refine mental models, and develop transferable cognitive competencies. Future directions may include expanding these practices across disciplines, refining assessment models for CT in text-based programming, and investigating long-term retention and applicability of learned skills beyond academic settings.
Integrating Computational Thinking into Numerical Methods Course: A Case Study on Root-Finding Using Bisection, Secant, and False Position Methods Damar Rais; Nurfaida Tasni; Danial; Muhammad Kashif
Venn: Journal of Sustainable Innovation on Education, Mathematics and Natural Sciences Vol. 5 No. 3 (2026): Riset Matematika dan Pendidikan Matematika
Publisher : Pusat Studi Bahasa dan Publikasi Ilmiah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53696/venn.v5i3.455

Abstract

Integrasi Computational Thinking (CT) ke dalam mata kuliah kuantitatif seperti Metode Numerik masih terbatas, padahal kemampuan ini sangat esensial bagi mahasiswa di era digital. Penelitian ini bertujuan untuk mengintegrasikan dan mengevaluasi kemampuan CT mahasiswa dalam konteks pencarian akar persamaan nonlinier menggunakan metode bagi dua (bisection), posisi palsu (false position), dan secan (secant). Subjek penelitian adalah 43 mahasiswa semester empat yang mengambil mata kuliah Metode Numerik. Penelitian menggunakan pendekatan metode campuran dengan desain explanatory sequential design. Instrumen tes CT yang dikembangkan memiliki validitas isi yang baik (V-Aiken = 0,84) dan reliabilitas tinggi (koefisien Spearman-Brown = 0,89). Data dianalisis secara statistik deskriptif dan inferensial (uji Friedman, Wilcoxon, korelasi Spearman) serta analisis kualitatif melalui wawancara dan observasi. Hasil penelitian menunjukkan bahwa metode bagi dua menghasilkan skor CT tertinggi (mean 78,6), diikuti metode posisi palsu (71,8), dan metode secan (65,4). Perbedaan antar metode signifikan (χ² = 31,45; p < 0,001). Analisis kluster mengidentifikasi tiga profil CT mahasiswa: Unggul (27,9%), Fungsional (53,5%), dan Terbatas (18,6%). Metode bagi dua paling kuat mengaktifkan dekomposisi dan algoritma; metode secan menantang pengenalan pola dan abstraksi; metode posisi palsu menawarkan profil seimbang. Temuan ini mengonfirmasi bahwa ketiga metode numerik dapat menjadi wahana pengembangan CT dengan karakteristik yang berbeda. Implikasi penelitian ini adalah rekomendasi model pembelajaran bertahap tiga fase untuk mengintegrasikan CT secara sistematis dalam kurikulum Metode Numerik.
Meningkatkan Keterampilan Memecahkan Masalah Matematika Melalui Lingkungan Pembelajaran Berbasis Permainan: Analisis Profil Laten Damar Rais; Zhang Juan; Wen Yan Yue
Venn: Journal of Sustainable Innovation on Education, Mathematics and Natural Sciences Vol. 5 No. 3 (2026): Riset Matematika dan Pendidikan Matematika
Publisher : Pusat Studi Bahasa dan Publikasi Ilmiah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53696/venn.v5i3.480

Abstract

Mathematical problem-solving in three-dimensional geometry often requires students to coordinate conceptual understanding, spatial reasoning, and strategic planning, yet classroom instruction frequently provides limited support for these heterogeneous needs. This study examined changes in eighth-grade students’ problem-solving performance after an eight-week gamified learning intervention and identified learner profiles using latent profile analysis. A total of 120 students participated in a one-group pretest-posttest mixed-methods study. The intervention integrated points, badges, leaderboards, interactive geometry challenges, and formative feedback; no control group was included, so causal claims were interpreted cautiously. Data were collected through a problem-solving test based on Polya’s four-stage framework, a motivation questionnaire, gamification activity logs, classroom observations, and semi-structured interviews with 18 students selected proportionally across profiles. Results indicated an overall increase from pretest (M = 63.80, SD = 12.10) to posttest (M = 76.92, SD = 10.84), t(119) = 12.58, p < .001, Cohen’s dz = 1.15. The three-profile model showed the best balance of fit and interpretability, classifying students into high, moderate, and low profiles. Students in the high profile reached the highest posttest scores, whereas low-profile students required additional scaffolding. The findings suggest that gamified learning is associated with improved mathematical problem-solving, while latent profiles help inform differentiated instructional support.
Co-Authors Abdul Majid Danial Danial jafar Jafar kalfin Muhammad Kashif Nasir, Norma Tasni, Nurfaida Wen Yan Yue Zhang Juan