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All Journal International Journal of Evaluation and Research in Education (IJERE) JMPM: Jurnal Matematika dan Pendidikan Matematika M A T H L I N E : Jurnal Matematika dan Pendidikan Matematika Proximal: Jurnal Penelitian Matematika dan Pendidikan Matematika Madaniya LOSARI: Jurnal Pengabdian Kepada Masyarakat Kognitif: Jurnal Riset HOTS Pendidikan Matematika D'computare: Jurnal Ilmiah Teknologi Informasi dan Ilmu Komputer Edumatika Pedagogy : Jurnal Pendidikan Matematika Journal of Advanced Sciences and Mathematics Education Venn: Journal of Sustainable Innovation on Education, Mathematics and Natural Sciences Jurnal Pengabdian Masyarakat Bangsa Jurnal Ilmu Pengetahuan dan Teknologi Bagi Masyarakat Journal of Mathematics, Computation and Statistics (JMATHCOS)
Wahidin Ashari, Nur
Universitas Cokroaminoto Palopo
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Problem Based Learning (PBL) dalam Meningkatkan Kecakapan Pembuktian Matematis Mahasiswa Calon Guru Ashari, Nur Wahidin; Salwah, Salwah
JMPM: Jurnal Matematika dan Pendidikan Matematika Vol 2 No 2: September
Publisher : Prodi Pendidikan Matematika Universitas Pesantren Tinggi Darul Ulum Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26594/jmpm.v2i2.891

Abstract

Penelitian ini adalah penelitian eksperimen semu. Tujuan penelitian ini adalah untuk meningkatkan kecakapan pembuktian matematis dan mengetahui respons mahasiswa terhadap model Problem Based Learning. Satuan eksperimen dalam penelitian ini adalah Program Studi Pendidikan Matematika semester VI Universitas Cokroaminoto Palopo Tahun Akademik 2016/2017. Desain penelitian yang digunakan adalah Non-full Randomized Pretest-posttest Control Group Design yaitu melibatkan dua kelas. Kelas eksperimen yaitu kelas yang memperoleh penerapan Model Problem Based Learning, dan kelas kontrol yaitu kelas yang diajar menggunakan Model Pembelajaran Konvensional. Penelitian ini diterapkan dalam matakuliah Analisis Real. Hasil yang diperoleh dari penelitian ini adalah peningkatan kecakapan pembuktian matematis pada mahasiswa yang memperoleh penerapan Problem Based Learning lebih baik daripada Pembelajaran Konvensional.
Evaluating the geometric thinking levels of generation Z pre-service mathematics teachers in Indonesia Naufal, Muhammad Ammar; Ihsan, Hisyam; Samsuddin, Auliaul Fitrah; Zainal, Zaid; Ashari, Nur Wahidin; Hassan, Muhammad Nasiru
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 2: April 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i2.32365

Abstract

Geometric thinking abilities remain crucial in mathematics education, particularly for pre-service teachers who will shape future generations’ understanding of geometry. This study evaluates and compares the geometric thinking levels of generation Z pre-service mathematics teachers at Universitas Negeri Makassar (UNM) and Universitas Mulawarman (UNMUL) using the Van Hiele model. A quantitative comparative design was employed, involving 233 UNM and 227 UNMUL students selected through purposive sampling. The geometric thinking test (GTT) assessed students across five levels: visualization, analysis, informal deduction, formal deduction, and rigor. Results indicated that UNM students excelled in analysis and informal deduction, whereas UNMUL students displayed a broader distribution across all levels, with notable frequencies at visualization and formal deduction levels. A statistically significant difference in overall geometric thinking scores were identified, using the Mann-Whitney U test, with UNM students scoring higher. These findings emphasize the importance of adopting student-centered instructional strategies aligned with the Van Hiele model to enhance geometric thinking. Incorporating hands-on activities and technology is recommended to better prepare pre-service teachers for effective geometric instruction. The study provides insights for educators and policymakers to improve mathematics education by fostering higher geometric thinking levels in future teachers.
Peningkatan Daya Saing Internasional Mahasiswa melalui Asistensi Mengajar PKKM di SMP Insan Cendekia Madani Tangerang Selatan Djam’an, Nurwati; Sabri, Sabri; Ashari, Nur Wahidin; Irawan, Agustina
Jurnal Pengabdian Masyarakat Bangsa Vol. 3 No. 2 (2025): April
Publisher : Amirul Bangun Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59837/jpmba.v3i2.2218

Abstract

Program Asistensi Mengajar PKKM yang dilaksanakan di SMP Insan Cendekia Madani, Tangerang Selatan, Banten, dirancang untuk meningkatkan pemahaman siswa terhadap konsep matematika, mengasah keterampilan pedagogik calon guru dalam pengajaran numerasi, serta memberikan pengalaman autentik bagi mahasiswa Program Studi Pendidikan Matematika Universitas Negeri Makassar. Program ini mencakup berbagai pendekatan inovatif, seperti Pembelajaran Terpersonalisasi (Differentiated Instruction), Kelas Tambahan (Extra Class), Pengajaran Berbasis Teknologi (Blended Learning), Pembelajaran Aktif (Active Learning), dan Pendampingan Sebagai Asisten Pengajar (Co-Teaching). Selama dua bulan pelaksanaan, kegiatan ini melalui tahapan perencanaan, implementasi, evaluasi, hingga pelaporan dan publikasi. Hasil evaluasi menunjukkan bahwa integrasi strategi pembelajaran berbasis teknologi dan kolaboratif mampu meningkatkan pemahaman konsep matematika siswa, membangun motivasi belajar, serta memperkuat keterampilan mengajar calon guru. Lebih dari itu, program ini menjadi bagian dari strategi internasionalisasi program studi, dengan melibatkan mahasiswa dalam praktik pembelajaran di sekolah mitra yang berwawasan global dan berstandar internasional. Kemitraan ini tidak hanya memperkaya pengalaman profesional mahasiswa dalam konteks pendidikan modern, tetapi juga memperluas jejaring akademik, memperkuat reputasi institusi, dan mendukung capaian pembelajaran lulusan yang berdaya saing global. Kolaborasi tersebut memberikan dampak timbal balik yang signifikan, baik bagi pengembangan mutu pembelajaran di sekolah maupun bagi akselerasi transformasi program studi di tingkat internasional.
Deskripsi Kemampuan Berpikir Kreatif Matematis Melalui Model Pembelajaran Missouri Mathematics Project Salwah, Salwah; Ashari, Nur Wahidin; Nurfitrah
Proximal: Jurnal Penelitian Matematika dan Pendidikan Matematika Vol. 7 No. 1 (2024): Sustainable Development Goal in Mathematics and Mathematics Education
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/proximal.v7i1.3424

Abstract

Penelitian ini adalah penelitian kualitatif yang bertujuan untuk Deskripsi Kemampuan Berpikir Kreatif Matematis Melalui Model Pembelajaran Missouri Mathematics Project Pada Siswa Kelas VIII SMP Negeri 1 Lamasi pada materi bangun ruang sisi datar. Subjek dalam penelitian ini adalah 3 orang siswa kelas VIII SMP Negeri 1 Lamasi yang berkategori tinggi, sedang dan rendah. Instrumen pada penelitian ini adalah peneliti sendiri, dimana dalam penelitian ini juga digunakan instrumen pendukung yaitu tes kemampuan berpikir kreatif matematis, lembar kerja peserta didik, dan pedoman wawancara. Data yang diperoleh dianalisis dengan analisis kualitatif dimana peneliti melakukan reduksi terhadap data yang diperoleh. Hasil penelitian menunjukkan kemampuan berpikir kreatif matematis siswa dengan kategori tinggi yaitu terletak pada indikator fluency, flexibility, originality dan kemampuan berpikir kreatif kategori sedang yaitu terletak pada indikator fluency, originality dan kemampuan berpikir kreatif kategori rendah yaitu terletak pada indikator fluency.
Eksplorasi Etnomatematika Pada Rumah Adat Balla Lompoa Doman Kale Balla Ahmad, Asdar; Ashari, Nur Wahidin
Proximal: Jurnal Penelitian Matematika dan Pendidikan Matematika Vol. 8 No. 1 (2025): Integrasi Matematika, Teknologi, dan Budaya dalam Pendidikan dan Aplikasi Terap
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/proximal.v8i1.4904

Abstract

This study explores the application of ethnomathematics in the traditional Balla Lompoa house, a cultural heritage of the Gowa Kingdom. Ethnomathematics, as a branch of knowledge connecting mathematics with local culture, is used to analyze the architectural elements of the house. The focus of the research is on the Kale Balla section, with the aim of identifying the mathematical concepts embedded in the building's design, such as spatial proportions, geometric patterns, and symmetry in the house’s structure. The research employs an ethnographic methodology with a qualitative approach, involving observation, interviews, and literature review. The findings reveal that the Balla Lompoa house embodies values of balance, stability, and harmony through geometric shapes such as cubes, rectangles, and rhombuses. Furthermore, this study shows that ethnomathematics plays a role not only in education but also in preserving cultural knowledge and providing deeper understanding of the relationship between mathematics and culture in the Makassar community. This research highlights the importance of integrating ethnomathematical concepts in teaching to enhance contextual and culture-based mathematical understanding.
Persepsi Siswa tentang Penerapan Project Based Learning dengan Pendekatan STEAM Pada Pembelajaran Mateamtika Ashari, Nur Wahidin
Proximal: Jurnal Penelitian Matematika dan Pendidikan Matematika Vol. 8 No. 2 (2025): Innovasi dalam Matematika dan Pembelajarannya
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/proximal.v8i2.6209

Abstract

Artikel ini membahas penerapan Project Based Learning (PjBL) dengan pendekatan STEAM (Science, Technology, Engineering, Arts, Mathematics) dalam pembelajaran matematika di SMP Negeri 26 Makassar, khususnya pada kelas 7. Tujuan utama dari penelitian ini adalah untuk menggali persepsi siswa terhadap penilaian lingkungan pembelajaran berbasis situasi yang diterapkan dalam pembelajaran matematika yang berfokus pada pengembangan kemampuan penalaran dan pembuktian matematika. Penelitian ini menggunakan metode kualitatif deskriptif, dengan pengumpulan data melalui observasi langsung, wawancara, dan dokumentasi hasil proyek siswa. Dalam implementasi PjBL, siswa diminta untuk membuat sketsa eco-park city, dengan minimal 4 bangun datar yang dilengkapi dengan perhitungan luas dan kelilingnya, sambil mengintegrasikan unsur-unsur STEAM yang ramah lingkungan dalam desain mereka. Hasil penelitian menunjukkan bahwa meskipun penerapan metode ini memberikan kesempatan bagi siswa untuk menerapkan keterampilan matematika dalam proyek nyata, tantangan seperti keterbatasan waktu (40 menit per pertemuan) dan kurangnya media visual untuk mendukung pembelajaran membuat efektivitas penerapan kurang maksimal. Berdasarkan temuan tersebut, disarankan untuk memberikan lebih banyak waktu untuk proyek dan meningkatkan penggunaan media visual agar dapat meningkatkan keterlibatan siswa dan hasil pembelajaran. Penelitian ini memberikan wawasan penting mengenai penerapan PjBL-STEAM dalam pembelajaran matematika, serta tantangan yang dihadapi dalam implementasinya di SMP.
Analisis Kesalahan Konseptual Siswa Dalam Menentukan Nilai Kosinus Sudut Tumpul Berdasarkan Taksonomi Ashlock Ashari, Nur Wahidin; Salwah, Salwah
Proximal: Jurnal Penelitian Matematika dan Pendidikan Matematika Vol. 8 No. 3 (2025): Volume 8 Nomor 3 Tahun 2025 (July - September)
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/proximal.v8i3.6228

Abstract

This study analyzes students' conceptual errors in determining the value of trigonometric functions, specifically , using Ashlock's Taxonomy of Errors. Two cases of students' work were analyzed. In the first case, the student correctly performed the calculation for the magnitude of the horizontal projection but failed to apply the appropriate negative sign for cosine in the second quadrant, indicating a partial but incomplete understanding of trigonometric sign rules. In the second case, the student demonstrated a more fundamental error by choosing an entirely irrelevant solution strategy and using arbitrary values in their calculations. This suggests fragmentation of knowledge and difficulty in coherently integrating mathematical concepts to solve the problem. Overall, these findings highlight that students' errors in trigonometry often stem from misconceptions or underdeveloped conceptual understanding. Didactic implications suggest the need for instruction that emphasizes a relational understanding of basic trigonometric definitions, the relationship between angles-quadrants-signs, and the development of students' ability to select relevant problem-solving strategies.
INQUIRY-BASED LEARNING IN PRIMARY SCHOOL MATHEMATICS: A SYSTEMATIC REVIEW OF ITS IMPACT ON STUDENT LEARNING OUTCOMES Ashari, Nur Wahidin
Pedagogy: Jurnal Pendidikan Matematika Vol. 10 No. 2 (2025): Pedagogy : Jurnal Pendidikan Matematika
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/pedagogy.v10i2.6166

Abstract

The persistently low mathematics learning outcomes at the elementary level remain a critical issue in basic education. Traditional teacher-centered instructional approaches often fail to foster students’ conceptual understanding and critical thinking skills. This study aims to systematically analyze the effectiveness of the inquiry-based learning model in enhancing mathematics learning outcomes among elementary school students. A Systematic Literature Review (SLR) method was employed to identify, evaluate, and synthesize relevant studies published between 2015 and 2025. Literature was sourced from Google Scholar using strict inclusion criteria. The results indicate that the inquiry-based learning model has a significant positive effect on students’ mathematics achievement, particularly in improving conceptual understanding, problem-solving skills, and learning motivation. Variants of inquiry implementation—such as guided and open inquiry—were found to be effective in the context of elementary mathematics instruction. These findings highlight the importance of adopting inquiry-based learning as a pedagogical strategy to improve the quality of mathematics education at the primary level.
EXPLORING VISUAL PROBABILISTIC REASONING: A QUALITATIVE STUDY ON JUNIOR HIGH SCHOOL STUDENTS’ PROBLEM-SOLVING IN PROBABILITY Ashari, Nur Wahidin
Pedagogy: Jurnal Pendidikan Matematika Vol. 10 No. 2 (2025): Pedagogy : Jurnal Pendidikan Matematika
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/pedagogy.v10i2.6172

Abstract

Understanding students' probabilistic reasoning is crucial in developing effective instructional strategies for probability learning, as probability concepts often pose challenges for many students. This study employs a qualitative descriptive research design to explore the probabilistic reasoning processes of junior high school students in solving probability problems. The research focuses on three selected students who exhibit varying levels of reasoning ability. Data were gathered through think-aloud protocols, in-depth interviews, and analysis of students' written task worksheets. The think-aloud method allowed capturing students' cognitive processes during problem-solving, while interviews provided further insight into their reasoning patterns. Worksheets were used to confirm the accuracy and completeness of their solutions. Data analysis involved systematic coding and thematic categorization based on three key probabilistic reasoning indicators: Identifying, Conjecturing, and Constructing. Triangulation of multiple data sources enhanced the credibility and validity of the findings. The results reveal that students predominantly use visual probabilistic reasoning, especially through factor tree representations, and fulfill all three reasoning indicators. This study underscores the need for varied teaching approaches to improve students' conceptual understanding and flexible application of probability concepts in mathematics education.
Exploring students' mathematical reasoning in solving HOTs problems based on thinking styles Marufi, Marufi; Ilyas, Muhammad; Ashari, Nur Wahidin; Kriswinarso, Tri Bondan; Salwah, Salwah
Journal of Advanced Sciences and Mathematics Education Vol 4, No 2 (2024): Journal of Advanced Sciences and Mathematics Education
Publisher : CV. FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/jasme.v4i2.499

Abstract

Background: The advancement of technology has facilitated rapid access to information, yet it poses challenges in discerning accurate information. In this context, critical thinking becomes essential for analyzing and evaluating information. Within mathematics education, exploring students reasoning processes and their alignment with thinking styles is crucial for enhancing problem-solving skills, especially in addressing Higher Order Thinking Skills (HOTS) problems.Aims: This study aims to describe students' mathematical reasoning in solving HOTS problems on the topic of systems of three-variable linear equations, focusing on two distinct thinking styles: Abstract Random and Concrete Sequential.Methods: This qualitative descriptive study was conducted at Cokroaminoto Palopo University with 36 Mathematics Education students. Two subjects, representing each thinking style, were purposively selected based on a thinking style test. Data collection involved mathematical reasoning tests, interviews, and observations, with the researcher serving as the primary instrument.Results: The findings indicate that both Abstract Random and Concrete Sequential subjects demonstrated reasoning abilities that align with all six indicators of mathematical reasoning. Notably, the Abstract Random subject approached problems through hypothesis formation and fractional equations, while the Concrete Sequential subject systematically assigned values and developed mathematical models. Both subjects re-checked their solutions to ensure accuracy.Conclusion: This study concludes that students with both Abstract Random and Concrete Sequential thinking styles exhibit effective mathematical reasoning when solving HOTS problems. These results highlight the importance of tailoring instructional strategies to accommodate diverse thinking styles to enhance students reasoning abilities in mathematics education.
Co-Authors Ahmad, Asdar Alimuddin, Herman Amin, Arfianty Baharuddin Baharuddin Djam’an, Nurwati Fadiyah, Wulan Nur Fahrul Basir Fauziah Fauziah Fauziyyah Alimuddin Fitrah Eka Susilawati Fitriani A. Hajrah Hajrah, Hajrah Hassan, Muhammad Nasiru Hisyam Ihsan I Luh Sumber Dani Ilyas, Muhammad Irawan, Agustina Ja'faruddin, Ja'faruddin Jusriati Jusriati Kadek Widiani Kriswinarso, Tri Bondan La Eru Ugi Lestari, Wiwit Damayanti Ma'rufi, Ma'rufi Mar Athul Wazithah T. Marufi, Marufi Merry Sul Muhammad Ammar Naufal Muhammad Farhan Muhammad Ikram Muhammad Ilyas Nirsal Nurazizah, Andi Nurfitrah NURWAHIDAH NURWAHIDAH Pakan, Astri Yunianti Rachmat Fajar Halim Rahmat Hidayat Ramadhany , Nuramaliyah Ririt Marsuki Sabri Sabri Salwah Samsuddin, Auliaul Fitrah Sukarna Sunardin, Sunardin Suradi Suradi Syahrullah Asyari, Syahrullah Syam, Nur Anisa Syamsuddin Mas'ud Tahir, Nasliya Tampa, Alimuddin Vianingrum Wisnu Kurniadi Zainal, Zaid