Articles
<![CDATA[Misconception Of Junior High School Students On Two-Dimentional Figure Materials ]]>
<![CDATA[Budiarto, Mega Teguh]]>;
<![CDATA[Khabibah, Siti]]>;
<![CDATA[Firdaus, Andi Mulawakkan]]>
<![CDATA[ Daya Matematis: Jurnal Inovasi Pendidikan Matematika Vol 8, No 1 (2020): Maret ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.26858/jds.v8i1.13316
<![CDATA[This research is a qualitative descriptive study that aims to describe the misconceptions of junior high school students on the material of flat shapes especially geometry of rectangular flat shapes. The subjects of this study were three students who had the most misconceptions from all students in the class. Students' misconceptions in this study were analyzed using a written misconception test with the CRI (Certainty of Response Index) method and continued with interviews to find out the cause of the misconceptions that occurred. Based on the results of data analysis the three subjects showed almost the same misconception. The first misconception experienced by students on rectangular flat figure material lies in the definition of rectangular flat figure. Students' misconceptions in defining lie in a flat shape that has the same side of length, four corners, and two diagonals that form a right angle. This shows that students only choose rectangular regular shapes. In addition, students also experience misconceptions in distinguishing between sides and ribs. The second misconception, lies in the concept of the properties of a rectangular flat shape especially rectangular. Students assume that the rectangle always has an elongated shape without regard to its properties. Furthermore, there is a misconception when showing another wake. Students assume that the ladder is an oblique rectangle. In addition, if a rectangle has a different position or irregular shape then it is not called a rectangle. The cause of the misconception that occurs is the ability to understand the concepts and images given to the problem]]>
<![CDATA[Proses Kognitif Siswa SMP dalam Pemecahan Masalah Matematika Berdasarkan Gender ]]>
<![CDATA[Firdaus, Andi Mulawakkan]]>
<![CDATA[ EQUALS: Jurnal Ilmiah Pendidikan Matematika Vol 6 No 2 (2023): Equals: Jurnal Ilmiah Pendidikan Matematika ]]>
Publisher : <![CDATA[Program Studi Pendidikan Matematika FKIP Universitas Muslim Maros ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
<![CDATA[Penelitian ini bertujuan mendeskripsikan proses kognitif tersebut dalam empat tahap pemecahan masalah Polya ditinjau dari gender. Subjek penelitian yang dipilih adalah dua siswa kelas VIII SMP di Bulukumba yaitu satu siswa laki-laki dan satu siswa perempuan. Pengumpulan data dalam penelitian ini menggunakan dua metode yaitu tes tertulis dan wawancara. Data yang diperoleh terlebih dahulu diuji validitasnya. Selanjutnya, data tersebut dianalisis berdasarkan indikator proses kognitif. Berdasarkan hasil analisis data dan pembahasan teori proses kognitif dapat disimpulkan bahwa subjek melakukan pemrograman, regulasi, dan verifikasi yang sama pada tahap membuat rencana dan memeriksa kembali sedangkan pada tahap memahami masalah dan melaksanakan rencana kedua subjek menunjukkan aktivitas pemrograman, regulasi, dan verifikasi yang berbeda.]]>
<![CDATA[Menggali Kearifan Ki Hajar Dewantara: Relevansi Pemikiran dalam Transformasi Pendidikan Abad-21 ]]>
<![CDATA[Tampa, Alimuddin]]>;
<![CDATA[Ja’faruddin, Ja’faruddin]]>;
<![CDATA[Firdaus, Andi Mulawakkan]]>
<![CDATA[ Seminar Nasional LP2M UNM SEMINAR NASIONAL 2023 : PROSIDING EDISI 2 ]]>
Publisher : <![CDATA[Seminar Nasional LP2M UNM ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
<![CDATA[Abstrak. Ki Hajar Dewantara (KHD), yang juga dikenal sebagai Raden Mas Soewardi Soerjaningrat, adalah seorang tokoh pendidikan Indonesia yang lahir pada tahun 1889. Ia dihormati sebagai pelopor pendidikan bagi kaum pribumi Indonesia. Berkat kontribusinya yang signifikan dalam dunia pendidikan Indonesia, KHD diakui sebagai bapak pendidikan nasional. Pemikiran-pemikirannya dalam bidang pendidikan telah menjadi landasan dalam merumuskan tujuan pendidikan nasional dan kurikulum, terutama konsep kurikulum merdeka. Filosofi pendidikan KHD sarat dengan makna. Pertanyaan kunci adalah, "Sejauh mana pemikiran KHD masih relevan dalam menghadapi transformasi pendidikan di Abad-21?" Makalah ini adalah sebuah analisis literatur yang bertujuan untuk menjelaskan relevansi pemikiran KHD dalam konteks transformasi pendidikan Abad-21. Dalam makalah ini, kami akan merinci konsep-konsep penting seperti kecakapan Abad-21, karakteristik peserta didik Abad-21, konteks sejarah KHD, serta relevansi pemikiran KHD dengan transformasi pendidikan Abad-21. Kata Kunci: Ki Hajar Dewantara (KHD), Abad-21, Pendidikan, Pembelajaran]]>
<![CDATA[Pemberdayaan Masyarakat Oleh Mahasiswa Untuk Penguatan Ketahanan Pangan Melalui Budidaya Tanaman Sistem Hidroponik Di Pesisir Pancana Kabupaten Barru ]]>
<![CDATA[Asdar, Asdar]]>;
<![CDATA[Adnan, Adnan]]>;
<![CDATA[Firdaus, Andi Mulawakkan]]>
<![CDATA[ Seminar Nasional Pengabdian Kepada Masyarakat SEMINAR NASIONAL 2023:PROSIDING EDISI 9 ]]>
Publisher : <![CDATA[Seminar Nasional Pengabdian Kepada Masyarakat ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
<![CDATA[Abstrak. Desa Pancana merupakan salah satu desa di Kecamatan Tanete Rilau Kabupaten Barru. Desa Pancana berada di 100km arah utara kota Makassar. Secara geografis Desa Pancana berada di daerah pesisir berhadapan langsung dengan selat Makassar. Jumlah penduduk desa Pancana mencapai 3.756 jiwa [1]. Sebagai daerah pesisir profesi utama penduduk Desa Pancana sebagai mata pencarian mereka adalah nelayan dan sebagian sebagai petani penggarap sawah.Permasalahan pangan yang dialami oleh masyarakat desa Pancana adalah kurangnya ketersediaan sayuran untuk konsumsi sehari-hari. Faktor utama penyebab tidak adanya persediaan sayuran di desa Pancana pesisir adalah tidak adanya lahan bercocok tanam. Hal tersebut disebabkan kondisi fisik lahan mudah tererosi, berkapur dan mengandung kadar garam yang tinggi, sehingga tidak memungkinkan lahan tersebut untuk ditanami tanaman khususnya sayur sayuran. Selama ini, pemenuhan kebutuhan sayur warga desa Pancana hanya bergantung pada pedagang dari luar karena jauhnya akses ke dusun tersebut mengakibatkan harga beli sayur tersebut 2 kali lebih mahal dari harga normal.Untuk memenuhi kebutuhan pangan sayuran warga desa Pancana, diperlukan upaya penerapan teknologi modern bercocok tanam di daerah pesisir. Upaya tersebut dilakukan melalui pemberdayaan masyarakat Pancana oleh mahasiswa. Adapun tujuan yang ingin dicapai dari pemberdayaan masyarakat oleh mahasiswa ini adalah: (1) mengkreasi teknologi hidroponik untuk budidaya tanaman sayuran secara kolaboratif antara dosen perguruan tinggi, masyarakat pedesaan, dan mahasiswa, (2) melatihkan keterampilan budidaya tanaman sayuran dengan system hidroponik kepada warga masyarakat desa Pancana, (3) membentuk organisasi budi daya tanaman system hidroponik warga desa sebagai langkah sistematis menuju ketahanan pangan sayuran desa Pancana.Kata Kunci: Ketahanan pangan; sayuran; hidroponik; pesisir]]>
<![CDATA[Implementation of the School Literacy Movement during the Covid-19 Pandemic at Elementary Schools ]]>
<![CDATA[Firdaus, Andi Mulawakkan]]>
<![CDATA[ Pedagogik Journal of Islamic Elementary School VOL 4 NO 1 APRIL 2021 ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Palopo ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.24256/pijies.v3i2.3044
<![CDATA[Reading is the most suitable alternative to improve education children's literacy while literacy is the ability to create interpret a meaning through the text. This research aims to know the implementation of the School Literacy Movement (GLS), especially in increasing student interest in reading during the Covid-19 pandemic. This type of research was a quantitative or experimental research (pre-experimental design). As for the results Inferential statistical analysis was carried out using the t-test formula, it is known that tCount obtained 12.648 with a frequency of df = 25-1 = 24, at a significant level = 0.05 or 5% obtained t table 2.063. So the t-count was 12, 648 2,063 this shows that He is rejected and H is accepted. Based on the results of the study and referring to the hypothesis that the researcher set, it can be concluded that there is a significant effect of implementation of the School Literacy Movement (GLS), especially reading interest at the fifth grade students at Bakung 2 Sudiang Elementary School, Biringkanaya District, Makassar City.]]>
<![CDATA[PENERAPAN MODEL KOOPERATIF TIPE TEAM GAMES TOURNAMENT (TGT) TERHADAP HASIL BELAJAR MATEMATIKA SISWA KELAS VIII SMP ]]>
<![CDATA[Firdaus, Andi Mulawakkan]]>
<![CDATA[ Proximal: Jurnal Penelitian Matematika dan Pendidikan Matematika Vol. 7 No. 1 (2024): Sustainable Development Goal in Mathematics and Mathematics Education ]]>
Publisher : <![CDATA[Universitas Cokroaminoto Palopo ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.30605/proximal.v7i1.3574
<![CDATA[This research aims to analyze the influence of the TGT type cooperative learning model on the mathematics learning outcomes of class VIII students at SMP Muhammadiyah Limbung. This type of research is pre-experimental with a design model, namely One-Group Pretest Posttest Design. The data collection technique uses mathematics learning outcomes test data collection techniques (pretest and posttest), and documentation. The research sample was students in class VIII.1 of SMP Muhammadiyah Limbung with a total of 35 students. Based on data processing using the t-test, it was concluded that there was an influence of the TGT type cooperative model on the learning outcomes of class VIII students at SMP Muhammadiyah Limbung. The research results showed that: the effect of improving student learning outcomes after being given the TGT model was 23.3%.]]>
<![CDATA[PENGARUH MODEL PEMBELAJARAN KOOPERATIF TIPE STAD BERBANTUAN MEDIA KOTAK BERHITUNG (KOBER) TERHADAP HASIL BELAJAR SISWA KELAS II SDI LABUANG PAKANGKANG NO.79 KEPULAUAN SELAYAR ]]>
<![CDATA[Triulianti, Andi]]>;
<![CDATA[Syam, Herul]]>;
<![CDATA[Firdaus, Andi Mulawakkan]]>
<![CDATA[ Sindoro: Cendikia Pendidikan Vol. 5 No. 10 (2024): Sindoro: Cendikia Pendidikan ]]>
Publisher : <![CDATA[CV SWA Anugrah ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.9644/sindoro.v5i10.4689
<![CDATA[The main problem in this research is the lack of numeracy skills students towards mathematics subjects, especially addition and subtraction. This research aims to determine the effectiveness in improving students' numeracy skills, activities in mathematics learning activities using the STAD type cooperative learning model assisted by counting box media (kober) in class II students at SDI Labuang Pakangkang No.79, Selayar Islands.This type of research is pre-experimental research. The research design is a Pretest-Posttest Design, namely an experiment whose implementation only involves one class as an experimental class without a comparison class (control class). The subjects used in this research were class II, totaling 20 students. Research instrument What was used was a pretest, posttest, and observation sheet. The data analysis techniques used were descriptive statistical data analysis techniques and inferential data analysis.Based on the results of descriptive statistical analysis of the application of the STAD type cooperative learning model assisted by counting box media (kober) on students' numeracy skills, students' Mathematics learning outcomes with the application of the STAD type cooperative learning model assisted by counting box media (kober) show better learning outcomes than before implementing the STAD type cooperative learning model assisted by counting box media (kober)The results of inferential statistical analysis using the t-test formula, it is known that the value of ????????i????????????&=9.92 while the value of ???????????????????????? = 1.729 at the significance level ???? = 0.05. Based on this value, it is obtained that ????????i????????????& > ????????????????????????, this means that H0 is rejected and then H1 is accepted. The results of the analysis of student activity data resulted in a score of 86%, which indicates the active category. So it can be concluded that the application of the STAD type cooperative learning model assisted by counting box media (kober) in mathematics for class II students at SDI Labuang Pakangkang No.79 Selayar Islands is said to be effective.]]>
<![CDATA[MODEL PEMBELAJARAN PROJECT BASED LEARNING TERHADAP KEMAMPUAN BERPIKIR KREATIF MATEMATIS SISWA KELAS VIII MTS NEGERI 1 MAKASSAR ]]>
<![CDATA[Firdaus, Andi Mulawakkan]]>
<![CDATA[ Jurnal Riset Guru Indonesia Vol 2 No 3 (2023): Agustus-November 2023 ]]>
Publisher : <![CDATA[Almeera Education ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.62388/jrgi.v2i3.381
<![CDATA[The problems in this study relate to the learning model of Project Based Learning and students' creative thinking ability in mathematics. The purpose of the research is to know the influence of the model of Project Based Learning on the ability to think creatively in mathematics students VIII grade even semester MTs Negeri 1 Makassar lesson 2022/2023. The research used the experimental method with the population is all students of class VIII with the amount of 347, while the sample is taken 2 classes that is class VIII A as the experiment class which amounted to 31, and class VIII C as the control class which amounted 30. The sample was taken using the Cluster Random Sampling technique. To know the ability of creative thinking mathematics students authors perform tests in the form of essays with as many as 5 questions that have been tested the validity and reliability. Hypothesis testing in this study using t-test. The results of hypothesis testing using a t-test obtained a t value = 14.27. From the distribution table t at the significant level of 5% is known t = 2.00 means t> t, so it can be concluded There is an Influence of a Model-Based Project Based on the Ability of Creative Thinking Mathematics Students.]]>
<![CDATA[PENGARUH PENERAPAN MODEL KOOPERATIF TIPE TEAM GAMES TOURNAMENT (TGT) TERHADAP HASIL BELAJAR MATEMATIKA ]]>
<![CDATA[Firdaus, Andi Mulawakkan]]>;
<![CDATA[Wasilatul Murtafiah]]>
<![CDATA[ Jurnal Penalaran dan Riset Matematika Vol. 3 No. 1 (2024): April 2024 ]]>
Publisher : <![CDATA[Almeera Education ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.62388/prisma.v3i1.421
<![CDATA[The type of research used in this study is pre-experiment research. This study aims to determine the effect of the application of the Team Games Tournament (TGT) type cooperative model on math learning outcomes. The research design used was One Group Pretest-Posttest Design. This research was conducted at SMP Muhammadiyah Limbung with the total population of all students in grade VIII of SMP Muhammadiyah Limbung in the academic year 2023/2024 spread over 11 classes, namely class VIII-1 to class VIII-11, totaling 385 people. The sample selection technique was simple random sampling, the sample members selected were class VIII.1 SMP Muhammadiyah Limbung with 35 students, consisting of 20 female students and 15 male students. The instruments used in this study were student math learning outcomes tests (Pre Test and Post Test). Data collection techniques in this study were Documentation and Mathematics Learning Outcomes Test, this test was used to measure the level of understanding of mathematics learning outcomes in 8th grade students of SMP Muhammadiyah Limbung. Data analysis used in this research is descriptive statistical analysis and inferential statistical analysis. The results showed that the Team Games Tournament (TGT) type cooperative learning model had an effect on the mathematics learning outcomes of 8th grade students of SMP Muhammadiyah Limbung. This is evidenced by the results of the T-test of 4.35 with a significant level α = 5% and t.table = 2.042. Based on the test criteria, if the t.count ≥ t.table value is obtained, Ha is accepted or 4.35 ≥ 2.048, so H0 is rejected and Ha is accepted. So, the effect of improving student learning outcomes after being given the Team Games Tournament (TGT) type cooperative learning model is 23.3%.]]>
<![CDATA[PENGGUNAAN MEDIA RODA PUTAR DALAM MENINGKATKAN MINAT DAN HASIL BELAJAR MATEMATIKA PADA SISWA ]]>
<![CDATA[Nur Haliza Irham]]>;
<![CDATA[Firdaus, Andi Mulawakkan]]>;
<![CDATA[Wahyuddin]]>
<![CDATA[ Jurnal Penalaran dan Riset Matematika Vol. 3 No. 1 (2024): April 2024 ]]>
Publisher : <![CDATA[Almeera Education ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
<![CDATA[Mathematics learning activities in class V UPT SPF SD Inpres Jongaya students are still running monton, and lack of variety in delivering material. this results in student interest in learning, student learning activities and student learning outcomes are not optimal. Actions taken to solve these problems by applying rotary wheel learning media. This research was conducted on February 23-April 4, 2024 at UPT SPF SD Inpres Jongaya. The subject of the study was class V which amounted to 28 students. This type of research is classroom action research (PTK). Data collection techniques are student interest data, student learning outcomes data, student learning activity data and teacher activity data. The types of data used are qualitative data and quantitative data. The results showed that the class average value during the pre-test reached 27.14. The average value in cycle 1 test results reached 62.14, increasing in cycle II by 81.42. Pre-action student learning interest reached 73.15 after the action increased to 82.91. It can be concluded that the use of rotary wheel media can increase interest and learning outcomes in mathematics in class V UPT SPF SD Inpres Jongaya. It is recommended that teachers can use the rotary wheel media in learning activities at school to increase student interest and learning outcomes in mathematics subjects.]]>
