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Kamid, Kamid

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Development and Implementation of a Web-Based Journal Management System to Enhance Accreditation and Quality Evaluation Kamid Kamid; Mukhlash Abrar; Dwi Agus Kurniawan; Eko Nuriyatman
Journal Evaluation in Education (JEE) Vol 6 No 1 (2025): January
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jee.v6i1.1467

Purpose of the Study: This study aims to explore the role and importance of a dedicated journal management website in facilitating the organization, monitoring, and evaluation of journal development at Jambi University. The focus is on how this digital platform can improve journal accreditation processes and overall management efficiency. Methodology: The research adopts a qualitative approach, utilizing focused interviews with 20 respondents from the journal management team at Jambi University. A purposive sampling method was employed to ensure that participants had relevant experience in journal management. Data were collected through in-depth interviews and analyzed to identify common themes related to the challenges and benefits of using a centralized journal management platform. Main Findings: The findings reveal that the implementation of a dedicated journal management website is crucial in supporting the accreditation and development process. Respondents highlighted that such a platform simplifies tracking journal progress, facilitates communication and collaboration among team members, and provides an organized structure for managing evaluation and feedback. The website also enables the team to systematically monitor the quality of journals, helping them meet national and international accreditation standards more efficiently. Novelty/Originality of the Study: This study introduces an innovative approach to managing academic journals through a specialized digital platform, addressing a critical gap in traditional journal management practices. The proposed website not only enhances administrative efficiency but also serves as a strategic tool for continuous quality improvement and collaborative evaluation, ultimately raising the university’s research profile on a broader scale.

EKSPLORING JAMBI CULTURAL ELEMENTS IN DEVELOPING MATHEMATICS QUESTIONS THAT MEASURE THE COGNITIVE PSYCHOLOGY OF JUNIOR HIGH SCHOOL STUDENTS: Jambi, Indonesia Caesarani, Nabila Nasywa; Kamid; Yelli Ramalisa
Jurnal Math-UMB.EDU Vol. 13 No. 2 (2026): MARCH
Publisher : Universitas Muhammadiyah Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36085/math-umb.edu.v13i2.10092

This study was motivated by the importance of integrating local culture into mathematics learning and developing assessment instruments that can measure students’ cognitive psychology, particularly critical thinking skills. The objective of this study was to develop mathematics problems based on Jambi cultural elements and to analyze junior high school students’ critical thinking skills as part of cognitive psychology. This study employed a Research and Development (R&D) method using the ADDIE model, which consists of analysis, design, development, implementation, and evaluation stages. The subjects of this study were ninth-grade students of Junior High School 4 Jambi City. Data were collected through interviews, tests, and questionnaires. The developed instrument consisted of ten mathematics problems based on Jambi cultural contexts and six indicators of critical thinking, namely interpretation, analysis, inference, evaluation, explanation, and self-regulation. The results showed that the developed instrument met the validity and reliability criteria. The validation results indicated that the material aspect obtained a score of 86.4% and the design aspect obtained 89.8%, both categorized as very valid. The reliability test using Cronbach’s Alpha showed a value of 0.743, indicating that the instrument had sufficient reliability. The field test results showed that students’ critical thinking skills reached an average score of 70.1%, which is categorized as high. These findings indicate that mathematics problems based on Jambi cultural elements are feasible and effective to be used as an instrument to measure students’ critical thinking skills in mathematics learning. Keywords: Cognitve Psychology; Critical Thinking; Jambi Culture; ADDIE; SPLDV

ETHNOMATHEMATICS-BASED COGNITIVE ASSESSMENT MODEL FOR DYSCALCULIA STUDENTS: Jambi, Indonesia Rahayu, Gebby Kusuma; Kamid; Yelli Ramalisa
Jurnal Math-UMB.EDU Vol. 13 No. 2 (2026): MARCH
Publisher : Universitas Muhammadiyah Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36085/math-umb.edu.v13i2.10093

This research is motivated by the learning difficulties experienced by students with dyscalculia in mathematics, particularly in understanding numerical concepts and performing basic arithmetic operations. This study aims to develop an ethnomathematics-based cognitive assessment model using the traditional congklak game and question cards to assess students' cognitive abilities in learning mathematics. This study uses the Research and Development (R&D) method with the ADDIE model, which consists of five stages: Analysis, Design, Development, Implementation, and Evaluation. The research participants were six seventh-grade students with dyscalculia identified through a screening test. The developed model was tested with content validity and reliability tests. Content validity was validated by two experts, namely a subject matter expert and a media design expert, to evaluate the content and feasibility of the assessment model design. The results showed that the model achieved a validity score of 96.88% from the media expert and 93.75% from the subject matter expert, indicating that the product is valid. Furthermore, the reliability test using Inter-Rater Reliability (ICC) produced a value of 0.892, indicating very high reliability. These findings suggest that an ethnomathematics-based cognitive assessment model can be used as an alternative tool to assess the cognitive abilities of students with dyscalculia in adding and subtracting integers through culturally relevant learning activities. Keywords: Assessment cognitive; Ethnomathematics; Dyscalculia; Congklak

ANALISIS IMPLEMENTASI PENDEKATAN KONTEKSTUAL DALAM PEMBELAJARAN MATEMATIKA MATERI BANGUN DATAR : STUDI KASUS PADA SISWA KELAS II SEKOLAH DASAR Nurjannah; Kamid; Zahyuni, Violita
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 01 (2026): Volume 11 No. 01, Maret 2026 Release
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i01.44031

This study aims to analyze the implementation of the Contextual Teaching and Learning (CTL) approach in mathematics learning on plane geometry material for second grade elementary school students and to describe students’ understanding after the implementation of the approach. The background of this research is the low understanding of students toward plane geometry concepts, where more than 60% of students had difficulty recognizing and distinguishing basic shapes such as squares, rectangles, and triangles. The study employed a descriptive qualitative research design. The research was conducted at SDN 19/1 Muara Tembesi with the subjects consisting of second grade students and the mathematics teacher. Data were collected through observation, interviews, and documentation. The data were analyzed using descriptive analysis to describe the process of implementing the contextual approach and its impact on students’ conceptual understanding. The findings show that the implementation of the CTL approach can create more meaningful learning by linking mathematical concepts with students’ real-life experiences. Through contextual activities such as observing objects in the surrounding environment, asking questions, group discussions, and reflection, students became more active and engaged in the learning process. As a result, students were able to better recognize the characteristics of plane figures and understand the concepts more concretely. Therefore, the contextual approach can be considered an effective strategy to support mathematics learning in elementary school, especially in helping students understand abstract concepts through real-life contexts.

Integrating Pancasila Values into Ethnomathematics: A Project-Based Approach to Strengthening Problem-Solving Skills Novferma, Novferma; Kamid, Kamid; Asrial, Asrial; Maison, Maison
Edumatica : Jurnal Pendidikan Matematika Vol 15 No 3 (2025): Edumatica: Jurnal Pendidikan matematika (Desember 2025)
Publisher : Department of Mathematics Education, Faculty of Teacher Training and Education, Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/edumatica.v16i3.48309

This study investigated the integration of Pancasila values into ethnomathematics-based learning through a project-based learning approach to enhance students’ problem-solving skills. A quasi-experimental design with a pretest–posttest non-equivalent control group was conducted at SMAN 8 Muaro Jambi, involving 62 grade XI students. The instruments consisted of a mathematical problem-solving test, observation sheets, and rubrics for assessing Pancasila values during learning activities. Data were analyzed using paired and independent sample t-tests, normalized gain (N-Gain), and effect size. The findings revealed that the posttest mean score of the experimental class, taught by using the PjBL integrated with ethnomathematics contexts including weaving patterns and local architectuaral designs,was significantly higher than that of the control one (78.94 compared to 69.48). The N-gain of the experimental group (0.61) belonged to medium-high, while that of the control group was only 0.32. Cohen’s d for effect size was 0.82, which was classified as a large effect. Qualitative results also described that collaboration, tolerance, and responsibility in the experimental class were higher, which indicated the implementation of Pancasila values in project activities. The results of this study show that an integration of ethnomathematics and Pancasila values in PjBL can enhance the both student’s problem-solving skills and character.

Proses Berpikir Matematis Siswa Diskalkulia dalam Mengonstruksi Pengetahuan melalui Permainan Congklak Wullan Rahmadani; Kamid; Khairul Anwar
JIPM (Jurnal Ilmiah Pendidikan Matematika) Vol. 14 No. 2 (2026)
Publisher : Universitas PGRI Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25273/jipm.v14i2.22688

Penelitian ini bertujuan untuk mengeksplorasi keterampilan proses berpikir matematis siswa sekolah dasar melalui aktivitas permainan tradisional congklak. Fokus utama penelitian adalah menganalisis bagaimana anak membangun dan menyesuaikan skema kognitifnya saat terlibat dalam permainan, berdasarkan teori perkembangan kognitif Piaget. Subjek penelitian terdiri dari dua siswa kelas 4 SD, yaitu Subjek 1 yang belum pernah bermain congklak sebelumnya dan Subjek 2 yang sudah memiliki pengalaman bermain. Penelitian ini menggunakan pendekatan kualitatif dengan metode observasi langsung, wawancara semi-terstruktur, dan analisis dokumen berupa lembar kerja siswa. Hasil penelitian menunjukkan bahwa S1 mengalami proses asimilasi secara bertahap—dimulai dari kebingungan awal, lalu membentuk pemahaman melalui pengamatan, perhitungan manual, hingga refleksi terhadap strategi yang digunakan. Sebaliknya, S2 mengalami hambatan dalam mengembangkan keterampilan proses seperti mengamati, mengklasifikasi, menghitung, membuat prediksi, dan mengomunikasikan hasil. Meskipun S2 telah memiliki pengalaman bermain sebelumnya, ia tidak menunjukkan kemampuan yang berkembang secara signifikan, baik dalam proses asimilasi maupun akomodasi. Hal ini mengindikasikan bahwa pengalaman bermain sebelumnya belum tentu berkontribusi pada pengembangan keterampilan berpikir matematis apabila tidak disertai dengan pendampingan kognitif yang memadai. Secara umum, hasil penelitian ini menegaskan bahwa permainan congklak dapat menjadi media edukatif yang efektif dalam menstimulasi proses berpikir matematis anak, asalkan didukung oleh strategi pembelajaran yang terarah dan adaptif terhadap kondisi kognitif masing-masing siswa. This research aims to explore the mathematical thinking process skills of elementary school students through traditional congklak game activities. The main focus of the research is to analyze how children build and adjust their cognitive schemas while engaging in games, based on Piaget's theory of cognitive development. The research subjects consisted of two 4th grade elementary school students, namely Subject 1 (S1) who had never played congklak before and Subject 2 (S2) who already had experience playing. This study uses a qualitative approach with direct observation methods, semi-structured interviews, and document analysis in the form of student worksheets. The results of the study show that S1 undergoes a gradual assimilation process—starting from initial confusion, then forming understanding through observation, manual calculations, and reflection on the strategies used. In contrast, S2 experiences obstacles in developing process skills such as observing, classifying, calculating, making predictions, and communicating results. Although S2 has previous playing experience, he has not shown significantly developed abilities, either in the assimilation process or accommodation. This indicates that previous playing experience does not necessarily contribute to the development of mathematical thinking skills if it is not accompanied by adequate cognitive assistance. In general, the results of this study confirm that the game of congklak can be an effective educational medium in stimulating children's mathematical thinking process, as long as it is supported by a directed learning strategy that is adaptive to the cognitive condition of each student.

Analysis of Students' Critical Thinking Ability in Solving Mathematical Problems Assisted by Ethnomathematics Based on Adversity Quotient Yunia Parawansa; Kamid Kamid; Maison Maison
Journal of Mathematics Instruction, Social Research and Opinion Vol. 5 No. 1 (2026): March
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/misro.v5i1.961

This study aims to examine critical thinking ability in mathematical problem-solving using ethnomathematics, based on the Adversity Quotient of class IX A MTsN 6 Kerinci Regency. Subjects were selected purposively, comprising 6 students. Data collection techniques included ARP questionnaires, ethnomathematics-assisted critical thinking ability tests, and interviews. The results showed that students' critical thinking ability in solving mathematical problems assisted by ethnomathematics varied across AQ categories. Students with high AQ (Climbers) met most critical thinking ability indicators. They demonstrated high critical thinking ability, while students with moderate AQ (Campers) showed varied fulfillment of indicators at a moderate level, and students with low AQ (Quitters) showed limitations in fulfilling these indicators. Thus, students with high and moderate AQ have superior critical thinking abilities compared to students with low AQ.

Mathematical Process Skills of Middle School Students under Direct Instruction and Ethnomathematics Lucy Astagina Putri; Kamid Kamid; Khairul Anwar
Journal of Mathematics Instruction, Social Research and Opinion Vol. 5 No. 1 (2026): March
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/misro.v5i1.1031

Mathematics instruction at the junior high school level in Indonesia is often teacher-centred, which may limit the development of students’ mathematical process skills. This study investigates the impact of Direct Instruction and ethnomathematics-based Problem-Based Learning (PBL) on the mathematical process skills of seventh-grade students. A quantitative quasi-experimental design with a nonequivalent control group was employed, involving 64 students at SMP Negeri 7 Kota Jambi, divided into an experimental and a control group. Data were collected through pretests and posttests assessing skills such as observing, classifying, identifying relationships, calculating, and communicating mathematical ideas. Data analysis included descriptive statistics and the Mann–Whitney U test. The results revealed that students receiving ethnomathematics-based PBL exhibited greater improvement in mathematical process skills than their peers taught via Direct Instruction, indicating that integrating local cultural contexts within a PBL framework can enhance mathematical reasoning, problem-solving, and active engagement in learning.

Evaluating the theoretical validity of the PASPOR model for enhancing mathematical communication in teacher education Jufri Jufri; Asrial Asrial; Asni Johari; Kamid Kamid
Journal of Advanced Sciences and Mathematics Education Vol. 5 No. 1 (2025): Journal of Advanced Sciences and Mathematics Education
Publisher : CV. FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/jasme.v5i1.744

Background: Mathematical communication is a key skill for preservice primary school teachers, enabling them to effectively facilitate understanding in the classroom. Despite its importance, many students in teacher education programs struggle to convey mathematical concepts clearly in both verbal and symbolic forms.Aim: This study aimed to evaluate the theoretical validity of the PASPOR Model—comprising Pairing, Square, Presentation, and Repetition—as an instructional framework designed to enhance mathematical communication in preservice teacher education.Method: A development research approach was applied, based on the Plomp model. Expert validation focused on five core components: syntax, social system, reaction principle, support system, and instructional impact. Data were collected using structured instruments completed by mathematics education experts and analyzed through both quantitative and qualitative techniques.Result: The findings demonstrated high theoretical validity for the PASPOR Model. Expert ratings ranged from 3.68 to 3.97, with reliability coefficients exceeding 0.90 across all components. Experts affirmed the model’s internal consistency, pedagogical relevance, and effectiveness in promoting structured, collaborative mathematical communication among learners.Conclusion: The PASPOR Model is a theoretically sound and pedagogically appropriate instructional model for improving mathematical communication in preservice teacher education. Its structured stages support cooperative learning and reflective interaction. The strong expert agreement endorses its integration into teacher education curricula and provides a foundation for future empirical studies to assess its practical application and adaptability in various learning contexts, including digital platforms.

The Effect of Ethnomathematics-Based Problem-Based Learning on Junior High School Students’ Mathematical Connection Ability Sidauruk, Titta Sara Oktaviani; Kamid; Winarni, Sri
Desimal: Jurnal Matematika Vol. 9 No. 1 (2026): Desimal
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/djm.v9i1.30769

Students’ limited ability to establish connections among mathematical concepts remains a persistent challenge, particularly in topics such as relations and functions that require coordination across multiple representations. While Problem-Based Learning (PBL) has been widely adopted, its effectiveness is often constrained by the lack of meaningful contextual grounding. This study aims to examine the effect of ethnomathematics-based PBL on students’ mathematical connection ability and to extend existing research by explaining how culturally contextualized problems support relational understanding. A quasi-experimental design with a pretest–posttest control group structure was employed, involving 99 eighth-grade students divided into two experimental groups and one control group. The experimental groups received ethnomathematics-based PBL, while the control group was taught using conventional PBL. Data were analyzed using non-parametric statistical tests, including the Kruskal–Wallis and Mann–Whitney tests, accompanied by effect size analysis. The results revealed significant differences among groups, with both experimental groups outperforming the control group. The large effect sizes (η² = 0.473; r = 0.75 and 0.69) indicate a substantial impact on students’ ability to coordinate symbolic, graphical, and contextual representations. These findings suggest that ethnomathematical contexts function as cognitive anchors that enable students to map real-world situations onto mathematical structures and reorganize relationships among concepts. This study contributes to the field by demonstrating that the integration of cultural context and structured inquiry not only improves performance but also strengthens the structure of mathematical understanding. Therefore, ethnomathematics-based PBL offers a theoretically grounded and practically scalable approach for enhancing relational thinking in mathematics learning.

Co-Authors -, Maison Ade Kumala Sari Ade Susanti Adtria, Khoirunisa Vivi Agung Febrianto Agustina . Ahmad Mansur Nawahdani Ahmad Puguh Eriawan Ainun Mardia Ainun Mardia Al Ikhlas, Al Ikhlas Alfiana, Rizki Alhakko Latif Ali Sadikin Alrizal , Alrizal Amelia, Elga Amelia Anak Agung Gede Sugianthara Andri Mahardhika Birda ANGGRAENI, RENI Anifa Ruzki Amalia Anisa Ermaida Anwar, Sofnidar Aprizal Lukman Arie Gusman Arta Rajasha Herlambang Arta Rajasha Herlambang Asni Johari Asrial Asrial Astalini Astalini Athikah, Athikah Aty Mulyani Auliya Arnitasyari Ayu Wandari Azzahra, Miftahul Zannah Bambang Hariyadi Bambang Hariyadi Bambang Hariyadi Bella Arisha, Bella BT Yosi Olda Fionika Caesarani, Nabila Nasywa Cahyani, Anisa Eka Damris Muhammad Damris Muhammad Darmaji Darmaji, Darmaji Della Novalita Devia Meisya Badar Deviani Asri Dewi Iriani Dewi Iriani Dewi, Rina Kusuma Dharma, Dian Dian Dharma Dwi Agus Kurniawan edumatica FKIP effendi, zaimi Ekawarna Ekawarna, Ekawarna Eko Nuriyatman Elza Triani Evita Anggerein Evita Anggereini Fadillah, Agus Ferdinan, Roy Andre Fibrika Rahmat Basuki Fiki Alghadari Fionika, BT Yosi Olda Fitra, Dian Fitri Indah Sari gusmi kholijah HARYANTO Haryanto Haryanto Haryanto Haryanto Hasibuan, M. Haris Efendi Hasna Hasiibunnisa Hayati, Tri Rahmah Hedia Rizki Hellinawati Hellinawati Hikmawati Hikmawati Humairah Farsa Husni Sabil Husnul Khatimah Iga Mawarni Imelda Aisah Sarip Indah Etika Jayawarsa, A.A. Ketut Jefri Marzal Jufri Jufri Jufri Jufri Jules Nurhatmi Junita, Ranisa Khairisti Iis Handayani Khairul Amin Khairul Anwar Khairul Anwar Kurniawan, Dwi Agus Liska Yanti Pane Lismayani Lismayani Lucy Astagina Putri M Rusdi M Rusdi M. Rusdi M. Rusdi Marbun, Trivena Mardhotillah, Bunga Mardia, Ainun Mardiyah Mardiyah Maridsha Zalianti Marlina Marlina Martinawati Martinawati meirisa sahanata Miftahul Zannah Azzahra Minarsih Minarsih Muhaimin Muhaimin Muhaimin Muhaimin Muhaimin Muhaimin Muhammad Eka Setiawansyah Muhammad Haris Effendi Hasibuan Muhammad Rusdi Muhammad Rusdi Muhammad Rusdi Muhtadin Muhtadin Mujahidawati Mujahidawati Mujahidawati Mujahidawati, Mujahidawati Mukhlash Abrar Munajib Munajib Muslim Muslim Mustofa Mustofa Muzakir Nabilah, Balqis Saffanah Nabilla, Hanif Alyaa Naufal Aqila Kusnadi Nawahdani, Ahmad Mansur Nehru Neilul Isra Pratama niken rarasati Nina Mardiana (F01108057) Ningsih, Irma Widya Nizlel Huda Nofyta Arlianti, Nofyta Noor Fajriah, Noor novferma, novferma Novi Yosheva Nurdina Khairunnisa Nurfatikhah Nurfatikhah Nurjannah NURUL HIDAYAH Nurul Izzati Ramadhan Oktavia, Sri Wina Olva Fitaloka Pakpahan, Nicolaus Pardiansyah, Riko Pebriana Pebriana Perdana, Rahmat Prameswari, Nirmala Prastika Istiqomah Pratama, Wahyu Adi Putra, Aditya Rizky Putri, Fhadira Insani Rahayu, Gebby Kusuma Rahmad S, Leo Rahman, Adriyan Ardi Rahmat Perdana Rahmat Septria rarasati, niken Rasmi, Dian Pertiwi Ratu Ilma Indra Putri Ratumas Feby Purniance Rayandra Asyhar Resmita Resmita Resmita, Resmita Rezki Amalia, Nosa Rhamadan, Fany Fachri Rido Ilham Widodo Rifni Anjani Riki Chandra Wijaya Riko Pardiansyah Rina Kusuma Dewi Rina Kusuma Dewi Risnita Risnita Rita Ningsih, Rita Rivani, Putri Ayu Rizki, Hedia Rizki, Hedia Rohati Rohati Rohati Rohati Rohati Rohati Roseli Theis Roseli Theis Rusdi Rusdi S.Pd. M Kes I Ketut Sudiana . Sabila Eka Septi Sabila Eka Septi Sabri Amin Sabri Amin Saharudin Saharudin Saharudin Saharudin Saharudin Saharudin Sainuddin, Syamsir Saputri, Rikhel Saputri, Titin Rezeki SATRIYAS ILYAS Saumi Malini Septi, Sabila Eka Septiani Wulandari Sidauruk, Titta Sara Oktaviani Siti Aisyah Siti Rohana Siti Rohana Slamet Ngadino Sofnidar - Sri Dewi Sri Muslimatul Husna Sri Winarni Sri Winarni Suci, Antonynio Sufri Sufri Sufri Sufri Suratno Suryaningsih, Yuni Sutrimo Sutrimo Sutrimo Sutrimo, Sutrimo Sutrisno Sutrisno, Sutrisno Syafitri, Dwi Nurhafifah Syaiful Syaiful . Syaiful Anwar Syaiful Syaiful Syamsurizal - - syamsurizal syamsurizal Syifaurrahmadania Syifaurrahmadania Tata Ristiati Tri Rahmah Hayati Tria Gustiningsi TRIANI, ELZA Venty Emma Chahyanti Vita Ria Syafitri Z Wahyu Adi Pratama Wahyu, Tri Dedy Wandari, Ayu Wandari, Ayu Wardi Syafmen Wardi Syafmen Wawan Kurniawan Widodo, Rido Ilham Wullan Rahmadani Yantoro, Y Yantoro, Yantoro Yelli Ramalisa Yelli Ramalisa Yulita Dwi Citra Yulita Sinabang Yuliya, Sri Yuni Widiati Yunia Parawansa Yunita Permata Sari Zahyuni, Violita zulistia nabila Zulkardi Zulkardi Zulkardi Zurweni Zurweni

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