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All Journal Jurnal Elemen EDU-MAT: Jurnal Pendidikan Matematika Al-Jabar : Jurnal Pendidikan Matematika Guru Tua : Jurnal Pendidikan dan Pembelajaran MUWAZAH: Jurnal Kajian Gender ENTITA: Jurnal Pendidikan Ilmu Pengetahuan Sosial dan Ilmu-Ilmu Sosial AL MA'ARIEF : JURNAL PENDIDIKAN SOSIAL DAN BUDAYA Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Amal Ilmiah: Jurnal Pengabdian Kepada Masyarakat JRAMathEdu (Journal of Research and Advances in Mathematics Education) Tautologi: Journal of Mathematics Education SJME (Supremum Journal of Mathematics Education)
Aras, Andi
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Religion Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Enhancing Students’ Social Intelligence through Tudang Sipulung Learning Model Zahrawati B, Fawziah; Jumaisa; Arent, Ease; Aras, Andi
Entita: Jurnal Pendidikan Ilmu Pengetahuan Sosial dan Ilmu-Ilmu Sosial Vol. 7 No. 2 (2025)
Publisher : IAIN Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/ejpis.v7i2.22361

Abstract

Social intelligence is essential for students to engage effectively in collaborative and culturally responsive learning. This study aims to examine the effectiveness of the Tudang Sipulung learning model enhancing the social intelligence of students in the Social Studies Education Program at IAIN Parepare. Using a quasi-experimental method with a one-group pretest–posttest design, the study involved a single group of students as participants. Data were collected through a social intelligence test covering three main dimensions: social information processing, social awareness, and social skills. The data was analyzed using a paired sample t-test. The findings revealed a significant increase in students’ social intelligence after the implementation of the Tudang Sipulung learning model (p < 0.05), with the most notable improvements observed in collaborative and empathetic abilities that reflect Bugis cultural values such as siri’, pacce, and sipakatau. Practically, the results indicate that the Tudang Sipulung learning model serves as an effective pedagogical strategy to foster social intelligence and strengthen collaborative interactions grounded in local wisdom. Theoretically, this study reinforces Vygotsky’s social constructivist theory, emphasizing the role of social interaction in knowledge construction, while expanding the theoretical framework of local wisdom-based learning as a contextual approach in higher education.
EXPLORATION OF ETHNOMATHEMATICS CONCEPTS IN THE PROCESS OF MAKING BALA SUJI AS A CONTEXTUAL LEARNING RESOURCE Meilani, Audya; Aras, Andi; Buhaera, Buhaera; Nzobonimpa, Claver
EDU-MAT: Jurnal Pendidikan Matematika Vol 14, No 1 (2026)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/edumat.v14i1.24704

Abstract

This study aims to identify and analyze mathematical concepts embedded in the form and function of Bala Suji, a traditional craft of the Pattinjo community in Pinrang Regency. Employing a qualitative approach with ethnographic methods, data were collected through participatory observation, in-depth interviews, and documentation in Kampung Kappe, a village that actively preserves the making of Bala Suji. The findings reveal that Bala Suji embodies various mathematical concepts, including plane and solid geometry (sulapa appa), arithmetic sequences, geometric transformations (reflection, rotation, translation, dilation), and linear equations in two variables. These concepts are applied intuitively by the community through daily cultural practices without formal mathematical terminology. This research affirms that Bala Suji holds not only symbolic and aesthetic value but also potential as a contextual and meaningful learning medium for mathematics. This study contributes to mathematics education by providing a concrete example of integrating local cultural practices into formal mathematics learning and serves as a reference for developing ethnomathematics-based learning resources that enhance conceptual understanding while fostering students cultural awareness. Keywords: Ethnomathematics, Bala Suji, Contextual Learning Resource 
ASESMEN HUMANISTIK DAN MEANINGFUL LEARNING DALAM PEMBELAJARAN MATEMATIKA: PERSPEKTIF PSIKOLOGIS SISWA SMP Nisa, Khaerun; Aras, Andi; Nurwahida
Tautologi: Journal of Mathematics Education Vol. 4 No. 1 (2026): Maret 2026
Publisher : Prodi Pendidikan Matematika Fakultas Keguruan dan Ilmu Pendidikan (FKIP) Universitas Muhammadiyah Parepare

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31850/tautologi.v4i1.4425

Abstract

T This study aims to explore students’ psychological experiences in mathematics learning and to understand how to understand how assessment practices influence students’ learning experiences and meaningful learning. The study employed a qualitative method with a phenomenological approach at SMP Muhammadiyah Pinrang. Participants were selected through purposive sampling, consisting of three eighth-grade students and one mathematics teacher as a key informant. Data were collected through semi-structured interviews, naturalistic observation, and documentation. Data analysis was conducted phenomenologically by repeatedly reading interview transcripts, identifying meaning units, grouping them into essential themes, and interpreting the meaning of participants’ experiences. The findings revealed four essential themes: (1) mathematics anxiety and fear of making mistakes, (2) fluctuating learning motivation, (3) meaningful learning through conceptual and contextual connections, and (4) implicit humanistic assessment practices through teacher support. The findings indicate that mathematics learning is not only related to cognitive aspects but also closely associated with students’ psychological conditions. Meaningful learning tends to emerge when students can connect mathematical concepts with prior knowledge and real-life experiences, while supportive teacher responses contribute positively to students’ emotional experiences in learning mathematics. However, humanistic assessment practices have not yet been implemented systematically and remain limited to informal teacher support. This study is expected to contribute to the development of more empathetic and process-oriented assessment practices in mathematics learning.
Co-Authors Ade Hastuty Anugra, Novia Arent, Ease Buhaera, Buhaera Buhaerah Buhaerah Buhaerah, Buhaerah Busrah, Zulfiqar Fajriyani Fawziah Zahrawati B Fitriani Imranah Jumaisa Jumaisa, Jumaisa Meilani, Audya Muhammad Nasir Nasruddin Nisa, Khaerun Nurwahida Nzobonimpa, Claver Pathuddin, Hikmawati Rully Charitas Indra Prahmana Sartika Arifin Setialaksana, Wirawan - Sudirman Sudirman Syahrul Syarif, St Humaerah Yusaerah, Nur Zahrawati B, Fawziah Zahrawati B., Fawziah