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All Journal International Journal of Evaluation and Research in Education (IJERE) SAINSMAT Journal of Education and Learning (EduLearn) Jurnal Riset Pendidikan Matematika BAREKENG: Jurnal Ilmu Matematika dan Terapan Journal of Honai Math Journal of Educational Research and Evaluation NUKHBATUL 'ULUM : Jurnal Bidang Kajian Islam Jurnal Eduscience (JES) Jurnal Statistika dan Matematika (Statmat) Primatika : Jurnal Pendidikan Matematika WAHATUL MUJTAMA: Jurnal Pengabdian Masyarakat Mosharafa: Jurnal Pendidikan Matematika Kognitif: Jurnal Riset HOTS Pendidikan Matematika Issues in Mathematics Education (IMED) Amaliah: Jurnal Pengabdian Masyarakat Seminar Nasional Pengabdian Kepada Masyarakat SAINSMAT: Jurnal Ilmiah Ilmu Pengetahuan Alam Venn: Journal of Sustainable Innovation on Education, Mathematics and Natural Sciences Vokatek : Jurnal Pengabdian Masyarakat Ininnawa: Jurnal Pengabdian Masyarakat Jurnal Kemitraan Responsif untuk Aksi Inovatif dan Pengabdian Masyarakat Jurnal Hasil-Hasil Pengabdian dan Pemberdayaan Masyarakat (JHP2M) Issues in Mathematics Educations (IMED)
Muhammad Ammar Naufal
Universitas Negeri Makassar
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Energy Engineering Environmental Science Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Mechanical Engineering Physics Public Health Social Sciences Transportation Other

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PELATIHAN ACADEMIC WRITING MELALUI PEMANFAATAN TEKNOLOGI ARTIFICIAL INTELLIGENCE (AI) Naufal, Muhammad Ammar; Pratiwi, Andi Citra; Dassa, Awi; Ihsan, Hisyam; Azis, Andi Asmawati; Fridayanti, Novia
Ininnawa : Jurnal Pengabdian Masyarakat Vol. 3 No. 1 (2025): Vol. 3 No. 1 (2025): Volume 03 Nomor 01 (April 2025)
Publisher : Program Studi Manajemen FEB UNM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ininnawa.v3i1.8496

Abstract

Academic writing is one of the essential skills that university students must acquire, especially in preparation for the IELTS writing test, which demands not only English language proficiency but also logical and systematic thinking skills. Although this skill is crucial, the majority of students in the Faculty of Mathematics and Natural Sciences (FMIPA) at Universitas Negeri Makassar (UNM) still demonstrate limited competence in academic writing, particularly for IELTS purposes. One strategic effort to enhance this skill is through a student mentoring program supported by the FMIPA International Students Community (FISCO), a group comprising students and alumni. This community serves as mentors and teaching assistants in the English for Subject Matter (ESM) program, which specifically guides students in the International Class Program (ICP) in mastering academic skills, with a focus on academic writing as a key component of the IELTS test. Although the mentors generally possess strong academic backgrounds, many of them still face challenges in effectively teaching academic writing techniques. Therefore, this community service activity aims to improve the academic writing skills of ICP mentors through the utilization of Artificial Intelligence (AI) technology. The program was carried out in three main stages: (1) presentation of the material, (2) practical application of AI tools, and (3) interactive discussion. Evaluation results based on questionnaires distributed at the end of the training session indicated that all participants responded positively to the training and showed increased knowledge regarding key aspects of academic writing for IELTS Writing Task 1 and Task 2.
Exploring Students’ Mathematical Literacy Based on Mastery of Prerequisite Material Hamda; Faisal, Ahmad; Alimuddin; Naufal, Muhammad Ammar; Hassan, Muhammad Nasiru
Journal of Education Reseach and Evaluation Vol 9 No 2 (2025): May
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jere.v9i2.89037

Abstract

Mathematical literacy is essential for students to apply mathematical reasoning in real-world contexts, yet its development often relies on foundational knowledge. Understanding how the mastery of prerequisite knowledge influences mathematical literacy can help formulate more effective teaching strategies. This study explores the relationship between students' mathematical literacy levels and their mastery of prerequisite knowledge in grade XI of high school. This study used a qualitative approach, five students were selected based on their mastery of prerequisite knowledge and mathematical literacy. Data were collected through tests and interviews, with methodological triangulation to ensure validity. The study's findings showed varying literacy outcomes according to mastery of prerequisites. Students with high-medium ability demonstrated competence in fairly complex tasks but struggled with advanced reasoning. In contrast, students with medium-high abilities could interpret and apply information well but faced challenges in solving high-level problems. This study suggests that the development of mathematical literacy is not always linear with the mastery of prerequisites, highlighting the importance of teaching strategies that integrate conceptual understanding with literacy skills. These insights contribute to mathematics education by emphasizing the role of foundational knowledge in improving students' mathematical literacy.
ETHNOMATHEMATICS IN ARCHITECTURE: EXPLORING GEOMETRY AND PATTERNS IN THE WE TENRI OLLE TOMB Naufal, Muhammad Ammar; Ja'faruddin, Ja'faruddin; Satrina, Satrina; Latif, Lhenny Ardillah; Novianti, Gita Eka; Risaldi, Risaldi; Muhammad, Fadhel; Hassan, Muhammad Nasiru
BAREKENG: Jurnal Ilmu Matematika dan Terapan Vol 19 No 4 (2025): BAREKENG: Journal of Mathematics and Its Application
Publisher : PATTIMURA UNIVERSITY

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/barekengvol19iss4pp2481-2494

Abstract

This study explores the application of ethnomathematics in the We Tenri Olle Tomb, located in Pancana Village, Barru Regency, South Sulawesi. The study aims to identify mathematical concepts, particularly geometry, embedded within the tomb’s architectural elements. Using a qualitative descriptive method, data were collected through direct observation and literature review. The results show that the tomb's design reflects the application of planar geometry concepts, such as rectangular walls, and spatial geometry, such as a semi-spherical dome. Geometric transformations, including reflections on walls, translations in floral patterns, and rotations in window designs, were also identified. The tomb design embodies the dynamic cultural acculturation between the local Bugis culture and European colonial influences while symbolizing the diplomatic relationship between the Tanete Kingdom and the Netherlands. This study contributes to ethnomathematics by connecting cultural heritage with mathematical concepts and providing insights for developing culture-based mathematics education to enhance students’ understanding of geometry and appreciation for local traditions.
Effectiveness of Problem-Based Learning with GeoGebra on Grade VII Students’ Learning Outcomes in Polyhedra at SMP Negeri 1 Mangarabombang Hamda; Muhammad Ammar Naufal; Nurwahidah
Venn: Journal of Sustainable Innovation on Education, Mathematics and Natural Sciences Vol. 4 No. 3 (2025): Matematika, IPA, dan Pembelajarannya
Publisher : Pusat Studi Bahasa dan Publikasi Ilmiah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53696/venn.v4i3.340

Abstract

This study aims to asses the effectiveness of the Problem-Based Learning (PBL) model supported by GeoGebra on students’ mathematics attainment in the topic of polyhedra (flat-sided solid figures) among seventh-grade students at SMPN 1 Mangarabombang. This study utilized quasi-experimental study used a nonequivalent control group design with a quantitative approach. The population consisted of all seventh-grade students from ten classes, and cluster random sampling was used to select the sample. As a result, the experimental group (PBL with GeoGebra) was VII Sultan Hasanuddin and class the control group (PBL without GeoGebra) was VII Andi Mappanyukki. Test and observation sheet are used to collect the data, and analyzed using descriptive and inferential statistical methods. The results revealed that the average post-test score in the experimental group reached 83.19, with 100% mastery (31 out of 31 students scoring ≥75), and a normalized gain score reached 0.77 (high category). In contrast, the average post-test score in the control group reached 78.29, with 93.55% mastery (29 out of 31 students scoring ≥75), and a gain score of 0.69 (moderate category). From the independent sample t-test revealed there is a statistically significant difference between the two groups. These findings suggest that incorporating GeoGebra into the PBL model leads to better mathematics learning outcomes compared to PBL without GeoGebra, as evidenced by higher post-test scores, greater mastery rates, and more substantial learning gains.
Profile Metacognitive Scaffolding in Developing the Concept of Determinants to Enhance Mathematical Problem-Solving Skills of Low Ability Students Awi, Awi; Sutamrin, Sutamrin; Naufal, Muhammad Ammar; Nasir, Norma; Hassan, Muhammad Nasiru
Kognitif: Jurnal Riset HOTS Pendidikan Matematika Vol. 5 No. 3 (2025): July - September 2025
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/kognitif.v5i3.3803

Abstract

The low ability of students to understand the concept of determinants and apply it in mathematical problem-solving remains a serious challenge, particularly among low-achieving learners. These difficulties are often linked to limited instructional variation, the dominance of procedural teaching, and insufficient opportunities for developing metacognitive awareness. This study therefore explores how metacognitive scaffolding can support low-achieving students in strengthening their conceptual understanding of determinants and improving problem-solving skills. The research employed a quantitative approach with a quasi-experimental design involving 30 tenth-grade students at MA Arifah Gowa, identified as low-achieving based on pretest results. Instruments included a mathematical problem-solving test, scaffolding observation sheets, and structured interviews. Data were collected through a pretest, classroom implementation of metacognitive scaffolding, observations, and a posttest. Findings revealed a significant improvement in problem-solving ability. The average score increased from 36.7 on the pretest to 74.8 on the posttest. Inferential analysis using a paired t-test confirmed the increase was statistically significant (t(29) = –12.34, p < 0.001), with a very large effect size (Cohen’s d = 1.80). These results highlight the importance of integrating metacognitive scaffolding into mathematics instruction as a means of fostering reflective thinking, enhancing student engagement, and strengthening higher-order thinking skills, particularly for low-achieving students. The findings align with the objectives of the Merdeka Curriculum, which emphasizes critical, reflective, and independent learning.
Co-Authors Abdul Halim Abdullah Abdul Rahman Achmad Noerkhaerin Putra Adnan Ahmad Faisal AHMAD ZAKI Ahmad Zaki Ahmad, Asdar Akhyar, Andi Muh. Alimuddin Almeyda, Resky Andi Ammar Akrar Andi Asmawati Azis Andi Citra Pratiwi Angri Lismayani Arjun, Uun Ade Asdar Asdar . Asdar Ahmad Aswar Aswi, Aswi Awi Awi Awi Awi Dassa Awi Dassa Awi Dassa, Awi Awi, Awi Ayu Alfina Pratiwi Amar Azwar, Azwar Fadliyah Zahrah Fajar Arwadi Febrianti Khoirunnisa Fitriana Hamda Haris Haris Haris, Haris Hassan, Muhammad Nasiru Hisyam Ihsan Ibrahim Abdullah Alshaye Ibrahim Abdullah Alshaye Iskandar Iskandar Ja'faruddin, Ja'faruddin Jafaruddin Ja’faruddin Jeranah, Jeranah Latif, Lhenny Ardillah M. Amirullah M. Amirullah Mannan, Abdul Mardin Mardin, Mardin Masyta Nurfadya Maulidiyah Ananda Nasrul Miftachul Huda Mohd Salleh Abu Muhammad Isbar Pratama Muhammad Nur Akbar Syah Muhammad Yusuf Muhammad, Fadhel Nabil, Zaky An Nasir, Norma Novia Fridayanti Novianti, Gita Eka Nur Aqidah Hafid Nurfadillah Nurfadillah Nurfadillah Nurfitriah Ramdhani Nurhaliza, Ratih NURUL HIDAYAH Nurul Khatimah Syahid Nurwahidah Pratiwi, Andi Citra Putri Anugrah Wanti Putri Regina Pratiwi Rahman, Abdul risaldi, risaldi Rondiyah Rondiyah Ruslan Saddang, Muhammad Sahid Sahid Samsuddin, Auliaul Fitrah Satrina, Satrina Sharifah Osman Sitti Masyitah Meliyana R. Sukarna Sukarna Sutamrin Sutamrin Sutamrin, Sutamrin Syamsunardi, Syamsunardi Umar Bin Makka Lanye Uun Ade Arjun Wahidin Ashari, Nur Zainal, Zaid Zaky An Nabil