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All Journal Mimbar Sekolah Dasar Journal of Honai Math Journal of Educational Research and Evaluation Saintifik : Jurnal Matematika, Sains, dan Pembelajarannya Celebes Education Review Jurnal Studi Guru dan Pembelajaran Proximal: Jurnal Penelitian Matematika dan Pendidikan Matematika Jurnal Anugerah: Jurnal Pengabdian Kepada Masyarakat Bidang Keguruan dan Ilmu Pendidikan Al asma : Journal of Islamic Education Journal for Lesson and Learning Studies CENDEKIA: Jurnal Ilmiah Pendidikan Jurnal Penalaran dan Riset Matematika
Jeranah
STKIP YPUP Makassar
Religion Humanities Education Languange, Linguistic, Communication & Media Mathematics Physics Public Health Social Sciences Other

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MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS MATEMATIKA DENGAN INTEGRASI STEAM PADA SISWA SMP 27 MAKASSAR Jeranah; Asdar; Rezki Novianti
Jurnal Penalaran dan Riset Matematika Vol. 3 No. 2 (2024): Oktober 2024
Publisher : Almeera Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62388/prisma.v3i2.486

Abstract

Critical thinking skills are one of the key competencies that students must possess to face future challenges. In the context of mathematics learning at SMP Negeri 27 Makassar, mathematical critical thinking skills are essential and need to be developed to support the advancement of knowledge in the era of globalization. However, mathematics learning often does not fully focus on the development of higher-order thinking skills. A learning approach that integrates STEAM (Science, Technology, Engineering, Art, and Mathematics) can be a solution, as it allows students to understand and apply mathematical concepts in real-world situations. The integration of science, technology, engineering, art, and mathematics elements in learning creates a more creative, holistic, and relevant learning experience. This study aims to analyze how the STEAM approach can help students at SMP Negeri 27 Makassar see the connections between scientific fields and apply them to solve real-world problems, thereby enhancing their critical thinking skills. This research uses a literature review method. The analysis results show that the implementation of STEAM-based learning at SMP Negeri 27 Makassar is effective in improving students' critical thinking skills. The integration of the STEAM approach in mathematics learning makes a significant contribution to the development of critical thinking skills, preparing students to face increasingly complex and dynamic global challenges.
Barriers and Difficulties of Students in the Mathematics Learning Process in Junior High Schools Asdar Ahmad; Loso Judijanto; Jeranah; Jitu Halomoan Lumbantoruan; Muhammad Ichsan Abda
Journal of Education Reseach and Evaluation Vol 8 No 2 (2024): May
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jere.v8i2.74056

Abstract

Low math learning outcomes in students, especially in comparison materials, are reflected in low scores on the National Exam and learning outcomes in the classroom. Several factors, both internal and external, can cause learning difficulties experienced by students. This study aims to analyze the obstacles to students' difficulties in learning mathematics and their causes. The subjects involved were 30 students. This type of mixed research uses data collection methods through tests, interviews, and questionnaires. The instruments used are closed questionnaire sheets and interview guidelines. Data analysis techniques using data collection are interactive model data analysis techniques, especially in the data reduction and conclusion drawing sections. The results revealed that 12 students experienced difficulties in interpreting language. These difficulties include difficulty understanding the problem's core and integrating everyday language into the depth of mathematical language. The conclusion that can be formulated is that the difficulties experienced by students arise because of themselves and from people around their school environment. This research implies that educators design materials by improving concepts and mathematical literacy to overcome student difficulties.
Ethnomathematics exploration in the Mappacci tradition of the Bugis ethnic group Ahmad, Asdar; Naufal, Muhammad Ammar; Arwadi, Fajar; Jeranah, Jeranah
Journal of Honai Math Vol. 7 No. 1 (2024): Journal of Honai Math
Publisher : Universitas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jhm.v7i1.549

Abstract

The incorporation of cultural elements into mathematics education has the potential to enhance learning outcomes. This investigation sought to identify and elucidate the mathematical concepts inherent in the Mappacci tradition of Bugis culture. Employing qualitative ethnography, the study discerned mathematical patterns within the ritualistic practices through a combination of observations, interviews, documentation, and literature review. Analysis of the gathered data involved qualitative methodologies including domain analysis, taxonomy analysis, componential analysis, and analysis of cultural themes. Findings revealed that the use of specific odd and even numbers, such as 1, 7, and 9, alongside those prominent in the Pacci presentation, conveys fundamental life principles such as perfection and integrity. Moreover, geometric forms like triangles and rectangles symbolize stability and essential virtues, reflecting the cyclical essence of life and providing spiritual guidance. The symbolic application of Inai (Pacci) leaves underscore’s themes of unity and purification, reinforcing familial bonds. Furthermore, the adherence to numerical values like 30 and 3 in rituals reflects the influence of Islamic teachings, emphasizing the significance of triadic patterns in fostering religious and social cohesion. These cultural elements imbue both community and individual existence with profound ethical, spiritual, and cultural values, thereby enriching societal fabric.
Eksplorasi Penerapan Pembelajaran Berdiferensiasi pada Materi Data dan Diagram Ahmad, Asdar; Salsabilah, Annisa Nabila; Assagaf, Said Fachry; Jeranah, Jeranah
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.v8i2.6118

Abstract

The diverse characteristics of students in the classroom require the implementation of instructional strategies that can meet individual learning needs. Differentiated instruction is one such strategy that can accommodate this diversity, particularly in mathematics education. This study describes the application of differentiated instruction in teaching Data and Diagrams in Class VII.A at SMP Negeri 4 Sungguminasa during the 2023/2024 academic year. The study employs a qualitative descriptive method involving one mathematics teacher and 34 students as subjects. Data were collected through observation sheets, questionnaires, and documentation. The findings reveal that the teacher implemented various teaching methods, such as group discussions and the use of technology, while actively providing feedback. Despite challenges in adapting methods to meet the needs of all students, the teacher responsded positively to the implementation of differentiated instruction and recognized the need for further training. Student participation indicated that this approach enhanced understanding and motivation, although some students still required additional guidance. These findings suggest that differentiated instruction plays a role in meeting diverse learning needs in the classroom, yet further development is needed to ensure its effectiveness for all students.
The Use of the Rasch Model to Analyze Misconceptions on the Topic of Integer Numbers Jeranah; Nisraeni; Rezki Novianti; Nuril Huda; Asdar Ahmad
Journal for Lesson and Learning Studies Vol. 8 No. 2 (2025): July
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jlls.v8i2.92333

Abstract

Students still experience difficulties and many misconceptions about mathematical concepts, especially integer operations. The urgency of the research is based on the fact that these misconceptions can affect the development of students' understanding in mathematics. The aim is to identify and analyse students' errors and misconceptions using the Rasch Model. The research method used is quantitative with a survey approach, with respondents of 675 elementary and high school students in Makassar. Data were collected through instruments, multiple-choice questions arranged according to mathematics curriculum standards, then analysed using the Rasch Model to identify the type of misconception and the level of difficulty of the questions. The results show that the main misconceptions are related to the understanding of negative symbols and the concept of numerical balance. These findings indicate the need to develop more comprehensive diagnostic instruments and improve teacher training in integer learning. In conclusion, the use of the Rasch Model has proven effective in identifying misconceptions and can be the basis for developing learning strategies. The implications of the research support teacher training and methods for learning mathematical concepts.
Co-Authors Abdul Hadi Ahmad, Asdar Andi Tenriawaru Asdar Asdar Ahmad Assagaf, Said Fachry Faihatuz Zuhairoh Fajar Arwadi Fausiah Syafruddin Isbar Ahmad Judijanto, Loso Loso Judijanto Lumbantoruan, Jitu Halomoan Mengan Mengan Misbahuddin Misbahuddin Muhammad Ammar Naufal Muhammad Ichsan Abda Nisraeni Novian Candra Kurniawan Nuril Huda Nurmiati Nurul Ilmi, Nurul Rezki Novianti Salsabilah, Annisa Nabila St. Fatimah, St. Supriyadi, Tugimin Syamsiara Nur