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Andi Kusumayanti

Universitas Islam Negeri Alauddin Makassar

Author-ID : 2493257

Religion Agriculture, Biological Sciences & Forestry Humanities Decision Sciences, Operations Research & Management Dentistry Education Environmental Science Languange, Linguistic, Communication & Media Library & Information Science Materials Science & Nanotechnology Mathematics Neuroscience Nursing Physics Public Health Social Sciences Veterinary Other

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PENDAMPINGAN PEMBUATAN BAHAN AJAR BERBASIS ETNOMATEMATIKA UNTUK GURU MATEMATIKA DALAM MENINGKATKAN KEMAMPUAN PEMBUATAN BAHAN AJAR ETNOMATEMATIKA Angriani, Andi Dian; Kusumayanti, Andi; Nur, Fitriani; Syam, Lisa Kurnia
JMM (Jurnal Masyarakat Mandiri) Vol 8, No 1 (2024): Februari
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/jmm.v8i1.19640

Abstrak: Tujuan pengabdian ini, untuk meningkatkan kemampuan guru matematika dalam membuat bahan ajar berbasis etnomatematika dengan cara memberikan pendampingan terhadap guru untuk membuat bahan ajar berbasis etnomatematika dan mengetahui respon peserta terhadap kegiatan pendampingan yang dilakukan. Kegiatan ini dilakukan di Pesantren Madani Alauddin dengan jumlah mitra sebanyak 14 instansi. Pendekatan yang diterapkan dalam kegiatan ini berbentuk service learning, yakni suatu aktivitas pendampingan dengan beberapa tahapan baik secara synchronous (pembelajaran daring secara langsung dalam satu waktu) ataupun secara asynchronous (pembelajaran daring secara tidak serentak dalam satu waktu). Instrumen pengumpulan data yang digunakan berupa angket respon partisipan. Kegiatan pendampingan dianalisis dengan mengkategorikan respon partisipan pendampingan dalam 4 kategori yaitu sangat kurang, kurang, baik, dan sangat baik, selanjutnya dianalisis berdasarkan 3 indikator yaitu: kesesuaian materi pilihan dengan kebutuhan, kebermanfaatan materi dalam kehidupan, dan indeks kepuasan peserta terhadap pelaksanaan kegiatan. Hasil pengabdian menunjukkabahwa seluruh rangkaian kegiatan pendampingan yang dilakukan termasuk dalam kategori sangat baik dengan indeks rata-rata sebesar 4. Selain itu, diperoleh hasil meningkatnya pemahaman peserta terhadap pembuatan bahan ajar berbasis etnomatematika, dimana terjadi penurunan frekuensi peserta yang memiliki pemahaman yang sangat tidak mendalam dan tidak mendalam masing-masing sebesar 37,5% dan terjadi peningkatan frekuensi pemahaman yang sangat mendalam sebesar 12,5% serta peningkatan frekuensi pemahman mendalam sebesar 62,5%. Maka direkomendasikan untuk melakukan kegiatan serupa dengan jumlah partisipan yang lebih banyak.Abstract: The purpose of this service, to improve the ability of mathematics teachers to make ethnomathematics-based teaching materials by providing assistance to teachers to make ethnomathematics-based teaching materials and find out the participants' responses to the mentoring activities carried out. This activity was carried out at Pesantren Madani Alauddin with a total of 14 partners. The approach applied in this activity is in the form of service learning, which is a mentoring activity with several stages either synchronously (online learning directly at one time) or asynchronously (online learning not simultaneously at one time). The data collection instrument used was a participant response questionnaire. Mentoring activities were analyzed by categorizing the responses of mentoring participants in 4 categories, namely very less, less, good, and very good, then analyzed based on 3 indicators, namely: the suitability of the selected material to the needs, the usefulness of the material in life, and the index of participant satisfaction with the implementation of the activity. The results of the service showed that the entire series of mentoring activities carried out were included in the excellent category with an average index of 4. In addition, the results obtained increased participants' understanding of the making of ethnomathematics-based teaching materials, where there was a decrease in the frequency of participants who had a very in-depth and not deep understanding of 37.5% each and an increase in the frequency of very deep understanding by 12.5% and an increase in the frequency of deep understanding by 62.5%. So it is recommended to carry out similar activities with a larger number of participants.

Parental involvement in mathematical literacy development: a crosscultural systematic literature review of home-based practices and their impact Masnaeni Masnaeni; Nursalam Nursalam; Andi Kusumayanti; Andi Ika Prasasti Abrar
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 13 No 4 (2025)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v13i4.20152

Parental involvement plays a crucial role in supporting children’s mathematical literacy, a key competence for meaningful participation in twenty-first-century societies. This study seeks to synthesize cross-cultural evidence on the forms, mediating factors, and effects of parental involvement in mathematics learning through a Systematic Literature Review with a qualitative meta-synthesis. Following PRISMA guidelines, 38 peer-reviewed studies published between 2018 and 2025 were identified and analyzed using thematic synthesis. The findings identify six interrelated thematic clusters of parental involvement: home-based academic support; affective and motivational support; home numeracy practices and family math talk; digital and media-based involvement; socio-cultural and economic mediation; and structured school–family partnerships. Across diverse cultural contexts, parental involvement is consistently associated with improvements in children’s conceptual understanding, mathematical reasoning, and positive dispositions toward mathematics. However, the form and effectiveness of such involvement are shaped by cultural values, parental readiness, and socioeconomic conditions. Theoretically, this study advances a culturally grounded conceptual model that clarifies how contextual and mediating factors shape parental involvement pathways to mathematical literacy outcomes. Practically, the findings provide guidance for culturally responsive, family-centered educational policies and interventions aimed at strengthening home school collaboration and reducing inequities in mathematical literacy development.

Pendampingan Belajar melalui Modul Etnomatematika Kue Katirisala dan Pawa pada Pemahaman Konsep Bangun Ruang Khairunnisa, Nabila; Amaliyah, Aisyah; Nur, Fitriani; Mattoliang, Lisnasari; Kusumayanti, Andi
BERNAS: Jurnal Pengabdian Kepada Masyarakat Vol. 7 No. 2 (2026)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jb.v7i2.16857

Pembelajaran matematika pada jenjang sekolah menengah pertama menuntut pemahaman konsep yang kuat, khususnya pada materi bangun ruang. Namun, peserta didik masih mengalami kesulitan dalam mengidentifikasi unsur bangun ruang dan memvisualisasikan bentuk tiga dimensi karena pembelajaran yang bersifat abstrak dan kurang kontekstual. Kegiatan pengabdian ini bertujuan untuk meningkatkan pemahaman konsep bangun ruang melalui modul ajar berbasis etnomatematika menggunakan kue Katirisala dan Pawa yang dipadukan dengan pendampingan belajar terstruktur. Kegiatan dilaksanakan di sebuah pondok pesantren swasta di Kota Makassar dengan melibatkan 17 peserta didik kelas IX. Metode yang digunakan adalah pendampingan belajar yang meliputi tahap perencanaan, pelaksanaan, dan evaluasi. Peserta didik mempelajari modul ajar cetak dan memperoleh bimbingan langsung melalui diskusi serta tanya jawab. Data dikumpulkan melalui tes hasil belajar dan angket respons peserta didik serta dianalisis secara deskriptif kuantitatif. Hasil kegiatan menunjukkan bahwa pemahaman konsep bangun ruang peserta didik meningkat, terutama dalam mengenali unsur-unsur bangun ruang dan memvisualisasikan bentuk geometri. Respons peserta didik dan guru terhadap penggunaan modul berbasis budaya lokal menunjukkan hasil positif. Kegiatan ini menyimpulkan bahwa modul etnomatematika yang dikombinasikan dengan pendampingan belajar efektif mendukung pembelajaran geometri yang bermakna di lingkungan pesantren.

EFEKTIVITAS PENERAPAN MODEL PROBLEM BASED LEARNING PADA PENDEKATAN PEMBELAJARAN BERDIFERENSIASI TERHADAP KEMAMPUAN BERPIKIR REFRAKTIF DAN SELF EFFICACY Harma, Harma; Kusumayanti, Andi; Angriani, Andi Dian; Tayeb, Thamrin; Sriyanti, A.
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.v14i1.24318

Penelitian ini berangkat dari rendahnya kemampuan berpikir refraktif matematis dan self-efficacy peserta didik kelas VIII di MTs Madani Alauddin. Tujuannya adalah menguji efektivitas penerapan model Problem Based Learning (PBL) pada pendekatan pembelajaran berdiferensiasi terhadap kedua kemampuan tersebut. Penelitian ini menggunakan metode kuasi-eksperimen dengan desain post-test only control group. Populasinya adalah seluruh siswa kelas VIII (138 orang), dengan sampel kelas VIII D dan VIII A yang dipilih menggunakan cluster random sampling. Instrumen yang digunakan adalah modul ajar, soal tes kemampuan berpikir refraktif, angket self-efficacy dan pedoman wawancara. Pengujian hipotesis menggunakan uji independent sample t-test. Hasil uji menunjukkan nilai signifikansi , yang berarti terdapat perbedaan signifikan pada kemampuan berpikir refraktif matematis dan self-efficacy antara kelas yang diajar dengan model PBL berdiferensiasi dan kelas kontrol (pembelajaran langsung). Selain itu, hasil uji efisiensi relatif menunjukkan bahwa model PBL berdiferensiasi lebih efisien daripada model pembelajaran langsung. Kesimpulannya, model problem based learning dengan pendekatan pembelajaran berdiferensiasi efektif dalam meningkatkan kemampuan berpikir refraktif matematis dan self-efficacy peserta didik kelas VIII MTs Madani Alauddin. Kata kunci: Problem Based Learning, Pembelajaran Berdiferensiasi, Kemampuan Berpikir Refraktif Matematis, dan Self Efficacy Abstract: This study stems from the low level of mathematical reflective thinking ability and self-efficacy among eighth-grade students at MTs Madani Alauddin. The aim is to examine the effectiveness of implementing the Problem Based Learning (PBL) model with a differentiated learning approach on these two abilities. This study uses a quasi-experimental method with a post-test only control group design. The population includes all eighth-grade students (138 people), with sample classes VIII D and VIII A selected using simple random sampling. The instruments used are a reflective thinking ability test and a self-efficacy questionnaire. Hypothesis testing was conducted using an independent sample t-test. The results showed a significance value of 0.00<0.05, which means there is a significant difference in mathematical reflective thinking ability and self-efficacy between the class taught using the differentiated PBL model and the control class (direct instruction). In addition, the relative efficiency calculation shows that the differentiated PBL model is more efficient than the direct learning model. In conclusion, the problem-based learning model with a differentiated learning approach is effective in improving the mathematical reflective thinking skills and self-efficacy of eighth-grade students at MTs Madani Alauddin. Keywords: Problem Based Learning, Differentiated Learning, Mathematical Reflective Thinking Ability, and Self-Efficacy

Co-Authors A. Sriyanti A. Sriyanti, A. Abd. Rasyid Syamsuri Agustini, Jum'anil Ahmad Farham Majid Amaliyah, Aisyah Amalya, Reski Putri Amin, Badaruddin Ananda, Aulia Andi Dian Angriani, Andi Dian Andi Eritme Yustika Abrar Andi Halimah Andi Halimah Andi Ika Prasasti Abrar Andi Ika Prasasti Abrar, Andi Ika Prasasti Andi Mattoliang, Lisnasari Andi Sriyanti Andi Ulmi Asnita Angriani, Andi Dian Annastyah Nur Husnul Ariq, Andi Asmar, Andi Ariq Fakhri Awalia, Nur Rizki Ayu, Andi Nur Egidia Fahmi Baharuddin Baharuddin, Baharuddin Dhoriva Wutsqa Fajriani, Kurnia Fajriani, Nurul Fauzirah, Sri Fitriani Nur Fitriani Nur, Fitriani Garaika Hairunnisa, Saskia Hamzah, Qardawi Harma, Harma Hasan, Rezkianti Hendra Hendra Ichiana, Nidya Nina Ilyas Ismail Jamaluddin, Nazurah Khairunnisa, Nabila L Zakiyah Nur S Latuconsina, Nur Khalisah Mahira, Mahira Majid, Ahmad Farham Martina Martina Masnaeni Masnaeni Masnaeni, Masnaeni Mattoliang, Lisnasari Mattoliang, Lisnasari Andi Miftah Amatullah S. MISYKAT MALIK IBRAHIM Muflihah, Miftahul Muh. Alwan Haris Muh. Farid Wajdih Muh. Irham Noor Muhammad Ardi, Muhammad Muhammad Nur Hidayat Muhammad Rusydi Rasyid Muliaty Amin Multazam Multazam Nazurah Jamaluddin Nur Asiah Nur Jannah Nur Khalisah Latuconsia Nur Khalisah Latuconsina Nurhidayah Nurhidayah Nurkhalisah Latuconsina Nursalam Nursalam Nursalam Nursalam Nursalam Nurul Fatimah Nurul Rezky Prastika, Nurul Aini Fitra Putry, Epy Dwiyanti Rahima DB, Rahma Rahmayanti Rahmi, Nurfadilah Ramadhani, Sri Ayu Amalia Rista Faradila Santih Anggereni Septianti, Kirana Sitti Mania, Sitti Sitti Nur Alisyah Saputri Sri Sulasteri Sri Sulasteri, Sri Sri Zuhrianugrah St. Hasmiah Mustamin Suci, Suci Risdayanti Sudarmin Suharti Suharti, Suharti Sulasteri, Sri Syaf, Hasrullah Syam, Lisa Kurnia Syarifuddin, Andi Alfian Thamrin Tayeb Thamrin Tayeb, Thamrin Tilawah, Fathiyah Marsya Ulfiani Rahman Wahyuni, Arninda Yuliany, Nur Yuliany, Nur Zainal Abidin

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