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All Journal Jurnal Nalar Pendidikan Community Development Journal: Jurnal Pengabdian Masyarakat Madaniya Pedagogy : Jurnal Pendidikan Matematika
Fauziyyah Alimuddin
Universitas Negeri Makassar
Religion Humanities Economics, Econometrics & Finance Education Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Public Health

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DEVELOPMENT OF TEACHING INDUSTRY MODEL IN THE IMPLEMENTATION OF THE INDEPENDENT CURRICULUM IN VOCATIONAL HIGH SCHOOLS Fitrah Asma Darmawan; Purnamawati Purnamawati; Mustamin Mustamin; Fauziyyah Alimuddin
JURNAL NALAR PENDIDIKAN Vol 12, No 1 (2024): JURNAL NALAR PENDIDIKAN
Publisher : Lembaga Penelitian Mahasiswa Penalaran UNM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/jnp.v12i1.61632

Abstract

This study aims to produce a Teaching Industry-based (TI-based) learning model in accordance with the characteristics of Independent Curriculum (IC) in Vocational High Schools (VHS) and produce an TI-based learning modules for implementation of learning in accordance with IC in VHS. This study is a research & development that follows the development model of Plomp (2007), which starts from initial investigation, model testing, and model implementation. Yet, in the initial stage, this study focuses on the design of TI-based learning model and the development of TI-based learning modules that are in accordance with the characteristics of IC. The model development procedure starts with study of the teaching industry theories, the learning models theories that are relevant to the TI concept, and the independent curriculum concept. Furthermore, the syntax of TI-based model in the context of IC is adopted and elaborated from learning syntaxes relevant to the TI concept. The learning module developed starts from the step of analyzing learning objectives and work competencies that must be mastered by students (hard skills and soft skills). Furthermore, the module was tested on users with 45 respondents. The data were analyzed using quantitative descriptive analysis techniques to describe the feasibility of the learning module.
ETHNOMATHEMATICS INTEGRATION IN MATHEMATICS EDUCATION: A CASE STUDY OF FORT ROTTERDAM IN MAKASSAR Nur Wahidin Ashari; Fauziyyah Alimuddin
Pedagogy: Jurnal Pendidikan Matematika Vol. 9 No. 1 (2024): Pedagogy : Jurnal Pendidikan Matematika
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/pedagogy.v9i1.3801

Abstract

This research investigates the integration of ethnomathematics into mathematics education through a case study of Fort Rotterdam in Makassar. The urgency of this study lies in the recognition of the significance of ethnomathematics in enriching students' learning experiences and fostering cultural understanding in mathematics education. The study use a qualitative case study method, focusing on Fort Rotterdam as a historical and architectural landmark. Data collection involves observational techniques to examine the mathematical principles inherent in the fort's design and construction. Through systematic observation and analysis, the research aims to uncover how mathematical concepts are manifested in the architecture and layout of Fort Rotterdam, thereby illustrating the integration of mathematics into cultural artifacts. The findings reveal the intricate relationship between mathematics, culture, and history exemplified by Fort Rotterdam. Geometry, trigonometry, and other mathematical principles are intricately woven into the fort's structure, reflecting the practical applications of mathematics in historical contexts. This study underscores the importance of ethnomathematics in mathematics education, emphasizing its role in broadening students' perspectives and fostering a deeper understanding of the subject. In conclusion, the integration of ethnomathematics into mathematics education, as exemplified by the case study of Fort Rotterdam, offers valuable insights into the practical applications of mathematics within cultural contexts. By recognizing and appreciating the mathematical practices embedded in cultural artifacts, educators can enhance the relevance and significance of mathematics education, promoting cultural appreciation and understanding among students.
Pendampingan Mendesain Lembar Kerja Peserta Didik (LKPD) Merdeka Belajar bagi Guru Matematika Baharuddin Baharuddin; Asmaun Asmaun; Sahid Sahid; Fauziyyah Alimuddin; Ahyani Mirah Liani
Madaniya Vol. 6 No. 1 (2025)
Publisher : Pusat Studi Bahasa dan Publikasi Ilmiah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53696/27214834.1117

Abstract

Penggunaan Lembar Kerja (LKPD) masih menjadi fokus utama yang masih memerlukan perhatian dalam proses penyusunannya agar sesuai dengan kurikulum yang digunakan, tujuan yang diharapkan, serta mampu menjadi pendukung keberhasilan pembelajaran. Dengan demikian yang menjadi tujuan dari kegiatan ini yaitu untuk membantu guru matematika SMP di Jeneponto dalam mendesain atau menyusun Lembar Kerja Peserta Didik (LKPD) agar sesuai dengan kurikulum merdeka belajar yang digunakan. Adapun metode yang diterapkan pada kegiatan ini mulai dari pembimbingan, pelatihan, hingga memfasilitasi guru-guru SMP dalam penyusunan LKPD model merdeka. Kegiatan diadakan di SMP Negeri 1 Binamu, Jeneponto, Sulawesi Selatan. Setelah kegiatan dilaksanakan maka diperoleh hasil berupa terjadinya peningkatan pada kompetensi dan pengetahuan guru khususnya dalam menyusun LKPD model merdeka sehingga mereka mampu merealisasikannya dalam bentuk Lembar Kerja yang dapat digunakan dalam proses pembelajaran.
WORKSHOP PENGEMBANGAN ASESMEN BERBASIS HOTS SEBAGAI UPAYA PENINGKATAN KUALITAS PEMBELAJARAN Ahmad Zaki; Sutamrin Sutamrin; Jafar Jafar; Fauziyyah Alimuddin; Norma Nasir
Community Development Journal : Jurnal Pengabdian Masyarakat Vol. 7 No. 2 (2026): Inpress Vol. 7 No. 2 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/cdj.v7i2.56322

Abstract

Asesmen pembelajaran memiliki peran strategis dalam mendorong pengembangan keterampilan berpikir tingkat tinggi peserta didik. Namun, hasil identifikasi awal menunjukkan bahwa sebagian guru masih mengalami kesulitan dalam merancang asesmen pembelajaran berbasis Higher Order Thinking Skills (HOTS). Kesulitan tersebut tidak hanya berkaitan dengan keterbatasan pemahaman konseptual HOTS, tetapi juga pada kemampuan merumuskan indikator soal, menyusun stimulus kontekstual, serta mengaitkan asesmen dengan tujuan pembelajaran secara utuh. Kondisi ini berdampak pada belum optimalnya kualitas pembelajaran yang berorientasi pada pengembangan kemampuan analisis, evaluasi, dan kreasi siswa. Kegiatan pengabdian kepada masyarakat ini bertujuan untuk meningkatkan kompetensi guru dalam mengembangkan asesmen pembelajaran berbasis HOTS melalui kegiatan workshop yang terstruktur dan partisipatif. Metode pelaksanaan meliputi penyampaian materi konseptual tentang HOTS dan asesmen pembelajaran, diskusi interaktif, praktik penyusunan indikator dan instrumen asesmen HOTS sesuai karakteristik mata pelajaran, serta pendampingan dan evaluasi hasil kerja peserta. Sasaran kegiatan adalah guru lintas mata pelajaran pada jenjang pendidikan menengah. Hasil pelaksanaan kegiatan menunjukkan adanya peningkatan pemahaman guru terhadap karakteristik asesmen berbasis HOTS serta peningkatan keterampilan dalam menyusun instrumen asesmen yang menuntut kemampuan berpikir tingkat tinggi. Workshop ini memberikan manfaat praktis bagi guru dalam meningkatkan kualitas pembelajaran serta berkontribusi secara teoritis dalam memperkuat implementasi asesmen pembelajaran yang berorientasi HOTS di satuan pendidikan.
Co-Authors AHMAD ZAKI Ahyani Mirah Liani asmaun, asmaun Baharuddin Baharuddin Fitrah Asma Darmawan jafar Jafar Mustamin M. Nasir, Norma Purnamawati Purnamawati Sahid Sutamrin, Sutamrin Wahidin Ashari, Nur