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All Journal Indonesian Journal of Educational Studies Jurnal Riset Pendidikan Matematika Jurnal Daya Matematis SIGMA: Jurnal Pendidikan Matematika MaPan : Jurnal Matematika dan Pembelajaran Jurnal Ilmiah Pena: Sains dan Ilmu Pendidikan MATEMATIKA DAN PEMBELAJARAN Journal Research and Multidisciplinary (JRM) Jurnal Ilmiah Ecosystem M A T H L I N E : Jurnal Matematika dan Pendidikan Matematika Pepatudzu : Media Pendidikan dan Sosial Kemasyarakatan Jurnal Lebesgue : Jurnal Ilmiah Pendidikan Matematika, Matematika dan Statistika Mattawang: Jurnal Pengabdian Masyarakat Jurnal Riset dan Inovasi Pembelajaran JagoMIPA: Jurnal Pendidikan Matematika dan IPA EduLine: Journal of Education and Learning Innovation ARRUS Journal of Mathematics and Applied Science Abdimas Langkanae Issues in Mathematics Education (IMED) Pedagogy : Jurnal Pendidikan Matematika Indonesian Journal of Social and Educational Studies Journal of Scientific Research, Education, and Technology Venn: Journal of Sustainable Innovation on Education, Mathematics and Natural Sciences Innovative: Journal Of Social Science Research Seminar Nasional Hasil Penelitian LP2M UNM Jurnal Ilmiah Research Student Pancasila International Journal of Applied Social Science Jurnal Pendidikan Matematika Journal of Contemporary Issues in Elementary Education Jurnal Hasil-Hasil Pengabdian dan Pemberdayaan Masyarakat (JHP2M) Prosiding Seminar Nasional Ilmu Pendidikan International Journal of Technology and Education Research International Journal of Education, Vocational and Social Science Sriwijaya University Learning and Education International Journal Issues in Mathematics Educations (IMED) Proceeding of the International Conference on Global Education and Learning Journal of Community Services and Development
Hamzah Upu
Jurusan Matematika FMIPA Universitas Negeri Makassar
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Deconstruction Cognitive Strategies: Are Students Truly Engaging in Connective Thinking or Merely Memorizing Patterns? Tasni, Nurfaida; Syukriani, Andi; Upu, Hamzah
Jurnal Riset Pendidikan Matematika Vol. 12 No. 2 (2025): November 2025
Publisher : Fakultas Matematika dan Ilmu Pengetahuan Alam Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jrpm.v12i2.85490

Abstract

Connective thinking skills are an essential aspect of mathematics learning in higher education. However, students tend to rely on memorising patterns rather than developing conceptual thinking strategies, which results in failure when faced with non-routine problems. This study aims to analyse the characteristics of students' cognitive strategies and identify the factors influencing their choice of strategies. Using a qualitative approach with think-aloud techniques, in-depth interviews, and analysis of written work from undergraduate mathematics education students. The results show that students begin problem-solving through visualisation and pattern exploration, but only a few are able to perform logical generalisation. Reflection was found to be the primary trigger for the transformation of strategies from memorisation to connectivity, although there were still construction holes in the conceptual network. These findings contribute theoretically to the application of Toshio's schema and have practical implications for learning design that emphasises reflection and conceptual connectivity.
Trends and Recommendation Practices in Didactical Design for Mathematics Learning: A Systematic Literature Review Juhaevah, Fahruh; Upu, Hamzah; Bernard; Talib, Ahmad
Journal of Scientific Research, Education, and Technology (JSRET) Vol. 4 No. 4 (2025): Vol. 4 No. 4 2025
Publisher : Kirana Publisher (KNPub)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58526/jsret.v4i4.954

Abstract

This systematic literature review examines didactical design in mathematics learning from 2015-2025, analyzing implementation patterns across educational contexts while evaluating key design elements. Following PRISMA guidelines, we analyzed 32 articles from diverse international sources. Results revealed distinct educational level-specific approaches to mathematics instruction, with geometry emerging as the predominant content area. Findings indicate that successful didactical designs align instructional approaches with students’ developmental stages: gamification for elementary arithmetic, Realistic Mathematics Education for junior high geometry, problem-based learning for senior high trigonometry, and Socratic questioning for undergraduate calculus. GeoGebra was identified as the most frequently utilized educational tool, highlighting the significance of dynamic mathematics software. This study contributes to mathematics education by providing evidence-based guidance for didactical design implementation while identifying critical research gaps regarding cross-cultural effectiveness, longitudinal impacts, and technology integration. The geographical concentration of studies suggests a need for more diverse international perspectives to strengthen the generalizability of findings.
Mathematics Learning Design Using Dynamic Technology Scaffolding to Improve Student Learning Outcomes Mahmuri, Hasnawati; Hamzah Upu; Hamda
International Journal of Technology and Education Research Vol. 3 No. 04 (2025): October - December, International Journal of Technology and Education Research
Publisher : International journal of technology and education research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63922/ijeter.v3i04.2747

Abstract

This study aims to develop and validate a mathematics learning design using Dynamic Technology Scaffolding (DTS) that meets the criteria of validity, practicality, and effectiveness to overcome learning obstacles for high school students in circle materials. The research uses the Educational Design Research (EDR) approach, with the following stages: Preliminary Research, Prototyping, Evaluation, and Implementation. Preliminary analysis identifies complex learning barriers, namely epistemological (abstraction difficulties) and ontogenic (weakness of prerequisites and affective motivation), which are exacerbated by didactic barriers. The DTS design is integrated into a Problem-Based Learning (PBL) model that focuses on three pillars: Physical Modeling, Exploratory Modeling, and Expressive Modeling using dynamic software (GeoGebra). The results of expert validation showed that the design was in the Very Valid category (average 3.77). Practicality was tested with an average of 1.78 (fully implemented) and very positive responses from teachers/students (79.11% and 92.85%, respectively). A significant increase in learning outcomes evidences effectiveness: the average pretest of 53.11 jumps to 92.65 on the Learning Outcome Test, with classical completeness of 89.92% (exceeding the 80% criterion). The normalized N-Gain score reached 0.86 (High category), confirming that the mathematics learning design using DTS is very effective as an adaptive intervention to bridge the Proximal Development Zone (ZPD) and improve students' mathematical skills.
Rekonstruksi Desain Didaktik Kontekstual dalam Pembelajaran Pengukuran Ditinjau dari Interaksi Sosial dan Zona Perkembangan Proksimal Hirpan Hirpan; Hamzah Upu; Syafruddin Side; Muhammad Darwis
Prosiding Seminar Nasional Ilmu Pendidikan Vol. 2 No. 2 (2025): Desember : Prosiding Seminar Nasional Ilmu Pendidikan
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62951/prosemnasipi.v2i2.181

Abstract

Measurement learning is a fundamental and applicable mathematical topic in everyday life, but it often causes learning difficulties for students, especially in understanding the meaning of units, relationships between quantities, and the conceptual measurement process. These difficulties are not only caused by students' limited cognitive abilities, but also by learning designs that do not fully facilitate social interaction and student learning development. This study aims to reconstruct the contextual didactic design in measurement learning by reviewing the role of social interaction and the Zone of Proximal Development (ZPD) in the student learning process. This study uses a qualitative approach with the type of Didactic Design Research (DDR). The research stages include analysis of the initial didactic situation to identify student learning barriers, implementation of contextual didactic design in measurement learning, and retrospective analysis of student responses as a basis for reconstructing the didactic design. Data were collected through learning observations, analysis of student work results, interviews, and learning documentation. Data analysis was carried out qualitatively by examining social interaction patterns, forms of scaffolding, and student movements in the Zone of Proximal Development. The results of this study indicate that understanding of measurement concepts develops through social interactions between students and between students and teachers within a meaningful learning context. Social interactions and scaffolding provided gradually can encourage students to move from actual abilities to potential abilities within the Zone of Proximal Development. Retrospective analysis indicates that reconstruction of the didactic design is necessary to refine the learning context, activity sequence, and scaffolding strategies to better align with students' learning characteristics. The reconstruction of the didactic design can reduce learning barriers and improve the quality of students' conceptual understanding in measurement learning. This research provides theoretical contributions to the study of social constructivism-based mathematics education and provides practical implications for teachers in designing measurement learning that is more responsive to social interactions and student learning development.
MEDIA GAME EDUKASI TERHADAP KEMAMPUAN BAHASA RESEPTIF PADA ANAK USIA 5-6 TAHUN Azis, Mislia; Upu, Hamzah; Syamsuardi Syamsuardi; Wahira Wahira
JURNAL ILMIAH RESEARCH STUDENT Vol. 3 No. 1 (2026): Maret
Publisher : KAMPUS AKADEMIK PUBLISING

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61722/jirs.v3i1.9004

Abstract

This study aims to find out the description of the application, children's receptive language skills before and after the application of educational game media, as well as the influence of educational game media on children aged 5-6 years, the description of children's receptive language skills before and after the application of digital educational game media in children aged 5-6 years. The type of research used is quantitative research, with an Ex Post Facto approach. The data collection technique uses performance tests, observations, and documentation. The data analysis technique uses a data normality test. The results of the study show that first, the application of educational game media in children aged 5-6 years shows that children's ability to carry out lessons with the use of educational game media is in the category of high tendencies, with most children who have scores being around the average score. This condition shows the existence of a representative nature between children aged 5-6 years which is used as a research sample., second, children's receptive language skills before using educational game media can be relatively low because there is no special media that significantly helps the development of receptive language skills of children aged 5-6 years. After using educational game media in learning, the receptive language ability of children aged 5-6 years experienced significant changes based on the results of the study stating that the positive influence given from educational game media showed that learning with educational game media had a significant effect on the receptive language ability of children aged 5-6 years. A positive regression coefficient of 1.920 indicates that any increase in the application of learning through educational game media is followed by an improvement in children's receptive language skills.
The Use of Picture Storybooks on Literacy in Early Childhood Mardiana, Mardiana; Upu, Hamzah; Syamsuardi, Syamsuardi; Wahira, Wahira; Herlina, Herlina
Pancasila International Journal of Applied Social Science Том 4 № 01 (2026): Pancasila International Journal of Applied Social Science
Publisher : PT. Riset Press International

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59653/pancasila.v4i01.2171

Abstract

Picture storybooks not only attract children's attention with colorful illustrations, but can also improve language skills, especially in terms of literacy. By listening to stories and looking at pictures, children can recognize new words, understand the context in which they are used, and enrich their understanding of the world around them. This study aims to find  out the description of the use of picture storybooks in early childhood, find out the description of literacy skills, and find out the influence of the use of picture storybooks on early childhood literacy skills. This study uses a quantitative approach to determine the effect of the use of picture storybooks on literacy in early childhood. The research design used is Pre Experimental in the form of One Group Pretest-Posstest Design. The data analysis technique used in this study is descriptive statistical analysis, Inferential Statistical Test (Wicoxon Signed rank test). The results of the study showed that the results of the N-Gain analysis, the literacy ability of early childhood after using picture storybooks increased in the medium category, showing moderate development and only 2 children were in the low category. These findings suggest that the use of picture storybooks is effective in improving literacy skills, although the increase has not yet reached the high category. Thus, it can be concluded that the use of picture storybooks has a positive and significant effect on improving early childhood literacy skills. The research is expected to be a reference and open up new study space related to the use of learning media in improving children's abilities. Findings on improving abilities obtained after treatment show that the selection and modification of appropriate learning media has the potential to have a positive impact on children's development.
The Influence of Self-Efficacy and Learning Interest on the Mathematical Problem-Solving Ability of MAN 1 Bone Students Hamzah Upu; Muhammad Ammar Naufal; Nur Anisa Syam; Obeng, Sharifah Nasriah Wan
Venn: Journal of Sustainable Innovation on Education, Mathematics and Natural Sciences Vol. 5 No. 1 (2026): Riset Matematika dan Pendidikan Matematika
Publisher : Pusat Studi Bahasa dan Publikasi Ilmiah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53696/venn.v5i1.359

Abstract

This study investigates the effect of self-efficacy and learning interest on the mathematical problem-solving skills of tenth-grade students at MAN 1 Bone. Employing an ex post facto design, the research involved 80 students selected from a population of 356 through systematic random sampling. Data were collected using self-efficacy and learning interest questionnaires, along with a problem-solving test on three-variable linear equations. The data were analyzed through descriptive and inferential statistics using multiple linear regression analysis. The descriptive findings indicate that most students demonstrated moderate levels of self-efficacy, learning interest, and problem-solving ability. Inferential analysis revealed that both self-efficacy and learning interest significantly and positively affected problem-solving skills, individually and jointly. Self-efficacy accounted for 29.6% of the variance, learning interest contributed 22%, and their combined effect reached 51.6%. These results highlight the essential role of psychological and motivational factors in mathematical learning. Strengthening students’ confidence and interest can enhance their problem-solving competence, suggesting that instructional strategies should prioritize fostering both attributes to improve learning outcomes. This research contributes to the development of scientific insight, particularly in the field of education, related to self-efficacy, learning interest, and students' ability to solve mathematical problems. Furthermore, it can serve as a reference for implementing more effective learning models to increase students' learning interest.
Kontribusi Kecemasan dan Motivasi Belajar terhadap Prestasi Matematika Siswa SMP Negeri 03 Bombana Yaqin, Ainul; Upu, Hamzah; Tiro, Arif
JagoMIPA: Jurnal Pendidikan Matematika dan IPA Vol. 6 No. 2 (2026): JagoMIPA: Jurnal Pendidikan Matematika dan IPA
Publisher : Yayasan Pendidikan Bima Berilmu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53299/jagomipa.v6i2.4306

Abstract

Rendahnya prestasi belajar matematika sering kali dipicu oleh faktor psikologis siswa yang belum terkelola, sehingga diperlukan pemahaman mendalam mengenai interaksi antarfaktor tersebut dalam lingkungan akademik. Penelitian ini bertujuan menganalisis kontribusi simultan motivasi belajar dan kecemasan matematika terhadap prestasi belajar matematika siswa. Menggunakan pendekatan kuantitatif desain ex post facto, subjek penelitian melibatkan siswa kelas VII SMP Negeri 03 Bombana. Data dikumpulkan melalui angket dan dokumentasi nilai, lalu dianalisis dengan regresi linear berganda. Hasil penelitian menunjukkan bahwa motivasi belajar dan kecemasan matematika secara simultan berpengaruh signifikan terhadap prestasi belajar. Temuan ini menegaskan bahwa prestasi dipengaruhi oleh interaksi faktor psikologis pendorong dan penghambat. Secara parsial, motivasi belajar berkontribusi positif dan signifikan, sedangkan kecemasan matematika berkontribusi negatif namun tidak signifikan. Hal ini menunjukkan peran kecemasan terhadap prestasi cenderung bersifat tidak langsung. Oleh karena itu, peningkatan prestasi perlu dilakukan melalui pendekatan pembelajaran terpadu yang meningkatkan motivasi sekaligus mengelola kecemasan. Penelitian mendatang disarankan mengeksplorasi variabel mediator lain, seperti efikasi diri, guna memperjelas mekanisme pengaruh kecemasan matematika terhadap prestasi belajar.
Rumah Belajar Ceria: Tutoring in Mathematics and English for Elementary School Students in Tenrigangkae Village Lhenny Ardillah Latif; Muhammad Ammar Naufal; Hamzah Upu; Wahidah Sanusi; Zaid Zainal
Journal of Community Services and Development Vol. 1 No. 2 (2025): November 2025
Publisher : LPP Chani

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64619/v1i1.9

Abstract

The Rumah Belajar Ceria program was implemented as part of the community service component of the KKN-PPL program of Universitas Negeri Makassar in Tenrigangkae Village, aiming to enhance elementary school students’ motivation and understanding of Mathematics and English. This initiative was driven by limited learning facilities and a lack of academic support outside school hours, causing children to spend more time playing without academic guidance. The program was conducted informally in three phases: planning, implementation, and evaluation. The learning strategy emphasized interactive, contextual, and game-based approaches. The results showed increased motivation, participation, and confidence among students, along with significant improvement in understanding basic concepts. In addition, the program received positive support from parents and the community, strengthening social bonds between students, parents, and university students. These findings highlight that informal game-based learning models can serve as an alternative solution to improve both educational quality and community empowerment in rural areas.
Exploration of the Role of Mathematical Connections in Developing Creative Thinking Ability: A Study on Problem-Based Learning Nurfaida Tasni; Andi Syukriani; Hamzah Upu
ARRUS Journal of Mathematics and Applied Science Vol. 6 No. 1 (2026)
Publisher : PT ARRUS Intelektual Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35877/mathscience4888

Abstract

This study aims to explore the role of mathematical connections in developing students' creative thinking abilities through problem-based learning. The research used an exploratory qualitative approach with a case study design involving 6 purposively selected Grade XI high school students. Research instruments included a mathematical connection ability test, a mathematical creative thinking test, observation sheets, semi-structured interview guidelines, and documentation of student work. Data analysis was conducted through data reduction, data display, and conclusion drawing with triangulation techniques. The results indicate that mathematical connections play a significant role in developing creative thinking through three mechanisms: (1) connections between mathematical topics facilitate flexibility and originality; (2) connections with real-life contexts enhance fluency and elaboration; and (3) problem-based learning creates a conducive cognitive space for building connections exploratively. Students with high mathematical connections produced solutions with creativity scores 2.3 times higher. The study recommends that educators design mathematical tasks that integrate various representations, implement scaffolding to explore relationships between concepts, and create a learning environment that encourages diverse solution strategies.
Co-Authors A. Athira Abdul Rahman Agusalim Juhari Ahmad Talib Ahmad Thalib Ahmar, Ansari Saleh Ainul Yaqin Akhmad, Hartina Alif Rezky Alim Alqadri Amir Alim Alqadri Amir Alimuddin Tampa Andi Ika Prasasti Akbar Andi Nur Fatimah Ahmad Andi Syukriani Arismunandar Arismunandar Asdar Asdar . Asdar Asdar Asmawati , Asrifan, Andi As’ari, Khaera Sabrina Athira Awi Dassa Awi Dassa Azis, Mislia Baso Intang Sappaile Baso Intang Sappaile Basri, Muhammad Yusran Bernard Bernard Bernard Bernard Bernard Bustang Bustang Bustang Bustang D. Darwis Darwis Desi Rukmana Fatma Dewi Ratnasari djadir djadir Djadir Djadir Djadir Djadir Djaman, Nurwati Djam’an, Nurwati Erwin Nurdiansyah H Hasdar Hadaming , Hamdana Hadi Nasbey Hairunnisa Mahyuddin Hamda Hamda, Hamda Hamid, Amrin Hartina Akhmad Hasdar H Hasmullah Hasmullah Hastuty Musa Herlina Herlina Hirpan Hirpan Hirpan Hirpan Hisyam Ihsan Ikram, Muhammad Ilham Minggi Ilham Minggi Ilham Minggi Indra Purwanto Intang, Baso Irayanti Irayanti Isnaeni Sari Ivan Adrian Ivan Adrian Jafaruddin Jafaruddin, Jafaruddin Juhaevah, Fahruh Jusmawati Jusmawati, Jusmawati Labbase, Muthia Azfirah Lhenny Ardillah Latif Mahmuri, Hasnawati Mardiana Mardiana Marwan Marwan Mayong Maman Muh. Basri Jafar Muh. Darwis Muhammad Ammar Naufal Muhammad Arif Tiro Muhammad Assaibin MUHAMMAD DINAR Muhammad Dinar Muhammad Fahreza Muhammad Shoaib Khan Pathan Muhammad Siddiq Rizki Purnama Muhammad Syarifuddin Rahman Muhammad Yunus Muhammad Yusran Basri N. Nasrullah Nasir, A. Muhajir Nasrullah Nasrullah Nasrullah Nur Aida Nur Anisa Syam Nur Furqan Ahmad Hasan Nur Isnaeni Sari Nuramaliyah Ramadhany Nurdin Arsyad Nurdin Arsyad Nurhalizah R Nurhalizah R. Nurhasmawati Nurhasmawati Nurhiqmah Takbir Obeng, Sharifah Nasriah Wan Purwanto, Indra R. Rusli R. Rusli Raden Mohamad Herdian Bhakti Rahman, Abdul Rahmat Syam Ramadanti, Andi Vitrah Rosidah Rosidah Rusli Salam Salam Sherif Ismail Sitti Habibah Sitti Zuhaerah Thalhah Sri Hermawati St. Hartina Tahir St. Hartina Tahir Supardi, Herman Supri Supri Suradi Suradi Suradi Syafruddin Side Syahrullah Syahrullah Syam, Sriwahyuni Syamsuardi Syamsuardi T. Tahir Tabien, Hamza Tahir Tahmir, Suradi Talib, Dr. Ahmad Tasni, Nurfaida Thamrin Tahir Tiro, Arif Tiro, M. Arif Tri Saum Ramdani Ahmad Tri Saum Ramdani Ahmad Usman Mulbar Usman Mulbar Wahidah Sanusi Wahira Wahira Wahira Wahyuni, Maya Sari Yuilia Pratiwi Yulia Pratiwi Zainal, Zaid