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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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Pengembangan Bahan Ajar Etnomatematika Makanan Khas Mandar Berbantuan Digital pada Materi Sistem Persamaan Linear Tiga Variabel Nurhasmawati Nurhasmawati; Hamzah Upu; Maya Sari Wahyuni
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.v6i2.4402

Abstract

Penelitian ini bertujuan menguraikan proses pengembangan serta menganalisis kualitas bahan ajar etnomatematika makanan khas Mandar berbantuan digital yang ditinjau dari tingkat kevalidan, kepraktisan, dan keefektifannya. Jenis penelitian ini adalah Research and Development (R&D) dengan mengadaptasi model pengembangan ADDIE. Subjek penelitian dipilih menggunakan teknik purposive dengan jumlah peserta didik yaitu 10 uji coba terbatas dan 13 uji coba tahap I di kelas X SMK Negeri 1 Tappalang Barat. Instrumen pengumpulan data meliputi lembar validasi ahli, lembar observasi keterlaksanaan dan aktivitas, angket respons peserta didik dan guru, serta tes hasil belajar. Data dianalisis menggunakan statistik deskriptif (rata-rata) dan uji N-Gain. Hasil penelitian menunjukkan bahwa proses pengembangan berhasil menghasilkan bahan ajar digital interaktif yang mengintegrasikan kearifan lokal kuliner Mandar ke dalam struktur materi SPLTV dan kualitas bahan ajar memenuhi kriteria valid dengan rata-rata skor 4,0–4,1; memenuhi kriteria praktis dengan rata-rata skor keterlaksanaan pembelajaran sebesar 1,8; serta memenuhi kriteria efektif melalui perolehan N-Gain yaitu 0,80 (kategori tinggi), tingkat aktivitas sebesar 88%, dan respons peserta didik sebesar 88%. Implikasi dari penelitian ini adalah tersedianya sumber belajar inovatif yang tidak hanya mengoptimalkan hasil belajar melalui pemanfaatan teknologi, tetapi juga berperan strategis dalam menumbuhkan apresiasi serta melestarikan identitas kebudayaan daerah bagi peserta didik di lingkungan pendidikan.
Pengaruh Model Pembelajaran AIR (Auditory Intellectually Repetition) terhadap Kemampuan Pemecahan Masalah Matematika Siswa Kelas VIII di Sekolah Menengah Pertama Baso Intang Sappaile; Nur Aida; Hamzah Upu
Issues in Mathematics Education (IMED) Vol. 9 No. 2 (2025): Volume 9 Nomor 2 Tahun 2025
Publisher : Program of Mathematics Education Department of Mathematics Faculty of Mathematics and Natural Sciences (FMIPA) Universitas Negeri Makassar (UNM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35580/imed.v9i2.6684

Abstract

Penelitian ini bertujuan untuk mengetahui apakah kemampuan pemecahan masalah matematika siswa yang diajar dengan model pembelajaran AIR (Auditory Intellectually Repetition) lebih baik daripada kemampuan pemecahan masalah matematika siswa yang diajar dengan model pembelajaran konvensional. Dalam penelitian ini menggunakan metode quasi experiment. Variabel bebas dalam penelitian ini adalah model pembelajaran AIR (Auditory Intellectually Repetition) dan model pembelajaran konvensional, sedangkan variabel terikatnya adalah kemampuan pemecahan masalah matematika siswa. Populasi dalam penelitian ini adalah seluruh siswa kelas VIII di UPT SPF SMP Negeri 26 Makassar yang berjumlah 216 siswa yang terdiri dari 8 kelas. Teknik pengambilan sampel adalah cluster random sampling dengan sampel penelitian adalah kelas VIII.1 sebagai kelas eksperimen dengan jumlah siswa 25 orang dan kelas VIII.4 sebagai kelas kontrol dengan jumlah siswa 24 orang. Data dalam penelitian ini diperoleh melalui observasi dan pemberian tes kemampuan pemecahan masalah matematika pada materi statistika berupa posttest.  Berdasarkan hasil analisis deksriptif, diperoleh kemampuan pemecahan masalah matematika siswa pada kelas eksperimen dan kelas kontrol berturut-turut adalah baik dan cukup. Berdasarkan hasil analisis statistik inferensial, dapat disimpulkan bahwa kemampuan pemecahan masalah matematika siswa yang diajar dengan model pembelajaran AIR (Auditory Intellectually Repetition) lebih baik daripada kemampuan pemecahan masalah matematika siswa yang diajar dengan model pembelajaran konvensional.
Literature Analysis on Prospective Teacher Students' Perceptions of the Implementation of Project Assignments in Mathematics Learning Based on Project Based Learning Nurfaida Tasni; Hamzah Upu; Muhammad Shoaib Khan Pathan; Sherif Ismail; Andi Asrifan
Sriwijaya University Learning and Education International Journal Vol. 2 No. 3 (2025): Sriwijaya University Learning and Education International Journal
Publisher : Universitas Sriwijaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55379/bt7qn637

Abstract

This study aims to analyze prospective teacher students’ perceptions of implementing project assignments in mathematics learning based on Project-Based Learning (PBL). The study employs a qualitative descriptive literature review approach by collecting data from various secondary sources, including journals, books, conference proceedings, and relevant scientific articles. The analysis focuses on identifying key themes related to students’ perceptions, the benefits of PBL, challenges in implementation, and factors influencing the effectiveness of project assignments in mathematics learning. The findings reveal that most prospective teacher students perceive PBL positively because it enhances critical thinking, problem-solving skills, creativity, collaboration, communication, and active participation in the learning process. In addition, PBL helps students connect mathematical concepts with real-life situations, making learning more meaningful and contextual. However, several challenges remain, such as limited time, inadequate learning resources, and varying levels of student readiness. These findings are expected to contribute to curriculum development and teacher education programs supporting effective PBL implementation in mathematics education.
Program Penguatan Kompetensi Guru MGMP Matematika Maros dalam Penelitian Tindakan Kelas dan Penulisan Ilmiah melalui Pelatihan Terstruktur Hamzah Upu; Agusalim Juhari; Muhammad Yusran Basri; Bernard Bernard; Sitti Habibah
Abdimas Langkanae Vol. 5 No. 2 (2025)
Publisher : Pustaka Digital Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53769/jpm.v5i2.585

Abstract

Peningkatan kompetensi guru dalam melaksanakan Penelitian Tindakan Kelas (PTK) dan menulis karya ilmiah menjadi kebutuhan strategis dalam pengembangan profesionalisme dan peningkatan mutu pembelajaran. Namun berbagai laporan menunjukkan bahwa guru masih menghadapi kendala dalam memahami metodologi PTK, mengembangkan instrumen penelitian, menganalisis data, serta menyusun artikel ilmiah sesuai kaidah akademik. Kegiatan pengabdian kepada masyarakat ini bertujuan untuk memberikan penguatan komprehensif bagi guru MGMP Matematika Kabupaten Maros melalui pelatihan konseptual, praktik terarah, penerapan teknologi digital, dan pendampingan intensif. Program dilaksanakan dalam lima tahapan utama: sosialisasi, pelatihan, penerapan teknologi, pendampingan dan evaluasi, serta keberlanjutan program melalui pembentukan komunitas guru peneliti. Evaluasi kegiatan dilakukan melalui pretest–posttest, observasi proses, monitoring pelaksanaan PTK, serta analisis dokumen luaran guru. Hasil kegiatan menunjukkan peningkatan kompetensi yang signifikan, ditandai dengan kenaikan skor rata-rata dari 59,55 menjadi 81,00. Selain itu, guru menghasilkan 11 proposal PTK, 9 instrumen penelitian, 8 laporan PTK, dan 7 draft artikel ilmiah berbasis IMRAD. Peningkatan ini semakin diperkuat oleh pemanfaatan teknologi digital seperti Google Scholar, Mendeley/Zotero, serta penggunaan aplikasi Gen-AI secara etis untuk mendukung penulisan akademik. Kegiatan ini juga membuahkan terbentuknya Komunitas Guru Peneliti MGMP Matematika Maros sebagai sarana keberlanjutan praktik penelitian guru. Secara keseluruhan, program pengabdian ini terbukti efektif dalam meningkatkan kompetensi penelitian dan literasi ilmiah guru, sekaligus membangun ekosistem profesional yang mendorong budaya penelitian berkelanjutan di lingkungan MGMP. Model pelatihan dan pendampingan terstruktur ini direkomendasikan untuk direplikasi pada MGMP mata pelajaran lainnya dan dikembangkan melalui kemitraan berkelanjutan antara sekolah dan perguruan tinggi
Systematic Literature Review: The Effectiveness Of Using The Problem-Based Learning Model In Improving Problem-Solving Skills Nuramaliyah Ramadhany; Alimuddin Tampa; Hamzah Upu
Mathline : Jurnal Matematika dan Pendidikan Matematika Vol. 10 No. 3 (2025): Mathline : Jurnal Matematika dan Pendidikan Matematika
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/mathline.v10i3.859

Abstract

Amid challenges in mathematics education, students' low problem-solving skills have become a key concern. Studies have shown that many students struggle to understand problems, devise appropriate strategies, and validate their solutions, especially when faced with real-world mathematical tasks. Problem-Based Learning (PBL) has been identified in many studies as a promising approach to address this issue. This study aims to evaluate the effectiveness of PBL in enhancing students' mathematical problem-solving skills through a systematic review of recent literature. Using the PRISMA (Preferred Reporting Items for Systematic Review and Meta-Analysis) method, this Systematic Literature Review (SLR) identified 20 relevant articles from 1,672 collected through databases like ERIC, ScienceDirect, IOP Science, and PubMed, using keywords "Problem-based Learning" and "problem-solving mathematics." The findings show that PBL consistently improves students' problem-solving skills and is more effective than traditional teaching methods. Thus, PBL is a valuable instructional model for educators to adopt. This review suggests that PBL should be integrated more systematically into mathematics instruction to support students in developing essential 21st-century skills.
Classroom Social Dynamics in Learning Measurement: Evidence from Contextual Learning Situations Hirpan Hirpan; Hamzah Upu; Syafruddin Side; Muhammad Darwis
Proceeding of the International Conference on Global Education and Learning Vol. 2 No. 2 (2025): December : Proceeding of the International Conference on Global Education and L
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62951/icgel.v2i2.180

Abstract

Measurement is a fundamental domain of mathematics that connects formal mathematical concepts with everyday experiences. Despite its practical relevance, students often experience persistent difficulties in understanding measurement conceptually, tending to approach it as a procedural activity rather than as a process of reasoning about quantities, units, and comparisons. These challenges indicate that learning measurement is influenced not only by individual cognitive factors but also by the social dynamics that shape classroom learning environments. This study aims to examine classroom social dynamics in learning measurement by providing empirical evidence from contextual learning situations. This study employed a qualitative research approach to explore how social interaction, scaffolding, and participation mediate students’ understanding of measurement in contextual learning environments. Data were collected through classroom observations, video recordings of learning activities, analysis of students’ written work, and interviews with selected students and the teacher. Contextual measurement tasks were designed to encourage collaboration, dialogue, and justification, enabling the examination of student–student and teacher–student interactions as they naturally occurred in the classroom. Data analysis was conducted iteratively to identify patterns of interaction, forms of scaffolding, and students’ learning progression within the Zone of Proximal Development. The findings reveal that students initially engaged with measurement tasks in a predominantly procedural manner, with limited conceptual understanding and minimal peer interaction. After the implementation of contextual learning situations, classroom social dynamics changed substantially. Students became more actively involved in discussion, collaborative problem-solving, and collective meaning-making. Peer interaction supported the articulation and refinement of students’ reasoning, while teacher scaffolding guided learning by extending students’ thinking without providing direct solutions. These social processes facilitated students’ movement from their actual level of understanding toward higher levels of conceptual competence within the Zone of Proximal Development. The study further shows that contextual learning tasks alone are insufficient to promote meaningful understanding unless they are supported by productive social interaction and adaptive scaffolding. Conceptual understanding of measurement emerged through socially mediated processes rather than through task completion alone. This study contributes to mathematics education research by emphasizing the central role of classroom social dynamics in contextual learning and by offering insights into how interaction and scaffolding can be orchestrated to support students’ conceptual understanding of measurement.
Decimal Understanding and Mathematics Anxiety among Slow-Learning Students in Inclusive Middle Schools in Makassar City Muhammad Siddiq Rizki Purnama; Hamzah Upu; Bustang Bustang
Jurnal Pendidikan Matematika Vol. 3 No. 3 (2026): May
Publisher : Indonesian Journal Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/ppm.v3i3.2922

Abstract

This study examined the level of decimal understanding and the level of mathematics anxiety among slow-learning students in inclusive junior high schools in Makassar City, Indonesia, and analyzed the effect of mathematics anxiety on decimal understanding using regression analysis. A mixed-methods sequential explanatory design was employed, beginning with a quantitative phase involving 110 slow-learning students from two inclusive schools, followed by a qualitative phase with nine purposively selected students representing high, moderate, and low understanding categories. Mathematics anxiety was measured using a questionnaire adapted from an established math anxiety scale, and its effect on decimal understanding was tested through regression analysis. Results indicated that mathematics anxiety did not have a statistically significant effect on decimal understanding (B = 0.117; p = .404), and this coefficient was therefore not retained as a direct path in the final regression model. Qualitative findings clarified that anxiety was context-dependent, emerging mainly under time pressure and fear of making mistakes, and did not necessarily prevent understanding when students received gradual explanation and additional examples. These findings suggest that instructional support for slow learners should reduce performance pressure and provide adaptive scaffolding, since the effect of anxiety on decimal understanding appears to depend heavily on instructional context rather than operating as a uniform, direct barrier.
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