Article Per Year (5 Year)
p-Index From 2021 - 2026
1.879
P-Index
This Author published in this journals
All Journal AKSIOMA: Jurnal Program Studi Pendidikan Matematika Delta-Pi : Jurnal Matematika dan Pendidikan Matematika MaPan : Jurnal Matematika dan Pembelajaran Indonesian Journal of Educational Science (IJES) Jurnal Abdi Insani Alauddin Journal of Mathematics Education (AJME) Jurnal Riset dan Inovasi Pembelajaran ELIPS: Jurnal Pendidikan Matematika Jurnal Inovasi Penelitian dan Pengabdian Masyarakat Journal of Advanced Sciences and Mathematics Education Jurnal Pendidikan Dasar Borneo (Judikdas Borneo) PEDAMATH: Journal on Pedagogical Mathematics
Nur Asrawati
Program Studi Pendidikan Matematika, STKIP YPUP Makassar
Agriculture, Biological Sciences & Forestry Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

Published : 15 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 15 Documents
Search

 1   2 
Implementasi Tracer Study Digital untuk Meningkatkan Tata Kelola dan Keterserapan Lulusan SMK Nur Asrawati; Faihatuz Zuhairoh; M. Adnan Nur
Jurnal Inovasi Penelitian dan Pengabdian Masyarakat Vol. 5 No. 2 (2025): Desember
Publisher : Indonesia Emerging Literacy Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53621/jippmas.v5i2.643

Abstract

Transformasi digital dalam pendidikan vokasi menuntut adanya sistem pengelolaan data alumni yang efisien, akurat, dan berkelanjutan. Tracer study menjadi instrumen penting untuk menilai relevansi kompetensi lulusan dengan kebutuhan dunia kerja. Namun, sebagian besar sekolah kejuruan masih melaksanakan tracer study secara manual tanpa dukungan teknologi. Kegiatan pengabdian ini bertujuan mengembangkan sistem tracer study berbasis digital dan meningkatkan kapasitas guru SMK Kartika XX-1 Makassar dalam mengelola serta menganalisis data alumni secara efisien. Sebanyak 22 orang guru dan operator jurusan terlibat dalam program yang dilaksanakan melalui empat tahapan utama, yaitu sosialisasi, pelatihan, implementasi sistem tracer study berbasis web, dan pendampingan teknis. Hasil kegiatan menunjukkan adanya peningkatan signifikan pada kompetensi guru, yang ditunjukkan melalui tingginya tingkat kepuasan peserta pelatihan: 92% menilai materi mudah dipahami, 95% menilai penyampaian narasumber sistematis dan jelas, 90% merasa lebih percaya diri melakukan tracer study, dan 87% menilai tracer study digital mudah dioperasikan. Program ini menghasilkan website tracer study sekolah dan pembentukan tim tracer study internal yang siap mengelola data secara berkelanjutan. Selain itu, kegiatan ini meningkatkan efisiensi pengumpulan data dan memperkuat hubungan sekolah–industri. Digitalisasi tracer study berkontribusi terhadap peningkatan literasi digital guru serta penguatan tata kelola pendidikan vokasi berbasis data di SMK Kartika XX-1 Makassar.
KOMPARASI HASIL BELAJAR MATEMATIKA PADA TINGKAT SEKOLAH DASAR MELALUI MODEL PEMBELAJARAN GROUP INVESTIGATION(GI) DAN MODEL PEMBELAJARAN KUMON Nur Asrawati
Jurnal Pendidikan Dasar Borneo (Judikdas Borneo) Vol 2, No 2 (2020): Jurnal Pendidikan Dasar Borneo (Judikdas Borneo)
Publisher : Universitas Borneo Tarakan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35334/judikdasborneo.v2i2.1572

Abstract

This research is aimed to compare the resulta of learning mathematich on the Six grade student of SD Panaikang III Makassar that is taught by using group investigation learning and kumon learning. This is an experimental research . the technique of collecting data was through the result of students written test. The result of the data was taken from descriptive and inverential analysis. The average of the descriptive analysis of the students’ result by using group investigation model (GI) was 76.52 in the high category, while the average of the students’ result that was taught by using kumon learning model was 34.52. it was in the lowest level. It was strengthened by the result of statistic  inferential analysis  = 14.750   = 1.676 and it was got that    , so is rejected and   is accepted and the students’ result of the six grade of SD Panaikang III Makassar that is taught by using grup investigation model is higher than kumon learning model.
An Ethnomathematical Exploration of Geometric Transformations in Torajan Paruki Woven Fabrics Muhammad Nurhusain; Nur Asrawati; Suri Lembang
Indonesian Journal of Educational Science (IJES) Vol. 8 No. 2 (2026): Indonesian Journal of Educational Science (IJES) : July 2026
Publisher : Universitas Sulawesi Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study explored the ethnomathematical aspects of Paruki woven fabrics preserved at the La Galigo Museum by identifying geometric transformations embedded in their motifs and discussing their pedagogical implications for teaching transformation geometry. Paruki woven fabric is a traditional Torajan textile historically associated with ceremonial practices, including Rambu Solo'. The study employed an exploratory qualitative design informed by ethnographic principles, using artifact observation, semi-structured interviews with museum professionals, and document analysis. The findings revealed that the motifs embodied translation, reflection, rotation, and proportional scaling. Translation was the dominant transformation, while reflection and rotation were observed in symmetrical and repetitive motif arrangements, and proportional scaling was identified through similar geometric figures of different sizes. These mathematical patterns were interpreted alongside their cultural meanings, demonstrating the value of Paruki woven fabrics as culturally meaningful contexts for learning transformation geometry. This study extends ethnomathematics research by linking Torajan textile motifs with transformation geometry concepts and highlighting their potential to support culturally responsive mathematics education.
Linking mathematical literacy to teaching competence through creative thinking: evidence from prospective mathematics teachers Nur Asrawati; Andi Tenriawaru; Sirwanti; Muhammad Nurhusain
Journal of Advanced Sciences and Mathematics Education Vol. 6 No. 3 (2026): Journal of Advanced Sciences and Mathematics Education
Publisher : CV. FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/jasme.v6i3.1516

Abstract

Background: Teaching competence among prospective mathematics teachers requires not only mathematical understanding but also the ability to transform such knowledge into flexible and context-responsive pedagogical decisions. Creative thinking may provide a critical pathway connecting mathematical literacy with teaching competence. Aims: This study investigated the mediating role of creative thinking in the relationship between mathematical literacy and teaching competence among prospective mathematics teachers. Method: An explanatory cross-sectional survey involved 149 sixth-semester prospective mathematics teachers. Data were collected through five-point Likert-scale measures and analyzed using partial least squares structural equation modeling (PLS-SEM) with 3,000 bootstrap resamples. Results: Mathematical literacy was strongly associated with creative thinking (β = 0.907, p < .001), which was significantly associated with teaching competence (β = 0.762, p < .001). The direct relationship between mathematical literacy and teaching competence was nonsignificant (β = 0.178, p = .077), whereas the indirect relationship through creative thinking was significant (β = 0.691, 95% CI [0.523, 0.851]). The model demonstrated substantial explanatory and predictive capacity (R² = 0.823–0.858; Q² > .80; SRMR = 0.052). Conclusion: Creative thinking represents an important statistical pathway linking mathematical literacy with teaching competence. Given the cross-sectional and self-reported data, these findings indicate predictive associations rather than causal relationships.
Realistic mathematics education and wordwall to enhance students’ mathematics learning motivation Sirwanti; Naimah; Nur Asrawati; Nurmala R; Muhammad ikram
Journal of Advanced Sciences and Mathematics Education Vol. 6 No. 3 (2026): Journal of Advanced Sciences and Mathematics Education
Publisher : CV. FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/jasme.v6i3.1523

Abstract

Background: Mathematics learning motivation among junior high school students remains low due to procedural, decontextualized instruction that fails to connect mathematical concepts to students' real-life experiences, as observed in several junior high schools in Central Indonesia. Purpose: This study examines the effects of Realistic Mathematics Education assisted by Wordwall, Realistic Mathematics Education without Wordwall, and conventional instruction on students' motivation to learn mathematics. It further examines the potential contribution of context-based instructional design reinforced by digital media to motivational outcomes. Methods: A quantitative quasi-experimental design was employed involving three intact classes: an experimental class implementing RME with Wordwall, an experimental class implementing RME without Wordwall, and a control class receiving instruction without RME reinforcement. Students’ mathematics learning motivation was measured using a validated questionnaire, and the data were analyzed descriptively and inferentially using independent samples t-tests to compare motivation levels across groups. Result: The findings indicate significant differences in mathematics learning motivation between the experimental and control groups. Both classes exposed to RME-based instruction demonstrated higher motivation than the control class, with the class using RME reinforced by Wordwall showing the highest levels of motivation, suggesting that the integration of digital game-based media further enhances student engagement. Conclusion: The findings indicate that context-based RME reinforced with Wordwall was associated with higher mathematics learning motivation than conventional instruction among the junior high school students examined, suggesting a potential contribution of instructional design quality to students' motivational engagement.
Co-Authors Alin Liana Andi Tenriawaru Faihatuz Zuhairoh Muhammad Ikram Muhammad Nurhusain Mulyati Mulyati Naimah Nur, M. Adnan Nurmala R Rahmat Kamaruddin Sirwanti Sitti Fatimah Sangkala Sirate Sri Rahayuningsih Suri Lembang Ummi Kalsum Sulaiman