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All Journal JIPM (Jurnal Ilmiah Pendidikan Matematika) MaPan : Jurnal Matematika dan Pembelajaran Kumawula: Jurnal Pengabdian Kepada Masyarakat ARRUS Journal of Mathematics and Applied Science Kognitif: Jurnal Riset HOTS Pendidikan Matematika Seminar Nasional Pengabdian Kepada Masyarakat Seminar Nasional Hasil Penelitian LP2M UNM Ininnawa: Jurnal Pengabdian Masyarakat Issues in Mathematics Educations (IMED)
Awi Dassa, Awi
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Analysis of Mathematics Communication Skill of Students Grade IX in Quadratic Equation based on their Mathematics Ability Dassa, Awi; Nasrullah; Hasniati
ARRUS Journal of Mathematics and Applied Science Vol. 1 No. 2 (2021)
Publisher : Lembaga Penelitian dan Pengembangan Teknologi dan Rekayasa, Yayasan Ahmar Cendekia Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35877/mathscience640

Abstract

This study aims to know the description of mathematical communication skills in terms of students' mathematics ability in class IX in solving problems on the subject of quadratic equations. The type of research is qualitative research with a descriptive approach. There were 6 research subjects namely two students that have high-ability, two students that has medium-ability, and two students that has low ability. The instruments used in data collection are written tests and interviews. The results showed that subjects with high mathematical abilities were sufficiently able to describe and state problem situations in written or image form properly, were able to use mathematical symbols and terms appropriately and were able to connect algebraic expressions into mathematical ideas. Subjects with moderate mathematical abilities are able to use mathematical symbols and terms appropriately but are less able to describe and state problem situations in written or image form properly and are also less able to connect algebraic expressions to mathematical ideas. Subjects with low mathematical abilities are not able to describe and state problem situations in written or image form properly and correctly, are less able to use mathematical symbols and terms appropriately and have not been able to connect algebraic expressions into mathematical ideas. The results of this study are expected to add insight and improve students' mathematical communication skills, especially in solving math problems related to the application of everyday life.
Penerapan STEAM Berbantuan Celengan Barisan Aritmetika untuk Meningkatkan Pemahaman Konsep Barisan Aritmetika Siswa Djaman, Nurwati; Sadaria, Sadaria; Dassa, Awi
Seminar Nasional LP2M UNM SEMINAR NASIONAL 2024 : PROSIDING EDISI 1
Publisher : Seminar Nasional LP2M UNM

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Abstract

Abstrak. Penelitian ini merupakan penelitian pra eksperimen yang bertujuan untuk menginvestigasi: (1) Kemampuan Pemahaman Konsep Barisan Aritmetika siswa setelah Penerapan STEAM Berbantuan Celengan Barisan Aritmetika, (2) Apakah ada pengaruh Penerapan STEAM Berbantuan Celengan Barisan Aritmetika terhadap kemampuan pemahaman konsep barisan aritmetika siswa. Data diperoleh dari hasil observasi dan tes. Data analisis menggunakan statistika. Hasilnya menunjukkan ada pengaruh penerapan STEAM berbantuan Celengan Barisan Aritmetika terhadap kemampuan pemahaman konsep barisan aritmetika siswa yakni sebesar 0,681 dalam kategori sedang. Kata Kunci: STEAM, Pemahaman Konsep, Model Pembelajaran Matematika Berkreasi
Integrasi Numerasi pada Pembelajaran Non-Matematika di SMP Kabupaten Takalar Dassa, Awi; Assagaf, Said Fachry; Asyari, Syahrullah
Seminar Nasional Pengabdian Kepada Masyarakat SEMINAR NASIONAL 2023:PROSIDING EDISI 11
Publisher : Seminar Nasional Pengabdian Kepada Masyarakat

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Abstract

Abstrak – Numerasi menjadi fokus utama dalam pendidikan tingkat SMP di Indonesia. Berbagai peraturan dan kebijakan berfokus pada penguatan numerasi. Hal ini juga menjadi perhatian guru matematika di Kabupaten Takalar. Tidak menutup kemungkinan bahwa guru mata pelajaran non-matematika dapat membantu dalam penguatan numerasi di sekolah. Oleh karena itu, pengabdian ini dilakukan dengan tujuan untuk melatih guru non-matematika mengintegrasikan pembelajaran numerasi pada pembelajarannya. Hasil pengabdian ini menunjukkan bahwa guru dapat merancang pembelajaran numerasi dengan mengaitkan materi dan capaian pembelajaran pada mata pelajarannya sendiri. Pengabdian ini menghasilkan rancangan numerasi pada pembelajaran IPA, IPS, Seni budaya, agama dan Bahasa Indonesia. Pengabdian ini terlaksana dengan baik dan menjadi perhatian oleh dinas pendidikan kabupaten Takalar, Sulawesi Selatan.Kata kunci: Numerasi, Mathematika, Integrasi, Non-Matematika, Guru, Rancangan Pembelajaran.
PROGRAM RUMAH CERDAS DIGITAL SEBAGAI UPAYA PENINGKATAN LITERASI DIGITAL DI DESA MALLONGI-MALLONGI Dassa, Awi; Assagaf, Said Fachry; Herman, Herman; Putri, Ardita Amelia; Putra, Arianto Dwi
Kumawula: Jurnal Pengabdian Kepada Masyarakat Vol 7, No 2 (2024): Kumawula: Jurnal Pengabdian Kepada Masyarakat
Publisher : Universitas Padjadjaran

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24198/kumawula.v7i2.49833

Abstract

Digital literacy can be defined as the ability to use and understand information from a very wide range of sources that can be displayed on computer devices. The measurement of the digital literacy index is seen from four dimensions, namely, digital skills, digital ethics, digital security, and digital culture. When measured against these four dimensions, the level of digital literacy, Mallongi-Longi Village is considered as low in its application. Therefore, the Student Activity Unit  (PPK Ormawa) of the Mathematics Department at FMIPA UNM seeks to address the issues in Mallongi-Longi Village by implementing a work program called the Digital Smart Home Program. It is hoped that this Smart Home Program can broaden the knowledge, attitudes, and skills of the Mallongi-Lonngi Village community regarding digital literacy. This program is conducted through classes and seminars. It consists of two main activities, namely digital classes and digital workshops, targeting the Mallongi-Longi Village community. This program runs for 58 days. Based on the program evaluation results, it was found that the target participants have responded well, the target community wants the sustainability of this program and this program has achieved all the objectives of the program implementation.
PENGEMBANGAN INSTRUMEN ASSESSMENT FOR LEARNING (AFL) PADA MATERI KEKONGRUENAN DAN KESEBANGUNAN UNTUK PESERTA DIDIK KELAS IX SMP: PENGEMBANGAN INSTRUMEN ASSESSMENT FOR LEARNING (AFL) PADA MATERI KEKONGRUENAN DAN KESEBANGUNAN UNTUK PESERTA DIDIK KELAS IX SMP Hidayah, Nurul; Ruslan; Dassa, Awi
MaPan : Jurnal Matematika dan Pembelajaran Vol 12 No 1 (2024): JUNE
Publisher : Department of Mathematics Education Faculty of Tarbiyah and Teacher Training Universitas Islam Negeri Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/mapan.2024v12n1a1

Abstract

This study aims to (1) know the development process assessment for learning (AfL) instruments on congruence and similarity subjects for grade IX junior high school students; (2) produce an assessment for learning (AfL) instruments on congruence and similarity subjects for grade IX junior high school students that are valid and reliable. This present study is development research involving 126 grade IX students of SMP Islam Athirah 2 Makassar. The results showed that: (1) the process of developing assessment for learning (AfL) instruments on congruence and similarity subject for grade IX junior high school students was carried out through the stages of compiling instrument specifications (including determining the purpose of the instrument, compiling the instrument grid, choosing the shape and format of the instrument, determining the length of the instrument, and determining the instrument scales and scoring systems), writing instruments, reviewing instruments (content validity test and instruments improvement), conducting instrument trials, interpreting measurement results, analyzing instruments (construct validity and reliability tests), and assembling instruments; (2) the results of the development of assessment for learning (AfL) instruments on congruence and similarity subject for grade IX junior high school students consisted of a learning process assessment test, a learning outcome assessment test, and a rubric for assessing cognitive aspects, psychomotor aspects, and affective aspects.
Teachers' Perceptions of the Implementation of Scaffolding-Metacognitive Strategies in Mathematics Learning Dassa, Awi; Sutamrin; Ihsan, Hisyam; Nasir, Norma; Nurhajarurahmah, St. Zulaiha
JIPM (Jurnal Ilmiah Pendidikan Matematika) Vol. 13 No. 1 (2024)
Publisher : Universitas PGRI Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25273/jipm.v13i1.21329

Abstract

Scaffolding-metacognitive is a strategy to help students understand mathematical material, but some teachers do not yet understand the extent to which they can use the metacognitive scaffolding strategy in the learning process. This study aims to determine teachers' perceptions of the implementation of scaffolding-metacognitive strategies in mathematics learning in secondary schools. Scaffolding-metacognitive strategies, combining step-by-step teaching with the development of students' awareness and control of their thinking processes, Scaffolding-metacognitive strategies are an effective approach to improving students' understanding of complex mathematical concepts and critical thinking skills. This study used a qualitative descriptive method and the participants consisted of 15 mathematics teachers from several high schools in Makassar City and Gowa Regency. Data were collected through in-depth interviews and direct observation during the learning process. We used the Miles & Huberman analysis framework to analyze the collected data, namely: (1) data reduction; (2) data interpretation and condensation; (3) verification and drawing conclusions. The results of data analysis showed that 60% of teachers did not understand the scaffolding-metacognitive strategy, teachers mentioned several implementation challenges, such as the difficulty of adapting strategies to students' different abilities and limited time to plan and implement learning. In addition, teachers must estimate students' actual and potential knowledge so that teachers can provide scaffolding according to students' needs. Teachers need further support and training to overcome the challenges they face when implementing scaffolding-metacognitive strategies. This research makes an important contribution to the development of more effective educational policies and teacher training programs to improve the quality of mathematics education in secondary schools.
Mathematical Representation Ability of Algebraic Form Material of Class VII Students at SMPN 7 Makassar Rusli, R.; Dassa, Awi; Pebrianty, Nurafni; Musa, Hastuty
ARRUS Journal of Mathematics and Applied Science Vol. 4 No. 2 (2024)
Publisher : PT ARRUS Intelektual Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35877/mathscience3402

Abstract

This study aims to determine how the mathematical representation ability of seventh grade students at SMPN 7 Makassar in solving algebraic form problems. This type of research is qualitative research with a descriptive approach. The subjects of this study were 3 students from class VII.8 SMPN 7 Makassar in the 2021/2022 academic year. The focus of this research is the ability of visual representation, symbolic representation (mathematical expression) and verbal representation. The instruments used in data collection are mathematical representation ability test questions and interview guidelines. The results showed that: (1) Representation ability on visual indicators is moderate. The three subjects were able to present images of the given story problems but the subjects still had difficulty in presenting images of the given mathematical symbols. (2) Mathematical representation ability on mathematical expression indicators is low. There are 2 subjects who are able to solve problems involving mathematical expressions but the three subjects have not been able to create equations or mathematical models from other given representations. (3) Mathematical representation ability on verbal indicators is quite high. On average, subjects were able to solve problems by presenting statements using everyday language from the given mathematical equations even though there were still subjects who were mistaken in solving the problem.
Analisis Kemampuan dalam Menyelesaikan Masalah Literasi Matematika Ditinjau dari Emotional Intelligence (EI) Siswa Kelas X Dassa, Awi; Arwadi, Fajar; Damayanti, Isti Qama
Issues in Mathematics Education (IMED) Vol. 8 No. 1 (2024): Peran Model Pembelajaran, Literasi Matematika, Kemampuan Berpikir Kritis Matema
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.v8i1.1791

Abstract

This study aims to describe the ability in mathematical literacy problems solving in terms of Emotional Intelligence (EI) of class X students of Senior High School 4 Maros. This research is qualitative research with a descriptive approach. The research subjects were taken purposively, namely 1 each from category of emotional intelligence. The instruments in this study is namely EI questionnaires, mathematical literacy tests, and interview guidelines. The indicators used consist of 6 levels of ability in solving PISA mathematical literacy problems according to the OECD. The results showed that: 1) Optimal category students are able to answer questions in a general context, addition to extracting relevant information, performed procedures applied simple problem-solving strategies, and conceptualized. 2) Special category students are able to answer questions in a general context, extract relevant information, carry out procedures sequentially, apply simple problem-solving strategies and conceptualize. 3) Vulnerable category students are able to answer questions in a general context, extract relevant information, carry out procedures sequentially, implement simple problem-solving strategies, and work effectively by involving assumptions. 4) Need alert category students are able to answer questions in a general context
Deskripsi Penerapan Model Experiential Learning dalam Pembelajaran Matematika ditinjau dari Kecerdasan Emosional Siswa Zurachmad, Sitti Muslimah; Arsyad, Nurdin; Dassa, Awi
Issues in Mathematics Education (IMED) Vol. 8 No. 1 (2024): Peran Model Pembelajaran, Literasi Matematika, Kemampuan Berpikir Kritis Matema
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.v8i1.1798

Abstract

The aim of this research to describe the implementation of experiential learning model in the perspective of students’ emotional intelligence at class VIII 10 at Junior High School. This is descriptive research employing a qualitative approach. Research subjects were 2 students, 1 student with a high level of emotional intelligence and 1 student with a low level of emotional intelligence. The instruments used in this study consist of the students’ self-evaluation sheet, the students’ response questionnaire, the student emotional intelligence questionnaire, the mathematics learning outcomes test, and the interview question test. Data collection techniques used in this research consist of mathematics test, questionnaire, and interview. The experiential learning model has 4 stages, namely, concrete experience, reflective observation, abstract conceptualization, and active experimentation. The result of this research showed that: (1) Students’ activities in the implementation of the experiential learning model were conducted well. The students had been involved actively so the teacher’s domination in learning lessened. Students with a high and low level of emotional intelligence were able to follow each stage of the learning model. (2) The student with a high level of emotional intelligence has a very good response to the implementation of experiential learning model, and the student with a low level of emotional intelligence gave also a very good response. (3) Students’ mathematics learning outcomes as a result of the implementation of experiential learning model achieved the classroom completeness level of 85%.
Analisis Kesalahan Basic Error Siswa dengan Menggunakan Scaffolding Pada Materi Eksponensial Talib, Ahmad; Dassa, Awi; Sibian, Miske Elsy
Issues in Mathematics Education (IMED) Vol. 8 No. 2 (2024): Volume 8 Nomor 2 Tahun 2024
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.v8i2.4272

Abstract

This study aims to analyze the types of basic errors made by students and describe the appropriate form of scaffolding to assist students in solving exponential problems correctly. This type of research is descriptive qualitative. There are 2 research subjects, those are SMAN 21 Makassar students who were selected based on the results of a diagnostic test with the highest number of basic error indicators (T2 and T1). Data collection techniques used in this study were tests and interviews. The results showed that: (1) Students experienced basic errors in the form of; do not understand the basic concepts of integers; do not understand the basic concept of power numbers; do not understand the concept of performing algebraic operations; and do not understand the exponential rule. (2) The forms of scaffolding given to students are environmental provisions, explaining, reviewing and restructuring, and developing contextual thinking. (3) Based on the results of the final test after giving scaffolding, it was able to minimize the basic errors made by students on exponential questions.
Co-Authors Ahmad Talib Ahmad Thalib Aldri Frinaldi Andi Asmawati Azis Asdar Assagaf, Said Fachry Bahar, Erni Ekafitria Damayanti, Isti Qama Djam'an, Nurwati Djaman, Nurwati Fajar Arwadi Hardiana, Andi Sri Hasniati Hastuty Musa Hisyam Ihsan Imran, Nadya Setyastuti Iriana, Andi Irda Khaeriah, Nurul Muhammad Ammar Naufal Muhammad Arafah Nasir, Norma Nasrullah Novia Fridayanti Nurdin Arsyad, Nurdin NURUL HIDAYAH Pebrianty, Nurafni Pratiwi, Andi Citra Putra, Arianto Dwi Putri, Ardita Amelia R. Rusli Ruslan Sadaria, Sadaria Sibian, Miske Elsy St. Zulaiha Nurhajarurahmah Sutamrin Syahrullah Asyari, Syahrullah Zurachmad, Sitti Muslimah