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All Journal Prosiding SI MaNIs (Seminar Nasional Integrasi Matematika dan Nilai-Nilai Islami) MaPan : Jurnal Matematika dan Pembelajaran Indonesian Journal of Educational Science (IJES) MEJ (Mathematics Education Journal) Journal of Nonformal Education and Community Empowerment Al-Irsyad: Journal of Education Science Jurnal Tadris Matematika (JTMT) Jurnal Pendidikan MIPA Tautologi: Journal of Mathematics Education Mediasi: Jurnal Pengabdian Masyarakat
Asdar Dollo
Universitas Muhammadiyah Parepare
Agriculture, Biological Sciences & Forestry Arts Humanities Chemical Engineering, Chemistry & Bioengineering Education Health Professions Mathematics Other

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LEARNING MANAGEMENT SYSTEM DAN DAMPAKNYA TERHADAP KEMAMPUAN PENALARAN MATEMATIS MAHASISWA Dollo, Asdar; Ahmad, Henra; Rahman, Abdul
Al-Irsyad: Journal of Education Science Vol 4 No 2 (2025): Juli 2025
Publisher : Sekolah Tinggi Keguruan dan Ilmu Pendidikan Darud Da'wah Wal Irsyad Pinrang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58917/aijes.v4i2.305

Abstract

Penelitian ini bertujuan untuk mengkaji dampak penggunaan Learning Management System (LMS) terhadap kemampuan penalaran matematis mahasiswa. Penelitian ini dilakukan dengan metode kuantitatif dan desain quasi-eksperimental. Penelitian ini menggunakan satu kelas yang terdiri dari tujuh mahasiswa semester IV Program Studi Pendidikan Matematika Universitas Muhammadiyah Parepare pada Tahun Akademik 2023/2024. Pengukuran kemampuan penalaran matematis dilakukan sebelum dan setelah pembelajaran berbasis Learning Management System (LMS). Data hasil penelitian dianalisis melalui pendekatan statistik deskriptif dan pengujian paired sample t-test. Hasil penelitian menunjukkan bahwa terjadi peningkatan yang signifikan dalam kemampuan penalaran mahasiswa. Hal ini ditunjukkan oleh peningkatan rerata skor dari 47,14 pada pre-test menjadi 78,71 pada post-test. Hasil uji t menghasilkan nilai signifikansi p < 0,05 dengan effect size sebesar 3,36 yang mengindikasikan dampak yang besar. Temuan tersebut menunjukkan kontribusi penting Learning Management System (LMS) dalam meningkatkan kemampuan penalaran matematis mahasiswa, khususnya mahasiswa Program Studi Pendidikan Matematika Universitas Muhammadiyah Parepare. Keterbatasan penelitian ini berupa ukuran sampel yang kecil dan tidak adanya kelompok kontrol, sehingga disarankan untuk dilakukan studi lanjutan dengan desain yang lebih kuat dan jumlah partisipan yang lebih besar. Adapun Penelitian ini menawarkan kebaruan melalui fokus pada interaksi antara fitur Learning Management System (LMS) dan kemampuan berpikir matematis tingkat tinggi, yang sejauh ini masih relatif minim dikaji dalam literatur sebelumnya.
PENGUATAN KEMAMPUAN LITERASI SISWA KELAS V SD NEGERI 15 PAREPARE Abdul Rahman; Hastuty, Hastuty; Dollo, Asdar; Ahmad, Henra; Sari, Vernita; Asfa, Siti Maryam
Mediasi: Jurnal Pengabdian Masyarakat Vol. 1 No. 3 (2025): Mediasi: Jurnal Pengabdian Masyarakat
Publisher : Media Literasi Indonesia

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

Abstract

Literacy is an important aspect in basic education because it determines learning success at the next level. Literacy is not only limited to reading and writing, but also the ability to understand, process and utilize information. However, low motivation, limitations in utilizing reading materials and supporting learning environments are still obstacles. This service program is an effort to strengthen literacy skills among students at SD Negeri 15 Parepare which is carried out from August to December. This activity aims to strengthen students' literacy skills by creating learning media and mentoring. The media created are literacy trees, reading corners, and library improvements with the program name "Pintu Ilmu". This activity is complemented by mentoring students and optimizing the library through the "Jelajah Pustaka" and "Literacy Development" programs. Evaluation was carried out using pretest and posttest to measure the average increase in students' literacy skills from 51.84 to 68.95. These results prove that the media-based and mentoring literacy strengthening program is effective in improving the literacy skills of elementary school students.
The Impact of Using Interactive Digital Media on Students' Mathematical Reasoning Abilities in Derivative Material Dollo, Asdar; Ahmad, Henra; Rahman , Abdul; Ibrahim , Risfandi
JTMT: Journal Tadris Matematika Vol 6 No 2 (2025): Volume 6, Issue 2, Desember 2025
Publisher : Universitas Islam Ahmad Dahlan (UIAD)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47435/jtmt.v6i2.4185

Abstract

Mathematical reasoning ability is one of the essential competencies that need to be developed in 21st-century mathematics learning. However, the results of preliminary studies indicate that this ability is still in the moderate category, with the main weakness in the aspect of mathematical manipulation. This study aims to analyze the impact of the use of interactive digital media on improving students' mathematical reasoning abilities, as well as identifying the most affected indicators. The study used a pre-test - post-test design with a population of six sixth-semester students of the Mathematics Education Study Program, Universitas Muhammadiyah Pare-pare. The research instrument was a descriptive test designed to measure three indicators of mathematical reasoning, namely proposing conjectures, presenting mathematical statements, and performing mathematical manipulation. The results of the descriptive analysis showed an increase in the average score from 58.33 (medium category) in the pre-test to 80.09 (high category) in the post-test, with a normalized gain of 0.52 which is in the medium category. The decrease in the standard deviation from 7.86 to 5.67 indicates that student achievement became more homogeneous after the treatment. Analysis per indicator showed that the largest increase occurred in the indicator of proposing conjectures (27.78 points), followed by presenting mathematical statements (23.61 points), while the indicator of performing mathematical manipulation experienced the lowest increase (13.89 points). These findings confirm that interactive digital media is more effective in strengthening high-level mathematical reasoning skills based on visual and conceptual representations, while procedural skills still require additional manual practice support. Overall, this study concludes that the integration of interactive digital media has the potential to be an effective pedagogical strategy for improving students' mathematical reasoning abilities, while reducing individual variation in achievement. The practical implication of this study is the need for a balanced learning design, combining the use of interactive digital media and conventional practice strategies to comprehensively strengthen all aspects of mathematical reasoning
Bridging the Learning Gap: Implementing Teaching at the Right Level in Secondary School Mathematics Sari, Vernita; Mustafa, Sriyanti; Dollo, Asdar; Ali, Ayu Rahyuni
Jurnal Pendidikan MIPA Vol 26, No 4 (2025): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpmipa.v26i4.pp2453-2473

Abstract

The study evaluates whether and to what extent the Teaching at the Right Level (TaRL) intervention improves students’ learning in mathematics across cognitive, affective, and psychomotor domains. This study employed a pre-experimental one-group pre-test/post-test design, in which a single cohort of 35 Grade XI students at Senior High School I, Takalar, South Sulawesi, Indonesia, was assessed before and after the implementation of the TaRL approach. Data were gathered using pre- and post-tests to measure cognitive improvement. The cognitive, affective, and psychomotor domains were assessed with structured observation sheets using a five-point Likert scale, which were then transformed to a 0-100 scale for clarity of interpretation. The result showed a significant increase in students’ cognitive achievement, with the pre-test and post-test means of 83.42 and 93.22, respectively. Although the initial score was relatively high due to students’ prior exposure to similar mathematical content, the statistical results confirmed a meaningful improvement beyond the baseline understanding. Observations of the affective domain revealed notable positive shifts; students demonstrated higher motivation, increased confidence in problem-solving, and more active participation during class activities, as reflected in an average converted score of 95.31. In the psychomotor domain, the mean score of 93.21 demonstrated students’ enhanced ability to apply mathematical concepts in practical contexts through active engagement. These findings suggest that the Teaching at the Right Level (TaRL) approach effectively enhances students’ learning outcomes within the studied context by promoting active, differentiated, and student-centered learning experiences. Since the study was conducted at a single institution with a small sample, additional research with larger populations and diverse educational contexts is necessary to substantiate and generalize these findings.    Keywords: affective, cognitive, mathematics, psychomotor, teaching at the right level (TaRL).
PENGARUH MODEL PEMBELAJARAN KOOPERATIF TIPE THINK TALK WRITE TERHADAP KEMAMPUAN KOMUNIKASI MATEMATIS SISWA Yunus, A Andriani; Dollo, Asdar; Rahman, Abdul
Tautologi: Journal of Mathematics Education Vol. 3 No. 2 (2025): September 2025
Publisher : Prodi Pendidikan Matematika Fakultas Keguruan dan Ilmu Pendidikan (FKIP) Universitas Muhammadiyah Parepare

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31850/tautologi.v3i2.4280

Abstract

Mathematical communication skills are an essential competence in mathematics learning because they enable students to express ideas, explain reasoning, and represent concepts logically through symbols, writing, and diagrams. However, many students still experience difficulties in articulating mathematical thinking systematically due to teacher-centered learning that provides limited opportunities for discussion and written reflection. This condition necessitates the implementation of more interactive and collaborative learning models, one of which is the Think Talk Write (TTW) cooperative learning model. This study aims to analyze the effect of implementing the TTW model on the mathematical communication skills of eighth-grade junior high school students. The research employed a quantitative approach with a one-group pretest–posttest pre-experimental design. The sample was determined through cluster sampling involving 21 students of class VIII A. The instrument consisted of a validated essay test measuring mathematical communication skills. Data were analyzed using descriptive and inferential statistics, including a normality test and paired samples t-test at a significance level of 0.05. The results revealed a significant improvement in students’ mathematical communication skills after the implementation of the TTW model. The mean score increased from 64.86 on the pretest to 83.52 on the posttest, accompanied by a shift in ability categories from predominantly “moderate” to “high” and “very high.” The t-test produced a significance value of 0.000 (p < 0.05), indicating a meaningful difference between pre- and post-treatment results. Furthermore, the decrease in standard deviation suggests a reduction in ability gaps among students. Pedagogically, the effectiveness of TTW is supported by the integration of the think, talk, and write stages, which facilitate independent thinking, collaborative discussion, and structured written reasoning. Therefore, the TTW model is proven effective and recommended for enhancing students’ mathematical communication skills in mathematics learning.
PENGARUH PEMBELAJARAN BERBASIS MASALAH TERHADAP KEMAMPUAN PEMECAHAN MASALAH MATEMATIKA SISWA Sari, Desy Ratna; Asrinan; Asdar Dollo
Tautologi: Journal of Mathematics Education Vol. 3 No. 2 (2025): September 2025
Publisher : Prodi Pendidikan Matematika Fakultas Keguruan dan Ilmu Pendidikan (FKIP) Universitas Muhammadiyah Parepare

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31850/tautologi.v3i2.4281

Abstract

This study aims to evaluate the effectiveness of the Problem-Based Learning (PBL) model in improving the mathematical problem-solving abilities of students in the Smart Class Cerdas.1 at SMA Negeri 3 Parepare. The type of research used is quasi-experimental (pre-experimental) with a One Group Pretest-Posttest design. The research sample consisted of 29 students selected using cluster random sampling technique. Data were collected through observation sheets and a test instrument for problem-solving ability in the form of 3 essay questions based on Polya's indicators, then analyzed using descriptive and inferential statistics. The results showed a significant improvement, where the students' average score increased from 62.00 in the pretest to 86.17 in the posttest. This proves that the PBL model is effective in improving students' mathematical problem-solving abilities. The implication of this research indicates that the Problem-Based Learning model can be used as an effective alternative teaching strategy for educators to encourage students' critical and systematic thinking skills in mathematics subjects.
Co-Authors Abdul Rahman Abdul Rahman Ali, Ayu Rahyuni Andriyani Andriyani Angreni, Inka Angreni Asfa, Siti Maryam Asrinan Asrinan Asrinan Badung, Rofinus Buhaerah Hastuty Musa Henra Ahmad Ibrahim , Risfandi Ihwan Ridwan, Ihwan Jayawarsa, A.A. Ketut Nur'eni, Nusriana Nurhasanah Nurhasanah Rahman , Abdul Sari, Desy Ratna Sari, Vernita Sriyanti Mustafa Yunus, A Andriani