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All Journal PYTHAGORAS: Jurnal Program Studi Pendidikan Matematika 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 Venn: Journal of Sustainable Innovation on Education, Mathematics and Natural Sciences 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 Environmental Science Health Professions Mathematics Physics Other

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Pengaruh Penggunaan Aplikasi Wordwall Terhadap Hasil Belajar Matematika Siswa Kota Parepare Rofinus Badung; Asdar Dollo
Tautologi: Journal of Mathematics Education Vol. 2 No. 1 (2024): Tautologi
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.v2i1.1910

Abstract

This study aims to determine the positive effect of using the wordwall on the mathematics learning outcomes of class VIII UPTD SMP Negeri 2 Parepare students. This type of research is quasi-experimental. The population of this research is class VIII UPTD SMP Negeri 2 Parepare for the academic year 2022/2023 which consists of ten classes, namely VIII 1, VIII 2, VIII 3, VIII 4, VIII 5, VIII 6, VIII 7, VIII 8, VIII 9 and VIII 10. The total sample in this study was 32 students of class VIII 1 UPTD SMP Negeri 2 Parepare who were selected using the cluster random sampling technique. The research data was obtained by using a test sheet and a questionnaire sheet. The data analysis technique used is descriptive statistical analysis and inferential statistical analysis. The results of the study indicate that there is a positive influence on the use of the wordwall on the mathematics learning outcomes of class VIII UPTD SMP Negeri 2 Parepare students. This is indicated by the mastery of student learning included in the "High" category with an average value of 83.50 which classically reached 93.70% of students who had completed, and student responses to learning mathematics using the Wordwall is positive with an average percentage of 83.28 and the calculation of inferential statistics for gain using a one-sample t-test shows a significant level of < (0.000 < 0.05).
Pengaruh Pembelajaran Kooperatif Tipe Make A Match Terhadap Peningkatan Hasil Belajar Matematika Siswa Barru Nusriana Nur'eni; Hastuty Musa; Asdar Dollo
Tautologi: Journal of Mathematics Education Vol. 1 No. 2 (2023): Tautologi
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.v1i2.2510

Abstract

This study aims to find out that the make a match type learning model has a positive effect on improving mathematics learning outcomes of barru district students. The type of research used is a type of experimental research. The variables studied in this study were the mathematics learning outcomes of barru district students. The population of this study were all students of barru district students for the 2023 academic year consisting of five classes.Sampling used cluster random sampling technique, one class was taken from five classes by lottery, namely class VII.2. The instrument used in this study was a validated learning outcomes test. The results showed that there was an increase in students mathematics learning outcomes, based on descriptive statistical analysis the average value of mathematics learning outcomes was obtained before applying the make a match type learning model, namely 45.85, the average value of mathematics learning outcomes after applying the make a match type learning model is match is 72.07 and the average value of the gain is 0.46. Based on the inferential statistical analysis using the One Sample t-test, a significant value was obtained, p = 0.026 < a = 0.05, this means that H0 is rejected and H1 is accepted. So it can be concluded that there is a positive influence of the make a match type learning model on the learning outcomes of barru district students.
Pengaruh Model Pembelajaran Course Review Horay Berbantuan Media Kartu Masalah Terhadap Kemampuan Pemecahan Masalah Inka Angreni Angreni; Abdul Rahman; Asdar Dollo
Tautologi: Journal of Mathematics Education Vol. 2 No. 1 (2024): Tautologi
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.v2i1.2612

Abstract

This study aims to find out that the application of the Course Review Horay learning model has a positive effect on the problem solving abilities of class VII UPTD students of SMP Negeri 1 Parepare. This type of research is a type of experimental research. The variables studied in this study were the problem solving abilities of class VII UPTD SMP Negeri 1 Parepare as the dependent variable and the application of the course review horay learning model as the independent variable. The population of this study was students of class VII UPTD SMP Negeri 1 Parepare for the 2022/2023 academic year consisting of 10 (ten) classes. Sampling used Cluster Sampling or stratified random sampling, from 10 classes one class was taken randomly, namely class VII.5 as the experimental class. The instruments used in this study were problem solving ability tests (pretest & posttest) and validated student activity observation sheets. Based on descriptive statistical analysis, the average value of mathematics learning outcomes before applying the course review horay learning model was 35.63 and the average value of mathematics learning outcomes after applying the course review horay learning model was 72.19. Based on the inferential statistical analysis using the One Sample t-test, a significant value was obtained, p = 0.000 < 0.05, this means that H0 is rejected and H1 is accepted. So it can be concluded that the application of the course review horay learning model has a positive effect on the problem solving abilities of class VII UPTD SMPN 1 Parepare.
PENGARUH MODEL PEMBELAJARAN KOOPERATIF TIPE THINK TALK WRITE TERHADAP KEMAMPUAN KOMUNIKASI MATEMATIS SISWA A Andriani Yunus; Asdar Dollo; Abdul Rahman
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 Desy Ratna Sari; 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.
Implementasi model pembelajaran project based learning berbasis STEM sebagai upaya meningkatkan kemampuan literasi matematika Abdul Rahman; Asdar Dollo; Eliyawati Eliyawati; Miftahul Jannah
PYTHAGORAS : Jurnal Program Studi Pendidikan Matematika Vol 15, No 1 (2026): PYTHAGORAS: Jurnal Program Studi Pendidikan Matematika
Publisher : UNIVERSITAS RIAU KEPULAUAN, BATAM, INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33373/pyth.v15i1.8366

Abstract

This research is intended to increase students' mathematical literacy by implementing a STEM-based Project Based Learning model. Research activities were carried out in two cycles with a total of 10 meetings, consisting of 8 learning activities and 2 mathematical literacy tests. The mathematical literacy indicators measured include communication skills, representation, mathematization, and strategy selection. The subjects of this research were 27 students of class XI Excellent D at SMA Negeri 2 Parepare. Research data was collected using mathematical literacy tests and student observation sheets. Funds are analyzed using SPSS. After the implementation of cycle II, the average student mathematics literacy score reached 70.12 (medium category), indicating an improvement from cycle I which only reached 52.10 (low category). This improvement is also shown by a decrease in the standard deviation from 26.54 to 19.33, which indicates that student achievement is more even. The distribution of ability categories also experienced a shift, where the proportion of students in the low category decreased and the high category increased. There was an increase in student activity in almost the observed indicators, with the note that the mathematical communication aspect is still an area that requires improvement. Thus, the implementation of STEM-based PjBL has proven to be effective in increasing mathematical literacy while encouraging equal distribution of student learning outcomes.
Pengaruh Kemampuan Literasi Digital Terhadap Hasil Belajar Matematika Murid Vera Cahyani; Siska. S; Wafiq Fatimah Azzahrah; Asdar Dollo
Venn: Journal of Sustainable Innovation on Education, Mathematics and Natural Sciences Vol. 5 No. 4 (2026): MIPA dan dan Pendidikan lingkup MIPA
Publisher : Pusat Studi Bahasa dan Publikasi Ilmiah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53696/venn.v5i4.499

Abstract

This study aims to examine the effect of digital literacy on the mathematics learning outcomes of eighth-grade students at SMP Negeri 1 Parepare. Digital literacy in this context encompasses students’ ability to access, evaluate, and utilize digital information in mathematics learning. The study employed a quantitative approach with an ex post facto correlational design. Data were collected through a digital literacy questionnaire and documentation of students’ midterm examination scores, and subsequently analyzed using simple linear regression. The results indicate that digital literacy has a positive and statistically significant effect on mathematics learning outcomes (t = 2.102; p = 0.040). However, the magnitude of its contribution is relatively low, as reflected by the coefficient of determination (R² = 0.069), suggesting that only 6.9% of the variance in learning outcomes is explained by digital literacy. The regression model was also found to be statistically significant simultaneously (F = 4.418; p = 0.040). In conclusion, while digital literacy significantly influences mathematics learning outcomes, its effect remains limited. Therefore, it should be integrated with other pedagogical factors to more effectively enhance students’ academic achievement.
Co-Authors A Andriani Yunus Abdul Rahman Abdul Rahman Ali, Ayu Rahyuni Andriyani Andriyani Asfa, Siti Maryam Asrinan Asrinan Asrinan Buhaerah Desy Ratna Sari Eliyawati Eliyawati Hastuty Musa Henra Ahmad Ibrahim , Risfandi Ihwan Ridwan, Ihwan Inka Angreni Angreni Jayawarsa, A.A. Ketut Miftahul Jannah Nurhasanah Nurhasanah Nusriana Nur'eni Rahman , Abdul Rofinus Badung Sari, Vernita Siska. S Sriyanti Mustafa Vera Cahyani Wafiq Fatimah Azzahrah