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Analisis Penerapan Assesment For Learning Dalam Pembelajaran Matematika di SMP Danial, Danial; Kalfin, Kalfin; Rais, Damar
Venn: Journal of Sustainable Innovation on Education, Mathematics and Natural Sciences Vol. 5 No. 1 (2026): Riset Matematika dan Pendidikan Matematika
Publisher : Pusat Studi Bahasa dan Publikasi Ilmiah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53696/venn.v5i1.443

Abstract

This study was motivated by the importance of implementing Assessment for Learning in mathematics instruction to support continuous monitoring of students’ learning progress, the provision of feedback, and the improvement of the learning process. The study aimed to analyze the implementation of Assessment for Learning in mathematics learning at SMP Negeri 5 Sinjai, particularly in the aspects of formative assessment, remedial teaching, feedback, and the follow-up use of assessment results in instructional planning. This study employed a qualitative approach with a descriptive research design. The research subjects were a mathematics teacher eighth-grade, while the data were collected through classroom observations and interviews. The data were analyzed using descriptive qualitative analysis through the stages of data reduction, data display, and conclusion drawing. The findings revealed that the teacher had implemented formative assessment in the form of quizzes, assignments, and daily assessments, which were adjusted to students’ characteristics and the cognitive level of the material. When the learning objectives were not achieved, the teacher conducted remedial teaching through reteaching, grouping students, and adjusting the level of difficulty of the assessment items. Feedback was provided in the form of scores and verbal responses, and its effectiveness was monitored through subsequent assessments. Assessment results were also used to improve teaching modules, assessment instruments, and instructional strategies. These findings indicate that Assessment for Learning plays an important role in creating mathematics instruction that is adaptive, reflective, and oriented toward students’ needs.
Penerapan Teori Operant Conditioning dalam Meningkatkan Motivasi dan Hasil Belajar Siswa SMP pada Kurikulum Merdeka Aswar, Rifka Adriani; Suradi, Suradi; Danial, Danial
Jurnal Pendidikan Matematika : Judika Education Vol. 9 No. 2 (2026): Jurnal Pendidikan Matematika:Judika Education
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/p22cm609

Abstract

This study aims to analyze and synthesize various previous research findings regarding the application of Operant Conditioning theory to improve junior high school students' motivation and mathematics learning outcomes, as well as its relevance to the Independent Curriculum. The method used was library research with a qualitative descriptive approach to relevant scientific sources from the past ten years. The results indicate that the application of Operant Conditioning theory through reinforcement, particularly positive reinforcement, has a significant effect on improving students' motivation and mathematics learning outcomes. The more appropriate and consistent the reinforcement, the higher the students' motivation and engagement in the learning process, which impacts learning outcomes. Although the effectiveness of reinforcement implementation can vary depending on the learning context, student characteristics, and teacher strategies, Operant Conditioning theory remains a relevant approach for creating effective, meaningful mathematics learning that aligns with the principles of the Independent Curriculum. Keywords : Learning Outcomes, Independent Curriculum, Learning Motivation, Operant Conditioning, Mathematics Learning
Analisis Hubungan Kebiasaan Belajar terhadap Prestasi Belajar Matematika Siswa Nope, Rosiani Feti Thanelab; Suradi, Suradi; Danial, Danial
Jurnal Pendidikan Matematika : Judika Education Vol. 9 No. 2 (2026): Jurnal Pendidikan Matematika:Judika Education
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/tv3z7b23

Abstract

This study aims to analyze and synthesize the relationship between learning habits and students’ mathematics achievement based on various previous research findings, as well as to identify the factors influencing the strength or weakness of this relationship. The method used is a literature review approach, involving the collection of data from 16 relevant national and international journals via the Google Scholar and Semantic Scholar databases for the publication period 2020–2025. The results indicate that the majority of studies found a positive and significant correlation between learning habits and mathematics achievement, with the contribution of the effect varying between 54% and 71.2%. Effective learning habits, such as time management and note-taking techniques, have been shown to enhance discipline and reduce academic procrastination. However, inconsistencies were also found in the results of some studies, influenced by contextual factors such as students’ prior abilities and the learning strategies employed. The conclusion of this study is that learning habits play a crucial role in improving students’ mathematics achievement, particularly when supported by internal factors such as motivation and self-efficacy, as well as external factors such as parental support.   Keywords: Study Habits, Mathematics Learning Achievement, Literature Review.
Dampak Pendekatan STEAM terhadap Problem Solving Skill pada Proses Pembelajaran Matematika Pelajar Jumalia, Jumalia; Tahmir, Suradi; Danial, Danial
Jurnal Pendidikan Matematika : Judika Education Vol. 9 No. 1 (2026): Jurnal Pendidikan Matematika: Judika Education
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/83xd5r67

Abstract

This research aims to determine the impact of the STEAM (Science, Technology, Engineering, Arts, and Mathematics) approach on the mathematics learning process on students' problem-solving abilities at various levels of education. This study is a literature review that collects and analyzes various studies related to the application of STEAM, which is often combined with project-based learning (PBL) and problem-based learning (PBL) models. The results of the study show that the implementation of STEAM consistently improves students' problem-solving skills significantly. Through STEAM, students are not only trained to solve problems mathematically, but also develop creativity, critical thinking, and the ability to collaborate and communicate in an interdisciplinary and authentic learning context. Digital learning media such as the Alef, Quizizz, and MONKABICO platforms, as well as STEAM-based digital worksheets, also support the effectiveness of learning. However, the study also found various limitations, such as limited sample coverage, short intervention time, variations in STEAM learning models, and uneven teacher and infrastructure readiness. It is recommended that future research focus on comparing the most effective STEAM learning models, developing comprehensive problem-solving measurement instruments, and conducting long-term research that considers the local context and student inclusivity. In conclusion, STEAM is a relevant and effective learning approach to improve students' problem-solving skills in mathematics, while preparing them for the 21st-century skills that are urgently needed in the era of globalization and the digitalization of education in the future.   Keywords: Mathematics, Problem Solving Skill, STEAM.
Analisis Perkembangan Kognitif Teori Jean Piaget terhadap Anak Usia 4-12 Tahun pada Pembelajaran Matematika Kasmawati, Kasmawati; Tahmir, Suradi; Danial , Danial
Jurnal Pendidikan Matematika : Judika Education Vol. 8 No. 6 (2025): Jurnal Pendidikan Matematika:Judika Education
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/pj3t9p67

Abstract

This study aims to identify challenges in understanding abstract concepts caused by teaching methods that are not aligned with cognitive stages, such as imposing symbols without real objects, while integrating theory with global and national curricula, particularly in Indonesia. This research uses secondary literature analysis from reliable sources to uncover qualitative patterns of difficulties and practical recommendations, including practical applications, critiques of the universal stage sequence, and the integration of alternative approaches for inclusive learning. It also suggests educators adapt active strategies such as exploration and play to increase motivation, understanding, and mitigate problems related to individual variation and environmental factors. The findings yielded 10 research journal articles discussing the cognitive development of Jean Piaget's theory in children aged 4-12 years in mathematics learning. In conclusion, this theory plays a crucial role in improving the effectiveness of learning for children aged 7-12 years, particularly at the concrete operational stage, where students are able to think logically about real objects. Different cognitive development at each age affects children's ability to understand mathematical concepts such as basic operations, conservation, and problem-solving. Therefore, learning needs to be adapted through active, student-centered methods, such as discovery, cooperation, and inquiry.   Keywords: Mathematics, Jean Piaget's Theory.
Workshop Pengembangan Bahan Ajar Matematika Bermakna Berbasis Peta Konsep bagi Guru Sekolah Dasar di Kabupaten Barru Jafar Jafar; Damar Rais; Danial Danial; Norma Nasir; Abdul Majid
ABDISOSHUM: Jurnal Pengabdian Masyarakat Bidang Sosial dan Humaniora Vol. 5 No. 1 (2026): Maret 2026
Publisher : Yayasan Literasi Sains Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55123/abdisoshum.v5i1.7682

Abstract

The development of meaningful mathematics teaching materials remains a significant challenge in elementary schools, particularly in teachers’ ability to organize concepts systematically and contextually. One relevant strategy to support meaningful learning is the use of concept maps as cognitive tools. This community service program aimed to enhance elementary school teachers’ understanding and competence in Barru Regency in developing meaningful mathematics teaching materials based on concept maps through a structured workshop. The activity involved 30 teachers and was conducted through several stages: pretest, material presentation, discussion, hands-on practice in designing concept maps and teaching materials, posttest, and product evaluation. Data were collected using a comprehension test and a product assessment rubric, then analyzed using descriptive statistics, paired-sample t-test, and N-gain analysis. The results indicated a significant improvement in teachers’ understanding, with the mean score increasing from 62.4 on the pretest to 82.5 on the posttest. The paired t-test showed a significant difference (t = 11.27; p < 0.05), while the N-gain analysis revealed that 60% of teachers achieved high improvement and 40% moderate improvement. Product evaluation yielded an average score of 3.55 out of 4 (very good category), particularly in the structure of concept maps, interconnections among concepts, and alignment with elementary students’ characteristics. These findings suggest that concept map-based workshops are effective in improving teachers’ conceptual understanding and the quality of meaningful mathematics teaching materials, with potential as a sustainable professional development model.
Digital Literacy and Digital Ethics of University Students in the Era of Artificial Intelligence: A Study at Universitas Islam Ahmad Dahlan Sinjai Prima Mytra; Danial Danial; Laeli Qadrianti
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.v6i2.4116

Abstract

This study aims to describe the current state of digital literacy, digital ethics, and the utilization of Artificial Intelligence (AI) by students of Universitas Islam Ahmad Dahlan Sinjai. Amid the rapid development of AI technologies such as ChatGPT, Copilot, and similar tools, students are required not only to be proficient in accessing digital information but also to understand the ethical implications of using such technologies. This research employs a descriptive qualitative approach through in-depth interviews and observations involving 11 students from three faculties. The findings reveal that most students have utilized AI for academic tasks; however, their level of digital literacy varies, particularly in critical and ethical aspects. The study also found instances of digital ethical violations such as AI-based plagiarism and academic data manipulation. These findings emphasize the urgent need to strengthen digital literacy and ethics education within the university environment
ANALISIS DAMPAK PENERAPAN TEORI BELAJAR BEHAVIORISM DALAM MENINGKATKAN MINAT DAN MOTIVASI BELAJAR SISWA TERHADAP PEMBELAJARAN MATEMATIKA Nurhafifah Asmad; Suradi Suradi; Danial Danial
J-KIP (Jurnal Keguruan dan Ilmu Pendidikan) Vol 7, No 2 (2026): JUNI
Publisher : Faculty of Teacher Training and Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/j-kip.v7i2.22189

Abstract

Penelitian ini bertujuan untuk menganalisis dampak penerapan teori belajar behaviorisme dalam meningkatkan minat dan motivasi belajar siswa terhadap pembelajaran matematika. Metode yang digunakan adalah kajian literatur dengan menghimpun, membandingkan, dan merangkum temuan dari berbagai artikel terkait topik tersebut. Hasil kajian mayoritas menunjukkan bahwa penerapan teori belajar behaviorisme memiliki dampak positif yang kuat dalam meningkatkan motivasi dan minat belajar siswa, di mana penguatan eksternal seperti reward (pujian atau hadiah) berhasil mengubah perilaku pasif menjadi aktif, antusias, dan partisipatif dalam pembelajaran matematika. Peningkatan ini juga memicu persaingan positif, kolaborasi, dan pembentukan kebiasaan belajar yang disiplin. Namun, analisis kritis mengungkapkan adanya paradoks krusial; keberhasilan sangat bergantung pada penerapan yang lengkap dan konsisten oleh guru. Inkonsistensi berisiko mengikis minat dan menyebabkan kejenuhan belajar. Selain itu, teori ini rentan meningkatkan motivasi ekstrinsik namun membawa risiko penurunan minat intrinsik jika diterapkan tanpa modifikasi, karena cenderung kurang memberikan ruang bagi siswa untuk berkreasi dan bereksperimentasi. Secara sintesis, behaviorisme berfungsi sebagai landasan vital untuk memicu tindakan awal dan disiplin, namun perlu diintegrasikan dengan strategi lain agar motivasi siswa tumbuh dari kepuasan diri dalam proses belajar. 
Co-Authors Abdul Majid Anggriani, Emi Arafah, Andi Asrafiani Armayanti, Andi Kurnia Aswar, Rifka Adriani Damar Rais Dziaul Haq Fitriani Fitriani Hardianti Hermawansyah Irfan, Andi Muh. jafar Jafar Joelal Achmadi Jumalia, Jumalia kalfin Kalfin Laeli Qadrianti Mawadda Warahma Akhmad Mytra, Prima Nasir, Norma Nope, Rosiani Feti Thanelab Nur Islamia Nur, Muhammad Awal Nurfadilah Nurfadilah Nurhafifah Asmad Nusantara, Limbang Kustiawan Pandupuspitasari, Nuruliarizki Shinta Qadrianti, Laeli Rahman, Hardianto Rais, Damar Ramadhani, Astri Suradi Suradi Suradi Tahmir, Suradi Syarifuddin Syarifuddin Syarifuddin Tahmir, Suradi Tangdilintin, Lidia Aprilia