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All Journal JIPM (Jurnal Ilmiah Pendidikan Matematika) MATEMATIKA DAN PEMBELAJARAN Journal of Applied Engineering and Technological Science (JAETS) Community Development Journal: Jurnal Pengabdian Masyarakat Madaniya ELIPS: Jurnal Pendidikan Matematika Kognitif: Jurnal Riset HOTS Pendidikan Matematika Jurnal Pengabdian Kepada Masyarakat Patikala Global Abdimas: Jurnal Pengabdian Masyarakat Pedagogy : Jurnal Pendidikan Matematika Indonesian Journal of Social and Educational Studies Online Learning in Educational Research Seminar Nasional Pengabdian Kepada Masyarakat Jurnal Pengabdian Masyarakat Bidang Sosial dan Humaniora International Journal of Ethno-Sciences and Education Research AFORE: Jurnal Pendidikan Matematika Venn: Journal of Sustainable Innovation on Education, Mathematics and Natural Sciences Jurnal Hasil-Hasil Pengabdian dan Pemberdayaan Masyarakat (JHP2M) International Journal of Technology and Education Research International Journal of Education, Vocational and Social Science Jurnal Ilmiah Matematika (JIMAT) Journal of Mathematics, Statistics, and Applications INTERNATIONAL JOURNAL OF SOCIETY REVIEWS (INJOSER)
Nasir, Norma
Universitas Negeri Makassar
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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.
Penguatan Praktik Pembelajaran Guru Matematika Kabupaten Gowa melalui Kegiatan Identifikasi Kesulitan Mengajar Nasir, Norma; Khadijah, Khadijah; Wazithah , Mar Athul; Rahayu, Ayu; Liani, Ahyani Mirah
Jurnal Pengabdian Kepada Masyarakat Patikala Vol. 5 No. 4 (2026): Jurnal PkM PATIKALA (On Progress)
Publisher : Pusat Pengembangan Pendidikan dan Bakat Indonesia/Education and Talent Development Center of Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/patikala.v5i4.4765

Abstract

The low effectiveness of mathematics learning in secondary schools remains a significant challenge, particularly in relation to teachers’ difficulties in presenting abstract concepts, selecting appropriate instructional strategies, and responding to students’ diverse learning abilities. This condition indicates the need to strengthen teaching practices through reflective and participatory activities that are grounded in real classroom problems. This community service activity aimed to strengthen the teaching practices of mathematics teachers in Gowa Regency through the identification of teaching difficulties as a basis for formulating contextual and applicable learning solutions. The implementation method employed a participatory approach consisting of planning, implementation, and reflection stages. During the implementation stage, teachers were divided into several working groups based on teaching level and teaching experience. Each group conducted focused discussions to identify experienced teaching difficulties, analyze contributing factors, and formulate alternative instructional solutions. Activity data were obtained from group worksheets, discussion results, and group presentations. The activity involved thirty mathematics teachers who were divided into five groups, each consisting of six participants. The results indicated that the first and second groups predominantly identified difficulties in presenting abstract concepts and low student participation, the third group emphasized constraints in selecting instructional models, the fourth group revealed difficulties in learning assessment, and the fifth group highlighted limitations in instructional media. The benefits obtained included increased teachers’ reflective awareness, improved ability to systematically analyze instructional problems, and the development of alternative solutions that were relevant to classroom contexts. This activity confirms that active teacher involvement in identifying teaching difficulties represents an important and innovative approach to strengthening teaching practices based on authentic school needs.
Implementing the Project-Based Learning Model to Enhance Students’ Critical Thinking Skills at SMP Negeri 29 Makassar Norma Nasir; Mar Athul Wazithah T
International Journal of Education, Vocational and Social Science Vol. 5 No. 02 (2026): International Journal of Education, Vocational and Social Science( IJVESS)
Publisher : Cita konsultindo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63922/ijevss.v5i02.3116

Abstract

Critical thinking skills are essential competencies in mathematics education, enabling students to analyze problems, evaluate information, and construct logical arguments. However, students’ critical thinking abilities are often underdeveloped due to the dominance of teacher-centered instructional practices. This study aims to examine the effectiveness of the Project-Based Learning (PjBL) model in enhancing students’ critical thinking skills in mathematics at SMP Negeri 29 Makassar. This research employed a quantitative approach using a quasi-experimental design with a one-group pretest–posttest model. The participants consisted of 32 students. Data were collected through a critical thinking test administered before and after the implementation of the PjBL model. The data were analyzed using descriptive statistics, normality and homogeneity tests, paired sample t-test, and N-Gain analysis. The results revealed a significant improvement in students’ critical thinking skills. The mean score increased from 62.34 in the pretest to 84.12 in the posttest. The paired sample t-test showed a statistically significant difference (p < 0.05), indicating the effectiveness of the intervention. Furthermore, the N-Gain value of 0.58 was categorized as moderate, suggesting a meaningful level of improvement. These findings indicate that the implementation of the Project-Based Learning model effectively enhances students’ critical thinking skills by promoting active engagement, collaboration, and reflective learning. Therefore, PjBL can be considered a suitable instructional approach for fostering higher-order thinking skills in mathematics education.
WORKSHOP PENGEMBANGAN ASESMEN BERBASIS HOTS SEBAGAI UPAYA PENINGKATAN KUALITAS PEMBELAJARAN Ahmad Zaki; Sutamrin Sutamrin; Jafar Jafar; Fauziyyah Alimuddin; Norma Nasir
Community Development Journal : Jurnal Pengabdian Masyarakat Vol. 7 No. 2 (2026): Inpress Vol. 7 No. 2 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/cdj.v7i2.56322

Abstract

Asesmen pembelajaran memiliki peran strategis dalam mendorong pengembangan keterampilan berpikir tingkat tinggi peserta didik. Namun, hasil identifikasi awal menunjukkan bahwa sebagian guru masih mengalami kesulitan dalam merancang asesmen pembelajaran berbasis Higher Order Thinking Skills (HOTS). Kesulitan tersebut tidak hanya berkaitan dengan keterbatasan pemahaman konseptual HOTS, tetapi juga pada kemampuan merumuskan indikator soal, menyusun stimulus kontekstual, serta mengaitkan asesmen dengan tujuan pembelajaran secara utuh. Kondisi ini berdampak pada belum optimalnya kualitas pembelajaran yang berorientasi pada pengembangan kemampuan analisis, evaluasi, dan kreasi siswa. Kegiatan pengabdian kepada masyarakat ini bertujuan untuk meningkatkan kompetensi guru dalam mengembangkan asesmen pembelajaran berbasis HOTS melalui kegiatan workshop yang terstruktur dan partisipatif. Metode pelaksanaan meliputi penyampaian materi konseptual tentang HOTS dan asesmen pembelajaran, diskusi interaktif, praktik penyusunan indikator dan instrumen asesmen HOTS sesuai karakteristik mata pelajaran, serta pendampingan dan evaluasi hasil kerja peserta. Sasaran kegiatan adalah guru lintas mata pelajaran pada jenjang pendidikan menengah. Hasil pelaksanaan kegiatan menunjukkan adanya peningkatan pemahaman guru terhadap karakteristik asesmen berbasis HOTS serta peningkatan keterampilan dalam menyusun instrumen asesmen yang menuntut kemampuan berpikir tingkat tinggi. Workshop ini memberikan manfaat praktis bagi guru dalam meningkatkan kualitas pembelajaran serta berkontribusi secara teoritis dalam memperkuat implementasi asesmen pembelajaran yang berorientasi HOTS di satuan pendidikan.
THE INFLUENCE OF MATHEMATICAL DISPOSITION, SELF-EFFICACY, AND LEARNING MOTIVATION ON MATHEMATICS LEARNING ACHIEVEMENT Baso Intang Sappaile; Norma Nasir; Miske Elsy Sibian
INTERNATIONAL JOURNAL OF SOCIETY REVIEWS Vol. 2 No. 9 (2025): JULY
Publisher : Adisam Publisher

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

Abstract

This research is a researchex_post facto which aims to determine the influence of mathematical disposition, self-efficacy, and learning motivation. The research population was all students of class X of Madrasah Alyiah Arifah Gowa. Sampling using the techniquerandom sampling. The instrument consists of a scale (mathematical disposition, self-efficacy, and learning motivation) and a mathematics learning achievement test. The research data were analyzed using descriptive statistics and inferential statistics using multiple regression. The results of the study showed that, statistically descriptively: 1) students' mathematical disposition is in the high category; 2) students' self-efficacy and learning motivation are each in the medium category. Statistically inferentially: 1) mathematical disposition, self-efficacy, and learning motivation together have a relationship with the mathematics learning achievement test with Fcount = 18.50 and p_value = 0.0001 < α = 0.005 and the determination coefficient is 49%; 2) partially: (1) mathematical disposition does not have a positive relationship with mathematics learning achievement with tcount = -0.18 and p-value = 0.431 > α = 0.005; (2) self-efficacy has a positive relationship with mathematics learning performance with tcount = 2.96 and p_value = 0.0025 < α = 0.005; (3) learning motivation has a positive relationship with mathematics learning achievement with tcount = 2.90 and p_value = 0.0025 < α = 0.005.
Scaffolding Metakognitif dalam Pembelajaran Matematika untuk Meningkatkan Literasi Matematika Siswa Nasir, Norma; Khadijah
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.v5i1.440

Abstract

Students’ mathematical literacy remains relatively low, particularly in understanding, modeling, and solving contextual problems. This study aims to examine the effectiveness of metacognitive scaffolding in mathematics instruction to improve students’ mathematical literacy. A quasi-experimental method with a nonequivalent control group design was employed, conducted at MA Arifah Gowa, involving two classes consisting of 30 students each. The experimental group received instruction integrated with metacognitive scaffolding, while the control group was taught using conventional methods. The instruments included a mathematical literacy test and an observation sheet of metacognitive activities. Data were analyzed using descriptive and inferential statistics. The results show that the mean pretest scores of the experimental and control groups were 41.27 and 40.85, respectively, indicating comparable initial abilities. After the treatment, the mean posttest score of the experimental group increased to 78.45 (high category), while the control group reached 61.32 (medium category). The difference in improvement between the two groups was 17.13 points. The independent t-test revealed that t = 4.276 > 1.67 with p = 0.000 < 0.05, indicating a significant difference between the groups. These findings indicate that metacognitive scaffolding facilitates students’ ability to plan, monitor, and evaluate their thinking processes, leading to better problem-solving performance and more consistent learning outcomes. Metacognitive scaffolding is therefore an effective instructional approach for enhancing students’ mathematical literacy.
The Effect of PISA-Based Mathematical Literacy on Students’ Mathematical Problem-Solving Ability in Terms of Prior Mathematical Knowledge Mar Athul Wazithah T; Norma Nasir
International Journal of Technology and Education Research Vol. 4 No. 02 (2026): International Journal of Technology and Education Research (IJETER)
Publisher : International journal of technology and education research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63922/ijeter.v4i02.3179

Abstract

This study aims to examine the effect of PISA-based mathematical literacy on students’ mathematical problem-solving ability in terms of prior mathematical knowledge. This research employed a quantitative approach with a correlational design. The sample consisted of 60 students enrolled in a Basic Statistics course in the Actuarial Science study program at Universitas Negeri Makassar. The data were collected through tests of mathematical literacy, problem-solving ability, and prior mathematical knowledge. Data were analyzed using multiple regression with an interaction term. The results show that PISA-based mathematical literacy has a significant positive effect on students’ problem-solving ability (β = 0.528; Sig. = 0.000 < 0.05). Prior mathematical knowledge also has a significant effect (β = 0.347; Sig. = 0.000 < 0.05). Furthermore, there is a significant interaction between mathematical literacy and prior knowledge (β = 0.015; Sig. = 0.015 < 0.05), indicating that the effect of mathematical literacy is stronger among students with higher prior knowledge. These findings suggest that integrating PISA-based tasks and considering students’ prior knowledge are essential for improving mathematical problem-solving ability.
The Relationship between Mathematical Literacy and Students’ Problem-Solving Ability: A Study in Indonesian Secondary Education Nasir, Norma; Syamsinar; Sa'diyyah, Fadhilah Nur
International Journal of Ethno-Sciences and Education Research Vol. 6 No. 2 (2026): International Journal of Ethno-Sciences and Education Research (IJEER)
Publisher : Research Collaboration Community (Rescollacom)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46336/ijeer.v6i2.1269

Abstract

This study aims to examine the relationship between mathematical literacy and students’ problem-solving ability in mathematics learning. Mathematical literacy is considered a fundamental competency that enables students to interpret, formulate, and apply mathematical concepts in various real-life contexts, while problem-solving ability reflects students’ capacity to understand, plan, execute, and evaluate solutions to mathematical problems. This research employed a quantitative approach with a correlational design. The study was conducted at MA Arifah Gowa, involving 60 secondary school students selected through purposive sampling. Data were collected using two instruments: a mathematical literacy test and a problem-solving ability test. The collected data were analyzed using descriptive statistics and Pearson Product-Moment correlation. The results show that students’ mathematical literacy has a mean score of 65.25 (SD = 10.12), indicating a moderate level, while problem-solving ability has a mean score of 82.40 (SD = 6.85), indicating a relatively high level. The correlation analysis reveals a significant positive relationship between mathematical literacy and problem-solving ability (r = 0.68, p < 0.05). These findings indicate that students with higher mathematical literacy tend to demonstrate better performance in solving mathematical problems. Mathematical literacy plays a crucial role in supporting students’ ability to understand problem contexts, select appropriate strategies, and interpret solutions effectively. However, the moderate level of literacy suggests that students may still rely on procedural approaches rather than deep conceptual understanding. In conclusion, enhancing mathematical literacy is essential for improving students’ problem-solving ability. Therefore, mathematics instruction should emphasize contextual understanding, reasoning, and application to foster more meaningful learning outcomes.
PEMBELAJARAN MATEMATIKA MENGGUNAKAN MEDIA AJAR INOVASI BERBASIS PJBL DAN GAMIFIKASI PADA SISWA SMP Nurhana; Norma Nasir
Afore : Jurnal Pendidikan Matematika Vol 5 No 1 (2026): Afore : Jurnal Pendidikan Matematika
Publisher : Universitas Nias Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57094/afore.v5i1.4127

Abstract

This study aims to develop an innovative learning media called “Detective Data” as a tool to enhance students’ motivation and understanding in learning statistics, particularly the concepts of mean, median, and mode. The development of this media was driven by findings indicating that many students perceive statistics as abstract and uninteresting. Therefore, the Project-Based Learning approach was combined with gamification elements to create an investigative learning experience through real data collection activities and statistical analysis. The research was conducted with 33 eighth-grade students at SMP Negeri 33 Makassar. A descriptive approach with a limited trial was employed, using observation sheets, student response questionnaires, and product assessment rubrics as instruments. The results showed that the use of “Detective Data” successfully increased students’ learning motivation, engagement in the learning process, and their ability to analyze data. The investigative posters produced by students demonstrated a solid understanding of data presentation and statistical analysis. Thus, this media can be effectively implemented as a project-based learning tool for statistics instruction.
PEMBELAJARAN MATEMATIKA MENGGUNAKAN MEDIA AJAR INTERAKTIF BERBASIS MISTERI BOKS ANGKA ALJABAR PADA SISWA SMP Kasmawati; Norma Nasir
Afore : Jurnal Pendidikan Matematika Vol 5 No 1 (2026): Afore : Jurnal Pendidikan Matematika
Publisher : Universitas Nias Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57094/afore.v5i1.4129

Abstract

This study aims to explore the effectiveness of the Algebra Number Mystery Box (MBAA) as an interactive, group-based game learning media in enhancing students’ learning motivation and understanding of algebra concepts at the Junior High School level. MBAA is designed as an educational media that combines elements of mystery and challenge in the form of games, thereby encouraging active engagement of students both individually and in groups. The study was conducted through a trial of the learning media with 33 students, collecting data through observations of enthusiasm, learning motivation, social interaction, as well as assessments of algebra concept comprehension before and after using MBAA. The results show that the use of MBAA significantly improves learning motivation, active participation in group activities, and social interaction among students, while creating a more enjoyable and challenging learning experience. Further analysis reveals that the combination of mystery and collaborative elements supports the principles of gamification and constructivist theory, which emphasize active, experience-based learning. In conclusion, MBAA has the potential as an innovative solution to address challenges in mathematics learning, particularly in algebra at the junior high school level. This study recommends further development to enhance accessibility, activity variation, and integration with digital technology to broaden the effectiveness of this learning media in wider educational contexts
Co-Authors Abasa, Sustrin Abdul Majid Ahmad Zaki AHMAD ZAKI Ahmad Zaki Akbar, Muh. Alimuddin, Fauziyyah Ampauleng Ampauleng Anirwan Anirwan Asdar Asdar asmaun, asmaun Awi Dassa, Awi Awi, Awi Ayu Rahayu Ayu Rahayu Baso Intang Sappaile Buang, Ariyani Damar Rais Danial - Didi Suryadi Eka Kartika, Andi Fajar Arwadi Fauziyyah Alimuddin Firman Aziz Gunawan, Resky Nuralisa HASNAWI HARIS, HASNAWI Hassan, Muhammad Nasiru Hisyam Ihsan Ikram, Muhammad Iriany, Rosary Ishak, Pertiwi jafar Jafar Jafar Jafar Jafar Jafar Jafar Jafar Kasmawati Khadijah Khadijah Khadijah Liani, Ahyani Mirah Mar Athul Wazithah Mar Athul Wazithah T Mar Athul Wazithah T Mar Athul Wazithah T. Marathul Wazithah Miske Elsy Sibian Muhammad Ammar Naufal Muhammad Syarifuddin Rahman Mutia Maulida Nanang Priatna Nur Isra' Ahmad Nurafni Shahnyb Nurhana Raisatunnisa Sa'diyyah, Fadhilah Nur Siti Fatimah St. Zulaiha Nurhajarurahmah Sumardi . Sutamrin Sutamrin, Sutamrin Syamsinar Tb, Mar Athul Wazithah Wazithah , Mar Athul