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All Journal International Journal of Evaluation and Research in Education (IJERE) Journal of Education and Learning (EduLearn) Jurnal Riset Pendidikan Matematika BAREKENG: Jurnal Ilmu Matematika dan Terapan Journal of Educational Research and Evaluation Kognitif: Jurnal Riset HOTS Pendidikan Matematika
Hassan, Muhammad Nasiru
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Humanities Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Energy Engineering Library & Information Science Mathematics Mechanical Engineering Physics Public Health Social Sciences Transportation Other

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Enhancing Mathematical Achievement through the Think-Pair-Share Cooperative Learning Model with Higher-Order Thinking Skills Questions Zaki, Ahmad; Sahid, Sahid; Nurhaliza, Ratih; Naufal, Muhammad Ammar; Huda, Miftachul; Hassan, Muhammad Nasiru
Jurnal Riset Pendidikan Matematika Vol. 11 No. 2 (2024): November 2024
Publisher : Fakultas Matematika dan Ilmu Pengetahuan Alam Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jrpm.v11i2.76963

Abstract

This study examines the influence of the Think-Pair-Share (TPS) model with Higher-Order Thinking Skills (HOTS) questions, on students' achievement. The experimental research was conducted at Junior High School of 1 Ampana Tete and featured 56 Grade IX students. These students were divided into an experimental group that received TPS with HOTS and a control group that received conventional. Descriptive and inferential statistics were utilized to analyze pretest and posttest scores. The results indicated that the experimental group showed a noteworthy enhancement in their achievements, as seen by an average posttest score of 59.07, which was significantly higher than the control group's score of 40.86. The experimental group achieved a normalized gain (N-Gain) of 0.517, indicating a medium level of improvement. In contrast, the control group's N-Gain was 0.303, indicating a low level of improvement. The results of t-test have indicated that the TPS model combined with HOTS questions, has a considerable favorable impact on students' performance. This study provides evidence for the efficacy of cooperative learning practices in improving academic performance in the field of mathematics. The findings indicate that instructors should integrate TPS and HOTS questions to cultivate a more engaging and intellectually stimulating learning atmosphere.
Evaluating the geometric thinking levels of generation Z pre-service mathematics teachers in Indonesia Naufal, Muhammad Ammar; Ihsan, Hisyam; Samsuddin, Auliaul Fitrah; Zainal, Zaid; Ashari, Nur Wahidin; Hassan, Muhammad Nasiru
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 2: April 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i2.32365

Abstract

Geometric thinking abilities remain crucial in mathematics education, particularly for pre-service teachers who will shape future generations’ understanding of geometry. This study evaluates and compares the geometric thinking levels of generation Z pre-service mathematics teachers at Universitas Negeri Makassar (UNM) and Universitas Mulawarman (UNMUL) using the Van Hiele model. A quantitative comparative design was employed, involving 233 UNM and 227 UNMUL students selected through purposive sampling. The geometric thinking test (GTT) assessed students across five levels: visualization, analysis, informal deduction, formal deduction, and rigor. Results indicated that UNM students excelled in analysis and informal deduction, whereas UNMUL students displayed a broader distribution across all levels, with notable frequencies at visualization and formal deduction levels. A statistically significant difference in overall geometric thinking scores were identified, using the Mann-Whitney U test, with UNM students scoring higher. These findings emphasize the importance of adopting student-centered instructional strategies aligned with the Van Hiele model to enhance geometric thinking. Incorporating hands-on activities and technology is recommended to better prepare pre-service teachers for effective geometric instruction. The study provides insights for educators and policymakers to improve mathematics education by fostering higher geometric thinking levels in future teachers.
Exploring Students’ Mathematical Literacy Based on Mastery of Prerequisite Material Hamda; Faisal, Ahmad; Alimuddin; Naufal, Muhammad Ammar; Hassan, Muhammad Nasiru
Journal of Education Reseach and Evaluation Vol 9 No 2 (2025): May
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jere.v9i2.89037

Abstract

Mathematical literacy is essential for students to apply mathematical reasoning in real-world contexts, yet its development often relies on foundational knowledge. Understanding how the mastery of prerequisite knowledge influences mathematical literacy can help formulate more effective teaching strategies. This study explores the relationship between students' mathematical literacy levels and their mastery of prerequisite knowledge in grade XI of high school. This study used a qualitative approach, five students were selected based on their mastery of prerequisite knowledge and mathematical literacy. Data were collected through tests and interviews, with methodological triangulation to ensure validity. The study's findings showed varying literacy outcomes according to mastery of prerequisites. Students with high-medium ability demonstrated competence in fairly complex tasks but struggled with advanced reasoning. In contrast, students with medium-high abilities could interpret and apply information well but faced challenges in solving high-level problems. This study suggests that the development of mathematical literacy is not always linear with the mastery of prerequisites, highlighting the importance of teaching strategies that integrate conceptual understanding with literacy skills. These insights contribute to mathematics education by emphasizing the role of foundational knowledge in improving students' mathematical literacy.
ETHNOMATHEMATICS IN ARCHITECTURE: EXPLORING GEOMETRY AND PATTERNS IN THE WE TENRI OLLE TOMB Naufal, Muhammad Ammar; Ja'faruddin, Ja'faruddin; Satrina, Satrina; Latif, Lhenny Ardillah; Novianti, Gita Eka; Risaldi, Risaldi; Muhammad, Fadhel; Hassan, Muhammad Nasiru
BAREKENG: Jurnal Ilmu Matematika dan Terapan Vol 19 No 4 (2025): BAREKENG: Journal of Mathematics and Its Application
Publisher : PATTIMURA UNIVERSITY

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/barekengvol19iss4pp2481-2494

Abstract

This study explores the application of ethnomathematics in the We Tenri Olle Tomb, located in Pancana Village, Barru Regency, South Sulawesi. The study aims to identify mathematical concepts, particularly geometry, embedded within the tomb’s architectural elements. Using a qualitative descriptive method, data were collected through direct observation and literature review. The results show that the tomb's design reflects the application of planar geometry concepts, such as rectangular walls, and spatial geometry, such as a semi-spherical dome. Geometric transformations, including reflections on walls, translations in floral patterns, and rotations in window designs, were also identified. The tomb design embodies the dynamic cultural acculturation between the local Bugis culture and European colonial influences while symbolizing the diplomatic relationship between the Tanete Kingdom and the Netherlands. This study contributes to ethnomathematics by connecting cultural heritage with mathematical concepts and providing insights for developing culture-based mathematics education to enhance students’ understanding of geometry and appreciation for local traditions.
Profile Metacognitive Scaffolding in Developing the Concept of Determinants to Enhance Mathematical Problem-Solving Skills of Low Ability Students Awi, Awi; Sutamrin, Sutamrin; Naufal, Muhammad Ammar; Nasir, Norma; Hassan, Muhammad Nasiru
Kognitif: Jurnal Riset HOTS Pendidikan Matematika Vol. 5 No. 3 (2025): July - September 2025
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/kognitif.v5i3.3803

Abstract

The low ability of students to understand the concept of determinants and apply it in mathematical problem-solving remains a serious challenge, particularly among low-achieving learners. These difficulties are often linked to limited instructional variation, the dominance of procedural teaching, and insufficient opportunities for developing metacognitive awareness. This study therefore explores how metacognitive scaffolding can support low-achieving students in strengthening their conceptual understanding of determinants and improving problem-solving skills. The research employed a quantitative approach with a quasi-experimental design involving 30 tenth-grade students at MA Arifah Gowa, identified as low-achieving based on pretest results. Instruments included a mathematical problem-solving test, scaffolding observation sheets, and structured interviews. Data were collected through a pretest, classroom implementation of metacognitive scaffolding, observations, and a posttest. Findings revealed a significant improvement in problem-solving ability. The average score increased from 36.7 on the pretest to 74.8 on the posttest. Inferential analysis using a paired t-test confirmed the increase was statistically significant (t(29) = –12.34, p < 0.001), with a very large effect size (Cohen’s d = 1.80). These results highlight the importance of integrating metacognitive scaffolding into mathematics instruction as a means of fostering reflective thinking, enhancing student engagement, and strengthening higher-order thinking skills, particularly for low-achieving students. The findings align with the objectives of the Merdeka Curriculum, which emphasizes critical, reflective, and independent learning.
Attitude towards learning school geometry: an exploratory and confirmatory factor analysis in the Nigerian context Hassan, Muhammad Nasiru; Naufal, Muhammad Ammar; Abdullah, Abdul Halim
Journal of Education and Learning (EduLearn) Vol 20, No 1: February 2026
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v20i1.23545

Abstract

Attitude is a critical factor influencing students’ success in learning geometry and mathematics, which has been a subject of global interest in educational research. This study aimed to develop a valid and reliable instrument to measure students’ attitudes toward learning geometry in Nigeria, based on the affective, behavioral, and cognitive (ABC) model. The instrument was tested on a sample of 100 secondary school students in Nigeria. To ensure its validity, both exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were employed. The EFA results indicated a three-factor structure consisting of 20 items, which was further verified through CFA, showing good model fit indices and supporting the instrument’s robustness. The reliability of the instrument was also confirmed, with Cronbach’s alpha coefficients ranging from 0.73 to 0.89, suggesting strong internal consistency across the three attitude components. The findings indicate that the developed instrument is a reliable and valid tool for assessing secondary school students’ attitudes toward geometry, capturing their emotional, behavioral, and cognitive responses to the subject. This study contributes significantly to the field of mathematics education by offering a context-specific tool for measuring attitudes, which could inform the development of more effective teaching strategies tailored to students’ attitudes toward geometry.
Co-Authors Abdullah, Abdul Halim Ahmad Faisal Ahmad Zaki Alimuddin Awi, Awi Chatarina Umbul Wahyuni Hamda Hisyam Ihsan Ja'faruddin, Ja'faruddin Latif, Lhenny Ardillah Muhammad Ammar Naufal Muhammad, Fadhel Nasir, Norma Novianti, Gita Eka Nurhaliza, Ratih risaldi, risaldi Sahid Sahid Samsuddin, Auliaul Fitrah Satrina, Satrina Sutamrin, Sutamrin Wahidin Ashari, Nur Zainal, Zaid