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All Journal Proximal: Jurnal Penelitian Matematika dan Pendidikan Matematika Ininnawa: Jurnal Pengabdian Masyarakat
Amin, Resky Fadila
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Humanities Education Energy Engineering Mathematics Public Health Social Sciences

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Implementasi Asistensi Mengajar di SMA Celebes Global School Makassar Sabri, Sabri; Arsyad, Nurdin; Amrin, Irfan Pratama; Amin, Resky Fadila; Aidil Fiqra
Ininnawa : Jurnal Pengabdian Masyarakat Vol. 2 No. 2 (2024): Volume 02 Nomor 02 (Oktober 2024)
Publisher : Program Studi Manajemen FEB UNM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ininnawa.v2i2.5315

Abstract

Program Asistensi Mengajar PKKM di Celebes Global School, Kota Makassar, bertujuan untuk meningkatkan pemahaman siswa terhadap matematika, keterampilan guru dalam pengajaran numerasi, serta memberikan pengalaman langsung bagi mahasiswa Program Studi Pendidikan Matematika Universitas Negeri Makassar. Program ini melibatkan beberapa kegiatan, termasuk Math Teaching Program, Mathematics Consultation Program, Math Relay Games, pelatihan guru berbasis TIU Training Program, dan eksplorasi teknologi melalui Geogebra Exploration. Pelaksanaan kegiatan berlangsung selama dua bulan melalui tahapan persiapan, pelaksanaan, evaluasi, serta pelaporan dan publikasi. Hasil evaluasi menunjukkan bahwa pendekatan inovatif, seperti integrasi teknologi dan aktivitas kolaboratif, meningkatkan pemahaman siswa terhadap konsep matematika, minat belajar, serta keterampilan guru dalam menyampaikan materi. Program ini juga memberikan manfaat signifikan bagi mahasiswa dalam mengembangkan kompetensi mengajar dan menghadapi tantangan nyata di dunia pendidikan. Keberhasilan program ini mendukung implementasi kebijakan kegiatan ini serta memberikan model pembelajaran interaktif yang dapat menjadi acuan untuk program serupa di masa depan.
The The Effect of The Problem Based Learning Model Integrated with Culturally Responsive Teaching on The Numeracy Skills and Mathematical Dispositions Ja'faruddin, Ja'faruddin; Amin, Resky Fadila; Awi Dassa
Proximal: Jurnal Penelitian Matematika dan Pendidikan Matematika Vol. 8 No. 4 (2025): Volume 8 Nomor 4 Tahun 2025
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/proximal.v8i4.7182

Abstract

This study analyzes the effectiveness of implementing Culturally Responsive Teaching (CRT) within a Problem Based Learning (PBL) framework in mathematics instruction at SMP Negeri 2 Takalar and examines its impact on students’ numeracy skills and mathematical dispositions. This research employed a pre-experimental one-group pretest–posttest design involving 28 eighth-grade students, using numeracy tests, classroom observations, student response questionnaires, and mathematical disposition scales as instruments. The findings show that CRT was implemented effectively through the integration of local cultural contexts, inclusive interactions, and active student participation. Students’ numeracy skills improved significantly, with posttest scores surpassing the Minimum Mastery Criteria (KKM) and N-Gain values falling within the medium to high categories. Student activity levels were categorized as active, responses were positive, and mathematical dispositions increased to the medium category. These results indicate that the application of CRT contributes to enhancing students’ numeracy skills and supports mathematics learning that is more meaningful, contextual, and culturally grounded.
Co-Authors Aidil Fiqra Amrin, Irfan Pratama Awi Dassa Ja'faruddin, Ja'faruddin Nurdin Arsyad, Nurdin Sabri Sabri