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All Journal International Journal of Research in Community Services Kognitif: Jurnal Riset HOTS Pendidikan Matematika International Journal of Ethno-Sciences and Education Research Venn: Journal of Sustainable Innovation on Education, Mathematics and Natural Sciences Journal on Mathematics Education
Rais, Damar
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Religion Humanities Computer Science & IT Economics, Econometrics & Finance Education Energy Engineering Environmental Science Languange, Linguistic, Communication & Media Library & Information Science Mathematics Physics Social Sciences Transportation Other

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Elevating student engagement and academic performance: A quantitative analysis of Python programming integration in the Merdeka Belajar curriculum Rais, Damar; Zhao, Xuezhi
Journal on Mathematics Education Vol. 15 No. 2 (2024): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.v15i2.pp495-516

Abstract

Python programming is widely employed in educational institutions worldwide. Within the Merdeka Belajar curriculum context, this programming is recognized as a suitable vehicle for mathematics instruction, significantly influencing students’ motivation and learning outcomes, particularly following periods of educational hiatus. This study examines the effectiveness of Python programming in promoting heightened learning outcomes by examining the intricate relationship between student motivation and learning. The study uses quantitative research methodologies to evaluate student learning facilitated through Python programming, encompassing problem-solving assessments and the administration of motivation questionnaires. By engaging in coding practices, students understand the symbols they manipulate, facilitating their ability to juxtapose data derived from mathematical modeling with the resultant programming output. When disparities arise, students are empowered to reassess their work, fostering a more profound comprehension of the subject matter. These exercises serve to augment students' capacity to retain and process information within memory. Furthermore, students demonstrate a favorable disposition, exhibiting persistence in resolving programming challenges by meticulously analyzing error outputs, particularly those pertaining to TypeErrors. Encouraging students to confront errors through thoroughly examining error output manifestations engenders an efficacious learning paradigm. This research proffers invaluable insights for educational institutions contemplating the integration of Python programming as an instructional adjunct.
Comparison of Teaching Content on Inequalities between China and Indonesia Xuezhi , Zhao; Rais, Damar
Kognitif: Jurnal Riset HOTS Pendidikan Matematika Vol. 5 No. 4 (2025): October - December 2025
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/kognitif.v5i4.4253

Abstract

In this study, we select inequality content from a set of Indonesian instructional materials and compare it with the corresponding inequality content in the People’s Education Press (PEP) textbooks. The comparison is significant because the two education systems represent distinct pedagogical approaches that differ historically, culturally, and epistemologically. Moreover, they are grounded in contrasting educational philosophies. PEP follows a Chinese tradition emphasizing formal structure, systematic practice, and deductive reasoning that moves from worked examples to general rules. In contrast, the Indonesian Kurikulum Merdeka is rooted in Freudenthal’s Realistic Mathematics Education (RME), which encourages contextual modeling and meaning-making prior to the introduction of formal symbols. By comparing the topic of inequalities—an abstract concept with specific operational rules (such as reversing the inequality sign when multiplied by a negative number)—we can observe how these approaches lead to different learning experiences. Do students discover rules through structured exploration, or are they expected to apply rules within real-world contexts after the concepts are presumed to be understood? In Indonesia, inequalities are taught primarily in Grade 11 of senior high school, under the assumption that students already possess a mature level of abstract reasoning. In China, however, inequality-related content is distributed across multiple stages of elementary and secondary schooling. Both countries have undergone substantial curriculum reforms aimed at improving mathematical proficiency and educational equity, yet their textbooks continue to reflect distinct pedagogical philosophies and cultural priorities. By examining the differences across these dimensions, we hope to provide useful insights for the teaching of inequality-related content
From Concept Image to Computational Thinking: A Design-Based Research on Python-Integrated Mathematics Learning Rais, Damar
International Journal of Ethno-Sciences and Education Research Vol. 6 No. 1 (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.v6i1.1174

Abstract

The increasing demand for computational thinking (CT) in mathematics education requires instructional designs that meaningfully connect abstract mathematical concepts with algorithmic reasoning. Grounded in the theory of concept image, this study investigates how Python-integrated learning activities can foster students’ mathematical understanding while simultaneously supporting the development of computational thinking. Using a Design-Based Research (DBR) methodology, this study was conducted across three iterative cycles involving undergraduate mathematics students and how Python-integrated learning activities can enrich students' mathematical understanding while simultaneously developing CT skills. The study was conducted across three iterative cycles in a Calculus II, Integration course involving twenty-six mathematics education students PGRI University of Yogyakarta. Data were collected through concept image mapping, CT performance assessments, classroom observations, and the analysis of Python code artifacts. The finding indicate that Python-assisted dynamic visualization facilitated a transition from static, procedural understanding toward deep, relational mental representations. Programming activities were proven to strengthen abstraction and algorithmic reasoning capabilities, where code serves as an externalization of students' concept images. This study yields three key instructional design principles: Concept-First Coding, Representational Fluidity, and Reflective Alignment. In conclusion, Python integration designed as a "cognitive bridge" effectively transforms mathematical intuition into formal-computational understanding that is transferable to complex problem-solving contexts. By leveraging programming as a representational medium, educators can create rich, interactive learning ecosystems where students actively construct knowledge, refine mental models, and develop transferable cognitive competencies. Future directions may include expanding these practices across disciplines, refining assessment models for CT in text-based programming, and investigating long-term retention and applicability of learned skills beyond academic settings.
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.
Training on Mapping the Potential of Capture Fisheries in Tanjung Pasir Village as an Effort to Develop an Economy Based on Marine Resources kalfin; Danial; Rais, Damar
International Journal of Research in Community Services Vol. 7 No. 2 (2026): International Journal of Research in Community Service (IJRCS)
Publisher : Research Collaboration Community (Rescollacom)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46336/ijrcs.v7i2.1285

Abstract

Tanjung Pasir Village, located on the coast of Tangerang Regency, has significant potential for capture fisheries, but its utilization is still suboptimal. This community service program aims to provide training to the fishermen of Tanjung Pasir Village on the use of efficient and environmentally friendly fishing gear, as well as better management of catch. Through this training, it is expected that fishermen will be able to increase their catch, reduce the negative impact on the environment, and optimize the potential for fisheries product downstream processing. The training results show an increase in fishermen's understanding of the use of environmentally friendly fishing gear and better catch management techniques. This training has also successfully increased fishermen's income, with the average catch value per trip for outboard motorboats reaching 1,406.03 thousand Rupiah, while fishing without a boat only reached 269.37 thousand Rupiah. It is hoped that this program will have a positive impact on the welfare of fishermen and the sustainability of the fisheries sector in Tanjung Pasir Village.
Co-Authors Danial Danial - Kalfin Kalfin, Kalfin Xuezhi , Zhao Zhao, Xuezhi