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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar MATEMATIKA DAN PEMBELAJARAN Journal of Mathematics Learning Innovation (JMLI)
Azmidar
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Computer Science & IT Decision Sciences, Operations Research & Management Education Environmental Science Mathematics Other

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Etnomatematika Budaya Bugis: Inovasi Pembelajaran Matematika pada Burasa' Rusli, Fitriani; Azmidar
Journal of Mathematics Learning Innovation Vol 2 No 1 (2023): Journal of Mathematics Learning Innovation
Publisher : Department of Mathematics Education, Faculty of Tarbiyah, Institut Agama Islam Negeri Parepare

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35905/jmlipare.v2i1.5077

Abstract

Indonesia merupakan negara yang memiliki beragam budaya dan tersebar dari Sabang hingga Merauke. Dalam tatanan kehidupan berbangsa dan bernegara, peran dan fungsi dari budaya ini sangat penting utamanya dalam proses pendidikan. Pendidikan merupakan proses kebudayaan, sebab proses pendidikan terjadi dalam konteks kebudayaan yang menjadikan kedua hal ini sangat berkaitan satu sama lain. Keterkaitan antara pendidikan dan kebudayaan memang sangat mempengaruhi perkembangan zaman, dimana pendidikan yang selalu berubah sesuai dengan perkembangan kebudayaan. Hal ini dikarenakan pendidikan yang sifatnya reflektif sehingga dalam pendidikan berlangsung proses transfer nilai-nilai kebudayaan. Setiap proses pendidikan berpotensi menjadikan manusia memahami kebudayaan dan menjadi manusia yang berbudaya, maka pendidikan dan kebudayaan itu saling terkait. Budaya juga mengarahkan manusia hidup dengan mematuhi aturan serta norma-norma kehidupan yang berlaku sebagai pedoman dan petunjuk dalam menjalankan kehidupan. Penelitian ini ditujukan untuk mengeksplorasi konsep matematika pada makanan khas Bugis yaitu Burasa. Pendekatan etnografi sebagai metode kualitatif digunakan pada penelitian ini. Hasil penelitian menunjukkan bahwa pada makanan Burasa terdapat konsep matematika yang sangat berguna dalam pembelajatran matematika, khususnya pada sifat-sifat bangun datar.
S-GEAR: A FRAMEWORK FOR PROOF INVESTIGATION AND RECONSTRUCTION IN REAL ANALYSIS Busrah, Zulfiqar; Azmidar; Pathuddin, Hikmawati
MATEMATIKA DAN PEMBELAJARAN Vol. 13 No. 2 (2025): MATEMATIKA DAN PEMBELAJARAN
Publisher : IAIN Ambon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33477/mp.v13i2.11490

Abstract

Students in the Mathematics Education Department at IAIN Parepare face substantial challenges in understanding and constructing proofs in Real Analysis due to limited familiarity with proof models, deductive principles, and the formal structures that underpin mathematical arguments. The absence of supporting courses such as Mathematical Logic further restricts their ability to read proof structures and interpret essential symbolic forms, including definitions involving ε–δ. This study developed the S-GeaR (Starting Point, Goals, Idea, References) strategy as a proof-investigation framework designed to guide students in systematically analyzing and reconstructing theorem proofs. Using the ADDIE development model, S-GeaR was designed, validated, and implemented through theorem investigation, collaborative discussions, and structured proof worksheets. Data were collected through tests, classroom observations, and student reflections. Quantitative results show an increase in scores from 58.2 to 76.4. Through the use of S-GeaR worksheets, students demonstrated gradual development in proof-related activities: recognizing proof methods, generating ideas and composing a complete formal proof. Qualitative findings also indicate that the procedural guidance of S-GeaR reduces cognitive load through component mapping and supports the emergence of proof ideas. These results underscore the important role of S-GeaR in strengthening students’ reasoning structure in theorems proofs.
IMPLEMENTASI MINDFULNESS LEARNING DALAM MENINGKATKAN KEMAMPUAN PEMECAHAN MASALAH PADA PERKALIAN DAN PEMBAGIAN PECAHAN DI MTS NEGERI PAREPARE Nurjannah; Nurwahida; Buhaerah; Azmidar
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 01 (2026): Volume 11 No. 01 Maret 2026 Publish
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i01.42288

Abstract

This study aims to describe the implementation steps of Mindfulness Learning and analyze its effectiveness in improving students’ mathematical problem-solving skills on the topic of fraction multiplication and division at MTs Negeri Parepare. The low level of problem-solving ability was identified as being caused by a lack of focus, attention, and mental engagement during learning activities. This research employed a quantitative approach with a quasi-experimental design (one-group pretest–posttest). Data were collected through observation, mathematical problem-solving tests, and documentation, then analyzed using descriptive and inferential statistics with a paired sample t-test. The results are expected to show a significant improvement in students’ mathematical problem-solving abilities after the implementation of Mindfulness Learning, as well as positive behavioral changes toward more focused, calm, and reflective learning habits.
Co-Authors Buhaerah Busrah, Zulfiqar Nurjannah Nurwahida Pathuddin, Hikmawati Rusli, Fitriani