Article Per Year (5 Year)
p-Index From 2021 - 2026
4.704
P-Index
This Author published in this journals
All Journal Jurnal Daya Matematis Pendas : Jurnah Ilmiah Pendidikan Dasar PEDAGOGIK : JURNAL PENDIDIKAN Malikussaleh Journal of Mathematics Learning (MJML) ENLIGHTEN (Jurnal Bimbingan dan Konseling Islam) Jurnal Ilmiah Ecosystem Jurnal Studi Guru dan Pembelajaran Integral : Pendidikan Matematika JURNAL PEMBELAJARAN DAN MATEMATIKA SIGMA (JPMS) Equals : Jurnal Ilmiah Pendidikan Matematika PROSIDING Seminar Nasional FKIP Universitas Muslim Maros Elsya : Journal of English Language Studies Proximal: Jurnal Penelitian Matematika dan Pendidikan Matematika Journal of English Language and Education ELIPS: Jurnal Pendidikan Matematika Jurnal Penelitian dan Pengabdian Masyarakat GENIUS: Jurnal Inovasi Pendidikan dan Pembelajaran Lestari: Jurnal Pengabdian Kepada Masyarakat Eduma : Mathematics Education Learning and Teaching
Nasir, A. Muhajir
PGSD, Fakultas Ilmu Pendidikan, Universitas Negeri Makassar
Agriculture, Biological Sciences & Forestry Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Public Health Social Sciences Other

Published : 38 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 38 Documents
Search

 1   2   3   4 
Students' Perceptions of JASP Use and Its Impact on Statistics Learning: A TAM-Based Study A. Muhajir Nasir
EduMa: Mathematics education learning and teaching Vol. 14 No. 1 (2025)
Publisher : Jurusan Tadris Matematika UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eduma.v14i1.21339

Abstract

This study aims to analyze the influence of students' perceptions regarding the use of the JASP application and its relationship to statistics learning outcomes through the Technology Acceptance Model (TAM) approach. The four main TAM constructs analyzed include perceived ease of use, perceived usefulness, attitude toward use, and behavioral intention to use. This research employed a quantitative associative method using simple and multiple linear regression analyses. The sample consisted of 90 fourth-semester PGSD UNM students who had completed a statistics course, selected through simple random sampling. The results indicate that three out of the four perception variables—perceived ease of use, perceived usefulness, and attitude toward use—significantly influenced students’ learning outcomes, with attitude toward use emerging as the strongest predictor. In contrast, behavioral intention to use did not show a significant effect. The multiple regression model revealed that the four TAM constructs collectively explained 55.7% of the variance in learning outcomes. These findings affirm that students’ positive perceptions of JASP have a tangible impact on academic achievement and support the effectiveness of the application as a learning tool for statistics in the PGSD context.
Analisis Hubungan Kompetensi Pedagogis dengan Sikap Profesional Mahasiswa pada Program Asistensi Mengajar Sekolah Dasar A. Muhajir Nasir
GENIUS: Jurnal Inovasi Pendidikan dan Pembelajaran Vol. 4 No. 1 (2026): GENIUS: Jurnal Inovasi Pendidikan dan Pembelajaran
Publisher : CV. Insight Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58227/gjipp.v4i1.373

Abstract

Penelitian ini bertujuan untuk menganalisis hubungan kompetensi pedagogis dengan sikap profesional mahasiswa pada Program Asistensi Mengajar Sekolah Dasar (AMSD). Penelitian menggunakan pendekatan kuantitatif dengan jenis korelasional. Sampel penelitian berjumlah 200 mahasiswa semester V Jurusan PGSD FIP UNM Kampus Makassar yang mengikuti AMSD. Data dikumpulkan melalui angket dan dianalisis menggunakan aplikasi JASP. Hasil uji Spearman menunjukkan terdapat hubungan positif dan signifikan antara kompetensi pedagogis dengan sikap profesional mahasiswa (r = 0.665; p < 0.001). Temuan ini menunjukkan bahwa semakin tinggi kompetensi pedagogis mahasiswa, maka semakin tinggi pula sikap profesional mahasiswa selama mengikuti AMSD. Hasil penelitian menunjukkan bahwa AMSD berkontribusi terhadap pengembangan kompetensi pedagogis dan profesionalisme mahasiswa calon guru.
Pengembangan Model Pembelajaran Sosial Berbasis Strategi Metakognitif untuk Menumbuhkan Kemampuan Pemecahan Masalah Matematika Mahasiswa Pendidikan Guru Sekolah Dasar Latri; Ramlan Mahmud; A. Muhajir Nasir
GENIUS: Jurnal Inovasi Pendidikan dan Pembelajaran Vol. 4 No. 1 (2026): GENIUS: Jurnal Inovasi Pendidikan dan Pembelajaran
Publisher : CV. Insight Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58227/gjipp.v4i1.391

Abstract

Kemampuan pemecahan masalah matematika merupakan salah satu kompetensi penting yang perlu dimiliki mahasiswa Pendidikan Guru Sekolah Dasar (PGSD). Namun, kemampuan tersebut masih tergolong rendah sehingga diperlukan model pembelajaran yang mampu mengintegrasikan aktivitas sosial dan strategi metakognitif. Penelitian ini bertujuan mengembangkan model pembelajaran sosial berbasis strategi metakognitif yang valid dan efektif untuk meningkatkan kemampuan pemecahan masalah matematika mahasiswa PGSD. Penelitian ini merupakan penelitian dan pengembangan (Research and Development) menggunakan model ADDIE yang meliputi tahap Analysis, Design, Development, Implementation, dan Evaluation. Subjek penelitian terdiri atas 64 mahasiswa semester IV PGSD Universitas Negeri Makassar. Data diperoleh melalui observasi, wawancara, angket, tes kemampuan pemecahan masalah matematika, dan dokumentasi. Hasil penelitian menunjukkan bahwa model yang dikembangkan memperoleh skor validitas rata-rata 4,68 dengan kategori sangat valid. Implementasi model menghasilkan skor N-Gain sebesar 0,62 pada kelas eksperimen dan 0,31 pada kelas kontrol. Aktivitas mahasiswa mencapai 86,4% dan respons mahasiswa sebesar 89,8%, keduanya berada pada kategori sangat baik. Dengan demikian, model pembelajaran sosial berbasis strategi metakognitif valid dan efektif untuk meningkatkan kemampuan pemecahan masalah matematika mahasiswa PGSD.
Hubungan Motivasi Belajar dan Beban Kognitif dengan Moderasi Multimedia Interaktif pada Pembelajaran Matematika Nur Adni Azisah; Fitri; Alya Anwar; A. Muhajir Nasir
EQUALS: Jurnal Ilmiah Pendidikan Matematika Vol. 8 No. 2 (2025): Inovasi Pembelajaran Matematika Berbasis Teknologi, Kognitif, dan Etnomatematik
Publisher : Program Studi Pendidikan Matematika, FKIP Universitas Muslim Maros

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46918/equals.v8i2.3062

Abstract

This study aims to analyze the relationship between learning motivation and cognitive load among elementary school students in mathematics learning, and to examine whether interactive multimedia instruction moderates this relationship. A quantitative correlational design was employed. Participants were elementary school students who experienced two different instructional conditions: interactive multimedia learning and conventional learning. Data were collected using a motivation scale based on the ARCS model and a cognitive load scale developed according to Cognitive Load Theory. Data analysis was conducted using Pearson correlation and Moderated Regression Analysis (MRA). The results indicate a significant negative relationship between learning motivation and cognitive load (r = −0.361, p = .007), suggesting that higher motivation is associated with lower perceived cognitive load. However, the moderation analysis revealed that the type of instruction did not significantly moderate the relationship between learning motivation and cognitive load (p = .173), indicating that the effect of motivation remained consistent across both instructional conditions. These findings highlight the role of motivation as an important psychological factor affecting cognitive processing in mathematics learning. Meanwhile, the use of multimedia requires careful instructional design to ensure that it contributes effectively without increasing unnecessary cognitive demands.
Moderasi Asal Daerah terhadap Pengaruh Bimbingan Guru Pamong pada Kompetensi Pedagogik Mahasiswa PGSD dalam Program AMSD A. Muhajir Nasir; Rahmawati Patta; Latri
Proximal: Jurnal Penelitian Matematika dan Pendidikan Matematika Vol. 9 No. 2 (2026): Exploring Mathematics through Education, Modeling, Finance, and Cultural Perspe
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/proximal.v9i2.8344

Abstract

Penelitian ini bertujuan untuk menganalisis pengaruh kualitas bimbingan guru pamong terhadap kompetensi pedagogik mahasiswa serta menguji peran asal daerah sebagai variabel moderator dalam hubungan tersebut pada program Asistensi Mengajar Sekolah Dasar (AMSD). Penelitian ini menggunakan pendekatan kuantitatif dengan desain korelasional ex post facto. Sampel penelitian berjumlah 200 mahasiswa Jurusan Pendidikan Guru Sekolah Dasar (PGSD) Universitas Negeri Makassar yang telah mengikuti program AMSD, yang dipilih menggunakan teknik convenience sampling. Data dikumpulkan melalui angket evaluasi pengalaman AMSD yang mengukur kualitas bimbingan guru pamong dan kompetensi pedagogik mahasiswa. Analisis data dilakukan menggunakan Moderated Regression Analysis (MRA) dengan pendekatan variabel dummy untuk menguji efek moderasi asal daerah. Hasil penelitian menunjukkan bahwa kualitas bimbingan guru pamong berpengaruh positif dan signifikan terhadap kompetensi pedagogik mahasiswa. Selain itu, hasil analisis menunjukkan adanya efek moderasi yang bersifat parsial, di mana asal daerah hanya memoderasi hubungan antara bimbingan dan kompetensi pedagogik pada kelompok mahasiswa yang berasal dari kawasan kabupaten di Sulawesi Selatan, tetapi tidak pada kelompok mahasiswa dari luar Sulawesi Selatan. Temuan ini menunjukkan bahwa pengaruh bimbingan guru pamong terhadap kompetensi pedagogik tidak bersifat universal, melainkan dipengaruhi oleh konteks latar belakang mahasiswa. Oleh karena itu, pengembangan program asistensi mengajar perlu mempertimbangkan pendekatan pembimbingan yang adaptif dan kontekstual untuk mengoptimalkan pengembangan kompetensi pedagogik mahasiswa.
Student Teachers’ Readiness for Instructional English in Primary Classrooms Rifhani Handayani L; Rahmat Darmawan; A. Muhajir Nasir
Journal of English Language and Education Vol 11, No 3 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i3.2438

Abstract

This study examines student teachers’ readiness to use instructional English in primary classroom contexts. A quantitative survey design was employed involving 133 student teachers from a Primary School Teacher Education (PGSD) program at a public university in Indonesia. Readiness was conceptualized as a multidimensional construct encompassing knowledge, classroom language skills, self-confidence, and classroom interaction readiness. Data were collected using a self-developed questionnaire and analyzed using descriptive statistics. The results indicate a moderate level of readiness across all dimensions. Classroom Language Skills shows the highest mean score (M = 16.32, SD = 3.006), followed by Classroom Interaction Readiness (M = 13.62, SD = 2.492) and Self-Confidence (M = 12.95, SD = 2.820), while Knowledge of Instructional English records the lowest mean (M = 12.01, SD = 1.905). The findings reveal an imbalance in which performance-related competencies are more developed than conceptual understanding and confidence. This suggests that current ESP practices support functional language use but are less effective in fostering adaptive and confident instructional communication. Strengthening the integration of knowledge, practice, and reflective experience is therefore essential to better prepare student teachers to use English as a medium of instruction.
Pelatihan Penulisan dan Publikasi Artikel Populer Berbasis Riset melalui The Conversation bagi Mahasiswa Universitas Negeri Makassar Muhammad Akil Musi; A. Muh. Ali; Rahmat Darmawan; A. Muhajir Nasir
LESTARI : Jurnal Pengabdian Kepada Masyarakat Vol 4 No 1 (2026): LESTARI : Jurnal Pengabdian Kepada Masyarakat
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat (LPPM) Universitas Muslim Maros

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46918/lestari.v4i1.3397

Abstract

Kemampuan akademisi dalam mendiseminasikan hasil penelitian kepada masyarakat luas melalui media populer masih relatif terbatas, padahal komunikasi sains berperan penting dalam memperluas dampak sosial hasil penelitian. Kegiatan pengabdian kepada masyarakat ini bertujuan meningkatkan pengetahuan, motivasi, dan minat mahasiswa Universitas Negeri Makassar dalam menulis serta mempublikasikan artikel populer berbasis riset melalui The Conversation Indonesia, sekaligus mengevaluasi persepsi peserta terhadap pelaksanaan pelatihan. Kegiatan dilaksanakan pada bulan Mei 2026 secara daring melalui Google Meet dan melibatkan 22 mahasiswa aktif Universitas Negeri Makassar. Evaluasi dilakukan menggunakan kuesioner skala Likert lima tingkat yang terdiri atas sembilan indikator dan dua pertanyaan kategoris, kemudian dianalisis secara deskriptif menggunakan nilai rata-rata (mean) dan distribusi frekuensi. Hasil menunjukkan bahwa pelatihan memperoleh respons positif dari peserta dengan rata-rata skor evaluasi sebesar 4,08 (kategori baik). Selain itu, sebagian peserta menyatakan rencana untuk mempublikasikan artikel melalui The Conversation setelah mengikuti pelatihan. Temuan ini menunjukkan bahwa pelatihan berpotensi mendukung penguatan komunikasi sains dan budaya publikasi populer di kalangan mahasiswa. Namun, interpretasi hasil perlu dilakukan secara hati-hati karena evaluasi didasarkan pada persepsi peserta setelah pelatihan.
The effects of task load, social support, and academic self-efficacy on students’ academic stress: Testing the moderating role of study program Inayah Ridhayanti Qarimah; A. Muhajir Nasir; Syamsuriah Syamsuriah
ENLIGHTEN (Jurnal Bimbingan dan Konseling Islam) Vol. 9 No. 1 (2026): January-June
Publisher : Program Studi Bimbingan dan Konseling Islam IAIN Langsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32505/enlighten.v9i1.14366

Abstract

Academic stress remains a major concern in higher education because it can undermine students’ well-being, learning engagement, and academic performance. This study examined the effects of task load, social support, and academic self-efficacy on students’ academic stress, and tested whether study program moderated these relationships. Using a quantitative cross-sectional survey design, data were collected from 368 students in three teacher education programs at Universitas Negeri Makassar: Elementary School Teacher Education, Guidance and Counseling, and Family Welfare Education. Participants were selected through proportionate stratified random sampling. Likert-scale questionnaires were used to measure task load, social support, academic self-efficacy, and academic stress, with all instruments showing strong internal consistency. Data were analyzed using multiple linear regression and Moderated Regression Analysis. The results showed that task load was the strongest positive predictor of academic stress, while academic self-efficacy had a significant negative effect. Social support did not significantly predict academic stress, and study program did not moderate the tested relationships. The model explained 42.8% of the variance in academic stress. These findings indicate that academic stress is shaped more by perceived workload and internal psychological resources than by study program differences, highlighting the importance of proportional workload management and self-efficacy development.
Co-Authors A. Muh. Ali Abdullah, Muhammad Nur Alya Anwar Ansar Ansar Dian Hardianti Hasmar Dian Hardianti Hasmar Ernawati Ernawati Ernawati, Ernawati Faisal Fitri Hadijah Hadijah Hadijah Hadijah Hamzah Upu Hardiyanti Hatibu Harfiah Harfiah Hatibu, Hardiyanti Hisyam Ihsan Inayah Ridhayanti Qarimah Innawati, Innawati Intan Eka Sari Khaerani, Khaerani Latri Latri Lestari, Pertiwi Indah M. Yogi Riyantama Isjoni Marsuki, Andika Muhammad Akil Musi Muhammad Yunan Natsir, Sitti Zahra Mulianti Nirfayanti, Nirfayanti Nur Adni Azisah Nurlina Nurlina Rahma Rahma Rahmat Darmawan Rahmat Darmawan Rahmat Darmawan, Rahmat Rahmawati Patta Rahmawati Patta, Rahmawati Rahmawati Rahmawati Rahmawati, Rahmawati Ramlan Mahmud Rasyid, Risma Ratnasari Ratnasari Rezky Amaliah Rifhani Handayani L Rifhani Handayani L Rifhani Hanyani L. Riyanti, Rika Rufi'i Rusdi, Hikmah Safitri, Anita Setyawan, Dedy Suryaningsih, Ita Syaiful Hidayat Syamsuriah Syamsuriah Syamsuriawati Syamsuriawati Syamsuriyawati Syamsuriyawati Syamsuriyawati, Syamsuriyawati Syartina, Syartina Tanasy, Novalia Yasmin Yasmin Yulianti, Nur Indah Rara