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All Journal Jurnal Eduscience (JES) AS-SABIQUN: Jurnal Pendidikan Islam Anak Usia Dini International Journal of Social Learning (IJSL) Jurnal Pengabdian Masyarakat Bidang Sosial dan Humaniora Jurnal Tadris Matematika (JTMT) Jurnal Hasil-Hasil Pengabdian dan Pemberdayaan Masyarakat (JHP2M) Jurnal Bersama Ilmu Pendidikan Jurnal Bersama Pengabdian Kepada Masyarakat International Journal of Educational Development and Innovation
Abdul Majid
Universitas Negeri Makassar
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Exploring Local Culture as a Medium for Mathematics Learning in Elementary and Secondary Schools Syarifuddin, Syarifuddin; Majid, Abdul; Danial; Awal Nur, Muhammad; Rahman, Hardianto
JTMT: Journal Tadris Matematika Vol 6 No 2 (2025): Volume 6, Issue 2, Desember 2025
Publisher : Universitas Islam Ahmad Dahlan (UIAD)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47435/jtmt.v6i2.4180

Abstract

This study aims to explore and analyze several mathematical concepts contained in traditional games and traditional foods of the Bugis tribe in Bone Regency. This research is an exploratory-descriptive study with an ethnographic approach. The instrument used in this study is a human instrument, where the researcher is directly related to the research and acts as a data collector. Data collection techniques are carried out through observation, interviews, and documentation. Data analysis techniques use an interactive model, namely data reduction, data presentation, and conclusion drawing. The results of the study show that traditional games such as mabbelle, mangngasing, mabendi bendi, mappadekko, and Mappasajang, and traditional foods such as doko doko cangkuli, barongko, and Putri sallang contain mathematical concepts consisting of flat and solid shapes such as squares, rectangles, kites, circles, pyramids, primes, and cubes. These mathematical concepts have relevance to mathematical concepts at elementary and secondary school levels in geometry material. Therefore, traditional games and traditional foods are used as a medium for learning mathematics in schools, especially elementary and secondary schools, so that learning is more innovative and meaningful and as a source of evaluation in learning mathematics related to local culture in the area.
SOCIOLOGY LEARNING MODULE BASED ON LOCAL WISDOM TO STRENGTHEN SCHOOL CULTURE: A QUALITATIVE STUDY FROM THE SOCIOLOGY PERSPECTIVE Ibrahim, Ibrahim; Kamaruddin, Syamsu A; Majid, Abdul; Leesen, Adul
JURNAL EDUSCIENCE Vol 12, No 6 (2025): Jurnal Eduscience (JES), (Authors from Thailand, Malaysia and Indonesia)
Publisher : Universitas Labuhanbatu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36987/jes.v12i6.8259

Abstract

Purpose – This study aims to develop a sociology learning module based on Bugis–Makassar local wisdom to strengthen school culture and internalize cultural values among eleventh-grade students at Madrasah Aliyah Swasta DDI Baru-Baru Tanga, Pangkep. The research addresses instructional limitations in existing materials that lack contextualization, cultural relevance, and the integration of local wisdom into sociology learning.Methodology – The study employed a qualitative development approach, utilizing Borg & Gall's (1983) model, which encompassed needs analysis, module planning, expert validation, revision, and limited field testing. Thirty students participated in the module trial. Data were collected through questionnaires, observations, and interviews, then analyzed descriptively to assess clarity, content relevance, cultural integration, student engagement, and value internalization.Findings – The module was found to be clear, systematic, and easy to understand (average score 4.3). It successfully links sociological concepts with students’ prior knowledge and daily experiences (4.1), integrates key Bugis–Makassar values such as siri’ na pacce, sipakatau, and getteng (4.5), encourages active participation (4.2), and supports the internalization of character-based cultural values (4.0). Overall, the module bridges abstract sociological theory with students' socio-cultural realities while reinforcing school culture and social character.Contribution – This study contributes to the development of culturally integrated and contextually relevant sociology learning materials. The module functions not only as an academic resource but also as a medium for character education rooted in local wisdom. It further demonstrates the effectiveness of the Borg & Gall model in producing high-quality instructional materials suited to students’ cultural contexts.
Kolaborasi Matematika dan Bahasa Inggris dalam Peningkatan Kompetensi Literasi Siswa Madrasah Aliyah Swasta DDI Baru-Baru Tanga Abdul Majid; Yonathan S Pasinggi; Usman, Usman; Yulia, Yulia; Rita Tuken
Jurnal Bersama Pengabdian Kepada Masyarakat (SAMAMAS) Vol. 1 No. 3 (2025): September 2025
Publisher : Yayasan Literasi Sains Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55123/samamas.v1i3.316

Abstract

This community service project aims to enhance the literacy competence of students at Madrasah Aliyah Swasta (MAS) DDI Baru-Baru Tanga through a collaborative approach integrating Mathematics and English subjects. The background of this program lies in the low level of students’ numeracy and foreign language literacy, which affects their analytical reasoning and scientific communication skills. The activity involved collaborative workshops for teachers, the development of bilingual contextual learning modules, and the implementation of project-based integrated lessons. The program was conducted over two months, engaging 60 eleventh-grade students and four subject teachers. The results indicated a significant improvement in students’ ability to read and interpret mathematical texts in English, analyze data, and present problem-solving results in an organized and communicative manner. Furthermore, students demonstrated a more positive attitude toward interactive and cross-disciplinary learning. This collaboration not only strengthened students’ literacy competence but also improved teachers’ pedagogical skills in implementing interdisciplinary learning models. The outcomes of this program highlight the importance of integrating subject collaboration as a strategic effort to promote literacy and foster a culture of innovation within Islamic educational institutions.
Workshop Pengembangan Bahan Ajar Matematika Bermakna Berbasis Peta Konsep bagi Guru Sekolah Dasar di Kabupaten Barru Jafar, Jafar; Damar Rais; Danial, Danial; Norma Nasir; Abdul Majid
ABDISOSHUM: Jurnal Pengabdian Masyarakat Bidang Sosial dan Humaniora Vol. 5 No. 1 (2026): Maret 2026
Publisher : Yayasan Literasi Sains Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55123/abdisoshum.v5i1.7682

Abstract

The development of meaningful mathematics teaching materials remains a significant challenge in elementary schools, particularly in teachers’ ability to organize concepts systematically and contextually. One relevant strategy to support meaningful learning is the use of concept maps as cognitive tools. This community service program aimed to enhance elementary school teachers’ understanding and competence in Barru Regency in developing meaningful mathematics teaching materials based on concept maps through a structured workshop. The activity involved 30 teachers and was conducted through several stages: pretest, material presentation, discussion, hands-on practice in designing concept maps and teaching materials, posttest, and product evaluation. Data were collected using a comprehension test and a product assessment rubric, then analyzed using descriptive statistics, paired-sample t-test, and N-gain analysis. The results indicated a significant improvement in teachers’ understanding, with the mean score increasing from 62.4 on the pretest to 82.5 on the posttest. The paired t-test showed a significant difference (t = 11.27; p < 0.05), while the N-gain analysis revealed that 60% of teachers achieved high improvement and 40% moderate improvement. Product evaluation yielded an average score of 3.55 out of 4 (very good category), particularly in the structure of concept maps, interconnections among concepts, and alignment with elementary students’ characteristics. These findings suggest that concept map-based workshops are effective in improving teachers’ conceptual understanding and the quality of meaningful mathematics teaching materials, with potential as a sustainable professional development model.
Workshop Berbasis Pengembangan Diri untuk Meningkatkan Motivasi dan Kinerja Guru SD di Kabupaten Barru Usman, Usman; Abdul Majid; Ritha Tuken; Jonathan S Pasinggi; M. Asri B
ABDISOSHUM: Jurnal Pengabdian Masyarakat Bidang Sosial dan Humaniora Vol. 5 No. 1 (2026): Maret 2026
Publisher : Yayasan Literasi Sains Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55123/abdisoshum.v5i1.7693

Abstract

Self-development–based workshops are considered an effective strategy to enhance teachers’ motivation and performance at the elementary school level. This community service program aimed to improve both intrinsic and extrinsic motivation of teachers and to strengthen their professional commitment in implementing quality learning practices in Barru Regency. The identified problems included low work motivation, limited professional self-reflection, and suboptimal teacher performance in lesson planning and instructional implementation. The program employed a participatory approach consisting of needs assessment, material presentation, self-reflection sessions, group discussions, simulations, and evaluation. A total of 35 elementary school teachers from several schools in Barru Regency participated in the workshop. The results indicated an increase in teachers’ understanding of continuous self-development, improved work motivation, and positive changes in attitudes toward enhancing instructional quality. Evaluation through questionnaires and observations showed an improvement in motivation scores and teacher performance indicators after the workshop. The program contributed positively to strengthening professional awareness and fostering a more productive work culture within schools. In conclusion, self-development–based workshops are effective in improving the motivation and performance of elementary school teachers in Barru Regency. It is recommended that such programs be implemented continuously as part of local teacher professional development strategies.
Pengembangan Model Pembelajaran Matematika Sekolah Dasar Berbasis Pendekatan Kontekstual untuk Meningkatkan Literasi Numerasi Abdul Majid
Jurnal Bersama Ilmu Pendidikan (DIDIK) Vol. 2 No. 1 (2026): Februari 2026
Publisher : Yayasan Literasi Sains Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55123/didik.v2i1.555

Abstract

This study aims to develop a contextual-based mathematics learning model for elementary schools to improve students’ numeracy literacy. The study was motivated by the low level of numeracy literacy among students, caused by abstract instructional practices that insufficiently connect mathematical concepts with real-life contexts. This research employed a Research and Development (R&D) method consisting of needs analysis, model design, product development, expert validation, limited trials, field testing, and product revision. The study was conducted in October 2025 at SDN 50 Bono Panno, Pangkep Regency, involving elementary school students and classroom teachers as research participants. The research instruments included expert validation sheets, teacher and student response questionnaires, observation sheets of learning implementation, and numeracy literacy tests (pretest and posttest). Data were analyzed using descriptive quantitative and qualitative methods as well as inferential statistical tests to determine learning improvement. The expert validation results showed an average score of 3.65, categorized as highly valid. The practicality test based on teacher and student responses reached 88%, categorized as highly practical. The effectiveness test indicated a significant improvement in students’ numeracy literacy, with the mean pretest score increasing from 62.4 to 84.7 in the posttest. The N-Gain score was 0.59 (moderate category), and the t-test result showed statistical significance (p < 0.05). Therefore, the developed contextual-based mathematics learning model is considered valid, practical, and effective in improving elementary school students’ numeracy literacy.
Optimizing Primary School Students’ Numeracy through Mind Mapping as a Cognitive Organizational Tool Abdul Majid; Jonathan S Pasinggi; Syed Kaleem Ullah Shah Bukhari
International Journal of Educational Development and Innovation Vol 6, No 2 (2026): February
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijedi.v2i6.82917

Abstract

This study aims to investigate how the implementation of mind mapping as a cognitive organizational tool can optimize numeracy skills among primary school students. Despite the critical role of numeracy in foundational mathematics, many students struggle to achieve meaningful understanding. This research addresses the need for innovative instructional strategies that enhance conceptual comprehension and retention in elementary mathematics education. A quasi-experimental design was employed with 120 fourth-grade students at SD Negeri 38 Bonto Perak, Pangkep, Indonesia, conducted from October to December 2025. Participants were divided into experimental and control groups. The experimental group received instruction using mind mapping integrated with cognitive organizational strategies, while the control group followed conventional teaching methods. Data were collected using pre- and post-tests measuring numeracy skills, along with classroom observations and student interviews to assess engagement and conceptual understanding. Statistical analysis included paired t-tests and effect size calculations to determine the impact of the intervention. The results indicate that students in the experimental group demonstrated a significant improvement in numeracy skills compared to the control group (mean gain = 18.7 points, p < 0.01). Additionally, students reported higher levels of learning meaningfulness and engagement when using mind mapping as a cognitive organizational tool. The findings suggest that integrating mind mapping into mathematics instruction can enhance numeracy and meaningful learning. However, the study is limited to a specific grade level, school, and region, which may affect generalizability. Future research could explore long-term effects and application across different subjects and educational contexts
Pengembangan Kemampuan Berpikir Kritis Anak Usia Dini melalui Pembelajaran Matematika Kontekstual Majid, Abdul; Amir, Anggriani
AS-SABIQUN Vol 8 No 3 (2026): MEI
Publisher : Pendidikan Islam Anak Usia Dini STIT Palapa Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36088/assabiqun.v8i3.6142

Abstract

Although studies that specifically examine the development of early childhood critical thinking skills through context-based mathematics learning remain limited, this ability plays an important role in supporting cognitive development and learning readiness at the next level. This study aims to test and analyze the effect of implementing contextual mathematics learning on early childhood critical thinking skills. This study employed a quantitative approach with a quasi-experimental design, involving 20 children in Group B at TK IGTKI-PGRI Harapan Bangsa Bonto Perak, Pangkep Regency, who were selected through a purposive sampling technique. The study was conducted from January to March 2026. Data were obtained through observation, critical thinking skills assessment sheets, and documentation of learning activities, and were then analyzed using descriptive statistics and a paired sample t-test. The results showed a significant improvement in children’s critical thinking skills after the implementation of contextual mathematics learning, with the mean score increasing from 55.30 at the initial stage to 82.15 at the final stage. The statistical test results showed a calculated t value of 9.27 with a significance value (Sig. 2-tailed) of 0.000, which was lower than 0.05, indicating that the treatment given had a significant effect. These findings confirm that learning that connects material with children’s real-life experiences is effective in encouraging the development of higher-order thinking skills. Thus, this study contributes to enriching the literature on context-based mathematics learning in early childhood education and provides practical implications for educators to design learning that is relevant to children’s everyday experiences.
Menumbuhkan Jiwa Kepemimpinan Sejak Dini: Pelatihan Dasar Kepemimpinan bagi Siswa SMA Negeri 10 Kabupaten Pangkep Abdul Majid; Naufal Qadri Syarif; Hasruddin Nur; Abdurrahman Achmad; Iyan, Iyan
Jurnal Bersama Pengabdian Kepada Masyarakat (SAMAMAS) Vol. 2 No. 1 (2026): Maret 2026
Publisher : Yayasan Literasi Sains Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55123/samamas.v2i1.553

Abstract

Fostering leadership spirit from an early age is a strategic effort to develop young generations who are responsible, confident, and capable of contributing positively to their school and community. This Community Service activity aimed to enhance students’ basic leadership knowledge and skills through a Basic Leadership Training program conducted in November 2025 at SMA Negeri 10 Kabupaten Pangkep. The implementation method consisted of preparation and coordination with the school, needs analysis, training sessions delivered through interactive lectures, group discussions, leadership simulations, reflective activities, and evaluation using questionnaires and participatory observation. The participants were students involved in school organizations and class representatives. The results indicated an improvement in students’ understanding of leadership concepts, effective communication, organizational management, teamwork, and responsible decision-making. In addition, students demonstrated increased self-confidence and collaboration skills during practical sessions and simulations. Participant evaluations showed positive responses toward the contextual and applicable training materials and methods. In conclusion, the Basic Leadership Training conducted in November 2025 at SMA Negeri 10 Kabupaten Pangkep was effective in fostering students’ leadership spirit from an early stage and is recommended to be implemented continuously as part of character development and student organization strengthening programs at school
Integration of Local Culture in the Learning Process at Madrasah: A Sociological Analysis Ibrahim, Ibrahim; A. Kamaruddin, Syamsu; Majid, Abdul; Idham, Idham; Bishri, Abdullah Azzam; Leesen, Adul
International Journal of Social Learning (IJSL) Vol. 6 No. 2 (2026): April
Publisher : Indonesian Journal Publisher in cooperation with Indonesian Social Studies Association (APRIPSI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/ijsl.v6i2.556

Abstract

This study is motivated by the need to preserve local cultural values within modern educational settings, particularly the Bugis–Makassar values of siri’ (self-worth), pesse (empathy), sipakatau (humanizing one another), and sipakainge’ (mutual reminder). These values are considered essential for strengthening students’ character and fostering harmonious social interaction in schools. This research aims to analyze how Bugis–Makassar cultural values are integrated into the learning process at Madrasah Aliyah Swasta Darud Da'wah Wal-Irsyad (MAS-DDI) Baru-Baru Tanga Pangkep. A qualitative approach was employed with participants including the principal, Islamic Education teachers, Guidance and Counseling teachers, Islamic Cultural History teachers, and students from grades XI and XII. Data were collected through semi-structured interviews, observations, and documentation, and validated using data triangulation. The findings reveal that cultural values are integrated into both formal and non-formal learning through contextual, collaborative, and reflective strategies. These practices contribute to character development, enhanced learning motivation, and the strengthening of students’ cultural identity.
Co-Authors Abdurrachman , Achmad Abdurrahman Achmad Amir, Anggriani Bishri, Abdullah Azzam Damar Rais Danial Ibrahim Ibrahim Idham Idham Iyan, Iyan Jafar Jafar Jonathan S Pasinggi Jonathan S Pasinggi Kamaruddin, Syamsu A Leesen, Adul M. Asri B Muhammad Syarifuddin Rahman Nasir, Norma Naufal Qadri Syarif Nur, Hasruddin Nur, Muhammad Awal Pasinggi, Yonathan S Rahman, Hardianto Rita Tuken Ritha Tuken Syamsinar Syamsu A. Kamaruddin Syarifuddin Syed Kaleem Ullah Shah Bukhari Usman Usman Yonathan S Pasinggi Yulia Yulia