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All Journal Jurnal Penelitian dan Pengembangan Pendidikan AKSIOMA: Jurnal Program Studi Pendidikan Matematika International Journal of Business, Law, and Education As-Sidanah : Jurnal Pengabdian Masyarakat JME (Journal of Mathematics Education) Global Journal of Mathematics Education Eduma : Mathematics Education Learning and Teaching
Akbar Nasrum
Universitas Sembilanbelas November Kolaka
Religion Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Neuroscience Social Sciences Other

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TESTING EDLINK'S ABILITY TO MANAGE BLENDED LEARNING Nasrum, Akbar; Mashuri, Sufri; Subawo, Made
JME (Journal of Mathematics Education) Vol 9, No 1 (2024): JME
Publisher : Universitas Sembilanbelas November Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v9i1.2155

Abstract

The main purpose of this research is to find out the advantages and disadvantages of the sevima edlink application through application in lectures using mixed methods. The advantages and disadvantages obtained are expected to be input for the university for the development of a better campus LMS. A good LMS will support the implementation of good MBKM through distance learning programs. In addition to finding out the advantages and disadvantages of Edlink, another important point is to involve students including lecturers involved to actively participate in using learning technology. This is one of the important points of this research. Tujuan utama dari penelitian ini adalah mencari tahu kelebihan dan kekurangan aplikasi sevima edlink melalui penerapan dalam perkuliahan yang menggunakan metode campuran. Kelebihan dan kekurangan yang diperoleh diharapkan dapat menjadi masukan bagi universitas demi pengembangan LMS kampus yang lebih baik. LMS yang baik akan mendukung terlaksananya MBKM yang baik melalui program belajar jarak jauh. Selain mencari tahu kelebihan dan kekurangan Edlink, poin penting lainnya adalah melibatkan mahasiswa termasuk dosen yang terlibat untuk ikut aktif dalam menggunakan teknologi pembelajaran. Hal ini yang menjadi salah satu poin penting dilakukannya penelitian ini.
Innovation of Learning Management System in Mathematics Education Study Program as MBKM Supporting Media Nasrum, Akbar; Sumpala, Andi Tenri
JME (Journal of Mathematics Education) Vol 8, No 2 (2023): JME
Publisher : Universitas Sembilanbelas November Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v8i2.2057

Abstract

The main objective of this research is to produce an LMS that can support synchronous, asynchronous and blended learning systems, especially in the Mathematics Education study program at Universitas Sembilanbelas November Kolaka (USN Kolaka). This is very important because USN Kolaka currently does not have an independent LMS while the existence of an LMS greatly supports the implementation of MBKM, especially in lecture programs outside the University. The LMS that will be created is an opensource-based LMS that also supports the use of the Woocommerce system. Specifically, the course that will be included in the system is the Mathematics Learning Media course. However, if possible, this LMS will be developed into an online mathematics learning center throughout Indonesia, starting from elementary school to university level. To develop this LMS requires several stages. The first stage is to analyze what essential materials will be included in the system first. Second, designing or designing the LMS interface, menu layout, including how to deliver the material, The third stage realizes what has been planned. The realization stage consists of product trials, evaluation and revision. The last stage is the implementation stage. This stage of development is known as the plompt model. From these stages, an opensource LMS is obtained that is suitable for use as an online learning platform. It can include various lesson materials. Especially for this research, the teaching materials included have also gone through a validation process so that both the material and the media are ready to be used for the teaching and learning process.
MATHEMATICAL MODELLING OF BRICK WALLS: A GEOMETRY LEARNING CONTEXT Nasrum, Akbar; Hidayati, Ully
JME (Journal of Mathematics Education) Vol 10, No 1 (2025): JME
Publisher : Universitas Sembilanbelas November Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v10i1.2459

Abstract

Mathematics learning at the junior secondary school level continues to face challenges related to the limited connection between mathematical concepts and students’ real-life experiences, particularly in geometry and measurement topics. This study aims to explore mathematical concepts embedded in the construction of subsidized house walls and to model the calculation of material volume and cost estimation as a real-world context for mathematics learning at the junior secondary school level. A qualitative descriptive approach with an exploratory design was employed. The object of the study was a subsidized house located in the Citra Latambaga Housing Complex, Latambaga District, Kolaka Regency, with a standardized building size of 6 m × 6 m and uniform room layouts. Data were collected through observation, measurement, and documentation, and analyzed using simple mathematical modeling aligned with the junior secondary school mathematics curriculum. The findings indicate that wall construction activities involve mathematical concepts such as the volume of rectangular prisms, unit conversion, ratio, estimation, and material cost calculation. The cost estimation results reveal significant differences between the use of red bricks and lightweight concrete blocks for the same wall volume, providing opportunities to introduce simple optimization problems in junior secondary school mathematics learning. This study concludes that the construction of subsidized house walls constitutes an authentic and meaningful context for teaching geometry and mathematical modeling, thereby supporting more contextualized and relevant mathematics learning at the junior secondary school level.
RESIDENTIAL FLOOR TILING AS A MATHEMATICAL MODELING CONTEXT FOR GEOMETRY LEARNING IN JUNIOR HIGH SCHOOL Nasrum, Akbar; Marniati, Marniati
JME (Journal of Mathematics Education) Vol 10, No 2 (2025): JME (Jul - Dec)
Publisher : Universitas Sembilanbelas November Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v10i2.2606

Abstract

Mathematical modeling is a learning approach that emphasizes the connection between mathematical concepts and real-life situations. However, geometry instruction in junior high schools is still frequently presented in an abstract manner and lacks meaningful real-world contexts. This study aims to examine residential floor tiling as a mathematical modeling context for geometry learning at the junior high school level. The research was conducted using a subsidized house type 36 located in the Citra Latambaga Housing Complex, Latambaga District, Kolaka Regency, focusing on floor tiling activities involving various tile sizes and materials. A qualitative research design with a mathematical modeling approach was employed, encompassing problem identification, mathematical model formulation, model solution, and interpretation of results. The findings indicate that residential floor tiling involves multiple geometry concepts aligned with the junior high school curriculum, including area measurement, ratios, unit conversion, estimation, and mathematical decision-making. Variations in tile sizes and materials generate multiple mathematical solutions, encouraging students to engage in critical thinking, compare alternative strategies, and interpret mathematical results within a real-life context. These results demonstrate that floor tiling provides meaningful learning experiences and supports the development of students’ mathematical modeling competencies. This study contributes theoretically to the body of research on mathematical modeling by introducing a familiar real-world context and offers practical implications for teachers in designing contextual and applicable geometry instruction at the junior high school level.
DEVELOPMENT OF A MOODLE QUIZ AS A MATHEMATICS ASSESSMENT TOOL FOR GRADE VIII STUDENTS OF SMP NEGERI 1 KOLAKA Nurafni, A Dwi; Nasrum, Akbar; Jahring, Jahring
JME (Journal of Mathematics Education) Vol 10, No 1 (2025): JME
Publisher : Universitas Sembilanbelas November Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v10i1.2704

Abstract

This study aims to develop a digital-based mathematics assessment tool using the Moodle application for Grade VIII students at SMP Negeri 1 Kolaka, in response to the growing need for effective and accessible digital testing platforms in mathematics education. The development process followed the ADDIE model (Analysis, Design, Development, Implementation, Evaluation), which supports a systematic and iterative approach to instructional design. The research involved 30 students from Class VIII D, selected through purposive sampling. Content validity was evaluated by two subject-matter experts using a structured rubric, resulting in an average score of 93% (very valid). Media validity was assessed by a media expert, yielding an average score of 82% (very valid). The practicality of the instrument was examined through student questionnaires focusing on usability and clarity, achieving an average score of 84%, indicating high practicality. These results suggest that the Moodle-based quiz is a valid and practical tool for mathematics assessment in junior high schools, with potential to enhance digital assessment practices in similar educational settings.
INTEGRATION OF ALEF CONTENT INTO MOODLE LMS TO SUPPORT DIGITAL LEARNING AT SMP NEGERI 1 KOLAKA Sanjani, Ade Riska; Nasrum, Akbar; Sari, Dian Ulfa
JME (Journal of Mathematics Education) Vol 10, No 1 (2025): JME
Publisher : Universitas Sembilanbelas November Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v10i1.2705

Abstract

The digital transformation in education demands the development of adaptive and effective learning media. This study aims to develop digital learning media by integrating Alef Education content into the Moodle Learning Management System (LMS) platform at SMP Negeri 1 Kolaka. The research employed a Research and Development (RD) method using the ADDIE model, which includes five stages: Analysis, Design, Development, Implementation, and Evaluation. Validation results from media and content experts indicate that the developed learning media is highly valid, with scores of 87.78% and 92%, respectively. Analysis of student and teacher response questionnaires shows that the media is practical, with practicality scores of 77% and 68%. The study concludes that the collaboration between Alef content and Moodle LMS positively impacts the quality of learning. Further research is recommended to develop Alef content for varying student ability levels and to explore its implementation in other schools.
Exploring Grade VIII Students' Procedural Skills in Solving Pythagorean Problems Ade Riska Sanjani; Achmad Salido; Akbar Nasrum; Chairuddin Chairuddin; Jahring Jahring; Dian Ulfa Sari
EduMa: Mathematics education learning and teaching Vol. 13 No. 2 (2024)
Publisher : Jurusan Tadris Matematika UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eduma.v13i2.18719

Abstract

This study explores the procedural skills of grade VIII students in solving Pythagorean Theorem problems, focusing on the diversity of problem-solving steps and error patterns that emerge. A descriptive qualitative method was used in this study, with three students selected as subjects based on high, medium, and low levels of mathematical ability. Data were collected through problem-solving tasks and semi-structured interviews to comprehensively understand the students' approaches and strategies. The results showed that students with high procedural skills implemented problem-solving steps in a structured manner, while those with moderate skills often needed to be more consistent in recording critical steps. Students with low skills tended to bypass procedural structures and proceed directly to solutions, leading to a higher rate of errors. Error patterns varied by students' mathematical ability levels: high-ability students made no errors, medium-ability students exhibited errors in illustrations and procedural consistency, and low-ability students struggled with writing expressions and fully implementing steps. These findings emphasize the need for instructional approaches tailored to students' skill levels, such as structured learning and scaffolding, to strengthen procedural skills. A follow-up study with a broader sample is recommended to validate these findings and assess the effectiveness of instructional strategies for enhancing students' procedural skills across various mathematical topics.
PRESERVICE MATHEMATICS TEACHERS’ CONCEPTUAL UNDERSTANDING OF LIMITS: A SYSTEMATIC REVIEW OF MATHEMATICAL AND PEDAGOGICAL KNOWLEDGE Akbar Nasrum; Sufri Mashuri
JME (Journal of Mathematics Education) Vol 11, No 1 (2026): JME (Jan - Jun)
Publisher : Universitas Sembilanbelas November Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v11i1.2797

Abstract

The concept of limits is a fundamental foundation of calculus; however, it remains one of the concepts that preservice mathematics teachers find difficult to understand conceptually. These difficulties are not limited to procedural problem-solving skills but also involve understanding the meaning of limits, coordinating multiple representations, constructing formal proofs, and developing the pedagogical ability to explain the concept effectively to students. This study aims to synthesize research on preservice mathematics teachers’ conceptual understanding of the concept of limits by examining the dimensions of mathematical knowledge and pedagogical knowledge. A systematic literature review was conducted following the PRISMA 2020 guidelines. Data were collected from the Scopus and Dimensions databases through RIS files exported in June 2026. From an initial set of 127 records, 23 core articles were selected after the processes of deduplication and screening based on inclusion and exclusion criteria. The selected studies were analyzed using thematic synthesis. The review findings indicate that previous studies have predominantly focused on the mathematical knowledge dimension, particularly difficulties related to understanding the meaning of limits, transforming representations, graph visualization, formal definitions, mathematical proof, sequence limits, trigonometric limits, and asymptotic behavior. In contrast, the pedagogical knowledge dimension has received relatively less attention, although it has been explored through studies on anticipating students’ responses, teacher noticing, representation selection, the use of GeoGebra, and technology-based didactical design. This review highlights that preservice mathematics teachers’ conceptual understanding of limits should be viewed as an integration of mathematical knowledge and pedagogical knowledge. The findings imply the need for calculus instruction in teacher education programs that emphasizes multiple representations, mathematical proof, pedagogical reflection, analysis of students’ thinking, and the conceptual integration of technology.
Development of an Interactive Digital Mathematics Textbook Based on Flipbook for Junior High School in the Context of Kurikulum Merdeka Akbar Nasrum
Global Journal of Mathematics Education Vol. 1 No. 1 (2025): GJME (Jul - Dec)
Publisher : PT. Integrasi Sains Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study aims to develop a digital mathematics textbook based on an interactive flipbook format aligned with the Kurikulum Merdeka and accessible across various devices, including smartphones. The research addresses the limitations of conventional printed textbooks in engaging students and supporting differentiated instruction. The development process follows the ADDIE model, encompassing five stages: Analysis, Design, Development, Implementation, and Evaluation. The analysis stage involved identifying curriculum requirements and the preferences of both teachers and students regarding instructional media. The design and development stages produced a digital textbook containing textual materials, instructional videos, interactive animations, external links, and assessments aligned with the Asesmen Kompetensi Minimum (AKM). Validation was conducted by three content experts and one media expert using the Learning Object Review Instrument (LORI), assessing aspects such as content quality, interactivity, and accessibility. The validation results indicated a “highly valid” category, with average scores of 4.51 for content and 4.45 for media. A limited implementation was carried out at two public junior high schools (SMP Negeri) in Kolaka Regency, involving selected teachers and students. The results showed that the interactive flipbook effectively increased student engagement, supported differentiated learning, and enhanced students’ numeracy literacy. Further evaluation suggested that the product is widely applicable, with only minor technical improvements needed. The findings recommend that transforming textbooks from printed to interactive digital formats is an effective strategy for supporting 21st-century learning that is adaptive, flexible, and student-centered.
Watch And Play: Engaging Students in Mathematics Learning Through The Alef Education Platform Afdalianna Abdullah; Akbar Nasrum
Global Journal of Mathematics Education Vol. 1 No. 1 (2025): GJME (Jul - Dec)
Publisher : PT. Integrasi Sains Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study aims to examine the effectiveness of the Alef Education platform in improving students' mathematics learning outcomes and their responses to its use at MTs Negeri 1 Kolaka. Alef Education is a digital learning platform that offers instructional videos, educational games, and assessments based on Higher Order Thinking Skills (HOTS). The research employed a post-test only control group design involving two classes: one as the experimental group using Alef, and the other as the control group receiving conventional instruction. Data collection instruments included a mathematics achievement test, student response questionnaires, and interview guides. Quantitative data were analyzed using a t-test, while qualitative data were analyzed descriptively. The results showed that the average learning outcomes of the experimental group were significantly higher than those of the control group (p < 0.05). Students responded positively to the platform, especially appreciating its video lessons and interactive games, which enhanced their conceptual understanding. In-depth interviews also revealed increased student motivation and learning autonomy. These findings suggest that Alef Education is an effective tool for mathematics instruction and holds promise for broader implementation in madrasah as part of digital education strategies.
Co-Authors Ade Riska Sanjani Afdalianna Abdullah Agus Nasir, Agus ALOYSIUS JOAKIM FERNANDEZ Andi Tenri Sumpala Andi Tenri Sumpala, Andi Tenri Chairuddin Chairuddin Dian Ulfa Sari Farman, Farman Fitriyani Hali Haeniah, Nurul Halidin, Halidin Herlina Herlina Hidayati, Ully Jahring Made Subawo Made Subawo, Made MARNIATI Marniati Marniati Marniati Marniati, Marniati Nanda Arista Rizki Nasarudin Nasarudin Nurafni, A Dwi Salido, Achmad Sanjani, Ade Riska Sari, Dian Ulfa Sufri Mashuri