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All Journal Jurnal Pengabdian Masyarakat Bidang Sosial dan Humaniora International Journal of Educational Development and Innovation
Jonathan S Pasinggi
Universitas Negeri Makassar
Education Social Sciences

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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
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.
Co-Authors Abdul Majid M. Asri B Ritha Tuken, Ritha Syed Kaleem Ullah Shah Bukhari Usman Usman