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Ahmad Farham Majid
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Alauddin Journal of Mathematics Education (AJME)
Published by Universitas Islam Negeri Alauddin Makassar
ISSN : 27164497     EISSN : 27211738     DOI : https://doi.org/10.24252/ajme
Core Subject : Education,
Education Mathematics
The aim of this journal is to publish high quality research in mathematics education including teaching and learning, instruction, curriculum development, learning environments, teacher education, educational technology, educational developments, from many kinds of research such as survey, research and development, experimental research, classroom action research, etc.
Arjuna Subject : Matematika - Matematika (Lain-Lain)
Articles 107 Documents
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Desain Didaktis Kemampuan Literasi Matematika Siswa Dalam Materi Persamaan Linear Berdasarkan Perbedaan Gender Annastyah Nur Husnul; Andi Kusumayanti; Andi Halimah
Alauddin Journal of Mathematics Education Vol 7 No 2 (2025): NOVEMBER
Publisher : Department of Mathematics Education

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Abstract

Mathematical literacy skills are an important competency in the 21st century, but they are still relatively low in various educational units. In addition, gender differences often affect students' thinking styles, learning processes, and achievements in mathematics. Therefore, a learning design that is responsive to variations in learning needs based on gender is needed. This research aims to develop a didactic design that can improve the mathematical literacy ability of class X students of SMA Negeri 8 Bone on linear equation material by considering gender differences. The research approach uses Didactical Design Research (DDR) which consists of three stages: prospective analysis, metapedadidactic analysis, and retrospective analysis. The research subjects were students of class X.8 who were selected based on the results of literacy tests and interviews. The results of the study showed that there was a difference in the characteristics of learning obstacles between male and female students. Male students tend to experience obstacles in the aspects of accuracy and algebraic operations, while female students face more difficulties in the final proof and representation stages. Local context-based didactic design and adaptive literacy strategies have proven to be effective in facilitating conceptual understanding and problem-solving skills across the board. In addition, students' responses to LKPD are positive because they are considered to help understand the material contextually and interactively. This research contributes to the development of a mathematics learning design that is more adaptive to gender differences and is able to anticipate learning barriers that may arise.
Pengembangan Media Pembelajaran TCG (Trade Card Game) Untuk Meningkatkan Motivasi Belajar Pada Materi Bangun Ruang KelasVIII SMP Negeri I Tinggimoncong Khaidir, Khaidir; Thamrin Tayeb; Angriani, Andi Dian; Baharuddin
Alauddin Journal of Mathematics Education Vol 7 No 2 (2025): NOVEMBER
Publisher : Department of Mathematics Education

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Abstract

This study aims to determine (1) the process of developing TCG (Trade Card Game) learning media to increase learning motivation on solid geometry material for eighth-grade students at SMP Negeri 1 Tinggimoncong, and (2) the quality of TCG learning media in terms of validity, practicality, and effectiveness. This research employs the Research and Development (R&D) method with the ADDIE development model consisting of five stages: Analysis, Design, Development, Implementation, and Evaluation. The developed product is a TCG-based learning media for solid geometry material. The subjects for the trial are 31 students from class VIII.4 at SMP Negeri 1 Tinggimoncong. The instruments used include expert validation sheets, observations of teacher and student activities, student learning motivation questionnaires, teacher response questionnaires, and learning outcome tests. The research results show that: (1) The validity of the TCG learning media is in the "Very High" category with a score of 0.96. (2) The practicality of the media is classified as "Very Positive" with a teacher response rate of 91% and a teacher activity observation score of 4 ("Very Good"). (3) The effectiveness of the media is indicated by the student learning motivation of 90.6% ("High"), with an increase of 41.8% from the initial motivation (48.8%), student activity at 85% ("Very Good"), and learning completeness reaching 80.5% in a classical setting. Thus, the development of this TCG learning media has been proven to be valid, practical, and effective in enhancing student motivation and learning outcomes in spatial geometry material.
Analisis Kemampuan Pemahaman Konsep Matematis Ditinjau Dari Tipe Kepribadian Keirsey Pada Peserta Didik MTsN Gowa Yuliany, Nur; Widiastika Suartawa; Ermawati; Eka Damayanti
Alauddin Journal of Mathematics Education Vol 7 No 2 (2025): NOVEMBER
Publisher : Department of Mathematics Education

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Abstract

This study aims to identify the classification of students’ Keirsey personality types and analyze ninth-grade students’ mathematical conceptual understanding at MTsN Gowa based on those personality types. This research was conducted because conceptual understanding is a crucial component in learning mathematics; however, many students still struggle to comprehend mathematical concepts even after receiving instruction. Additionally, previous studies have primarily focused on learning models, materials, or cognitive factors and have not explored the role of psychological characteristics such as Keirsey personality types. Therefore, this research addresses this gap by examining whether students’ conceptual understanding is influenced by their personality tendencies. This study employed a quantitative descriptive method with saturated sampling involving all 74 ninth-grade students. The instruments used were the Keirsey personality questionnaire, a mathematical conceptual understanding test, and documentation. The findings show that the personality classification consists of 19 Guardian, 20 Artisan, 13 Rational, and 22 Idealist students. The level of mathematical conceptual understanding is categorized as moderate with an average score of 67.78, which remains below the minimum mastery criteria. Based on personality types, students with the Rational personality type achieved the highest scores due to their analytical and logical thinking tendencies, which support conceptual reasoning. Meanwhile, Guardian personality type students obtained the lowest scores, which may be due to their preference for structured and procedural learning, making abstract conceptual reasoning more challenging. The contribution of this study lies in offering a new perspective in mathematics education by integrating personality-based differentiation. These findings may serve as a reference for developing adaptive and personalized learning strategies that align with students’ psychological characteristics, potentially improving the effectiveness of mathematics instruction.
Analisis Kemampuan Berpikir Kreatif Matematis Ditinjau dari Kecemasan Matematika Peserta Didik Andi Nabilah Ridwan; Sriyanti, A.; Rahman, Ulfiani; Munirah
Alauddin Journal of Mathematics Education Vol 7 No 2 (2025): NOVEMBER
Publisher : Department of Mathematics Education

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Abstract

Creative thinking skills are essential in mathematics learning. Although very important, in reality, students' creative thinking skills are still low. On the other hand, there are also factors that need to be considered in mathematics learning, namely mathematics anxiety. Students are sometimes unable to solve problems well, feel afraid, and lack confidence when faced with mathematics lessons. This study aims to determine the ability of mathematical creative thinking in terms of mathematics anxiety of grade X students of SMA Negeri 8 Bulukumba. This type of research is descriptive research with a qualitative approach. This research was conducted at SMA Negeri 8 Bulukumba with research subjects of grade X.2 students totaling 32 people in the 2023/2024 academic year. Data collection techniques in this qualitative study were mathematics anxiety questionnaires, mathematical creative thinking ability tests, interviews, and to validate the data using data triangulation techniques. The results of the study showed that students with low category of mathematics anxiety were able to fulfill all indicators of mathematical creative thinking ability optimally. This occurs because students with low levels of anxiety tend to be more confident in understanding problems, exploring various alternative solutions, and explaining their thinking in detail so that the indicators of fluency, flexibility, originality, and elaboration can be achieved. Students with moderate anxiety are only able to meet the indicators of fluency, flexibility, and originality, because although they are able to produce various solutions and strategies, the anxiety they still feel makes them less in-depth or detailed in the solutions provided. Meanwhile, students with high anxiety are only able to meet the indicators of fluency and elaboration, due to the fear of making mistakes and mental pressure that prevents them from thinking flexibly and original in finding solution strategies. This study contributes by providing empirical evidence that managing mathematics anxiety is necessary for students' mathematical creative thinking abilities to develop optimally.
Pengaruh Penerapan Model Problem Based Learning (PBL) terhadap Pemahaman Konsep Matematika Siswa Fadlia M. Jafar; Lisnasari Andi Mattoliang
Alauddin Journal of Mathematics Education Vol 7 No 2 (2025): NOVEMBER
Publisher : Department of Mathematics Education

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Abstract

Conceptual understanding is an important aspect in mathematics learning because it is the basis for students to learn the next material. This study aims to analyze the effect of the application of the Problem Based Learning (PBL) model on the mathematical concept understanding of grade VII students of SMPN 40 Makassar. The study used a quantitative approach with a quasi-experimental design of the nonequivalent control group type, involving class VII.2 as the experimental class and VII.3 as the control class. Data were collected through pretests and posttests, then analyzed using descriptive statistics and t-tests. The results showed that the average conceptual understanding score in the PBL class was 78, higher than the control class which obtained an average of 62. The t-test produced , namely , so there was a significant difference between the two groups. This finding indicates that the application of PBL contributes to improving students' mathematical concept understanding. The implications of this study confirm that the PBL model can be used as an alternative learning model to support deeper conceptual mastery in the classroom in mathematics learning.
Pengaruh Penerapan Model Pembelajaran Kooperatif Tipe Numbered Head Together (NHT) Terhadap Kemampuan Berpikir Kritis Peserta Didik Dalam Pembelajaran Matematika Islamiah, Fitriah; Majid, Ahmad Farham; Sulasteri, Sri
Alauddin Journal of Mathematics Education Vol 7 No 2 (2025): NOVEMBER
Publisher : Department of Mathematics Education

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Abstract

This study aims to determine: (1) the description of the implementation of the Numbered Heads Together (NHT) cooperative learning model in mathematics learning for grade X students at MA Madani Alauddin, (2) the description of students’ critical thinking skills, and (3) the effect of applying the NHT cooperative learning model on students’ critical thinking skills in mathematics learning. This research employed an ex post facto design with a quantitative approach. The study was conducted at MA Madani Alauddin with a population of 85 grade X students divided into three classes. The sample consisted of 28 students selected through a simple random sampling technique. The instruments used were an NHT implementation questionnaire to measure the level of model application and an essay test to assess students’ critical thinking skills. The data analysis techniques used were descriptive statistics and inferential statistics in the form of a simple linear regression test. The results of the study indicate that: (1) the implementation of the NHT cooperative learning model among grade X students at MA Madani Alauddin was in the high category with an average score of 65.61, (2) students’ critical thinking skills were also in the high category with an average score of 67.57, and (3) based on the simple linear regression analysis, it was found that t_count > t_table (5.557 > 1.7056) with a significance value of 0.000 < 0.05, thus H₀ is rejected and Hₐ is accepted. This means that there is a significant effect of the NHT cooperative learning model on students’ critical thinking skills in mathematics learning. The contribution of this effect is shown by the coefficient of determination (R²) of 0.543, indicating that 54.3% of students’ critical thinking skills are influenced by the application of the NHT model, while the remaining 45.7% are influenced by other factors outside this study.
Perbandingan Penerapan Model Pembelajaran Creative Problem Solving (CPS) dengan Model Pembelajaran Problem Solving terhadap Kemampuan Berpikir Kritis Peserta Didik Nurjannah; Suharti; Nursalam
Alauddin Journal of Mathematics Education Vol 7 No 2 (2025): NOVEMBER
Publisher : Department of Mathematics Education

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Abstract

Critical thinking ability is one of the important competencies that must be developed in mathematics learning, especially in linear programming material that requires logical analysis and decision making. This research is important to conduct because the critical thinking ability of students in schools still tends to be low and requires more effective learning strategies to improve it. This study aims to compare the effectiveness of the Creative Problem Solving (CPS) and Problem Solving learning models in improving students' critical thinking abilities. The study used a quantitative approach with a posttest only control group design in a quasi-experimental experiment. The study population was all grade XI students of SMAN 8 Takalar, with a sample of 62 students divided into two experimental classes, each with 31 students. The research instrument was a critical thinking ability test. The results of the t-test showed a significant difference between the two groups (t count = 6.061 > t table = 2.01). Thus, it can be concluded that there is a difference in the critical thinking ability of students taught using the Creative Problem Solving (CPS) model and the Problem Solving model. Based on the average posttest score, students in the CPS class achieved higher results than those in the class using the Problem Solving model, thus it can be stated that the CPS model is more effective in improving students' mathematical critical thinking skills. The implication of this finding is that teachers are advised to apply the CPS model as an alternative learning strategy to improve the quality of students' understanding and critical thinking skills. This study contributes by providing empirical evidence regarding the advantages of CPS in mathematics learning, especially in the context of linear programming material.

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