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All Journal ALSYS : Jurnal Keislaman dan Ilmu Pendidikan Al-DYAS : Jurnal Inovasi dan Pengabdian kepada Masyarakat
Fauziah Kamaruddin
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Pengembangan E-Mind Mapping Berbasis Digital dalam Pembelajaran Matematika Sekolah Dasar Abdul Majid; Fauziah Kamaruddin
ALSYS Vol 6 No 3 (2026): ALSYS: Jurnal Keislaman dan Ilmu Pendidikan
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/alsys.v6i3.9701

Abstract

Although the development of digital learning media has received attention in several previous studies, research that specifically discusses the use of digital-based E-Mind Mapping to improve elementary school students’ understanding of mathematical concepts remains limited. This study aims to develop and evaluate the effectiveness of digital-based E-Mind Mapping in mathematics learning in elementary school. This study employed a quantitative approach with an experimental design, involving 28 fifth-grade students of SDN 50 Bonto Panno, Pangkep Regency, who were selected through purposive sampling. Data were collected using learning outcome tests, student response questionnaires, and observation sheets, and were then analyzed using descriptive statistical techniques and the paired-sample t-test. The results showed that the students’ mean pretest score of 62.4 increased to 84.7 on the posttest. The paired-sample t-test results showed a t-value of 9.85 with significance (p) < 0.001, indicating a significant difference between learning outcomes before and after the use of digital-based E-Mind Mapping media. In addition, the N-Gain test result showed a value of 0.68, which fell into the moderate-to-high category. Students’ responses to the use of this media were also in the very positive category, with a percentage of 91.2%. These findings indicate that visual- and digital-based learning media are effective in improving students’ understanding of mathematical concepts. The conclusion of this study affirms the importance of integrating E-Mind Mapping into mathematics learning as a more interactive and meaningful learning innovation, while also providing theoretical and practical contributions to the development of digital-based mathematics learning in elementary schools.
Pengembangan Kemampuan Berhitung Permulaan Anak Usia Dini melalui Permainan Edukatif Berbasis Matematika Anggriani Amir; Abdul Majid; Fauziah Kamaruddin
ALSYS Vol 6 No 3 (2026): ALSYS: Jurnal Keislaman dan Ilmu Pendidikan
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/alsys.v6i3.9839

Abstract

Although the development of early childhood numeracy skills has received considerable attention in previous studies, research that specifically discusses the development of early counting skills through mathematics-based educational games at PAUD Raodatul Jannah Baru-Baru Tanga remains limited. This study aimed to analyze the development of early childhood counting skills through mathematics-based educational games. This study used a qualitative approach with a case study design. The research subjects were Group B early childhood students at PAUD Raodatul Jannah Baru-Baru Tanga, with the teacher serving as the main informant. Data were collected through observation, interviews, and documentation, and were then analyzed through the stages of data reduction, data presentation, and conclusion drawing. The results showed that mathematics-based educational games, such as number cards, counting blocks, and games involving matching the number of objects, helped improve children’s ability to recognize numbers, count objects, and understand simple addition concepts. The learning process also became more engaging, interactive, and enjoyable, thereby increasing children’s motivation and active participation in learning activities. In addition, teachers played an important role in creating game-based learning that was directed and meaningful. These findings contribute to the development of play-based early childhood mathematics learning and broaden understanding of numeracy strengthening in the context of early childhood education. The conclusion of this study confirms that mathematics-based educational games can serve as an effective and child-centered learning strategy for improving early counting skills in early childhood education.
Pembinaan Guru dalam Penyusunan Perangkat Pembelajaran untuk Mendukung Kesiapan Akreditasi Fauziah Kamaruddin; Radiatan Mardiah; Harfiani
Al-DYAS Vol 5 No 3 (2026): Al-DYAS: Jurnal Inovasi dan Pengabdian kepada Masyarakat
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/aldyas.v5i3.12003

Abstract

Primary school and Islamic primary school teachers are expected to be able to translate curriculum policies into coherent instructional materials. However, some teachers still require practical capacity building to align learning outcomes, learning objectives, learning activities, teaching materials, worksheets, media, and assessments. This community service program aimed to strengthen the competencies of teachers at MI Syekh Muhammad Samman Makassar in developing contextual, systematic, and operational instructional materials. The program was conducted on August 28–29, 2026, involving 10 teachers through participatory training and product-based mentoring that encompassed needs identification, conceptual reinforcement, guided practice, peer review, revision, and evaluation. Data were collected using a 20-item pretest and posttest, an instructional-material assessment rubric comprising six indicators rated on a scale of 1–4, an engagement observation sheet, and participant reflection sheets. The data were analyzed descriptively based on process indicators and the quality of the instructional materials produced. The results showed that the mean evaluation score increased from 60.3 to 87.0, while the mean quality of the instructional materials increased from 63.8% to 88.0%. All participants successfully completed their revised instructional materials. The most notable improvement occurred in the alignment of objectives, learning activities, and assessments, whereas the development of assessment instruments and scoring rubrics still required further mentoring. These findings indicate that practice-based capacity building conducted contextually and collaboratively and accompanied by progressive feedback can help teachers integrate curriculum requirements into instructional planning. Consequently, schools can develop similar mentoring models through professional learning communities so that instructional materials can be continuously implemented, reflected upon, and improved.
Co-Authors Abdul Majid Anggriani Amir Harfiani Mardiah, Radiatan