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All Journal PRISMA Jurnal Pengabdian Kepada Masyarakat
Salma Hasna Arumaisya
Institut Pendidikan Indonesia
Arts Humanities Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Nursing Public Health Social Sciences Veterinary Other

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The Relationship Between Mathematical Resilience and Critical Thinking Ability of Student Salma Hasna Arumaisya; Tina Sri Sumartini
PRISMA Vol. 15 No. 1 (2026): PRISMA
Publisher : Universitas Suryakancana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35194/jp.v15i1.5700

Abstract

Critical thinking ability is one of the important abilities in mathematics learning, while mathematical resilience acts as an affective factor that encourages students to persevere in the face of difficulties. This study aims to analyze the relationship between mathematical resilience and students' critical thinking skills in the context of mathematics learning. The research method used a correlational quantitative approach involving 20 Al-Hikmah Junior High School students as samples. Data were collected through mathematical resilience questionnaire and mathematical problem-based critical thinking ability test, then analyzed using correlation test (Pearson/Spearman) and crosstab test. The results showed that there was no significant relationship (r = 0.266 < 0.05) between mathematical resilience and critical thinking ability. This finding indicates that other factors, such as learning motivation, teaching model, or learning environment, may have more influence on students' critical thinking ability. Nonetheless, this study contributes to the understanding of students' cognitive and affective abilities in the context of mathematics learning.
Pelatihan Integrasi Kecerdasan Buatan dan Deep Learning untuk Mengembangkan Peran Guru dalam Pembelajaran Tina Sri Sumartini; Maulida Aulia Rahman; Salma Hasna Arumaisya
PaKMas: Jurnal Pengabdian Kepada Masyarakat Vol 6 No 1 (2026): Mei 2026
Publisher : Yayasan Pendidikan Penelitian Pengabdian Algero

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54259/pakmas.v6i1.5591

Abstract

This community service program aims to develop teachers’ abilities in integrating artificial intelligence (AI) and deep learning. The activity was conducted at SMK Al-Hikmah on Wednesday, July 23, 2025, and was attended by 23 teachers from various subject areas. The implementation method took the form of an interactive workshop that included material presentations, discussions, hands-on practice, and a post-test. The evaluation results showed an average score of 90.87, a median of 95, and a score range of 65–100. This indicates that most teachers have understood the basic concepts of AI, recognized its ethical implications, and demonstrated the ability to implement the technology in teaching. The high achievement of participants reflects the great potential of AI in supporting adaptive learning and personalized instruction, although a small number of teachers still require additional assistance in technical aspects. This training emphasizes that AI integration is not a replacement for the teacher’s role, but rather a reinforcement of the teacher’s function as a facilitator and learning guide. The outcomes of this activity can serve as a foundation for follow-up mentoring programs and teacher capacity development in addressing the challenges of 21st-century education.
Co-Authors Maulida Aulia Rahman Tina Sri Sumartini Tina Sri Sumartini, Tina Sri