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All Journal Jurnal Pengabdian Masyarakat dan Penelitian Thawalib Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram
Pratama Surya Bagus Kusuma
Institut Al Fithrah Surabaya
Religion Biochemistry, Genetics & Molecular Biology Earth & Planetary Sciences Education Electrical & Electronics Engineering Energy Engineering Environmental Science Mathematics Physics Social Sciences Other

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Development of PBL Integrated Ethnomathematics Learning Tools to Develop Mathematical Problem-Solving Skills in Elementary School Risma Firda Diana; Pratama Surya Bagus Kusuma
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol. 13 No. 3: July 2025
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v13i3.15868

Abstract

The low mathematical problem-solving ability of elementary school students is a crucial issue in mathematics learning that has not been optimally addressed. Initial studies suggest that existing learning tools lack cultural context and integration of innovative learning models. Previous research has focused on partial or higher grade levels, leaving gaps in the development of comprehensive problem-based tools for early grade students with local contexts. This research aimed to create Problem-Based Learning (PBL) tools that incorporate ethnomathematics, with the goal of improving students' mathematical problem-solving skills effectively, practically, and authentically, by utilizing the ADDIE development framework. The research instruments used include learning tools, validation sheets, student response questionnaires, and teacher activity observation sheets. The results demonstrated the validity, practicality, and efficacy of the developed products. The mean percentage of validation for learning module, student response questionnaires, and mathematical problem-solving ability tests was 88.5%, 90%, and 85%, respectively, in the valid category. The average practicality score of the learning tools, assessed through student feedback questionnaires and learning implementation observation forms, was found to be 83.85%, which falls within the practical category. Additionally, the results from the mathematical problem-solving assessments indicated that 80% of the students achieved scores exceeding the minimum competency requirements.
Guidance on the Utilization of Artificial Intelligence (AI) in the Development of Instructional Materials Risma Firda Diana; Pratama Surya Bagus Kusuma; Husnu Athoilah; Choirun Nisa
Jurnal Pengabdian Masyarakat dan Penelitian Thawalib Vol. 4 No. 2 (2025): Jurnal Pengabdian Masyarakat dan Penelitian Thawalib
Publisher : STAI Publisistik Thawalib Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54150/thame.v4i2.750

Abstract

Using AI in primary education can enhance teachers’ efficiency in developing instructional materials aligned with the Merdeka Curriculum, reduce their workload, and improve the quality of learning through contextual and continuous training. This activity was conducted at Madrasah Ibtidaiyah Swasta Darul Ulum Lamongan due to its diverse student population, strong commitment to improving educational quality, and the pressing need to develop technological innovations in the teaching and learning process in the region. The method involved tutorials, hands-on practice, and discussions carried out in three phases: needs assessment, intensive training with mentoring, and evaluation through reflection and feedback. Results indicate that the AI-assisted learning management support program was successfully implemented and received positive responses from participating teachers. The process began with a needs analysis through discussions and surveys, revealing low levels of digital literacy and limited experience among teachers using AI tools. The core training phase was delivered through tutorials and practical sessions using applications like ChatGPT and Merlin AI to help design teaching materials. Interactive discussions encouraged active participation and boosted teachers’ confidence. The final evaluation showed that teachers felt significantly supported, became more efficient in performing administrative tasks, and were motivated to integrate AI into their teaching activities sustainably. Conclusion: The integration of artificial intelligence through tutorials, practical sessions, and discussions effectively enhanced teachers’ ability to design innovative and efficient instructional materials, while also promoting the integration of technology into the learning process.
Co-Authors Choirun Nisa Husnu Athoilah Risma Firda Diana