Garuda - Garba Rujukan Digital

Identification Of Vegetable Fat Formulations on Hardness, Cleaning and Conditioning of Solid Soap Hulyadi, Hulyadi; Muhali, Muhali; Prayogi, Saiful; Azmi, Irham; Firdaus, Laras; Suryati, Suryati; Mirawati, Baiq; Gargazi, Gargazi
Journal of Authentic Research Vol. 4 No. 2 (2025): December
Publisher : LITPAM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/ty850306

This study aims to examine the effect of varying vegetable oil compositions (coconut, palm, and olive) on the physical and chemical qualities of solid soap, specifically in terms of hardness, cleansing ability, and moisture content. This study used a laboratory experiment with five soap formulas combining various vegetable oil compositions. The results showed that the formula with a combination of 60% coconut oil and 40% palm oil produced the soap with the highest hardness, while the formula with a combination of 60% coconut oil and 40% olive oil provided the best moisture content. The soap with a composition of 60% coconut oil and 40% palm oil also demonstrated better cleaning ability, thanks to the lauric acid content in coconut oil, which has antibacterial properties. This study recommends the use of a combination of coconut and palm oils to produce soap with the best quality in terms of hardness and cleansing ability, and coconut and olive oils for soap with greater skin moisturizing properties. It is hoped that this research will contribute to the development of the natural soap industry in Indonesia, reduce dependence on imported raw materials, and increase the competitiveness of natural soap products in the global market.

Analysis of the Role of Algorithms in the Analysis of Organic Molecular Structures: A Study of Formal Charges and Their Reactivity Muhali, Muhali; Hulyadi, Hulyadi; Gargazi, Gargazi; Azmi, Irham; Bayani, Faizul
Empiricism Journal Vol. 6 No. 4: December 2025
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/q58j9193

This study aims to identify students' competency in understanding the formal charge and reactivity of organic molecules through algorithm-based learning and mathematical formulations. A quasi-experimental pretest–posttest design was used with Chemistry Education students who had taken the topic of chemical bonding and Lewis structures. Essay and multiple-choice tests were used to measure the accuracy of Lewis structures, formal charge calculations, charge symbol interpretation, and reactivity predictions. The pretest results showed an average student score of 32.4, while the posttest score increased to 74.1, with an N-gain of 0.62 (moderate–high category). Students showed significant improvement in identifying reactivity centers (electrophilic/nucleophilic) and linking charge distribution to structural stability. The application of algorithms also strengthened their ability to visualize electronic structures, particularly in the context of sp3and sp3 hybridization. Computational chemistry simulations helped students develop stronger symbolic and predictive representations of chemical reactions. This study concludes that the integration of algorithms and symbolic approaches in learning effectively improves students' conceptual and computational literacy in organic chemistry.

A Systematic Review of Threshold Concepts in Higher Education: Characteristics, Learning Barriers, and Pedagogical Interventions Firdaus, Laras; Dewi, Ika Nurani; Primawati, Sri Nopita; Hulyadi, Hulyadi; Sabrun, Sabrun; Azmi, Irham
International Journal of Essential Competencies in Education Vol. 4 No. 2 (2025): December
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/qerb8q19

This systematic review synthesises peer-reviewed empirical and conceptual research on threshold concepts (TC) in higher education published between 2015 and 2025. The review aims to examine how threshold concepts are theorised, operationalised, and empirically investigated across disciplinary contexts, with particular attention to their defining characteristics, associated learning difficulties, and pedagogical implications. Following a rigorous process of database searching, screening, and eligibility assessment, a total of 26 studies were included, comprising 11 peer-reviewed journal articles and 15 articles reporting empirical studies. The analysis integrates qualitative, quantitative, and mixed-methods studies to generate three key contributions: (1) a refined synthesis of TC characteristics as epistemic and, in some cases, ontological turning points in learning; (2) a structured categorisation of learning challenges associated with threshold crossing, including cognitive, affective, and contextual dimensions; and (3) an overview of pedagogical approaches designed to support learners during liminal phases. Findings indicate that TC consistently facilitate transitions from surface understanding to disciplinary ways of knowing, although their forms and manifestations vary across fields. While pedagogical interventions increasingly acknowledge the necessity of learning difficulty, robust longitudinal evidence remains limited. The review concludes with practical indicators for educators, and methodological recommendations, especially the need for longitudinal study, mixed methods design, and clearer operational criteria to strengthen future research and curriculum design.

Pelatihan Pemanfaatan ChatGPT dan Scite.ai untuk Meningkatkan Kualitas Penulisan Artikel Pengabdian Hunaepi, Hunaepi; Sibua, Sulami; Asy’ari, Muhammad; Ikhsan, Muhammad; Kesuma, Dadang Warta Candra Wira; Aminullah, Aminullah; Prayogi, Saiful; Kurnia, Nova; Mirawati, Baiq; Azmi, Irham; Hidayati, Rospin; Afrilyana, Maya
Nuras : Jurnal Pengabdian Kepada Masyarakat Vol. 6 No. 1 (2026): January
Publisher : Lembaga Pendidikan, Penelitian, dan Pengabdian Kamandanu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/nuras.v6i1.614

This community service activity aims to improve the competence of lecturers at the Faculty of Culture, Management, and Business, Mandalika University of Education, in writing quality community service articles through the use of artificial intelligence technology, specifically ChatGPT and Scite.ai. The method used was an interactive workshop based on direct practice, equipped with a pre-test, delivery of theoretical materials, practice using AI, post-test, and reflection sessions. The analysis results showed a significant increase in post-test scores compared to the pre-test, with the majority of participants' N-gain being in the medium to high category. Participants were also able to produce draft community service articles with good to very good quality categories based on the assessment rubric. The level of participant satisfaction with the materials, methods, and implementation of the workshop was in the high category, indicating the success of the training approach used. This activity also contributed to the achievement of the SDGs, especially the goals of Quality Education (SDG 4), Innovation and Infrastructure (SDG 9), and Partnership (SDG 17). This training can be replicated as a model for increasing lecturer capacity in the context of digital transformation of higher education.

Pelatihan dan Pendampingan Model Pembelajaran Inovatif dan Kreatif Bagi Calon Guru Fisika Herayanti, Lovy; Gummah, Syifa’ul; Sukroyanti, Baiq Azmi; Ahzan, Sukainil; Azmi, Irham; Hikmah, Nurul; Al-Haris, Umar
Indonesian Journal of Education and Community Services Vol. 3 No. 1 (2023): Edisi Januari-Juni 2023
Publisher : Indonesian Publication Center

Show Abstract | Download Original | Original Source | Check in Google Scholar

This community service program aims to enhance the pedagogical and professional competence of pre-service physics teachers at FSTT UNDIKMA through training and mentoring in the development of innovative instructional materials. The rationale for this program is underscored by the necessity for instructional adaptation in the digital era, requiring prospective teachers to integrate physics content, pedagogy, and technology (TPACK). The implementation method employed a participatory approach comprising four stages: preparation, workshops, simulation (teaching practice), and continuous mentoring. The results indicate a significant improvement in participants' understanding of various instructional models, such as Project-Based Learning (PjBL) and Inquiry, as well as their technical skills in developing digital and simulation-based media. Ultimately, this program successfully shifted the students' teaching paradigm toward a more student-centered and technology-adaptive approach.

Assessing Critical Thinking in Mathematics Education: A Systematic Review and Analysis Using the PRISMA Framework Azmi, Irham; Abdullah, Mohd Faizal Nizam Lee; Alwadood, Zuraida; Calaminos, Franklin P.
International Journal of Essential Competencies in Education Vol. 4 No. 1 (2025): June
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/ijece.v4i1.1858

Developing critical thinking skills is paramount in the realm of mathematics education in today's era. It's crucial to monitor learners' advancements in critical thinking, as such insights are valuable for enhancing educational methodologies. Recognizing this, the availability of tools for evaluating critical thinking abilities is vital for fostering students' proficiency in these skills. This research sets out to review existing literature on the assessment of critical thinking capabilities within the sphere of mathematics. A thorough analysis was conducted on relevant scholarly articles focusing on the evaluation of critical thinking in mathematics education. The study adopted the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework, which includes the steps of identification, screening, eligibility, and inclusion. Literature from the SCOPUS database was meticulously reviewed, given its esteemed status in providing precise data for international research indexing. Data from the selected documents were visualized using VOSviewer software. Adhering to the PRISMA methodology, findings reveal the significance of critical thinking in the field of mathematics education and highlight various methods and tools that can assess these skills within mathematical contexts. Nonetheless, there remains a gap in consensus on the definition of critical thinking due to the diverse array of theories and perspectives, leading to variability in assessment standards, particularly in mathematics education. Thus, there is a pressing need to precisely define critical thinking within the mathematical domain and to develop accurate tools for its assessment.

A Systematic Review of Threshold Concepts in Higher Education: Characteristics, Learning Barriers, and Pedagogical Interventions Firdaus, Laras; Dewi, Ika Nurani; Primawati, Sri Nopita; Hulyadi, Hulyadi; Sabrun, Sabrun; Azmi, Irham
International Journal of Essential Competencies in Education Vol. 4 No. 2 (2025): December
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/qerb8q19

This systematic review synthesises peer-reviewed empirical and conceptual research on threshold concepts (TC) in higher education published between 2015 and 2025. The review aims to examine how threshold concepts are theorised, operationalised, and empirically investigated across disciplinary contexts, with particular attention to their defining characteristics, associated learning difficulties, and pedagogical implications. Following a rigorous process of database searching, screening, and eligibility assessment, a total of 26 studies were included, comprising 11 peer-reviewed journal articles and 15 articles reporting empirical studies. The analysis integrates qualitative, quantitative, and mixed-methods studies to generate three key contributions: (1) a refined synthesis of TC characteristics as epistemic and, in some cases, ontological turning points in learning; (2) a structured categorisation of learning challenges associated with threshold crossing, including cognitive, affective, and contextual dimensions; and (3) an overview of pedagogical approaches designed to support learners during liminal phases. Findings indicate that TC consistently facilitate transitions from surface understanding to disciplinary ways of knowing, although their forms and manifestations vary across fields. While pedagogical interventions increasingly acknowledge the necessity of learning difficulty, robust longitudinal evidence remains limited. The review concludes with practical indicators for educators, and methodological recommendations, especially the need for longitudinal study, mixed methods design, and clearer operational criteria to strengthen future research and curriculum design.

Analysis of Students’ Difficulties in Using ChatGPT to Solve Routine Mechanics of Motion Problems Bilad, Muhammad Roil; Azmi, Irham; Yusup, Muhammad Yusril; Habibi, Habibi; Mustofa, Hisbulloh Als
International Journal of Ethnoscience and Technology in Education Vol. 3 No. 1 (2026): March
Publisher : Faculty of Engineering and Applied Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/ijete.v3i1.19616

This study analyzes university students’ difficulties in using ChatGPT to solve routine mechanics of motion problems by mapping challenges across the problem-solving cycle and explaining how these difficulties emerge during student–AI interactions. A sequential explanatory mixed-methods design was employed. In the quantitative phase, 70 Physics Education and Science Education undergraduates who had completed Basic Physics or Mechanics and had used ChatGPT for learning completed a 24-item Likert questionnaire covering six dimensions: problem representation, prompt formulation, understanding solution steps, evaluation and verification, integration into one’s own solution, and self-regulation/technical constraints. Descriptive statistics, ANOVA with post-hoc tests, and correlation analyses were conducted. The overall difficulty level was moderate (M ≈ 3.22), with 61.4% in the moderate category and 18.6% in the high category. Evaluation and verification emerged as the most critical difficulty (M ≈ 3.69; 45.7% high). Significant differences were found by semester and frequency of ChatGPT use, but not by study program; early-semester and rare users reported higher difficulty, especially in verification. Correlations indicated a chain linking prompting, understanding, and verification (e.g., D3–D4 r = 0.62). In the qualitative phase, interviews and reflections with nine students (high/moderate/low difficulty) showed that incomplete problem representation and reactive prompt revision led to superficial understanding and premature trust in AI outputs, with limited unit, sign, and plausibility checks. The findings highlight verification as the main bottleneck and support instructional designs that foreground modeling, evaluative routines, and metacognitive regulation in AI-supported physics learning.

Title

Found 38 Documents
Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title Search

Found 38 Documents Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title

Found 38 Documents
Search