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Pemberdayaan Guru MI melalui Integrasi Budaya Lokal Papua dan Artificial Intelligence dalam Meningkatkan Kompetensi Numerasi: Empowering Islamic Elementary School Teachers through the Integration of Papua Local Culture and Artificial Intelligence to Enhance Numeracy Competence Rian Efendi; Elieser Kulimbang; Rina Ananta Sumawardani Sitepu
DARMADIKSANI Vol 5 No 3 (2025): Edisi November (Special Edition)
Publisher : Jurusan Pendidikan Bahasa dan Seni, FKIP, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/darmadiksani.v5i3.8949

Abstract

Tingkat numerasi siswa Indonesia masih rendah, termasuk di MI Darul Ma’arif Numbay, Papua, yang diperparah oleh keterbatasan pemahaman guru dan bahan ajar kontekstual. Pengabdian ini bertujuan meningkatkan kompetensi guru dalam menganalisis dan merancang soal numerasi berbasis budaya lokal Papua. Metode yang digunakan terdiri dari lima tahap terintegrasi: diagnostik awal, pemaparan konsep numerasi (konten, konteks, proses), pendampingan pembuatan soal berbantuan AI, penugasan pengembangan soal, dan evaluasi akhir. Hasilnya menunjukkan 87,5% guru (14 dari 16 peserta) mampu menganalisis komponen soal numerasi secara akurat, dan seluruh guru (100%) berhasil membuat minimal empat soal kontekstual berbasis budaya Papua. Disimpulkan bahwa Workshop dan pelatihan terstruktur berhasil mentransformasi pemahaman guru dan mengoptimalkan integrasi kearifan lokal serta teknologi dalam pengembangan numerasi.
Penerapan Model Pembelajaran Kooperatif Tipe Jigsaw pada Materi Hubungan Antar Sudut di Kelas VII SMP Pricilia Claudia Ardani; Raoda Ismail; Marthinus Yohanes Ruamba; Mayor M. H Manurung; Rina Ananta Sumawardani Sitepu
Journal of Research in Science and Mathematics Education Vol. 5 No. 2 (2026): August
Publisher : EDUPEDIA PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/jrsme.v5i2.2177

Abstract

Purpose: Angle relationships remain a challenging topic in junior high school mathematics, as many students struggle to understand abstract geometric concepts through conventional, teacher-centered instruction. This study aims to describe the implementation of the Jigsaw cooperative learning model in teaching angle relationships to seventh-grade students, examining instructional implementation, student attitudes, and conceptual understanding throughout the learning process. Methodology: A descriptive qualitative approach was employed, involving 28 seventh-grade junior high school students in Jayapura, Papua, Indonesia, with data collected through observation, interviews, individual tests, and documentation, then analyzed using data reduction, data display, and conclusion drawing. Findings: Findings show that the Jigsaw cooperative learning model was implemented very effectively, with students actively engaging in expert-group and home-group discussions to exchange ideas and complete collaborative tasks. Students demonstrated good levels of cooperation, responsibility, curiosity, accuracy, and self-confidence, while most achieved very good to good understanding of angle relationships, supported by peer teaching, multiple representations, and meaningful social interaction consistent with constructivist learning theory. Significance: These results indicate that the Jigsaw cooperative learning model effectively enhances student engagement, positive attitudes, and conceptual understanding in mathematics learning, offering teachers a practical, collaborative instructional alternative for teaching geometry topics such as angle relationships in junior high school classrooms.