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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Jurnal Ilmiah Mandala Education (JIME) JISIP: Jurnal Ilmu Sosial dan Pendidikan JUPE : Jurnal Pendidikan Mandala Lumbung Inovasi: Jurnal Pengabdian Kepada Masyarakat JagoMIPA: Jurnal Pendidikan Matematika dan IPA Empiricism Journal TRANSFORMASI : JURNAL PENGABDIAN PADA MASYARAKAT Edumatica: Jurnal Pendidikan Matematika PPSDP International Journal of Education INTAN CENDEKIA: JURNAL PENGABDIAN MASYARAKAT Al-Hayat: Journal of Islamic Education Sasambo: Jurnal Abdimas (Journal of Community Service) Jurnal Ilmiah Mandalika Education Media Pendidikan Matematika
Juliangkary, Eliska
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Religion Arts Humanities Biochemistry, Genetics & Molecular Biology Chemistry Computer Science & IT Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Physics Social Sciences Other

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Development of PBL-Based LKPD to Enhance Students' Mathematical Literacy Skills) Ismayawati, Ismayawati; Yuliyanti, Sri; Juliangkary, Eliska
Media Pendidikan Matematika Vol. 13 No. 1 (2025)
Publisher : Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/mpm.v13i1.15608

Abstract

This study aims to develop and evaluate a Problem Based Learning (PBL)-based Student Worksheet (LKPD) on polynomial material for 11th-grade students at SMAN 1 Lingsar. The development of the LKPD follows the modified 4-D model, which includes the Define, Design, and Develop stages, due to time and budget constraints. This research employs a one group pre-test and posttest experimental design, involving 30 11th grade students as subjects. The LKPD was validated by two experts: a content expert (80%) and a media expert (90%), who assessed aspects of content accuracy, instructional relevance, clarity, language, simplicity, visual design, and the integration of PBL components. The practicality of the LKPD was measured through questionnaires given to both teachers and students, with results showing a practicality level of 97% in terms of usability and instructional value. The effectiveness of the LKPD was tested through a mathematical literacy assessment given before and after the learning intervention. Data analysis was performed using a paired sample t-test, which showed a statistically significant improvement (p < 0.05) in students' mathematical literacy scores, particularly in problem formulation and solving indicators. These findings empirically support the use of the PBL model as a framework for designing instructional materials that can enhance mathematical literacy. The use of Canva as a design tool also increased student engagement through appealing and functional visual displays. The results of this study demonstrate that contextual and visually designed instructional materials can be effective pedagogical instruments, especially for abstract mathematics topics like polynomials. This research contributes to mathematics education by presenting a validated PBL based LKPD design model that can be adapted for various subjects and educational levels.
Pendampingan Pengembangan Perangkat Pembelajaran Berbasis Ethno-Stem Untuk Mengoptimalkan Hasil Belajar Siswa Yuliyanti, Sri; Juliangkary, Eliska; Sutarto, Sutarto; Fianuddin, Agus; Muzaki, Ahmad
Lumbung Inovasi: Jurnal Pengabdian kepada Masyarakat Vol. 10 No. 4 (2025): December
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/yb59wz88

Abstract

Pengabdian ini bertujuan untuk meningkatkan kapasitas pedagogis guru matematika dalam mengembangkan perangkat ajar berbasis Ethno-STEM yang kontekstual dan berakar pada nilai budaya lokal. Permasalahan utama yang dihadapi mitra adalah rendahnya inovasi pembelajaran dan minimnya integrasi budaya lokal dalam perangkat ajar. Kegiatan ini dilaksanakan melalui model pelatihan dual-phase yang terdiri dari pelatihan in-service dan on-service dengan pendekatan deep learning. Metode ini memungkinkan guru untuk memperoleh pemahaman teoritis sekaligus menerapkannya dalam konteks nyata. Hasil kegiatan menunjukkan adanya peningkatan signifikan dalam kualitas perangkat ajar yang dikembangkan, keterlibatan aktif guru, serta kemampuan mengintegrasikan budaya lokal dalam pembelajaran matematika. Selain itu, pendekatan Ethno-STEM juga terbukti mendorong siswa berpikir kritis, kolaboratif, dan terlibat aktif dalam proses belajar. Dampak jangka panjangnya terlihat dari peningkatan pemahaman konseptual siswa dan keberlanjutan praktik pembelajaran berbasis budaya oleh guru setelah pelatihan. Pengabdian ini memberikan kontribusi nyata dalam pengembangan model pembelajaran kontekstual di tingkat SMP serta mendukung pencapaian Tujuan Pembangunan Berkelanjutan (SDGs), khususnya SDG 4 dan SDG 11. Assistance in Developing Ethno-STEM-Based Learning Materials to Optimize Student Learning Outcomes Abstract This community engagement aimed to enhance mathematics teachers' pedagogical capacity in designing contextual Ethno-STEM-based learning tools rooted in local cultural values. The main issue faced by partner schools was the lack of innovation and cultural integration in lesson plans. The program was implemented through a dual-phase training model consisting of in-service and on-service training with a deep learning approach. This method allowed teachers to gain theoretical understanding while practicing it in real classroom contexts. Results indicated a significant improvement in the quality of instructional tools, active teacher engagement, and their ability to integrate local culture into mathematics learning. Furthermore, the Ethno-STEM approach encouraged students to think critically, collaborate effectively, and participate actively in the learning process. In the long term, the program fostered conceptual understanding among students and empowered teachers to continuously implement culturally responsive teaching practices.  This program provides a practical contribution to the development of contextual learning models at the secondary school level and supports the achievement of Sustainable Development Goals (SDGs), particularly SDG 4 and SDG 11.
Development of Learning Models to Enhance Students’ Creative Thinking: A Systematic Literature Review Juliangkary, Eliska; Suparta, I Nengah; Ardana, I Made; Mahayukti, Gusti Ayu
PPSDP International Journal of Education Vol. 3 No. 2 (2024): PPSDP International Journal of Education (Special Issue)
Publisher : Perkumpulan Program Studi Doktor Pendidikan (PPSDP)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59175/pijed.v3i2.333

Abstract

Creative thinking is an essential component in education that drives innovation, problem-solving, and the development of students’ critical thinking skills. This study aims to review various learning models designed to enhance students’ creative thinking abilities through a systematic literature review (SLR). Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework, this research identifies, screens, and evaluates relevant articles from the Scopus database, resulting in eight studies that meet the inclusion criteria. The results indicate that, following innovative learning models such as play-based activities, digital-based virtual classrooms (VCLE), basic movement through play approaches, and project-based mathematics learning are effective in improving creativity, problem-solving, collaboration, and student learning motivation. The integration of technology, STEAM approaches, and creative game design also show positive effects in enhancing students’ creative thinking skills. The higher distribution of research at the tertiary education level highlights the need for greater focus on other educational levels, particularly secondary education, to ensure the benefits of learning innovation are evenly distributed. These findings provide practical implications for educators and policymakers, emphasizing the importance of using innovative teaching methods, integrated technology, and the role of teachers as facilitators to develop a conducive learning environment for student creativity. The study also identifies several limitations, including small trial scales and short research durations, indicating the need for further research with larger scales and longer durations. By continually exploring and developing effective learning models, it is expected that students can achieve their maximum potential in dynamic and diverse learning environments.
Implementasi Pembelajaran Berdiferensiasi dan Mindfulness dalam Meningkatkan Kompetensi Guru pada Program Pendidikan Guru Penggerak Kurniawan , Ade; Juliangkary, Eliska; Pujilestari, Pujilestari; Yuliyanti, Sri; Yuntawati, Yuntawati
Sasambo: Jurnal Abdimas (Journal of Community Service) Vol. 8 No. 2 (2026): Mei
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/whvdph59

Abstract

Transformasi pendidikan abad ke-21 menuntut pembelajaran yang adaptif, inklusif, dan berpusat pada peserta didik, namun implementasi pembelajaran berdiferensiasi, mindfulness, dan kompetensi sosial emosional oleh guru masih belum optimal dan cenderung dilakukan secara parsial. Kegiatan ini bertujuan untuk meningkatkan kompetensi guru melalui workshop terintegrasi dalam Program Pendidikan Guru Penggerak. Metode yang digunakan adalah pendekatan partisipatif melalui tahapan orientasi, kegiatan inti, refleksi, dan evaluasi. Hasil kegiatan menunjukkan indikasi peningkatan kompetensi guru, ditunjukkan oleh keterlibatan peserta sebesar 88% pada tahap orientasi, 85% pada diskusi kelompok, serta 82% kemampuan dalam merancang pembelajaran berdiferensiasi. Selain itu, 90% peserta mengalami peningkatan fokus dan regulasi emosi melalui praktik mindfulness, serta 84% menyatakan kesiapan dalam mengimplementasikan pembelajaran di kelas. Hasil evaluasi menunjukkan bahwa 92% peserta menilai kegiatan sangat bermanfaat. Temuan ini menunjukkan bahwa integrasi pembelajaran berdiferensiasi, mindfulness, dan kompetensi sosial emosional melalui workshop mendukung penguatan kompetensi pedagogik, intrapersonal, dan sosial guru. Oleh karena itu, model ini dapat menjadi alternatif strategis dalam pengembangan profesional guru yang berkelanjutan. Differentiated Instruction and Mindfulness Workshop to Improve Teacher Competence in the Guru Penggerak Program The transformation of 21st-century education requires adaptive, inclusive, and student-centered learning approaches. However, teachers still face challenges in implementing differentiated instruction, mindfulness, and social-emotional learning in an integrated manner. This study aims to improve teachers’ competencies through an integrated workshop within the Guru Penggerak Program. The method used was a participatory workshop approach involving orientation, core activities, reflection, and evaluation stages. The results showed indications of improved teacher competence, with 88% active participation during orientation, 85% engagement in group discussions, and 82% ability to design differentiated instruction. In addition, 90% of participants reported increased focus and emotional regulation through mindfulness practices, while 84% expressed readiness to implement the approach in their classrooms. The evaluation results indicated that 92% of participants perceived the workshop as highly beneficial. These findings demonstrate that integrating differentiated instruction, mindfulness, and social-emotional learning through workshop-based training supports the development of teachers’ pedagogical, intrapersonal, and social competencies. Therefore, this integrated model can serve as a strategic and sustainable approach for professional teacher development
EFEKTIVITAS PEMBELAJARAN BERBASIS PROYEK BERBANTUAN GEOGEBRA DALAM MENINGKATKAN SELF-EFFICACY MATEMATIS DAN KEMAMPUAN PEMECAHAN MASALAH MATEMATIKA SISWA Febriani, Aulia; Yuntawati; Juliangkary, Eliska
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Publish
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.55223

Abstract

This study aimed to analyze the effect of Project-Based Learning assisted by GeoGebra on students’ mathematical self-efficacy and mathematical problem-solving ability. This research employed a quasi-experimental method using a nonequivalent control group design with a pretest-posttest pattern. The sample consisted of 88 seventh-grade students of SMP Negeri 6 Mataram selected through cluster random sampling. The experimental class learned through Project-Based Learning assisted by GeoGebra, whereas the control class learned through discovery learning commonly applied by the teacher. Data were collected using a mathematical self-efficacy questionnaire and a mathematical problem-solving test, then analyzed using descriptive statistics, ANCOVA, and multivariate analysis. The results showed that students in the experimental class achieved higher mathematical self-efficacy and mathematical problem-solving ability than those in the control class. The ANCOVA results indicated a significant effect on mathematical self-efficacy (Sig. = 0.000; Partial Eta Squared = 0.489) and mathematical problem-solving ability (Sig. = 0.000; Partial Eta Squared = 0.374). The multivariate analysis also showed a significant simultaneous effect on both variables (Sig. = 0.000; Partial Eta Squared = 0.562). Therefore, Project-Based Learning assisted by GeoGebra is effective in improving students’ mathematical self-efficacy and mathematical problem-solving ability.
Co-Authors Ade Kurniawan Agusfianuddin, Agusfianuddin Ahmad Muzaki Ahmad Muzaki Ananta Wikrama Tungga Atmaja Apriani, Yuyun Aryani, Fenny Doni Ikhwansyah Erlin Erlin FEBRIANI, AULIA Febrilia, Baiq Rika Ayu Fianuddin, Agus Gusti Ayu Mahayukti I Ketut Sukarma I Made Ardana I Made Sulandra I Made Tegeh I Putu Sriartha I Wayan Santyasa Ikasari, Juliani Indira Puteri Kinasih Ipung Yuwono, Ipung Ismayawati, Ismayawati Izzati, Aena Yazul Jumari Jumari Kartika, Yeni Kurniawan , Ade Leni Marlina Masjudin Masjudin Nirmala, Baiq Aulia Purwanti Nissa, Ita Chairun P. WAYAN ARTA SUYASA Praekanata, I Wayan Indra Pratama, Martoni Yuda Prof. Dr.I Nengah Suparta,M.Si . Pujilestari Pujilestari, Pujilestari Sabaniatun, Sabaniatun Sanapiah Sanapiah, Sanapiah Sanjaya, Pije Saputra, Irwadi Septiana, Mia Setyawati, Dwi Utami Siti Aminah Sri Yulianti Sri Yuliyanti Stiaman, Stiaman Suastra , I Wayan Suhardin Suhardin, Suhardin Sukmawati, Reni Tri SULIANDRA, I MADE Supiani Supiani, Supiani Susmita, Reza Sri Sutarto Sutarto Syahrir Syahrir Virnayanthi, Ni Putu Erna Surim YULIYANTI, SRI Yuntawati Yuntawati, Yuntawati Zaitun Zaitun Zulkifli Zulkifli