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All Journal SELAPARANG: Jurnal Pengabdian Masyarakat Berkemajuan Jurnal Math Educator Nusantara: Wahana Publikasi Karya Tulis Ilmiah di Bidang Pendidikan Matematika JagoMIPA: Jurnal Pendidikan Matematika dan IPA
Fitri Aida Sari
Universitas Mulawarman
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemistry Computer Science & IT Control & Systems Engineering Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Medicine & Pharmacology Nursing Physics Public Health Social Sciences Other

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Pengaruh kecemasan dan motivasi belajar terhadap hasil belajar matematika siswa Sekolah Dasar Ardelia Wardana; Fitri Aida Sari; Sukriadi Sukriadi; Fara Virgianita Pangadongan; Maria Donata Mariani Priyambodo
Jurnal Math Educator Nusantara: Wahana Publikasi Karya Tulis Ilmiah di Bidang Pendidikan Matematika Vol 12 No 1 (2026): Jurnal Math Educator Nusantara
Publisher : Program Studi Pendidikan Matematika, Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29407/jmen.v12i1.28420

Abstract

This study aims to analyse the influence of mathematics anxiety and learning motivation on the mathematics learning outcomes of sixth-grade students at an elementary school in Samarinda City. The research employed a quantitative, correlational design. A total of 56 students participated as research subjects using a total sampling technique. Data were collected through a mathematics anxiety questionnaire, a learning motivation questionnaire, interviews, and documentation of the final exam scores. Data analysis was conducted using multiple linear regression after confirming the assumptions of normality, multicollinearity, and heteroscedasticity. The results showed that mathematics anxiety did not have a significant effect on learning outcomes (Sig. = 0.118 ≥ 0.05), whereas learning motivation did (Sig. = 0.004 ≤ 0.05). Simultaneously, both variables had a significant effect, contributing 23.1% to mathematics learning outcomes. Learning motivation was found to be the most dominant factor. From the interviews, other factors influencing learning outcomes were identified, including family and school environments, teaching methods, and students’ study habits. The findings imply that teachers should analyse students’ characteristics to design adaptive instruction that optimises learning outcomes
Hubungan kecerdasan emosional dengan kemampuan pemecahan masalah matematis peserta didik di Sekolah Dasar Dhea Puspita Kusmandari; Fitri Aida Sari; Sukriadi Sukriadi; Fara Virgianita Pangadongan; Wa Pain
Jurnal Math Educator Nusantara: Wahana Publikasi Karya Tulis Ilmiah di Bidang Pendidikan Matematika Vol 12 No 1 (2026): Jurnal Math Educator Nusantara
Publisher : Program Studi Pendidikan Matematika, Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29407/jmen.v12i1.28421

Abstract

Mathematical problem-solving skills are an important aspect of mathematics education and are influenced by various factors, including emotional intelligence. This study examined the relationship between emotional intelligence and mathematical problem-solving skills among elementary school students. This study employed a quantitative correlational design. The participants consisted of 26 fifth-grade elementary school students. Data were collected using an emotional intelligence questionnaire and a mathematical problem-solving test, and analyzed using the Spearman rank correlation test. The results showed a positive correlation between emotional intelligence and mathematical problem-solving skills; however, the relationship was not statistically significant. This may be attributed to the small sample size, the relatively homogeneous distribution of test scores, and the uniform learning environment. These findings suggest that emotional intelligence is not the sole factor influencing students' mathematical problem-solving skills. Other contributing factors include cognitive abilities, learning motivation, student engagement, teachers' roles, instructional strategies, and family support
Penerapan model pembelajaran SAVI dalam meningkatkan kemampuan berpikir kritis siswa di sekolah dasar Sefri Setiyamara; Fitri Aida Sari; Fara Virgianita Pangadongan; Sukriadi Sukriadi; Maria Gaudensia Aldince
Jurnal Math Educator Nusantara: Wahana Publikasi Karya Tulis Ilmiah di Bidang Pendidikan Matematika Vol 12 No 1 (2026): Jurnal Math Educator Nusantara
Publisher : Program Studi Pendidikan Matematika, Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29407/jmen.v12i1.28623

Abstract

Critical thinking skills are important competencies that need to be developed, especially at the elementary school level. However, developing these skills remains a challenge in mathematics learning. The purpose of this study is to examine the effect of the SAVI learning model on the development of primary school students' critical thinking skills. The SAVI (Somatic, Auditory, Visual, Intellectual) learning model is an approach that involves physical activity, listening, visual observation, and intellectual engagement in the learning process. This study used a quantitative approach with a quasi-experimental nonequivalent control group design. The subjects consisted of two classes: an experimental class treated with the SAVI model and a control class using conventional learning. The instruments were a pretest and a posttest. Data were analyzed using the Shapiro-Wilk normality test, Levene's test for homogeneity, and hypothesis testing. Improvement in students' critical thinking skills was measured using n-Gain to determine improvement categories in each class. The results showed that improvements in students' critical thinking skills in both groups were in the moderate range, with n-Gain scores of 0.68 in the experimental class and 0.70 in the control class. Statistical analysis using the Mann–Whitney test indicated no significant difference between the two groups (p > 0.05), with a very small effect size (r = 0.003). This finding indicates that implementing the SAVI learning model did not yield a greater impact than conventional learning. This result is influenced by several factors, including limited learning time, low student participation, decreased concentration, classroom environment, and students' readiness for higher-order thinking
Pengaruh Model Pembelajaran Teams Games Tournament (TGT) terhadap Minat dan Motivasi Belajar Siswa pada Materi Pengukuran Panjang dan Berat Siti Nahdiyah; Fitri Aida Sari; Fara Virgianita Pangadongan; Sukriadi Sukriadi; Diastin Anis Sugiri
JagoMIPA: Jurnal Pendidikan Matematika dan IPA Vol. 6 No. 3 (2026): JagoMIPA: Jurnal Pendidikan Matematika dan IPA
Publisher : Yayasan Pendidikan Bima Berilmu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53299/jagomipa.v6i3.5175

Abstract

Pembelajaran matematika yang masih didominasi oleh metode konvensional menyebabkan minat dan motivasi belajar siswa pada materi pengukuran panjang dan berat belum optimal. Penelitian ini bertujuan untuk mengetahui perbedaan minat dan motivasi belajar antara siswa yang menggunakan model Teams Games Tournament (TGT) dan pembelajaran konvensional. Penelitian menggunakan pendekatan kuantitatif dengan desain nonequivalent control group. Sampel terdiri dari 25 siswa kelas eksperimen (III A) dan 25 siswa kelas kontrol (III D) yang dipilih melalui teknik purposive sampling. Instrumen berupa angket minat dan motivasi belajar yang telah diuji validitas dan reliabilitasnya. Analisis data dilakukan melalui uji normalitas, homogenitas, dan uji hipotesis menggunakan Independent Samples t-test pada data minat belajar dan Mann-Whitney U Test pada data motivasi belajar. Hasil penelitian menunjukkan nilai signifikansi minat belajar sebesar 0,411 dan motivasi belajar sebesar 0,322 yang keduanya lebih besar dari 0,05, sehingga tidak terdapat perbedaan yang signifikan antara siswa yang belajar menggunakan model TGT dan pembelajaran konvensional. Ketidaksignifikanan hasil ini dipengaruhi oleh kebaruan model bagi siswa, keterbatasan waktu pembelajaran, perbedaan karakteristik siswa, dan peran guru dalam merancang dan mengelola pembelajaran. Disarankan bagi peneliti selanjutnya untuk menerapkan model pembelajaran TGT dengan durasi perlakuan yang lebih panjang dan pengelolaan pembelajaran yang lebih optimal sesuai karakteristik siswa.
Penguatan program adiwiyata melalui peningkatan pengetahuan dan keterampilan pengelolaan sampah dan konservasi tanah berbasis STEM di SDN 016 Samarinda Ulu Fitri Aida Sari; Sukriadi Sukriadi; Nurdiyah Kurniati; Nor Baiti Wahyu Rina; Jhony Ferdiansyah; Rosa Nawang Febita; Putri Putri; Mira Nur Pratiwi; Muhammad Ripaldi; Muh Adhib Al-Farabi; Ghaisani Salsabila
SELAPARANG: Jurnal Pengabdian Masyarakat Berkemajuan Vol 10, No 5 (2026): October (In Progress)
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/jpmb.v10i5.42983

Abstract

Abstrak SDN 016 Samarinda Ulu merupakan sekolah yang telah memperoleh penghargaan Adiwiyata, tetapi implementasi pengelolaan lingkungan masih menghadapi kendala, terutama dalam pemilahan dan pengolahan sampah serta konservasi tanah. Hasil observasi dan diskusi awal menunjukkan bahwa sampah organik dan anorganik belum terpilah secara optimal, pemanfaatan sampah organik dan anorganik masih terbatas, serta keterampilan warga sekolah dalam pembuatan kompos dan lubang resapan biopori perlu diperkuat. Kegiatan Pengabdian kepada Masyarakat (PKM) ini bertujuan untuk meningkatkan pengetahuan dan keterampilan warga sekolah dalam pengelolaan sampah dan konservasi tanah berbasis Science, Technology, Engineering, and Mathematics (STEM) guna memperkuat implementasi Program Adiwiyata. Mitra sasaran kegiatan adalah SDN 016 Samarinda Ulu dengan melibatkan 20 guru dan tenaga kependidikan. Kegiatan dilaksanakan melalui edukasi, praktik, pendampingan, dan evaluasi. Materi meliputi pemilahan sampah organik dan anorganik, pengolahan sampah organik menjadi kompos, pemanfaatan sampah anorganik, serta pembuatan lubang resapan biopori. Evaluasi pengetahuan peserta dilakukan menggunakan desain satu kelompok dengan pretest dan posttest (one-group pretest-posttest design). Instrumen terdiri atas 15 butir soal yang diberikan sebelum dan setelah kegiatan untuk mengetahui perubahan pengetahuan peserta. Hasil pretest menunjukkan rata-rata skor 10,80 atau 72,00%. Sementara itu, hasil posttest menunjukkan rata-rata skor 12,70 atau 84,67%. Hasil kegiatan menunjukkan bahwa peserta memperoleh pengalaman langsung dalam menerapkan teknik pemilahan dan pengolahan sampah serta pembuatan biopori. Kegiatan ini memberikan penguatan pengetahuan dan keterampilan warga sekolah sebagai modal untuk menerapkan praktik pengelolaan lingkungan yang lebih terstruktur dan berkelanjutan. Kata kunci: adiwiyata; pengelolaan sampah; konservasi tanah; STEM; sekolah dasar. AbstractSDN 016 Samarinda Ulu is an elementary school that has received an Adiwiyata award, however the implementation of environmental management practices still faces challenges, particularly in waste sorting and processing and soil conservation. Initial observations and discussions indicated that organic and inorganic waste were not optimally separated, the utilization of organic and inorganic waste remained limited, and the school community's skills in composting and constructing biopore infiltration holes needed to be strengthened. This Community Service Program aimed to improve the knowledge and skills of the school community in waste management and soil conservation based on Science, Technology, Engineering, and Mathematics (STEM) to strengthen the implementation of the Adiwiyata Program. The target partner was SDN 016 Samarinda Ulu, involving 20 teachers and educational staff. The program was implemented through education, hands-on practice, mentoring, and evaluation. The activities covered organic and inorganic waste sorting, organic waste processing into compost, utilization of inorganic waste, and construction of biopore infiltration holes. Participant knowledge was evaluated using one-group pretest-posttest design. The instrument consisted of 15 questions administered before and after the activity to assess changes in participants' knowledge. The pretest results showed an average score of 10.80 (72.00%), while the posttest results showed an average score of 12.70 (84.67%). The activities provided participants with direct experience in applying waste sorting and processing techniques and constructing biopore infiltration holes. The program strengthened the school community's knowledge and skills as a foundation for implementing more structured and sustainable environmental management practices. Keywords: adiwiyata; waste management; soil conservation; STEM; elementary school.
Peningkatan pemahaman guru terhadap pendekatan pembelajaran mendalam melalui deep learning educational package di SDN 001 Loa Janan Nurdiyah Kurniati; Fitri Aida Sari; Yana Supriatna; Agus Parina; Neli Asrika Rahmasari; Muhammad Yusuf Nurdin Dzulqoidah; Asyifa Hayyin Fadhilah; Putri Nabila; Ahmad Arif Aji Satva
SELAPARANG: Jurnal Pengabdian Masyarakat Berkemajuan Vol 10, No 5 (2026): October (In Progress)
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/jpmb.v10i5.43154

Abstract

Abstrak Pengenalan pendekatan Pembelajaran Mendalam (Deep Learning) kepada berbagai pemangku kepentingan pendidikan, termasuk guru sangat diperlukan. Namun, fakta di lapangan menunjukkan bahwa kegiatan yang mendukung guru dalam memahami pendekatan baru, yakni pembelajaran mendalam, masih terbatas. Oleh karena itu, kegiatan pengabdian ini bertujuan untuk meningkatkan pemahaman dan keterampilan guru dalam menerapkan pendekatan pembelajaran mendalam melalui DEEP (Deep Learning Educational Package). Kegiatan pengabdian dilakukan pada 08 dan 15 Agustus 2026. Adapun mitra sasaran dalam kegiatan ini adalah guru kelas di SDN 001 Loa Janan dengan jumlah peserta sebanyak 22 orang. Pemilihan mitra tersebut didasari oleh identifikasi awal yang menunjukkan bahwa hanya 1 guru yang memahami Deep Learning sebagai pendekatan pembelajaran yang memuat prinsip bermakna, berkesadaran, dan menggembirakan. Selain itu, dari hasil wawancara bersama guru kelas dan guru bidang studi diperoleh informasi bahwa guru belum memahami secara mendalam cara mengintegrasikan prinsip-prinsip Deep Learning ke dalam modul ajar. Kegiatan dilaksanakan melalui edukasi, praktik, pendampingan, dan evaluasi. Materi meliputi pendahuluan, kerangka pembelajaran mendalam serta penyusunan modul ajar berbantuan AI. Evaluasi pengetahuan peserta dilakukan melalui pretest dan posttest yang terdiri atas 10 butir soal. Hasil evaluasi menunjukkan adanya peningkatan pemahaman peserta dengan nilai N-gain sebesar 0,5 yang termasuk dalam kategori sedang. Hasil tersebut menunjukkan bahwa kegiatan yang dilaksanakan dapat memperkuat pengetahuan dan keterampilan guru dalam mengimplementasikan pendekatan pembelajaran mendalam. Selain itu hasil keterlaksanaan pembelajaran diperoleh sebesar 71% menunjukkan kesesuaian antara modul ajar yang dirancang dengan implementasi pembelajaran di kelas. Terakhir, pada hasil tanggapan peserta, 100% menunjukkan tanggapan yang positif terhadap kegiatan pengabdian yang telah dilakukan. Kata kunci: kecerdasan buatan; modul ajar; pembelajaran mendalam; sekolah dasar.
Co-Authors Agus Parina Ahmad Arif Aji Satva Ardelia Wardana Asyifa Hayyin Fadhilah Dhea Puspita Kusmandari Diastin Anis Sugiri Fara Virgianita Pangadongan Ghaisani Salsabila Jhony Ferdiansyah Maria Donata Mariani Priyambodo Maria Gaudensia Aldince Mira Nur Pratiwi Muh Adhib Al-Farabi Muhammad Ripaldi Muhammad Yusuf Nurdin Dzulqoidah Neli Asrika Rahmasari Nor Baiti Wahyu Rina Nurdiyah Kurniati Putri Nabila Putri Putri Rosa Nawang Febita Sefri Setiyamara Siti Nahdiyah Sukriadi Sukriadi Wa Pain Yana Supriatna