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All Journal Matematika: Jurnal Teori dan Terapan JURNAL PENGABDIAN KEPADA MASYARAKAT COLLASE (Creative of Learning Students Elementary Education) Jurnal Padegogik Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran International Journal of Quantitative Research and Modeling Healthy Journal Alinea: Jurnal Bahasa, Sastra, dan Pengajaran Indonesian Research Journal on Education Jurnal Pendidikan dan Pengabdian Masyarakat Metamorfosis: Jurnal Bahasa Sastra Indonesia dan Pengajarannya Matematika Inaba of Community Services Journal Journal of Community Dedication Jurnal Ilmu Pendidikan dan Kearifan Lokal (JIPKL)
Emas Marlina
Universitas Bale Bandung
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Dentistry Economics, Econometrics & Finance Education Energy Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Medicine & Pharmacology Nursing Physics Public Health Social Sciences Transportation Other

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PEMBINAAN PENYUSUNAN MODUL AJAR KURIKULUM MERDEKA BELAJAR PADA GURU SEKOLAH MENENGAH PERTAMA (SMP) Emas Marlina
JOURNAL OF COMMUNITY DEDICATION Vol. 1 No. 4 (2022): Journal of Community Dedication
Publisher : Adiba Aisha Amira

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Abstract

The problem faced by junior high school teachers is the lack of guidance in preparing lesson plans using the latest curriculum, namely the independent learning curriculum. Currently, the preparation of lesson plans in the independent learning curriculum is replaced by the term teaching module. The aim of this coaching is to facilitate junior high school teachers in compiling teaching modules for the independent learning curriculum by taking the subject, namely teachers at SMP STMC 4245 Baleendah. The method used in this activity is the identification and dissemination of the independent learning curriculum, discussion and practice of making teaching modules as well as evaluation and reflection. The result of the implementation of this community service is to provide skills in compiling teaching modules for the independent learning curriculum for SMP STMC 4245 Baleendah teachers.
COMPUTER-BASED LITERACY AND NUMERATION TRAINING FOR LEARNING CITIZENS AT THE CENTER FOR COMMUNITY LEARNING ACTIVITIES PKBM BINA WARGA MEKARJAYA Emas Marlina; Diana Silaswati, R. Rinayanti Laila Nurwulan, Wintarsih
JOURNAL OF COMMUNITY DEDICATION Vol. 3 No. 1 (2023): Journal of Community Dedication
Publisher : Adiba Aisha Amira

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Abstract

The Community Learning Activity Center Community in PKBM Bina Warga Mekarjaya Development is a non-formal institution that organizes equivalency package activities in Bandung, Indonesia, which has run a computer-based national assessment test with computer-based literacy and numeracy competencies being tested, thus inviting partners to help guide and provide training for students to have these skills. Based on these needs, the community service team of Bale Bandung University, in accordance with the agreement with the management of PKBM Bina Warga Mekarjaya , carried out this service in the form of literacy and numeracy training for students at PKBM Bina Warga Mekarjaya ahead of the implementation of the computer-based national assessment test.
PENGEMBANGAN MINAT BACA WARGA BELAJAR PKBM BINA WARGA MEKARJAYA MELALUI BUDAYA LITERASI Diana Silaswati; Emas Marlina
JOURNAL OF COMMUNITY DEDICATION Vol. 4 No. 2 (2025): Journal of Community Dedication
Publisher : Adiba Aisha Amira

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Abstract

The problem faced by students today is the lack of interest in reading in everyday life due to the declining motivation in reading, so it is necessary to develop interest in reading for students. One of these community services is carried out at PKBM Bina Warga Mekarjaya which involves students with an equivalent package, namely 45 people consisting of elementary school equivalent or package A, junior high school equivalent or package B and high school equivalent or package C. The implementation of this community service is through a series of socialization of reading interest development, discussions, and free book distribution as an effort to facilitate students to have the desire to read.
PENGEMBANGAN MODUL PEMBELAJARAN MATEMATIKA BERBASIS STEAM PROJECT BASED LEARNING DALAM MENINGKATKAN KOGNITIF SISWA SEKOLAH MENENGAH PERTAMA Emas Marlina
Jurnal Ilmu Pendidikan dan Kearifan Lokal Vol. 3 No. 6 (2025): Jurnal Ilmu Pendidikan dan Kearifan Lokal (JIPKL)
Publisher : CV. ADIBA ASIHA AMIRA

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Abstract

This article reviews the literature on module development in mathematics learning. The purpose of this development is to review the literature on the preparation of mathematics learning models for junior high school students using the STEAM Project Based Learning learning model in improving students' cognitive abilities. This development method uses a literature review that discusses the development of teaching material modules by raising cognitive elements in the learning process. This module can be implied in mathematics learning in junior high schools, one of which is in the material of spatial structures with simple building designs (integrating geometry and art concepts). Mathematics learning modules based on STEAM project based learning in junior high schools need to be used and designed to improve students' cognitive abilities by involving four dimensions of knowledge in the development of cognitive psychology consisting of four types of knowledge, namely Factual, Conceptual, Procedural, and Metacognition.
MULTIPLICATION AND DIVISION LEARNING ASSISTANCE USING THE FUN LEARNING METHOD ASSISTED BY RECYCLING TEACHING AIDS AT KOBER BINA WARGA MEKARJAYA Emas Marlina; Windra Tasya Mahesa; Ade Rukmana Julianti; Neneng Bernika Cahayati
Inaba of Community Services Journal Vol. 2 No. 1 (2023): Volume 2 No. 1, June 2023
Publisher : Universitas INABA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56956/inacos.v2i01.193

Abstract

Education is instrumental in shaping individuals and societies, with mathematics education serving as the foundation for critical thinking and problem-solving skills. Understanding multiplication and division concepts is crucial for young learners, as it provides the groundwork for advanced mathematical concepts. To enhance the learning experience and make it enjoyable, innovative teaching methods and creative teaching aids are essential. This abstract focuses on the implementation of a fun learning method, supported by recycling teaching aids, for multiplication and division learning assistance at Kober Bina Warga Mekarjaya. Kober Bina Warga Mekarjaya is a renowned educational institution committed to providing quality education to young learners. Recognizing the importance of engaging teaching techniques, the institution has adopted a fun learning approach to enhance students' understanding of multiplication and division. This approach integrates playfulness and creativity into the learning process, fostering an enjoyable environment and facilitating a deeper comprehension of mathematical concepts. One innovative strategy employed in this learning approach is the use of recycling teaching aids. These aids are created from recyclable materials, promoting sustainability and environmental awareness among students. By incorporating recycling into the learning process, students not only gain mathematical knowledge but also develop a sense of responsibility toward the environment. This approach encourages active engagement and nurtures ecological consciousness among young learners.
Development of a Discourse Structure-Based Deep Learning Model to Improve the Coherence and Cohesion of Students' Expository Texts Neneng Maelasari; Diana Silaswati; Emas Marlina
Alinea: Jurnal Bahasa, Sastra dan Pengajaran Vol. 5 No. 2 (2025): Alinea: Jurnal Bahasa, Sastra, dan Pengajaran
Publisher : Bale Literasi: Lembaga Riset, Pelatihan & Edukasi, Sosial, Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/alinea.v5i2.3021

Abstract

his study aims to develop a discourse structure-based deep learning model to improve the coherence and cohesion of students' expository texts. The study used the Research and Development (R&D) method, adapting the development steps according to Borg and Gall, simplified into six stages: needs analysis, model design, prototype development, expert validation, limited trials, and product revision. The research subjects consisted of three expert validators and thirty 10th-grade high school students. The research instruments included a needs analysis questionnaire, expert validation sheet, coherence-cohesion assessment rubric, and student response questionnaire. The results showed that the developed model received a very valid category from the experts with a total score of 88.5%. The validators assessed that the model met the appropriateness of the content, the completeness of the learning components, and the suitability of deep learning theory for its application in learning to write expository texts. From a practical aspect, the results of the limited trials showed that students could use the learning model easily, without technical or conceptual obstacles. From an effectiveness aspect, the results of the trials showed an increase in students' expository text writing ability scores, especially in the aspects of coherence and cohesion. Students demonstrated improved ability to connect paragraphs, use conjunctions appropriately, and construct cause-and-effect relationships logically. This improvement demonstrates that the discourse structure-based deep learning model is capable of encouraging the in-depth thinking processes required in expository writing. Therefore, this learning model is deemed feasible, practical, and effective for improving the quality of students' expository texts, particularly in developing coherent, clear, and organized discourse structures.
Development Of A Lineric Learning Model To Improve Students' Literacy And Numeracy Diana Silaswati; Neneng Maelasari; Emas Marlina
Alinea: Jurnal Bahasa, Sastra dan Pengajaran Vol. 5 No. 3 (2025): Alinea: Jurnal Bahasa, Sastra, dan Pengajaran
Publisher : Bale Literasi: Lembaga Riset, Pelatihan & Edukasi, Sosial, Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/alinea.v5i3.3034

Abstract

This study aims to develop a LINERIC learning model designed to improve junior high school students' literacy and numeracy skills. The LINERIC learning model is a conceptual integration between the Reading to Learn approach that emphasizes strengthening reading comprehension literacy and Computational Thinking that emphasizes strengthening literacy and numeracy. The Lineric learning syntax is Literacy Activation, Information Mining, Numeracy Decomposition, Equation Construction, Reasoning Communication, Interpretation & Reflection and Consolidation. This study uses a design and development research (DDR) design with three stages: (1) problem analysis, (2) design and development, and (3) evaluation. The research instruments include expert validation sheets, teacher and student practicality sheets, and context-based literacy and numeracy tests. The results of the study indicate that: (1) the LINERIC learning model is considered very valid by experts from the aspects of theoretical rationale, syntax, usability, and feasibility of implementation; (2) the model is in the very practical category based on teacher and student responses; and (3) there was a significant increase in literacy and numeracy skills after implementing the LINERIC learning model in a limited trial class (N = 32). The results of the study showed that the LINERIC learning model developed was very valid and feasible to be implemented with the results of the material expert validation reaching an average score of 96.48%, and the media expert validation reaching 95.25%, both of which were categorized as very high. The practicality test showed a very positive response, with an average teacher response of 96% and a student response of 98%. Furthermore, the effectiveness test showed a high N gain score of 0.79 for literacy and 0.78 for numeracy, which indicated a significant increase in both competencies.
PENGEMBANGAN PERANGKAT PEMBELAJARAN STEAM PROJECT BASED LEARNING UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS DAN ARGUMENTASI MATEMATIS SISWA Emas Marlina; Dini Andiani
Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran Vol. 12 No. 1 (2026): March
Publisher : LPPM Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v12i1.19728

Abstract

This study aims to develop a valid, practical, and effective STEAM Project-Based Learning (PjBL) instructional device to improve junior high school students’ critical thinking and mathematical argumentation skills. The study employed a Research and Development (R&D) method using the Dick and Carey instructional design model, which consists of nine systematic stages. The participants were eighth-grade students in Bandung Regency. The instruments included expert validation sheets to assess validity, teacher and student response questionnaires to evaluate practicality, and pre-test and post-test instruments to measure effectiveness. The product was validated by two experts in media and subject matter. Practicality was determined based on teacher and student responses, while effectiveness was measured using the N-gain score. The results indicated that the developed instructional device was highly valid and feasible for implementation. The material expert validation achieved an average score of 96.48%, and the media expert validation reached 95.25%, both categorized as very high. The practicality test showed very positive responses, with teacher responses averaging 95% and student responses 93%. Furthermore, the effectiveness test demonstrated high N-gain scores of 0.75 for mathematical critical thinking and 0.77 for mathematical argumentation skills, indicating significant improvement in both competencies.
Development of a PRODELIC-Based Instrument for Assessing Students’ Mathematical Literacy and Disposition Emas Marlina; Hartono; Wahyu Setyaningrum
Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran Vol. 12 No. 3 (2026): September (IN PRESS)
Publisher : LPPM Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v12i3.20934

Abstract

This study aims to develop and validate a PRODELIC-based instrument for assessing students’ mathematical literacy and mathematical disposition, ensuring that the instrument demonstrates adequate validity and is suitable for evaluating these competencies in mathematics learning. This research method uses Design-Based Research (DBR) which consists of problem analysis, design and innovation development, cyclical repetition and implementation, and reflection evaluation. The research instrument is a validity instrument consisting of a validity assessment sheet for the PRODELIC learning model components and learning support tools. The data analysis used is qualitative and quantitative. The validity of the model, lesson plans, and worksheets was evaluated based on the assessment of experts and practitioners using the Aiken validity index. The results of the study showed that the Aiken's V value for all learning model component instrument items was in the range of 0.85 to 0.95, the lesson plan instrument was in the range of 0.9 to 0.95, and the worksheet was in the range to 1. These scores means that the model is valid and suitable for developing mathematical literacy and disposition. These findings indicate that the PRODELIC model and its supporting instruments are valid and suitable for mathematics learning aimed at developing students’ mathematical literacy and disposition. Theoretically, PRODELIC contributes an integrated framework that combines Deeper Learning and Project-Based Learning, while practically, it provides teachers with a structured approach for designing mathematics instruction that promotes mathematical literacy and disposition.
Co-Authors Ade Rukmana Julianti Cahayati, Neneng Bernika Dadang Ruhiat Diana Silaswati Didi Suhaedi Dini Andiani Erwin Harahap Fadli Azis Farid Hirji Badruzzaman Hartono Hartono Ibrahim Danuwikarsa Julianti, Ade Rukmana M Yusuf Fajar Mahesa, Windra Tasya Nenden Sri Rahayu Neneng Bernika Cahayati Neneng Maelasari Nurwulan, R. Rinayanti Laila Rina Andriani Rina Andriani Rina Andriani Taufik, Indra Nugraha Wahyu Setyaningrum Windra Tasya Mahesa Wintarsih, Wintarsih Yurika Permanasari