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All Journal Jurnal Teknologi Informasi dan Ilmu Komputer Jurnal Teknologi dan Sistem Komputer Jurnal SOLMA Elektrika JIPI (Jurnal Ilmiah Penelitian dan Pembelajaran Informatika) Gema Wiralodra Jurnal Ilmiah Ilmu Terapan Universitas Jambi Journal on Mathematics Education Journal of Software Engineering And Technology SEMINAR TEKNOLOGI MAJALENGKA (STIMA)
Pauzan, Muh
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Computer Science & IT Control & Systems Engineering Education Electrical & Electronics Engineering Engineering Industrial & Manufacturing Engineering Mathematics Mechanical Engineering Social Sciences Transportation Other

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SMART LAMP BERBASIS ARDUINO NANO YANG DIKONTROL OLEH APLIKASI MOBILE Tamrin, Tamrin; Yanti, Indri; Pauzan, Muh
SEMINAR TEKNOLOGI MAJALENGKA (STIMA) Vol 7 (2023): STIMA 7.0 "Transformasi Peradaban Akademik Menyongsong Revolusi Industri 5.0"
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/stima.v7i0.944

Abstract

Arduino nano based smart lamp has been made. The BH1750 light sensor is used as input for light intensity from the environment and the RTC DS3231 as input for time, date and day. The smart lamp is controlled via a mobile application. MITApp Inventor platform is used to build mobile applications. In the application, there are three modes, namely manual mode, sensor-based automatic and scheduling mode. Mode selection is operated through a mobile application, communication between the smartphone and the device uses Bluetooth communication. In manual mode, the user can press the ON or OFF button at any time. In sensor-based automatic mode depends on the light intensity conditions around the device, if the light intensity is < 10 lux then the lamp will turn on automatically, if the value is > 10 lux then the lamp will be turned off automatically. In the scheduling mode, users can also turn ON and turn OFF the lamp on a scheduled basis, such as when the lights are turned on at 18:00 WIB and turned off at 06:00 WIB. The test results show that in manual mode the system works as expected, in automatic mode the sensor also works as intended. In scheduled mode, the smart lamp works according to the set time by user
MASSIVE OPEN ONLINE COURSE IN MATHEMATICS: PERSPECTIVES ON COUNTRY, PUBLICATION TRENDS, RESEARCH APPROACHES, PARTICIPANTS, AND CONTENT ELEMENT Sudirman, Sudirman; Rodríguez-Nieto, Camilo Andrés; Susandi, Ardi Dwi; Isnawan, Muhamad Galang; Pauzan, Muh
Jurnal Ilmiah Ilmu Terapan Universitas Jambi Vol. 9 No. 2 (2025): Volume 9, Nomor 2, June 2025
Publisher : LPPM Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/jiituj.v9i2.36805

Abstract

Massive Open Online Courses (MOOCs) have emerged as powerful tools that bridge vast learning resources with diverse global learners, particularly gaining prominence during and after the COVID-19 pandemic. While numerous studies have investigated the general application of MOOCs, limited research has specifically focused on their distribution and utilization within the field of mathematics education, especially in the post-pandemic context. This study aims to fill that gap by conducting a systematic literature review on MOOCs in mathematics, using the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) framework to ensure a rigorous and replicable review process. At the identification stage, 2,349,886 articles were initially retrieved. After a comprehensive screening process based on inclusion and exclusion criteria, 78,191 articles were considered relevant. From this pool, 12 articles specifically addressed MOOCs in mathematics. However, only 6 articles met all the eligibility criteria for in-depth analysis. The findings reveal several key insights: (1) mathematics MOOCs are underrepresented in research, particularly in the context of school education; (2) research output on mathematics MOOCs has declined post-pandemic; (3) quantitative research methods dominate the field, limiting deeper qualitative insights; and (4) African countries remain significantly underrepresented in terms of both production and study of MOOCs in mathematics. This study contributes novel insights to the literature by highlighting geographic and methodological research gaps. It suggests that future research should explore mathematics MOOCs in school contexts, particularly using mixed-method approaches, and focus on understudied regions like Africa to promote equitable digital education access and innovation.
Operationalizing didactical situation-based online learning to support eighth-grade students’ mathematical reasoning and understanding in geometry: Participatory design research Sudirman; Rodríguez-Nieto, Camilo Andrés; Hidayat, Riyan; Isnawan, Muhamad Galang; Pauzan, Muh; Yumiati; Martadiputra, Bambang Avip Priatna; Faizah, Siti
Journal on Mathematics Education Vol. 17 No. 1 (2026): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.v17i1.pp43-68

Abstract

Mathematics education continues to encounter enduring challenges in fostering students’ mathematical reasoning and conceptual understanding, particularly in geometry, where learning frequently remains procedural and empirically driven. This study reports a participatory design research (PDR) project that operationalized a Didactical Situation–Based Online Learning (DS-OL) approach to enhance eighth-grade students’ mathematical reasoning (MR) and understanding (MU) in the topic of lines and angles. The research involved 120 students and 16 mathematics teachers, implemented through four iterative PDR phases: co-exploration, co-design, iterative implementation, and collaborative analysis. Diagnostic findings from the co-exploration phase indicated a predominance of instrumental understanding and empirically or authority-based reasoning, informing critical design decisions. During the co-design phase, principles from the Theory of Didactical Situations were transformed into online learning components structured around action, formulation, validation, and institutionalization, and were iteratively refined across two implementation cycles. Across these cycles, significant improvements were observed in students’ MR and MU, including marked pre–post gains (mean scores increasing from 65.00 to 83.79; Cohen’s d = 2.60) and shifts toward more deductive reasoning and relational understanding. Framed within a design-based epistemology, these findings are interpreted as design-supported enhancements rather than evidence of causal effectiveness. The study contributes to design-based knowledge by articulating empirically grounded principles for operationalizing didactical situations within online geometry learning environments.
Co-Authors ., Darsanto Ade Bastian ade rahmawati Ardi Dwi Susandi Arti, Pipit Puji Bambang Avip Priatna Martadiputra cakrawala Betha Rossi H, Stephanie Dandi, Muhamad Faizah, Siti Firliansyah, Tegar Isnawan, Muhamad Galang Karimah, Imroatul Margana, Ferry Kurniawan Muhammad Rifki Pangarsi Dyah Kusuma Wardani, Siti Qothrunnada, Lysaa Riyan Hidayat Rodríguez-Nieto, Camilo Andrés Rofiansyah, Mochamad Fadhiil Sodikin, Luthfia Sudirman Sudirman Sudirman Tamrin Tamrin Yanti, Indri Yumiati