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<![CDATA[ANALISIS DAMPAK PENGGUNAAN SISTEM INFORMASI AKADEMIK (SIAKAD) TERHADAP EFEKTIVITAS ADMINISTRASI KAMPUS DI STKIP HARAPAN BIMA ]]>
<![CDATA[Hardyanti, Hardyanti]]>;
<![CDATA[Fauzi, Azra]]>
<![CDATA[ Jurnal Ilmiah Administrasita' Vol. 15 No. 2 (2024): EDISI DESEMBER 2024 ]]>
Publisher : <![CDATA[Program Studi Administrasi Publik ]]>
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DOI: 10.47030/administrasita.v15i2.849
<![CDATA[The Academic Information System (Siakad) has been implemented at STKIP Harapan Bima to enhance campus administrative effectiveness. This study aims to analyze the impact of Siakad on four main indicators: time efficiency, service quality, data accessibility, and user satisfaction. A quantitative approach with a survey design was employed, involving 50 respondents consisting of students, lecturers, and administrative staff. The results indicate that Siakad positively impacts all indicators, with high average scores across the board. Time efficiency and data accessibility were the most appreciated aspects by users, while the primary challenges identified were unstable internet connectivity and system errors. To improve the effectiveness of Siakad, enhancements to network infrastructure, regular system updates, and technical training for new users are recommended. This study provides crucial recommendations for further development of Siakad as a more efficient and effective campus administration tool.]]>
<![CDATA[PENGARUH INOVASI DIGITAL TERHADAP PEMBELAJARAN BAHASA DI SEKOLAH DASAR: ANALISIS BIBLIOMETRIK ]]>
<![CDATA[Ismail, Ismail]]>;
<![CDATA[Fauzi, Azra]]>;
<![CDATA[Oya, Abas]]>;
<![CDATA[Nurwalidainismawati, Nurwalidainismawati]]>
<![CDATA[ Pendikdas: Pendidikan Dasar Vol 5, No 1 (2024): Mei 2024 ]]>
Publisher : <![CDATA[STKIP HARAPAN BIMA ]]>
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DOI: 10.56842/pendikdas.v5i1.354
<![CDATA[This study aims to identify and analyze trends in digital innovation in language learning in primary schools during the period from 2019 to 2024. Digital innovation plays a key role in improving students' language skills through interactive media, video-based technologies, and Android-based applications. This study used bibliometric analysis to explore publications related to this topic, with data obtained from Crossref via the Publish or Perish application and analyzed using tools such as VOSviewer. The results of the study show that the number of publications related to digital innovation in language learning has significantly increased over the past five years. The highest number of publications occurred in 2023 with 290 documents, reflecting a surge in research during the COVID-19 pandemic. Conversely, the lowest number of publications was recorded in 2019, with only 40 documents published. The study also found that audio-visual learning media and video-based learning are the most widely used technologies, making a significant impact on the effectiveness of language teaching. The main challenges identified are the limitations in teacher preparedness and infrastructure to support the integration of technology in the teaching process. This study has implications for the importance of developing teacher skills in using digital technology and provides opportunities for further research on the long-term effects of digital innovation in language learning in primary schools.]]>
<![CDATA[KETERLIBATAN SISWA MELALUI METODE PEMBELAJARAN INTERAKTIF DAN TEKNIK PENILAIAN INOVATIF DI SEKOLAH DASAR: ANALISIS BIBLIOMETRIK ]]>
<![CDATA[Faridah, Faridah]]>;
<![CDATA[Oya, Abas]]>;
<![CDATA[Suryaningsih, Sri]]>;
<![CDATA[Fauzi, Azra]]>
<![CDATA[ Pendikdas: Pendidikan Dasar Vol 5, No 1 (2024): Mei 2024 ]]>
Publisher : <![CDATA[STKIP HARAPAN BIMA ]]>
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DOI: 10.56842/pendikdas.v5i1.355
<![CDATA[This bibliometric analysis explores the impact of interactive learning methods and innovative assessment techniques on student engagement in primary education from 2019 to 2024. By analyzing a dataset of 1000 publications, the study highlights significant fluctuations in research outputs, particularly during the COVID-19 pandemic in 2022, which saw an increased focus on educational technology. Publication trends show a rise from 93 documents in 2019 to a peak of 253 documents in 2022, followed by a gradual decline to 150 documents in 2024, suggesting shifts in research priorities or the maturation of the field. The research identifies that video-based learning media and interactive multimedia are proven to be effective in enhancing student engagement and learning outcomes. Key findings indicate that these technologies significantly improve student motivation and learning outcomes while facilitating more innovative teaching practices among educators. The study also examines assessment techniques such as project-based assessment and self-assessment, which are shown to foster greater student engagement by encouraging active and collaborative learning. By synthesizing information across various studies, this research provides a comprehensive overview of the impact of interactive learning methods and assessment techniques on primary education and offers insights into their effectiveness and adaptability in diverse educational contexts.]]>
<![CDATA[IMPLEMENTATION OF INQUIRY-BASED DIFFERENTIATED LEARNING IN IMPROVING STUDENTS' CRITICAL THINKING SKILLS ]]>
<![CDATA[Ramdani, Nurlailatun]]>;
<![CDATA[Nurwalidainismawati, Nurwalidainismawati]]>;
<![CDATA[Fauzi, Azra]]>
<![CDATA[ Prima: Jurnal Pendidikan Matematika Vol 9, No 1 (2025): PRIMA : Jurnal Pendidikan Matematika ]]>
Publisher : <![CDATA[FKIP Universitas Muhammadiyah Tangerang ]]>
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DOI: 10.31000/prima.v9i1.12571
<![CDATA[The development of critical thinking skills is one of the learning objectives applied in the Merdeka Curriculum through the Pancasila student profile. However, the implementation of the Merdeka Curriculum that meets the students' needs has not been fully developed in each school. Therefore, one effort that can be used to address this issue is by implementing differentiated learning based on inquiry learning. This research aims to determine the effect of implementing differentiated learning based on inquiry learning on improving students' critical thinking skills. The research design uses a mixed methods approach. The population in this study includes all 10th-grade students (Class X.E) at SMA Negeri 2 Woha. Using cluster random sampling, two classes were selected as the research sample, with each class consisting of 23 students, divided into an experimental group and a control group. Data collection techniques include test sheets and interviews. Quantitative data analysis was obtained from the test results using the N-Gain and Wilcoxon tests, while qualitative data analysis was obtained from the interview results. The findings show that in the experimental class, 26,2% of students achieved the highest improvement in critical thinking skills, whereas in the control class, 34,8% of students did not experience any improvement in critical thinking skills. In conclusion, there was an improvement in both critical thinking skills and mathematics learning outcomes as a result of implementing differentiated learning based on inquiry learning in the experimental class compared to the control class.]]>
<![CDATA[REVITALISASI PEMBELAJARAN MATEMATIKA DI ERA PASCA PANDEMI: KAJIAN TERHADAP PERUBAHAN POLA INTERAKSI GURU DAN SISWA ]]>
<![CDATA[Fauzi, Azra]]>
<![CDATA[ Dikmat: Pendidikan Matematika Vol 4, No 02 (2023): Oktober 2023 ]]>
Publisher : <![CDATA[STKI Harapan Bima ]]>
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DOI: 10.56842/dikmat.v4i02.515
<![CDATA[Pandemi COVID-19 telah membawa perubahan drastis dalam dunia pendidikan, termasuk dalam pembelajaran matematika. Penelitian ini bertujuan untuk mengkaji perubahan pola interaksi antara guru dan siswa dalam pembelajaran matematika di era pasca pandemi, dengan fokus pada guru-guru matematika dari tiga sekolah menengah (SMP dan SMA) di Kota Bima dan Kabupaten Bima. Penelitian ini menggunakan pendekatan kualitatif dengan metode studi kasus, melalui wawancara mendalam dan observasi. Hasil penelitian menunjukkan bahwa pandemi mendorong guru untuk mengintegrasikan teknologi dalam pembelajaran dan mengembangkan komunikasi yang lebih personal dengan siswa. Di era pasca pandemi, banyak inovasi tersebut tetap dipertahankan, termasuk penggunaan media digital, pendekatan pembelajaran campuran (blended learning), dan penguatan hubungan sosial emosional dengan siswa. Pembelajaran matematika tidak lagi didominasi oleh metode ceramah satu arah, melainkan berkembang menjadi proses yang lebih kolaboratif dan adaptif. Meskipun demikian, tantangan seperti kesenjangan akses teknologi dan dampak learning loss tetap perlu diperhatikan. Penelitian ini menekankan pentingnya revitalisasi pembelajaran matematika yang kontekstual, inklusif, dan relevan dengan tuntutan zaman.]]>
<![CDATA[PENGARUH BAHASA PENGANTAR TERHADAP PEMAHAMAN KONSEP MATEMATIKA SISWA DI DAERAH MULTIBAHASA ]]>
<![CDATA[Fauzi, Azra]]>;
<![CDATA[Suryaningsih, Sri]]>;
<![CDATA[Nurwalidainismawati, Nurwalidainismawati]]>;
<![CDATA[Hardyanti, Hardyanti]]>
<![CDATA[ Dikmat: Pendidikan Matematika Vol 6, No 01 (2025): April 2025 ]]>
Publisher : <![CDATA[STKI Harapan Bima ]]>
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DOI: 10.56842/dikmat.v6i01.509
<![CDATA[Penelitian ini bertujuan untuk menganalisis pengaruh penggunaan tiga bahasa dalam pembelajaran matematika di sekolah dasar di Kecamatan Lambitu, Kabupaten Bima, yaitu Bahasa Lambitu (bahasa ibu lokal), Bahasa Bima (bahasa daerah umum), dan Bahasa Indonesia (bahasa nasional). Subjek dalam penelitian ini adalah enam guru sekolah dasar yang aktif mengajar matematika pada siswa kelas rendah dan tinggi. Metode yang digunakan adalah deskriptif kualitatif dengan teknik wawancara mendalam sebagai instrumen utama pengumpulan data. Hasil penelitian menunjukkan bahwa ketidaksesuaian bahasa pengantar dengan latar belakang linguistik siswa menghambat pemahaman konsep matematika, terutama ketika istilah-istilah matematis tidak diterjemahkan atau dijelaskan dalam bahasa yang familiar bagi siswa. Para guru mengungkapkan bahwa penggunaan Bahasa Indonesia sebagai satu-satunya bahasa pengantar sering menyebabkan kebingungan, kurangnya keterlibatan siswa, dan kesalahan dalam menyelesaikan soal. Sebaliknya, ketika guru menggunakan pendekatan yang responsif terhadap bahasa, seperti menjelaskan kembali konsep dalam Bahasa Bima atau Bahasa Lambitu, pemahaman siswa meningkat secara signifikan. Temuan ini mendukung teori bahwa bahasa bukan hanya alat komunikasi, tetapi juga mediasi kognitif dalam pembelajaran matematika. Oleh karena itu, penggunaan bahasa pengantar yang sesuai dengan kondisi sosial-budaya dan linguistik siswa menjadi kunci dalam meningkatkan efektivitas pembelajaran matematika di daerah multibahasa.]]>
<![CDATA[PEMANFAATAN TEKNOLOGI DALAM PEMBELAJARAN MATEMATIKA: TANTANGAN DAN SOLUSI UNTUK PENINGKATAN PEMAHAMAN SISWA ]]>
<![CDATA[Fauzi, Azra]]>
<![CDATA[ Dikmat: Pendidikan Matematika Vol 5, No 01 (2024): April 2024 ]]>
Publisher : <![CDATA[STKI Harapan Bima ]]>
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DOI: 10.56842/dikmat.v5i01.501
<![CDATA[Pemanfaatan teknologi dalam pembelajaran matematika menjadi semakin penting dalam meningkatkan pemahaman siswa terhadap konsep-konsep matematika yang kompleks. Namun, tantangan utama yang dihadapi adalah keterbatasan infrastruktur digital dan rendahnya literasi teknologi di kalangan pendidik serta siswa. Tujuan dari artikel ini adalah untuk mengeksplorasi tantangan yang muncul dalam penerapan teknologi dalam pembelajaran matematika dan menyarankan solusi untuk mengatasinya. Metode yang digunakan adalah studi literatur yang mencakup berbagai penelitian terkait pemanfaatan teknologi dalam pendidikan matematika. Hasil penelitian menunjukkan bahwa meskipun teknologi dapat memperkaya pengalaman belajar melalui aplikasi interaktif dan pembelajaran berbasis visual, tantangan utama tetap ada pada kesiapan guru dan ketersediaan fasilitas yang mendukung. Kesimpulannya, integrasi teknologi yang tepat dalam pembelajaran matematika dapat meningkatkan pemahaman siswa jika didukung oleh pelatihan guru yang berkelanjutan dan perbaikan infrastruktur digital.]]>
<![CDATA[Analysis of the Use of Domino Cards in Improving Mathematics Learning Outcomes for Grade V at SDN 1 Nata ]]>
<![CDATA[Cahyati, Cuci]]>;
<![CDATA[Fauzi, Azra]]>;
<![CDATA[Wardatunnissa, Yeni]]>
<![CDATA[ Jurnal Ilmiah Mandala Education (JIME) Vol 11, No 3 (2025): Jurnal Ilmiah Mandala Education (Agustus) ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pendidikan Mandala ]]>
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DOI: 10.58258/jime.v11i3.9224
<![CDATA[This study aims to analyze the effectiveness of using domino card media to improve the mathematics learning outcomes of fifth-grade students at SDN 1 Nata. The research background is based on the students’ low understanding of multiplication concepts and the lack of engaging instructional methods. A quantitative approach with a quasi-experimental method was employed, involving two groups: an experimental group using domino cards and a control group using conventional teaching methods. Instruments included pretest and posttest assessments and student activity observation sheets. The results showed that the use of domino cards increased the average student score from 52 to 80, while the control group only reached 60. Additionally, students in the experimental group demonstrated active participation, collaboration, and high enthusiasm during the learning process. These findings suggest that domino card media is effective in enhancing students’ mathematics learning outcomes and can serve as an innovative alternative in elementary school instruction.]]>
<![CDATA[The Influence of Teacher Competence on Student Learning Outcomes at SDN Donggobolo ]]>
<![CDATA[Mulyalana, Anis]]>;
<![CDATA[Fauzi, Azra]]>;
<![CDATA[Atmaja, Jessy Parmawati]]>
<![CDATA[ Jurnal Ilmiah Mandala Education (JIME) Vol 11, No 3 (2025): Jurnal Ilmiah Mandala Education (Agustus) ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pendidikan Mandala ]]>
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DOI: 10.58258/jime.v11i3.9208
<![CDATA[This study aims to examine the influence of teacher competence on student learning outcomes at SDN Donggobolo, a primary school located in a remote area with limited resources. A quantitative approach using a correlational survey method was employed. Data were collected through student perception questionnaires on teacher competence, which included four dimensions: pedagogical, professional, personal, and social, as well as academic reports in Indonesian Language and Mathematics subjects. The results showed that students’ perceptions of teacher competence were categorized as high, with average scores above 3.5 on a 4-point Likert scale. Student academic achievement was also high, with the majority falling into the “Excellent” and “Good” categories. Simple linear regression analysis revealed that 99.99% of the variance in student learning outcomes could be explained by their perception of teacher competence (R² = 0.9999; p < 0.00001). These findings indicate that teacher competence is a key factor in improving learning quality, even in resource-limited school settings. The impact of this study supports the development of teacher competency enhancement programs to sustainably improve student academic performance.]]>
<![CDATA[The Influence of Teacher Competence on Student Learning Outcomes at SDN Donggobolo ]]>
<![CDATA[Mulyalana, Anis]]>;
<![CDATA[Fauzi, Azra]]>;
<![CDATA[Atmaja, Jessy Parmawati]]>
<![CDATA[ Jurnal Ilmiah Mandala Education (JIME) Vol 11, No 3 (2025): Jurnal Ilmiah Mandala Education (Agustus) ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pendidikan Mandala ]]>
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DOI: 10.58258/jime.v11i3.9225
<![CDATA[This study aims to examine the influence of teacher competence on student learning outcomes at SDN Donggobolo, a primary school located in a remote area with limited resources. A quantitative approach using a correlational survey method was employed. Data were collected through student perception questionnaires on teacher competence, which included four dimensions: pedagogical, professional, personal, and social, as well as academic reports in Indonesian Language and Mathematics subjects. The results showed that students’ perceptions of teacher competence were categorized as high, with average scores above 3.5 on a 4-point Likert scale. Student academic achievement was also high, with the majority falling into the “Excellent” and “Good” categories. Simple linear regression analysis revealed that 99.99% of the variance in student learning outcomes could be explained by their perception of teacher competence (R² = 0.9999; p < 0.00001). These findings indicate that teacher competence is a key factor in improving learning quality, even in resource-limited school settings. The impact of this study supports the development of teacher competency enhancement programs to sustainably improve student academic performance.]]>
