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All Journal JMM (Jurnal Masyarakat Mandiri) Jurnal Riset Pendidikan dan Inovasi Pembelajaran Matematika (JRPIPM) JP2M (Jurnal Pendidikan dan Pembelajaran Matematika) Bima Abdi: Jurnal Pengabdian Masyarakat World Psychology Dirasatul Ibtidaiyah MATHEdunesa Riemann : Research of Mathematics and Mathematics Education
Saadah, Nurus
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Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Comparative Study of The Phenomenon of Trance and Possession Based on Western Perspective and Islamic Psychology Bahari, Lalu Pradipta Jaya; Saadah, Nurus; Harry, Rannikko; Baron, Gregory
World Psychology Vol. 2 No. 3 (2023)
Publisher : Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55849/wp.v2i3.396

Abstract

The phenomena of trance and possession are events that occur in various cultures and traditions. In general, both phenomena are characterized by the loss of control of one's body or consciousness. However, views on the causes and treatment of both phenomena may vary between Western and Islamic Psychology perspectives. This study aims to compare Western and Islamic Psychology perspectives on the phenomena of trance and possession. From the Western perspective, the phenomenon is often explained as a medical or psychological condition that can be treated with scientific methods such as drugs and psychological therapies. Whereas in Islamic Psychology, the phenomenon is explained as a manifestation of supernatural powers that affect a person's mental state. This research combines a comparative qualitative and descriptive approach by analyzing literature related to the phenomena of trance and trance from both perspectives. The results show that although there are differences in views between the two perspectives, both recognize the influence of psychological factors in the occurrence of these phenomena. In addition, Islamic Psychology recognizes the existence of supernatural powers that influence the phenomenon of trance and trance-inducing, while the Western perspective tends to reject this view. In conclusion, this study provides an understanding of the differences in views between the Western perspective and Islamic Psychology regarding the phenomena of trance and possession. It also shows that although the views between the two perspectives may differ, they can complement each other and provide a more holistic understanding of the phenomenon.
CLASSPOINT APPLICATION AS A DIGITAL TRANSFORMATION IN MATHEMATICS EDUCATION Saadah, Nurus; Indrawatiningsih, Nonik
JP2M (Jurnal Pendidikan dan Pembelajaran Matematika) Vol 10, No 2 (2024)
Publisher : Universitas Bhinneka PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29100/jp2m.v10i2.6347

Abstract

The transformation to a digital platform allows the utilization of interactive tools that can create fun learning and motivate students to follow the learning process. Another tool is needed to support the learning process in understanding the material. This study aims to create learning that can motivate students through the ClassPoint application. This research is quantitative descriptive research with the research subjects of 31 first-semester students of the Informatics Engineering study program in one of the universities in East Java. The instruments used in this research are activeness set in ClassPoint, assessment results from student assignments, and response questionnaires. The data analysis technique was carried out by classifying student activeness according to the criteria, while the task results were analyzed based on the scores obtained by students. The data analysis results indicate that students are highly engaged in mathematics learning through the ClassPoint application because 74% were active and 26% were very active. It effectively helps them master mathematics materials since 90,3% of students got 80 or above as their assignment score. Students’ responses to mathematics learning are positive.
PERKEMBANGAN PSIKOLOGI PESERTA DIDIK DI TINGKAT MI/SD Harahap, Asriana; Sumarni, Sri; Saadah, Nurus; Suhendra, Ade
DIRASATUL IBTIDAIYAH Vol 5, No 1 (2025): DIRASATUL IBTIDAIYAH
Publisher : Pendidikan Guru Madrasah Ibtidaiyah Institut Agama Islam Negeri Padangsidimpuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24952/ibtidaiyah.v5i1.16738

Abstract

AbstractThe psychological development of students in Madrasah Ibtidaiyah (MI) and Elementary Schools (SD) is a very important aspect in forming the foundation of children's education. Elementary school is a very crucial period in the psychological development of children, where children not only experience cognitive growth, but also social, emotional, and behavioral development that will affect their learning process throughout life. This study aims to understand the psychological development of students in Madrasah Ibtidaiyah (MI) and Elementary Schools (SD) and the factors that influence it. This study uses a qualitative approach with a case study design on a number of students in several MI and SD. The results of the study indicate that the psychological development of students is influenced by internal and external factors, including age, family environment, and social interactions at school. These findings provide insight into the importance of a psychological approach in basic education to support optimal child development. Keywords: Student Psychology, Psychological Development, MI/SD.
Inovasi Digital dalam Pembelajaran Matematika: Peningkatan Kompetensi Guru Matematika melalui CoSpaces Edu Indrawatiningsih, Nonik; Saadah, Nurus; Suprapto, Suprapto; Fauzi, Habibillah Achmad Putra; Isnaini, Silviana Dwi
Bima Abdi: Jurnal Pengabdian Masyarakat Vol. 5 No. 3 (2025): Bima Abdi: Jurnal Pengabdian Masyarakat
Publisher : Yayasan Pendidikan Bima Berilmu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53299/bajpm.v5i3.2461

Abstract

Permasalahan prioritas dalam kegiatan pengabdian masyarakat ini adalah rendahnya kompetensi guru matematika SMP dalam memanfaatkan teknologi pembelajaran berbasis Virtual Reality (VR) dan Augmented Reality (AR) menggunakan aplikasi CoSpaces Edu. Sebagian besar guru masih memiliki pemahaman yang terbatas terhadap teknologi pendidikan berbasis CoSpaces Edu. Hal ini mengakibatkan minimnya penggunaan bahan ajar interaktif dalam proses pembelajaran, sehingga siswa cenderung kurang tertarik dan kurang memahami konsep matematika. Selain itu, rendahnya literasi teknologi di kalangan guru juga menyebabkan keterbatasan dalam menciptakan suasana belajar yang inovatif dan interaktif. Kegiatan ini bertujuan untuk meningkatkan keterampilan teknologi dalam pembelajaran, menghasilkan bahan ajar inovatif dan menarik bagi siswa melalui CoSpaces Edu. Metode pendekatan yang digunakan pada kegiatan pengabdian pada masyarakat ini adalah diskusi dan workshop. Pada kegiatan ini terdapat tiga tahap, yaitu persiapan, pelaksanaan, dan evaluasi. Hasil dari kegiatan pengabdian ini menunjukkan bahwa terdapat prosentase peningkatan pengetahuan dan kemampuan guru tentang media dan modul interaktif terintegrasi CoSpaces Edu sebesar 30,81. Hal ini terlihat dari skor rata-rata untuk pretest adalah 70, sedangkan skor rata-rata untuk posttest adalah 91. Selain itu, hasil kuesioner menunjukkan bahwa peserta (guru) memberikan tanggapan positif terhadap pelaksanaan workshop tersebut. Skor rata-rata keseluruhan dari kuesioner adalah 3,69 dari skor maksimal 4 dan termasuk dalam kategori Sangat Baik.
PENGUATAN KOMPETENSI GURU SMP DALAM MERANCANG PEMBELAJARAN MATEMATIKA BERBASIS KONTEKS DAN TEKNOLOGI DIGITAL Yanti, Liza Puspita; Sa’diyah, Mukhtamilatus; Wijayanti, Pradnyo; Saadah, Nurus; Indrawatiningsih, Nonik
JMM (Jurnal Masyarakat Mandiri) Vol 10, No 1 (2026): Februari
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/jmm.v10i1.36353

Abstract

Abstrak: Perkembangan teknologi digital telah mendorong perubahan paradigma pembelajaran matematika menuju pendekatan yang lebih interaktif, kreatif, dan kontekstual. Namun, sebagian besar guru SMP masih menghadapi kendala dalam merancang pembelajaran yang mengintegrasikan konteks kehidupan nyata dengan pemanfaatan teknologi digital secara efektif. Kegiatan pengabdian kepada masyarakat ini bertujuan untuk meningkatkan kompetensi guru SMP di salah satu daerah di Indonesia dalam merancang pembelajaran matematika berbasis konteks melalui penggunaan teknologi digital. Metode pelaksanaan meliputi penyuluhan, workshop, dan pendampingan daring dengan total durasi 32 jam pembelajaran yang diikuti oleh 17 guru matematika. Evaluasi dilakukan melalui pretest–posttest dan angket kepuasan peserta. Hasil kegiatan menunjukkan adanya peningkatan yang signifikan pada pemahaman guru terhadap konsep pembelajaran berbasis konteks, kemampuan mengintegrasikan teknologi digital dalam pembelajaran, keterampilan merancang modul ajar berbasis konteks, serta kepercayaan diri dalam mengimplementasikan pembelajaran matematika yang inovatif. Secara keseluruhan, kegiatan ini berkontribusi dalam memperkuat kompetensi profesional guru, baik dari aspek hardskill, seperti penguasaan teknologi dan pengembangan modul ajar digital, maupun softskill, seperti kemampuan reflektif dan kolaboratif dalam menciptakan pembelajaran yang bermakna dan relevan bagi siswa.Abstract: The rapid development of digital technology has transformed mathematics learning into a more interactive, creative, and contextual process. However, many junior high school teachers still face challenges in designing lessons that effectively connect real-life contexts with digital technology. This community service program aimed to enhance the competence of junior high school teachers in Mojokerto Regency in designing contextual mathematics learning through the use of digital tools. The program consisted of counseling, workshops, and online mentoring over 32 learning hours, involving 17 mathematics teachers. Evaluation was carried out through pretest–posttest and participant satisfaction questionnaires. The results showed significant improvements in teachers’ understanding of contextual learning concepts (from 60% to 95%), ability to integrate digital technology (from 55% to 90%), skills in designing contextual teaching modules (from 50% to 85%), and confidence in implementing innovative classroom practices (from 65% to 95%). This program effectively strengthened teachers’ professional competencies, both in terms of hardskills, such as technological proficiency and digital module design, and softskills, such as reflective thinking and collaboration in developing meaningful learning experiences for students.
Improving Islamic Boarding School Teacher’ Competence in Designing AI-Based Assessment of Critical Thinking Skills Masriyah; Rosyidi, Abdul Haris; Saadah, Nurus; Hafidz, Abdul; Hanifah, Umi; Hariyanti, Firda; Sari, Ayu Silvi Lisvian
MATHEdunesa Vol. 15 No. 1 (2026): Jurnal Mathedunesa Volume 15 Nomor 1 Tahun 2026
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v15n1.p127-133

Abstract

This study reports a structured capacity-building program designed to improve Islamic boarding school teachers’ competence in designing AI-based assessments for critical thinking skills. The intervention was carried out with 91 teachers across 14 school subjects at a large pesantren —a traditional Islamic educational institution that integrates religious and national curricula—in East Java, Indonesia. The program integrated three components: (i) foundational understanding of generative AI, (ii) explicit mapping of higher-order thinking indicators (analysis, inference, evaluation), and (iii) co-construction of assessment tasks and analytic rubrics through guided prompt engineering. A one-group pretest–posttest design was used to evaluate teacher learning gains. Results demonstrate a very large improvement in teachers’ assessment design knowledge and skills, with mean scores increasing from 37.75 (pretest) to 90.49 (posttest), and a statistically significant t-value (t = 29.49, p < .01). Survey findings also indicate strong positive perceptions of AI usefulness, relevance, and feasibility. Teachers were able to generate authentic HOTS tasks contextualized to Islamic and local cultural values, accompanied by clear rubrics for evaluating evidence-based reasoning. The study concludes that AI-assisted design can meaningfully accelerate teacher capacity to design higher-order assessments in faith-based educational settings, provided that AI is used as a scaffold for human reasoning, not as an answer generator. Implications for scaling professional development and institutionalizing AI-embedded assessment innovation in pesantren contexts are discussed
From Intended to Enacted: A Situated Analysis of TPACK-in-Action Through Video-Stimulated Recall in Geometry Classrooms Hanifah, Umi; Masriyah, Masriyah; Sari, Ayu Silvi Lisvian; Saadah, Nurus; Cahyani, Jessica Dwi Nur
Riemann: Research of Mathematics and Mathematics Education Vol. 8 No. 1 (2026): EDISI APRIL
Publisher : Program Studi Pendidikan Matematika Universitas Katolik Santo Agustinus Hippo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38114/riemann.v8i1.148

Abstract

The integration of digital technology into mathematics classrooms remains inconsistent despite the development of the Technological Pedagogical Content Knowledge (TPACK) framework. This study investigates the persistent "know–do gap" by proposing a conceptual framework consisting of intended, enacted, and reflected TPACK. A qualitative multiple-case study was conducted with four secondary mathematics teachers in East Java, Indonesia. Data were triangulated from lesson plans, dual-camera classroom observations, and video-stimulated recall (VSR) interviews. Findings reveal a significant discrepancy: while teachers designed sophisticated technology-rich lessons, 65% of planned activities were shortened or abandoned during enactment. This regression to traditional instruction was primarily driven by excessive dual cognitive load and real-time classroom management pressures. VSR successfully uncovered teachers’ tacit reasoning, serving as a cognitive trigger for reflective improvement. The study concludes that TPACK is a situated and dynamic competence rather than a static body of knowledge. Implications suggest that professional development should move beyond technical training toward structured video-reflection cycles to develop teachers' adaptive orchestration and real-time decision-making skills.
A Phenomenological Study of Pre-service Teachers’ Readiness in Integrating Digital Literacy for Mathematics Assessment Hanifah, Umi; Masriyah; Sari, Ayu Silvi Lisvian; Saadah, Nurus; Cahyani, Jessica Dwi Nur
Jurnal Riset Pendidikan dan Inovasi Pembelajaran Matematika Vol. 10 No. 1 (2026): JRPIPM APRIL 2026
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jrpipm.v10n1.p90-102

Abstract

Digital literacy has become an essential competence for mathematics educators, particularly in the domain of assessment. This study aims to explore the lived experiences and readiness of pre-service mathematics teachers in integrating digital literacy into mathematics assessment practices. The research employed a transcendental phenomenological approach to capture the essence of participants’ experiences in designing and implementing digital-based assessments. The participants consisted of six final-year pre-service mathematics teachers from two Indonesian universities who had experience developing digital assessment tasks during their teaching practice. Data were collected through semi-structured interviews, classroom observations, and analysis of digital assessment artifacts, including GeoGebra-based activities and Quizizz assessments. The data were analyzed using a phenomenological reduction process involving epoché, horizonalization, clustering of meaning units, and synthesis of the essence of the phenomenon. The findings reveal that although pre-service teachers demonstrate strong operational skills in using digital tools, their readiness to design meaningful digital mathematics assessments varies. Three main themes emerged from the analysis: technological fluency, pedagogical considerations in digital assessment design, and alignment between digital tools and assessment rubrics. The results indicate that readiness to integrate digital literacy in mathematics assessment involves not only technical competence but also the integration of pedagogical reasoning and assessment literacy. These findings highlight the importance of integrating digital assessment training within teacher education programs to better prepare future mathematics teachers for technology-supported assessment practices.
Co-Authors Abdul Hafidz Abdul Haris Rosyidi Bahari, Lalu Pradipta Jaya Baron, Gregory Cahyani, Jessica Dwi Nur Fauzi, Habibillah Achmad Putra Firda Hariyanti Harahap, Asriana Harry, Rannikko Indrawatiningsih, Nonik Isnaini, Silviana Dwi Masriyah MASRIYAH Pradnyo Wijayanti Sari, Ayu Silvi Lisvian Sa’diyah, Mukhtamilatus Sri Sumarni Suhendra, Ade Suprapto Suprapto Umi Hanifah Yanti, Liza Puspita