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All Journal JURNAL MANAJEMEN MUTU PENDIDIKAN (JMMP) Kontinu: Jurnal Penelitian Didaktik Matematika Cetta: Jurnal Ilmu Pendidikan Efektor Jurnal Wahana Pendidikan Jurnal Setia Pancasila Arus Jurnal Sosial dan Humaniora Innovative: Journal Of Social Science Research SAGA: Journal of Technology and Information Systems Interdiciplinary Journal of Education
DIRGANTORO, AJAR
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Teachers' Perception of Digitization of Mathematics Learning at Madrasah Aliyah Muhammadiyah Watulimo Trenggalek Widodo, Luthfi; Setiani, Rahyu; Dirgantoro, Ajar
JURNAL PENDIDIKAN MATEMATIKA Vol. 9, No. 2: November 2025
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/kontinu.9.2.438-455

Abstract

Digitization of learning as a form of innovation requires adaptation and acceptance from teachers. Teacher perception is a key factor in determining the success of this innovation's implementation in schools. This study aims to describe the implementation of digitization in mathematics learning and teachers' perceptions of digitization in learning at Madrasah Aliyah Muhammadiyah (MAM) Watulimo Trenggalek. This study uses a descriptive qualitative approach. Data were collected through interviews, observations, and documentation, and tested for validity through triangulation. The results of the study show that the digitization of mathematics learning at MAM Watulimo has been applied comprehensively across the planning, implementation, and evaluation stages of learning. The number of classes supports this implementation in line with standards, the availability of digital devices, adequate madrasah facilities, and teacher collaboration. Teachers' perceptions of the digitization of mathematics learning are generally positive. Teachers assessed that this innovation offers relative advantages, such as increased efficiency, easier access to materials, and a variety of learning methods. In terms of compatibility, teachers feel that digitalization aligns with professional values and the needs of today's students. However, there is still a negative perception of the complexity, especially regarding the constraints of using technology by teachers who are not familiar with digital devices.Keywords: Digitalization, Mathematics Learning, Teacher Perception
Pengaruh Akses Teknologi dan Literasi Digital Terhadap Prestasi Studi Sosial Melalui Minat Belajar Sulastri, Sulastri; Kadeni, Kadeni; Dirgantoro, Ajar
Wahana Pendidikan Vol 13, No 1 (2026)
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/jwp.v13i1.20593

Abstract

Penerapan teknologi pembelajaran di sekolah dasar telah memberikan dampak yang signifikan terhadap proses  belajar  mengajar dan  prestasi  belajar  siswa. Penelitian ini bertujuan untuk menganalisis pengaruh akses teknologi dan literasi digital terhadap prestasi belajar IPS siswa kelas VI melalui minat belajar sebagai variabel mediasi. Metode yang digunakan adalah kuantitatif dengan pendekatan survei. Sampel penelitian berjumlah 210 siswa kelas 6, yang dipilih secara cluster sampling. Temuan penelitian ini diperoleh dari data yang dikumpulkan melalui kuesioner yang telah diuji validitas dan reliabilitasnya serta dianalisis menggunakan PLS-SEM. Hasil penelitian menunjukkan bahwa akses teknologi berpengaruh positif terhadap minat belajar siswa, karena ketersediaan perangkat digital dan akses internet yang memadai mendorong keterlibatan yang lebih tinggi dalam kegiatan pembelajaran. Literasi digital juga meningkatkan minat belajar dengan membantu siswa dalam mengakses dan mengevaluasi informasi secara efektif. Akses teknologi secara langsung meningkatkan prestasi belajar, sedangkan literasi digital berpengaruh secara tidak langsung melalui minat belajar. Secara keseluruhan, minat belajar menjadi faktor paling berpengaruh dalam menentukan prestasi akademik siswa.. Temuan ini menunjukkan bahwa minat belajar berperan sebagai variabel mediasi, yang memperkuat dampak Akses Teknologi dan Literasi Digital terhadap hasil belajar siswa. Dengan demikian, dapat disimpulkan bahwa Akses Teknologi dan Literasi Digital memiliki peran penting dalam meningkatkan Prestasi Belajar siswa, baik secara langsung maupun tidak langsung melalui Minat Belajar. Temuan dari penelitian ini diharapkan adanya pemerataan sarana teknologi serta penguatan program literasi digital di lingkungan sekolah dasar.
Pengaruh Strategi Pembelajaran Berdiferensiasi Berbasis Gemini Ai Pada Mata Pelajaran IPS Untuk Meningkatkan Motivasi Belajar Dan Keterampilan Berpikir Kritis Peserta Didik Kelas VIII SMPN 1 Rejotangan Rahmawati, Annisa Testi; Rindrayani, Sulastri Rini; Nur Afifah, Dian Septi; Dirgantoro, Ajar
Wahana Pendidikan Vol 13, No 1 (2026)
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/jwp.v13i1.20511

Abstract

Penelitian ini bertujuan untuk menguji pengaruh strategi pembelajaran berdiferensiasi berbasis Gemini AI terhadap motivasi belajar dan keterampilan berpikir kritis peserta didik pada mata pelajaran Ilmu Pengetahuan Sosial (IPS). Penelitian menggunakan pendekatan kuantitatif dengan metode quasi eksperimen dan desain pretest-posttest nonequivalent control group design. Populasi penelitian adalah seluruh peserta didik kelas VIII SMP Negeri 1 Rejotangan berjumlah 240 siswa, dengan sampel dua kelas sebagai kelompok eksperimen dan kontrol. Instrumen penelitian berupa angket tertutup untuk mengukur motivasi belajar dan tes uraian berbasis HOTS (C4–C6) untuk mengukur keterampilan berpikir kritis. Hasil penelitian menunjukkan bahwa rata-rata motivasi belajar kelas eksperimen meningkat dari 68,7 menjadi 82,3, sedangkan kelas kontrol meningkat dari 48,89 menjadi 55,56. Keterampilan berpikir kritis kelas eksperimen meningkat dari 64,5 menjadi 80,1 dengan kategori N-Gain sedang–tinggi (>0,6), sementara kelas kontrol hanya mengalami peningkatan kecil. Uji MANOVA menunjukkan pengaruh simultan yang signifikan terhadap kedua variabel (Pillai’s Trace = 0,172; p = 0,005). Repeated Measures MANOVA juga menunjukkan perbedaan signifikan antara pretest dan posttest (p < 0,001; η² = 0,729) serta perbedaan antar kelompok (p < 0,001; η² = 0,705). Temuan ini membuktikan adanya interaksi signifikan antara penerapan strategi berbasis Gemini AI dan peningkatan kedua variabel, sehingga strategi ini efektif meningkatkan kualitas pembelajaran IPS.
The Effect of Computer-Based Test (CBT) Utilization, Digital Literacy, and Internet Access on Grade V Students’ Science and Social Studies (SASS) Learning Outcomes Huda, Syamsul; K Kadeni; Dirgantoro, Ajar; Sukwatus Suja'i, Imam
SAGA: Journal of Technology and Information System Vol. 3 No. 4 (2025): November 2025
Publisher : CV. Media Digital Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58905/saga.v3i4.567

Abstract

This study aims to analyze the effects of Computer-Based Test (CBT) utilization, digital literacy, and internet access on Grade V students’ Science and Social Studies (SASS) learning outcomes in public elementary schools in Ngunut District during the 2025/2026 academic year, both partially and simultaneously. The study employed a quantitative approach with an explanatory ex-post facto design. The population consisted of 587 students, and 233 respondents were selected using proportional random sampling with a 5% margin of error (Slovin formula). Data were collected through a 39-item Likert-scale questionnaire and documentation of students’ SASS achievement scores. Multiple linear regression analysis was conducted after fulfilling classical assumption tests, including normality, multicollinearity, heteroscedasticity, and linearity. The findings indicate that CBT utilization (β = 0.173; p = 0.018) and digital literacy (β = 0.432; p < 0.001) have positive and significant effects on learning outcomes, with digital literacy identified as the most dominant predictor. Internet access (β = 0.114; p = 0.176) does not have a significant partial effect. However, simultaneously, the three independent variables significantly influence learning outcomes (F = 58.871; p < 0.001). The coefficient of determination (R² = 0.435) shows that 43.5% of the variance in learning outcomes is explained by the model. These findings highlight that digital literacy competence is a key determinant in optimizing technology-based learning in primary education.
Development of Android-Based Interactive Media KaLoT on Cultural Diversity and Local Wisdom Yulianto, Arin Eko; Setiani, Rahyu; Dirgantoro, Ajar; Afifah, Dian Septi Nur
SAGA: Journal of Technology and Information System Vol. 3 No. 4 (2025): November 2025
Publisher : CV. Media Digital Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58905/saga.v3i4.571

Abstract

The availability of interactive learning media determines the success of educational processes, especially in implementing the Merdeka Curriculum. This study was motivated by low learning interest (mean 53.9%) and IPAS learning outcomes (mean 68.5; below the KKTP of 75) among fourth-grade students at SD Negeri 1 Nglebo, Trenggalek, attributable to limited instructional media. This study developed the Android-based interactive learning application "KaLoT" (Keragaman Budaya memuat Kearifan Lokal Trenggalek), integrating national cultural diversity with Trenggalek local wisdom. The Research and Development (R&D) methodology with the ADDIE model was employed, involving 14 students (SD Negeri 2 Suruh) for small-group trials and 23 students (SD Negeri 1 Nglebo) for large-group trials. Data were collected via expert validation sheets, teacher response questionnaires, classroom observation sheets, learning interest questionnaires, and HOTS-based pre-test/post-test assessments, analyzed using quantitative descriptive analysis and N-Gain. Results demonstrated: (1) very high validity at 93.85%; (2) very high practicality averaging 93.46%; and (3) effective improvement of learning outcomes with N-Gain of 0.71 (small group), 0.75 (Class IVA), and 0.66 (Class IVB), with learning interest rising from 53.5–55.8% to 91.0–93.2%. The study concludes that "KaLoT" is valid, practical, and effective for IPAS learning in Grade IV elementary school.
Co-Authors Afandi, Erfan Ajis, Mohammad Choirul ajis Andreas Andrie Djatmiko, Andreas Andrie Dian Septi Nur Afifah Eva, Nur Hakim, Ikhwanul Hamidiyah, Ria Melleni Hammas Shalahuddin, Muhammad Hanurrawan, Fattah Imanuel Hitipeuw K Kadeni Kadeni Kadeni, Kadeni Kusnaeni, Muhammad Wahyu Lely Widyawati, Lely Rahmawati, Annisa Testi Rahyu Setiani Rindrayani, Sulastri Rini Sujono, Imam Sukwatus Suja'i, Imam Sulastri Sulastri Syamsul Huda Widodo, Luthfi Winarti, Lilik Yulianto, Arin Eko