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All Journal Jurnal Ilmu Pendidikan Paradikma: Jurnal Pendidikan Matematika Jurnal Daya Matematis Jurnal SOLMA Jurnal Cendekia : Jurnal Pendidikan Matematika Jurnal Perspektif Imajiner: Jurnal Matematika dan Pendidikan Matematika bit-Tech Humantech : Jurnal Ilmiah Multidisiplin Indonesia Innovative: Journal Of Social Science Research Ulil Albab
Khairani, Nerli
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Digital Learning Transformation through AWBIT: A Case Study on the Department of Mathematics Education, State University of Medan Elfitra, Elfitra; Syahputra, Edi; Darari, Badzlan; Frisnoiry, Suci; Khairani, Nerli
Jurnal Ilmu Pendidikan Vol 31, No 2 (2025): December
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um048v31i2p%p

Abstract

This study aims to examine the effectiveness of Adaptive Web-Based Interactive Tutoring (AWBIT) in transforming digital learning and improving students' digital literacy in the Calculus course at the Department of Mathematics Education, State University of Medan. The study used a quasi-experimental method with a Nonequivalent Control Group Design, involving two classes as experimental and control groups. The experimental group used AWBIT, while the control group used conventional learning. The instruments used include pretest and posttest tests, student response questionnaires, and validation of material and media experts. The validation results showed that AWBIT was very feasible to use with an average score of 3.38 from material experts and 3.43 from media experts. Students responded positively to AWBIT with an average questionnaire score of 3.35 and an practicality of use at 3.75 high.Statistical tests show that the data is distributed normally and homogeneously. The results of the t-test showed a significant difference between the learning outcomes of the experimental and control groups, with a gain score of 0.61 in the experimental group and 0.34 in the control group. These findings show that AWBIT is effective in improving students' learning outcomes and digital literacy. This system provides adaptive, interactive, and personalized learning, according to the individual needs of students. This research supports the integration of technology in learning and is in line with the implementation of the Independent Curriculum and the Outcome-Based Education (OBE) approach in higher education.
Penerapan Pendekatan SDGs dalam Penguatan Literasi dan Numerasi untuk Guru PAUD di Kecamatan Stabat, Kabupaten Langkat Frisnoiry, Suci; Srinahyanti, Srinahyanti; Surya, Edi; Khairani, Nerli; Frimaulia, Sara; Siregar, Tiur Malasari; Elfitra, Elfitra
Jurnal SOLMA Vol. 15 No. 1 (2026)
Publisher : Universitas Muhammadiyah Prof. DR. Hamka (UHAMKA Press)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/solma.v15i1.22738

Abstract

Background: Literacy and numeracy are fundamental competencies in fostering critical thinking skills in early childhood; however, early childhood education teachers in Stabat District, Langkat Regency, face limitations in integrating literacy and numeracy instruction with the values of the Sustainable Development Goals (SDGs). Objective: This community service program aimed to enhance teachers’ competencies in implementing SDGs-based literacy and numeracy learning in a contextual and meaningful manner. Methods: The program employed a Participatory Action Research (PAR) approach over three months, comprising stages of socialization, training, and workshops; implementation of educational technology; mentoring; and evaluation. Data were collected using pre-test and post-test instruments, classroom observations, and teacher reflections, and were analyzed descriptively by comparing pre- and post-intervention conditions. Results: The findings indicate a significant improvement in teachers’ average understanding of literacy (from 56.4 to 82.1), numeracy (from 53.8 to 80.6), and the integration of the SDGs (from 48.2 to 79.3). In addition, one-way instructional practices decreased from 72.5% to 20.0%, while interactive learning increased to 80.0%, and the use of innovative learning media reached 85.0%. Conclusion: The SDGs-based literacy and numeracy approach effectively strengthened teachers’ pedagogical competencies and promoted more interactive, contextual, and sustainable early childhood learning practices.
Co-Authors - Afrizal Adiva, Cut Tasya Amry, Zul Aritonang, Anggi Pasha Darari, Badzlan E. Elvis Napitupulu, E. Elvis Edi Surya, Edi Edi Syahputra Edy Surya Elfitra Elfitra Fadhilah, Puji Chairu Farhan Anshari Frimaulia, Sara Ginting, Puspa Arinda Harahap, Rizki Khoiriah Hasibuan, Yulia Rinanda Hutabarat, Reinaldo Fernandes Matheus Hutasoit, Elizabeth Hutauruk, Grace Analia Stephani Izwita Dewi Kanaya, Niquita Sepha Mangunsong, Yohana Angeline Manihuruk , Oliver Juan Gery Manihuruk, Oliver Juan Gery Misbakhul Munir Nainggolan, Agnes Margareta Nst, Mas Berlian Pakpahan, Aida Fitri Harun Panggabea, Widi Ningsih Panggabean, Widi Ningsih Pohan, Dasrin Putri, Anastasya Rinanda, Yulia Safitri, Dhiena Sahat Saragih Said . Iskandar Saragih, Agnes Yulia Simanungkalit, Ada Novisari D. Simorangkir, Tri Gustini Sipayung, Kristin Natalia Br. Srinahyanti, Srinahyanti Suci Frisnoiry Tiur Malasari Siregar, Tiur Malasari Zulfahmi Indra, Zulfahmi Zulfia, Chairani