Garuda - Garba Rujukan Digital

Implementasi Metode Algoritma Genetika Untuk Menentukan Penjadwalan Pelajaran (Studi Kasus : Sekolah Dasar X ) Hamdallah, Farhan
Jurnal Adijaya Multidisplin Vol 2 No 01 (2024): Jurnal Adijaya Multidisiplin (JAM)
Publisher : PT Naureen Digital Education

Show Abstract | Download Original | Original Source | Check in Google Scholar

litian ini bertujuan untuk mengimplementasikan metode algoritma genetika dalam menentukan penjadwalan pelajaran di Sekolah Dasar X. Penjadwalan pelajaran di sekolah dasar merupakan tantangan kompleks karena melibatkan banyak variabel, seperti ketersediaan guru, ruang kelas, dan preferensi pembelajaran. Algoritma genetika dipilih sebagai pendekatan karena kemampuannya dalam menyelesaikan masalah optimasi dengan efisien. Evaluasi dilakukan dengan mempertimbangkan kriteria seperti kecocokan waktu pembelajaran dengan preferensi guru, minimisasi konflik jadwal, dan efisiensi penggunaan sumber daya sekolah. Hasil evaluasi menunjukkan bahwa metode algoritma genetika mampu menghasilkan penjadwalan pelajaran yang optimal dan memenuhi kebutuhan praktis di Sekolah Dasar X. Penelitian ini diharapkan dapat memberikan kontribusi dalam pengembangan sistem penjadwalan pelajaran yang efisien dan efektif di sekolah dasar, serta menjadi landasan untuk penelitian lebih lanjut dalam bidang ini.

Community Service Collaboration of Higher Education Institutions: Integrating Technology in Promoting Baduy Luar Ecotourism as an Effort for Local Potential-Based Development Jaya, Umban Adi; Pramesti, Hasti; Mawardi, Amna; Raspati, Galih; Hamdallah, Farhan
JOURNAL OF SUSTAINABLE COMMUNITY SERVICE Vol. 5 No. 4 (2025): SEPTEMBER
Publisher : Transpublika Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55047/jscs.v5i4.1054

The Baduy Luar community in Lebak Regency, Banten, possesses unique cultural assets and significant potential in handicrafts, agriculture, and culture-based ecotourism. This Community Service Program (PKM) was conducted in Baduy Luar, Lebak Regency, Banten, with the aim of enhancing digital literacy and entrepreneurial capacity among the local community to support the promotion of cultural-based ecotourism. The Baduy Luar community possesses great potential in handicrafts, agriculture, and tourism, yet still faces limitations in digital promotion and tourism management. This program applied a participatory and contextual approach involving 70 participants, including youth, MSME actors, and ecotourism practitioners. The experiential learning method enabled participants to learn through direct practice, covering smartphone use, tourism documentation, and promotion via social media platforms such as Instagram, TikTok, YouTube, WhatsApp Business, and Facebook. The results showed significant improvement in the community’s skills in utilizing digital technology for ecotourism promotion and cultural documentation. Furthermore, a positive synergy was established between universities and the local community, where academics acted as facilitators of digital knowledge while the community members served as the main actors in implementing digital-based promotion. This program contributed not only to enhancing technical skills but also to preserving cultural identity through digital documentation. In the long term, the program is expected to increase community income, sustain community-based tourism promotion, and strengthen local economic independence aligned with the cultural values of the Baduy Luar.

Identifying learning pace in mathematics classrooms: What teachers can see—and what they miss without information support Balkist, Pujia Siti; Hamdallah, Farhan; Kuncoro, Krida Singgih; Siswanto, Rizky Dwi; Rahmat, Dadan
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 13 No 3 (2025)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v13i3.21915

Identifying students’ learning pace is a central task for teachers in inclusive mathematics classrooms, yet such identification is often based on observable performance indicators such as task completion speed and correctness of answers. This study investigates the extent to which teachers’ judgments of students’ learning pace align with students’ number sense profiles, and examines which aspects of number sense remain invisible without information support. Using a descriptive–comparative design situated in the analysis phase of design research, the study involved an inclusive lower secondary mathematics classroom. Teachers classified students as slow, moderate, or fast learners based on regular classroom observations, while students completed a validated number sense assessment focusing on estimation, numerical magnitude understanding, strategy flexibility, and evaluation of reasonableness. The results reveal partial alignment between teachers’ judgments and students’ number sense, with systematic misalignments among students categorized as fast and slow learners. Some fast learners demonstrated procedural fluency without adequate evaluation of reasonableness, while some slow learners exhibited emerging number sense that was not reflected in teachers’ judgments. The findings highlight the need for information support to make latent cognitive indicators visible and support more equitable learning pace identification. By reframing learning pace as a cognitively informed construct rather than a purely performance-based label, this study contributes empirical grounding for the design of information-supported systems that augment teacher judgment and promote inclusive assessment practices in mathematics education.

Revealing the hidden gaps: A comprehensive needs analysis for numeracy and financial literacy learning in ratio topics supported by digital and intelligent technologies Hamdallah, Farhan; Balkist, Pujia Siti; Robbiana, Djaka Firmansyah; Sarassanti, Yumi; Sudibyo, Novy Anggraini; Kuncoro, Krida Singgih
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 13 No 4 (2025)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v13i4.21866

Numeracy and financial literacy are widely recognized as essential competencies for students in the twenty-first century, particularly in navigating real-life decision-making contexts. However, empirical evidence consistently indicates that middle school students struggle to apply ratio concepts meaningfully in financial situations. This study aims to conduct an in-depth needs analysis as a foundational step toward the future development of an innovative learning medium that integrates numeracy, financial literacy, digital tools, and intelligent technologies. Using a descriptive qualitative-dominant approach, data were collected through curriculum analysis, classroom observations, teacher interviews, student questionnaires, diagnostic tests, and document analysis. The findings reveal significant gaps between curricular expectations and classroom practices, including the dominance of procedural instruction, limited financial context integration, insufficient use of digital learning tools, and the absence of adaptive or reflective feedback mechanisms. Furthermore, the results indicate that students possess fragmented understanding of ratios and demonstrate low confidence in making financial decisions based on numerical reasoning. These findings highlight the urgent need for a learning medium that supports contextualized reasoning, computational exploration, and reflective guidance. The research contribution of this study lies in providing a rigorous empirical foundation that informs the design requirements of future technology-enhanced learning innovations aimed at strengthening the integration of numeracy and financial literacy in mathematics education.

Community Service Collaboration of Higher Education Institutions: Integrating Technology in Promoting Baduy Luar Ecotourism as an Effort for Local Potential-Based Development Jaya, Umban Adi; Pramesti, Hasti; Mawardi, Amna; Raspati, Galih; Hamdallah, Farhan
JOURNAL OF SUSTAINABLE COMMUNITY SERVICE Vol. 5 No. 4 (2025): SEPTEMBER
Publisher : Transpublika Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55047/jscs.v5i4.1054

The Baduy Luar community in Lebak Regency, Banten, possesses unique cultural assets and significant potential in handicrafts, agriculture, and culture-based ecotourism. This Community Service Program (PKM) was conducted in Baduy Luar, Lebak Regency, Banten, with the aim of enhancing digital literacy and entrepreneurial capacity among the local community to support the promotion of cultural-based ecotourism. The Baduy Luar community possesses great potential in handicrafts, agriculture, and tourism, yet still faces limitations in digital promotion and tourism management. This program applied a participatory and contextual approach involving 70 participants, including youth, MSME actors, and ecotourism practitioners. The experiential learning method enabled participants to learn through direct practice, covering smartphone use, tourism documentation, and promotion via social media platforms such as Instagram, TikTok, YouTube, WhatsApp Business, and Facebook. The results showed significant improvement in the community’s skills in utilizing digital technology for ecotourism promotion and cultural documentation. Furthermore, a positive synergy was established between universities and the local community, where academics acted as facilitators of digital knowledge while the community members served as the main actors in implementing digital-based promotion. This program contributed not only to enhancing technical skills but also to preserving cultural identity through digital documentation. In the long term, the program is expected to increase community income, sustain community-based tourism promotion, and strengthen local economic independence aligned with the cultural values of the Baduy Luar.

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