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All Journal Union: Jurnal Ilmiah Pendidikan Matematika JTAM (Jurnal Teori dan Aplikasi Matematika) Rengganis Jurnal Pengabdian Masyarakat Alifbata: Jurnal Pendidikan Dasar Pedagogy : Jurnal Pendidikan Matematika Journal of Mathematics Instruction, Social Research and Opinion Edumatica: Jurnal Pendidikan Matematika Jurnal AL-Muta`aliyah : Jurnal Pendidikan Guru Madrasah Ibtidaiyah Jurnal Riset Teknologi dan Inovasi Pedidikan (JARTIKA) Polyhedron International Journal in Mathematics Education Alamtana Panicgogy International Journal
Rusmayadi, Muh
Universitas Nahdlatul Wathan Mataram
Religion Agriculture, Biological Sciences & Forestry Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Transformasi Pembelajaran Bahasa Inggris di SMPN 9 Satu Atap Pujut Melalui Task-Based Language Teaching Berbasis Deep Learning Lume, Lume; Hidayati, Rosfin; Rusmayadi, Muh.; Mawardi, Mawardi; Ningsih, Aulia; Maharani, Yesi; Lita, Lita
Alamtana: Jurnal Pengabdian Masyarakat UNW Mataram Vol 6 No 3 (2025): Edisi Desember 2025
Publisher : LPPM UNIVERSITAS NAHDLATUL WATHAN MATARAM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51673/jaltn.v6i3.2638

Abstract

Kegiatan Pengabdian Kepada Masyarakat untuk meningkatkan Kompetensi Guru dalam Kualitas pembelajaran Bahasa Inggris di sekolah-sekolah pelosok, seperti SMPN 9 Satu Atap Pujut, masih menghadapi berbagai tantangan, mulai dari keterbatasan sumber daya hingga kurangnya metode dan Pendekatan pengajaran yang efektif dan kontekstual. Kegiatan pengabdian masyarakat ini bertujuan untuk mentransformasikan proses pembelajaran Bahasa Inggris melalui penerapan pendekatan Task-Based Language Teaching (TBLT) yang didukung oleh prinsip-prinsip Deep Learning. Pendekatan ini menekankan keterlibatan aktif siswa dalam menyelesaikan tugas-tugas bermakna yang merefleksikan penggunaan bahasa secara nyata. Kegiatan dilakukan melalui pelatihan guru, pendampingan pembelajaran, dan evaluasi implementasi di kelas. Hasil kegiatan menunjukkan peningkatan motivasi belajar siswa, pemahaman konsep bahasa secara lebih mendalam, serta peningkatan kapasitas guru dalam mendesain pembelajaran yang bermakna. Implementasi TBLT berbasis deep learning terbukti relevan dan adaptif dalam konteks pendidikan di daerah terpencil.
The Effect of Mind Mapping Learning Model on Students’ Mathematical Conceptual Understanding of Algebraic Function Derivatives: A Quasi-Experimental Study Samsuriadi Samsuriadi; Indrawati Indrawati; Muh. Rusmayadi
Journal of Mathematics Instruction, Social Research and Opinion Vol. 5 No. 2 (2026): June
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/misro.v5i2.1660

Abstract

Mathematical conceptual understanding is a fundamental competency in secondary mathematics learning, particularly challenging for topics such as algebraic function derivatives. Limited studies have specifically examined mind mapping as a standalone intervention for this topic at the senior high school level in the Indonesian context. This study examines the effect of the mind mapping learning model on students’ mathematical conceptual understanding of algebraic function derivatives. Quasi-experimental pre-test post-test non-equivalent control group; 42 students (23 experimental, 19 control); five-item essay instrument; Cronbach’s α = 0.78; eight instructional meetings; SPSS 29. The findings indicate  = 3.478, p = 0.001, Cohen’s d = 1.07; post-test mean experimental (78.43) vs control (69.05). Mind mapping significantly and practically improved conceptual understanding. Mind mapping is a viable alternative strategy for teachers to deepen conceptual mastery of derivative rules.
Parents and viewpoints: online learning during the Covid-19 pandemic Muhamad Galang Isnawan; Essa Eqal Almazroei; Evana Gina Shantika; Indrawati; Muh. Rusmayadi; Samsuriadi
Polyhedron International Journal in Mathematics Education Vol. 1 No. 1 (2023): pijme
Publisher : Nashir Al-Kutub Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59965/pijme.v1i1.3

Abstract

Parents play an important role during online learning during the Covid-19 Pandemic. However, there are still not many studies that examine parents' perspectives regarding online learning. Therefore, this study aims to examine the perspective of parents regarding the problems experienced by students during online mathematics learning. Participants in this study were 47 parents of students whose ages ranged from 35 to 50 years. The instrument used was an interview guide in the form of a semi-structured interview. Data were analyzed using NVivo-12-assisted thematic analysis. The results of the study show that parents think students have problems in terms of low understanding of math material and children learning less than optimally while at home. However, some parents also revealed that there were no obstacles during online learning during the Pandemic. The results of this study then recommend that parents immediately provide information to the teacher when they find that children cannot solve problems and parents cannot help children in solving these math problems.
PENTINGNYA PENDIDIKAN KARAKTER DI PENDIDIKAN SEKOLAH DASAR Muhammad Munir; Hijriati Sholehah; Muh Rusmayadi
Alifbata : Jurnal Pendidikan Dasar Vol 2 No 1 (2022): Alifbata
Publisher : STAI Darul Kamal Darul Kamal NW Kembang Kerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (310.126 KB) | DOI: 10.51700/alifbata.v2i1.285

Abstract

Karakter sering disamaankan dengan ahlak, yaitu cara berpikir atau Prilaku seseorang sebagai ciri khas dalam diri pribadi. Dengan karakter orang akan menampakan keaslian seseorang. Peran orang tua sangat penting sekali dalam hal pendidikan, karena orang tua merupakan guru sekaligus contoh bagi anak-anak. Tiga hal yang perlu ditanamkan kepada peserta didik yaitu pengetahuan moral, perasaan moral, dan perilaku moral. Jika ketiga hal tersebut tertanam dalam diri peserta didik maka akan terbentuk karakter baik. karakter yang baik terdiri dari mengetahui hal yang baik, menginginkan hal yang baik, dan melakukan hal yang baik, kebiasaan dalam cara berpikir, kebiasaan dalam hati, dan kebiasaan dalam tindakan. Adapun dalam lingkungan pendidikan formal (sekolah) Ada beberapa hal yang menjadi penyebab penyimpangan karakter, Metode pembelajaran menitik beratkan kepada nilai­-nilai kognitif, sedangkan nilai­-nilai afektif diabaikan, menghafal lebih diutamakan dibandingkan memahami serbuan budaya asing yang begitu dahsyat sehingga mampu menghancurkan benteng moral dan agama para generasi kita sehingga perlu ada pengontrolan kepada budaya asing yang masuk dilingkungan peserta didik.
The effect of learning intensity on students’ statistics course scores: A multiple regression approach with Ridge regularization Muh. Rusmayadi; Samsuriadi; Lidaini Lidaini; Muhamad Galang Isnawan; Naif Mastoor Alsulami; Aditya Purnama
Polyhedron International Journal in Mathematics Education Vol. 4 No. 1 (2026): pijme
Publisher : Nashir Al-Kutub Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59965/pijme.v4i1.294

Abstract

Low achievement in statistics courses is a persistent concern in higher education, yet the contributions of study time and attendance remain underexplored, particularly in Indonesian undergraduate contexts and without correcting for predictor multicollinearity. This study addresses this gap by applying Ridge regularization to estimate the independent effects of daily study hours and attendance rate on statistics course scores among 20 Indonesian undergraduates. Classical OLS assumptions were tested; Ridge regression with Leave-One-Out Cross-Validation was applied when violations occurred. Study hours and attendance jointly explained 97.54% of score variance (R² = 0.975; F = 337.70; p < 0.001); however, severe multicollinearity (VIF = 11.77) destabilized OLS estimates. Ridge regression (λ = 1.0) produced stable coefficients (b₁ = 2.87; b₂ = 0.80) with negligible accuracy loss (R² = 0.974). The near-perfect collinearity of the predictors indicates that study hours and attendance are part of the same underlying construct academic engagement rather than acting through independent pathways. These findings challenge the conventional additive model of learning time and imply that interventions targeting self-regulated learning may be more effective than policies addressing attendance or study time in isolation.
Why geometry feels difficult: A phenomenological inquiry into junior high school students’ learning experiences in Indonesia Raodatul Ainiyah; Muh Rusmayadi; Samsul Bahri
Panicgogy International Journal Vol. 3 No. 2 (2025): pij
Publisher : Nashir Al-Kutub Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59965/pij.v3i2.177

Abstract

Geometry is an essential component of mathematics that supports students in developing logical, critical, and spatial thinking skills, yet many students continue to find this material difficult to master. This study explored, in depth, eighth-grade students’ experiences of learning geometry through a hermeneutic phenomenological approach. Data were collected using an open-ended questionnaire completed by ten eighth-grade students (5 males and 5 females, aged 13-15) from a private junior high school in Mataram City, West Nusa Tenggara, Indonesia, and were analyzed following Braun and Clarke’s thematic analysis, assisted by an artificial intelligence tool (ChatGPT) during initial coding and subsequently verified manually by the researchers. The analysis produced six initial codes, condensed into five categories and, ultimately, three overarching themes: (1) pedagogical barriers and limited use of learning aids, (2) the complexity of geometry concepts, and (3) the lack of contextual application and student confidence. These findings indicate that geometry learning difficulties are not caused solely by students’ cognitive limitations but are closely related to instructional strategies, the nature of the material itself, and students’ psychological readiness. By foregrounding students’ own voices, this study offers a more holistic account of geometry learning difficulties than achievement-score data alone can provide. It recommends implementing more contextual, adaptive, and supportive learning strategies, using visual media aligned with students’ Van Hiele levels of thinking, to strengthen their spatial reasoning skills and confidence.
Co-Authors Adi Irawan Aditya Purnama Ahmad Nasrullah Alsulami, Naif Mastoor Darmasih Darmasih Dewi Pramita Essa Eqal Almazroei Evana Gina Shantika Farah Heniati Santosa, Farah Heniati Gunadi, Farid Hidayati, Rosfin Hijriati Sholehah Imam Pakhrurrozi, Imam Indrawati Isnawan, Muhamad Galang Lestari , Nurindah Lestari, Wiwit Damayanti Lidaini Lidaini Lita, Lita Lume, Lume Maharani, Yesi Mellawaty, Mellawaty Muh. Galang Isnawan Muhammad Munir Mulyana, Diki Naif Mastoor Alsulami Ningsih, Aulia Nur ‘Azah Nurafifah, Luthfiyati Raodatul Ainiyah Rohmah, Zulfiani Samsul Bahri Samsuriadi Samsuriadi Samsuriadi Samsuriadi, Samsuriadi Seftiana, Gina Sudirman Sudirman Taufan, Mochammad Wanda Nugroho Yanuarto