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Baiduri Baiduri

Universitas Muhammadiyah Malang

Author-ID : 240085

Religion Aerospace Engineering Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Nursing Physics Public Health Social Sciences Other

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Training And Mentoring In Project-Based Learning For P5 Instruction For Mathematics Teachers At SMAN 2 Lumajang: Pelatihan Dan Pendampingan Project Based Learning Dalam Pembelajaran P5 Pada Guru Matematika Di SMAN 2 Lumajang Alfiani Athma Putri Rosyadi; Yus M. Cholily; Baiduri; Zharla Zetira Aszahra; Galih Azhar Ramadhan; Jihan Nur Aini
JATI EMAS (Jurnal Aplikasi Teknik dan Pengabdian Masyarakat) Vol. 9 No. 1 (2025): Jati Emas (Jurnal Aplikasi Teknik dan Pengabdian Masyarakat)
Publisher : DPD Jatim Perkumpulan Dosen Indonesia Semesta

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

The Merdeka Curriculum is a more flexible curriculum structure that focuses on essential material. This curriculum is not implemented simultaneously and massively, giving educational units the freedom to implement it. The Merdeka Curriculum provides references for teachers to develop independent teaching practices and share good practices. The problem is that not all schools receive this information equally. In its implementation, the Merdeka curriculum is associated with PjBL (Project Based Learning), a learning method that uses projects as a medium. In PjBL, students become the center of learning and conduct in-depth investigations into a topic. This community service was carried out at SMAN 2 Lumajang which had never been given assistance on PjBL in P5 (Pancasila Student Profile Strengthening Project).

Sekolah Asrama Islam dan Kecemasan Lingkungan: Studi Perbandingan Dakkal Harahap; Baiduri; Yus Mochamad Cholily; Abdulkadir Rahardjanto; Rr Eko Susetyarini; Lud Waluyo; Atok Miftachul Hudha
Jurnal Penelitian Pendidikan IPA Vol 12 No 2 (2026)
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v12i2.13720

Environmental anxiety has increasingly been recognized as a significant psychological response to the global ecological crisis, particularly among adolescents within formal educational settings where climate change discourse is integrated into learning processes. As schools function as primary spaces for cognitive, emotional, and moral development, understanding how educational contexts shape students’ ecological concerns become essential. This study examines the impact of educational background on students’ environmental anxiety by comparing Islamic boarding schools (pesantren) and non-Islamic schools in South Tapanuli Regency. Employing a quantitative comparative design, data were collected from 60 students (30 pesantren and 30 non-pesantren) using an adapted Environmental Anxiety Scale. The analysis covered five dimensions: fear of ecological disasters, future anxiety, ecological guilt, ecological paralysis, and denial. Findings indicate that non-pesantren students reported significantly higher anxiety levels across all dimensions (p < 0.05), while also demonstrating stronger pro-environmental behavior (p < 0.01). In contrast, pesantren students exhibited lower anxiety levels, potentially reflecting the internalization of religious values and communal support as adaptive coping mechanisms. These findings suggest that educational background significantly influences adolescents’ emotional and behavioral responses to environmental challenges. The study contributes to policy discourse by emphasizing the integration of ecological literacy with spiritual and ethical reflection to foster ecological resilience and responsible behavior among young learners.

Improving Mathematics Teachers' Competence Through a Technological Pedagogical Content Knowledge Model Assisted by Microsoft Mathematics Masdelima Sormin; Yus Mochammad Cholily; Dwi Priyo Utomo; Baiduri Baiduri; Riski Baroroh; Elisa Elisa
Jurnal Penelitian Pendidikan IPA Vol 12 No 5 (2026)
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v12i5.14278

This study aims to improve the professional competence of Mathematics teachers in the Teacher Professional Program (PPG) through the application of the Technological Pedagogical Content Knowledge (TPACK) model assisted by Microsoft Mathematics. This research is a classroom action research (CAR) conducted in two cycles. Each cycle consisted of planning, action, observation, and reflection stages. The subjects of this study were 16 in-service PPG participants who are mathematics teachers, selected using purposive sampling technique. Data were collected through teacher professional competence tests and teacher activity observation sheets. Data analysis was performed quantitatively using descriptive statistics and qualitatively using interactive analysis techniques. The results showed that in Cycle I, the completion rate of the teacher professional competence test only reached 50% (8 out of 16 teachers passed) with a percentage of teacher activity observation of 62.5%, which had not met the success indicator (≥80%). After reflection and improvement in Cycle II, the completion rate of the teacher professional competence test increased to 81.25% (13 out of 16 teachers passed) with the percentage of teacher activity observation reaching 83.62%. The improvement in professional competence from Cycle I to Cycle II was 31.25%, while the improvement in teacher activity was 21.12%. These results indicate that the TPACK model assisted by Microsoft Mathematics is effective in improving teachers' understanding of the material, pedagogical abilities, and the integration of technology in mathematics learning. The Technological Pedagogical Content Knowledge (TPACK) model assisted by Microsoft Mathematics has proven to be effective and successful in improving the professional competence of Mathematics teachers in the Teacher Professional Program (PPG). The application of this model is recommended as an alternative strategy for sustainable professional development for mathematics teachers.

How can "gamification" help in the teaching of arithmetic operations as a didactic tool and digital technology? Paulo Vitor da Silva Santiago; Baiduri B
Delta-Phi: Jurnal Pendidikan Matematika Vol. 1 No. 1 (2023): Delta-Phi: Jurnal Pendidikan Matematika (April)
Publisher : CV. Bimbimbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61650/dpjpm.v1i1.39

This article is a teaching proposal concerning arithmetic problems of mathematics to help teachers in initial training in mathematics and teaching mathematics in the classroom with the use of Gamification. Thus, the objective of this article is to investigate what contributions didactic engineering and digital technologies using gamification in full-time high school teaching can be helpful with the contents of basic operations. The methodology applied with the games was based and structured on the Didactic Engineering research methodology, being exploratory research of a qualitative nature to familiarize the mathematical problems with the use of Digital Technologies. The results were categorized based on the phases of preliminary analysis, a priori analysis, experimentation, and a posteriori analysis and validation. Conclusions that the use of applied problems brought out the validation of the strategies applied in the classroom. Therefore, the expected results were positive in the teacher's view of the way the two games were planned in Google Presentations and in supporting the students in the teaching and learning processes of Mathematics.

Urgensi Kebutuhan Komik: Desain Pengembangan Media Matematika Berwawasan Kearifan Lokal di Medan M. Ruskhan Fauza; Baiduri Baiduri; Siti Inganah; Rahmad Sugianto; Rani Darmayanti
Delta-Phi: Jurnal Pendidikan Matematika Vol. 1 No. 2 (2023): Delta-Phi: Jurnal Pendidikan Matematika (August)
Publisher : CV. Bimbimbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61650/dpjpm.v1i2.41

Kurikulum sekolah menengah dalam pembelajaran matematika Indonesia saat ini lebih menitikberatkan pada aspek emosional sebagai hasil pembelajaran siswa terhadap keberlanjutan pembangunan nasional. Fakta ini memberikan tanggung jawab guru untuk menciptakan dan mengembangkan perangkat pembelajaran yang efektif untuk mempromosikan toleransi dan nasionalisme, komunikatif dan baik hati, cinta damai dan mempraktekkan kepedulian sosial. Tujuan penelitian adalah menganalisis kebutuhan siswa sekolah menengah terkait pengembangan pembelajaran kartun yang mengedepankan pembentukan karakter. Pendekatan kualitatif digunakan dalam penelitian ini. Pesertanya adalah 110 siswa kelas tujuh. Kuesioner digunakan untuk mengumpulkan data untuk penelitian. Data yang telah terkumpul dianalisis menggunakan analisis dengan model interaktif. Hasil analisis tersebut menunjukkan hasil ketertarikan siswa dengan media komik sebagai sarana pendidikan yang memiliki nilai kearifan lokal Medan untuk pendidikan karakter. Dari segi komposisi, Anda membutuhkan komik yang sesuai dengan jangkauan dan ukuran komik yang ideal. Dari segi konten, kita diminta tidak hanya mengungkapkan cerita dengan ilustrasi nasionalisme dan kesadaran sosial, tetapi juga memiliki materi manga yang memasukkan kearifan lokal berlatar budaya Medan. Dari segi desain dan tampilan, diperlukan karakterisasi kartun yang mencakup berbagai warna dan ukuran font yang proporsional. Secara keseluruhan dapat diambil kesimpulan dari penelitian ini bahwa perlu untuk mengembangkan komik sebagai media pembelajaran yang memadukan kearifan lokal Medan untuk memenuhi kebutuhan siswa sekolah menengah dan merencanakan pengembangan karakter

Profile of Cognitive Barriers of Students in the Transition from Arithmetic to Algebra in Learning Algebraic Form Dwi Roudhotillah; Fadhila Rizqia Dewi Putri; Baiduri Baiduri; Mayang Dintarini; Rabia Rasheed
Journal of Teaching and Learning Mathematics Vol. 4 No. 1 (2026): Journal of Teaching and Learning Mathematics (July)
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jtlm.v4i1.45100

This study aims to analyze the cognitive barriers experienced by seventh-grade students in solving algebraic problems in a public junior high school in Malang Regency. This study uses a qualitative approach with a descriptive research type. The research subjects consisted of three seventh-grade students who were selected purposively based on indications of cognitive barriers in learning algebra. Data were collected through written tests on algebraic problems and in-depth interviews. Data analysis was carried out using the Miles and Huberman model which includes data reduction, data presentation, and drawing conclusions. The results showed that students experienced four forms of cognitive barriers, namely: (1) lack of conceptual understanding, especially in distinguishing like terms and performing algebraic operations; (2) reasoning errors in formulating solution steps and interpreting algebraic problems; (3) use of inappropriate cognitive strategies, such as converting variables into numbers so they can be calculated; and (4) mental attitudes that do not support the learning process, such as low self-confidence, lack of thoroughness, and a tendency to rush in solving problems. These findings indicate that students still experience difficulties in making the transition from arithmetic to algebraic thinking. The implications of this research emphasize the importance of implementing learning strategies that emphasize conceptual understanding, the development of mathematical reasoning, the use of meaningful algebraic representations, and strengthening students' positive attitudes towards mathematics to minimize the emergence of cognitive barriers in algebra learning.

Self-Concept and Learning Achievement of Mathematics Education College Student Baiduri Baiduri
Journal of Psychological Perspective Vol. 4 No. 2 (2022)
Publisher : Utan Kayu Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47679/jopp.424322022

Self-concept is one important factor in one's success, especially in education. This study aims to describe and analyze the relationship between students' self-concept in learning mathematics and mathematics learning achievement, and investigate the significance of differences in self-concept and learning achievement in mathematics education students seen from that semester. A total of 151 mathematics education students at the Teaching and Education Faculty of the University of Muhammadiyah Malang were used as participants in this study. Self-concept data and mathematics learning achievement were obtained through an online questionnaire using Google Forms. Descriptive statistics, correlation tests, and ANOVA tests were used in analyzing the data. Descriptions of self-concept and student achievement are presented per category and semester. Correlational analysis shows a very weak relationship between self-concept and student achievement. The results of the ANOVA test prove that there is no significant difference in self-concept in terms of student semesters. As for learning achievement there is a significant difference based on student semester.

TikTok as an Effective Tool for English Language Learning: A Digital Ethics Perspective Ninik Suryatiningsih; Dwi Priyo Widodo; Baiduri Baiduri; Ribut Wahyu Eriyanti
Journal Evaluation in Education (JEE) Vol 6 No 2 (2025): April
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jee.v6i2.1628

Purpose of the study: The integration of TikTok as a tool in English language learning has rapidly expanded due to its engaging, short-form video format and the platform’s ability to foster creativity, student participation, and peer interaction. Despite this growth, limited scholarly attention has been paid to the digital ethical challenges posed by TikTok’s use in educational settings, particularly those related to data privacy, algorithmic bias, content moderation, and disinformation. Methodology: This research employs a systematic literature review approach, synthesizing findings from relevant studies on TikTok in education, with emphasis on English language instruction. The selection process follows PRISMA guidelines to ensure comprehensive and unbiased coverage of relevant literature. Main Findings: Findings indicate that TikTok significantly enhances learners’ speaking, listening, and digital communication skills while encouraging collaborative and socially interactive learning environments. However, ethical issues—such as exposure to inappropriate content, misinformation, lack of algorithm transparency, and student data vulnerabilities—emerge as critical concerns that require careful pedagogical management. Novelty/Originality of this study: This study presents a novel conceptual framework for integrating TikTok into English language education ethically and responsibly, positioning it at the intersection of digital pedagogy and media ethics. It advocates for the inclusion of digital literacy and ethics training within the curriculum to equip educators and students to engage with social media tools in a more informed and secure manner.

An Integrative Model of Mathematical Well-Being and Anxiety Reduction (I-WARM): Evidence from Teachers’ and Students’ Perspectives Maria Martini Aba; Baiduri; Siti Inganah; Zainur Wula
Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran Vol. 12 No. 1 (2026): March
Publisher : LPPM Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v12i1.19688

This study aims to develop an Integrative Model of Mathematical Well-Being and Anxiety Reduction (I-WARM) based on the perspectives of secondary school teachers and students in Kupang City, Indonesia. A mixed-methods sequential exploratory design was employed, involving 211 students and 32 mathematics teachers. Quantitative data were collected through Likert-scale questionnaires to measure levels of mathematical well-being and mathematics anxiety, while qualitative data explored pedagogical practices and classroom environments that support students’ well-being. Quantitative data were analyzed using descriptive statistics to describe the level of each variable, instrument validity and reliability tests (through item-total correlation and Cronbach’s Alpha), and Pearson correlation analysis. Meanwhile, qualitative data were analyzed using thematic analysis techniques through the processes of data reduction, coding, categorization, and conclusion drawing. The findings indicate that students’ mathematical well-being was at a moderate to high level, whereas mathematics anxiety was at a moderate level. Correlation analysis revealed a significant negative relationship between mathematical well-being and mathematics anxiety (r = −0.236, p < 0.05). Qualitative results highlight autonomy-supportive teaching, competence development, and social relatedness as key protective factors against mathematics anxiety. By synthesizing Self-Determination Theory and Control-Value Theory, the proposed I-WARM model provides a conceptual roadmap for educators to foster resilient learning environments. These findings suggest that reducing anxiety requires a shift from deficit-based interventions to well-being-centered pedagogical strategies.

PENDAMPINGAN IMPLEMENTASI PEMBELAJARAN STEAM BERBASIS DEEP LEARNING UNTUK MENINGKATKAN LITERASI SAINS DAN KREATIVITAS SISWA SEKOLAH DASAR Beti Istanti Suwandayani; Rr. Eko Susetyarini; Baiduri Baiduri; Yus Mochamad Cholily; Arina Restian; Kuncahyono Kuncahyono; Roimil Latifah
Community Development Journal : Jurnal Pengabdian Masyarakat Vol. 7 No. 3 (2026): Vol. 7 No. 3 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/cdj.v7i3.60501

Pengabdian kepada masyarakat ini dilatarbelakangi oleh rendahnya literasi sains dan kreativitas siswa sekolah dasar di wilayah 3T, khususnya Kabupaten Timor Tengah Selatan, yang dipengaruhi oleh dominasi pembelajaran konvensional serta keterbatasan kompetensi guru dalam mengimplementasikan pembelajaran inovatif. Kegiatan ini bertujuan untuk meningkatkan kapasitas guru dalam menerapkan pembelajaran berbasis STEAM (Science, Technology, Engineering, Arts, and Mathematics) serta meningkatkan literasi sains dan kreativitas siswa melalui pendekatan pembelajaran berbasis proyek dan konteks lokal. Metode pelaksanaan menggunakan pendekatan pendidikan masyarakat, pelatihan, difusi ipteks, serta pendampingan berkelanjutan melalui observasi kelas, workshop, dan lesson study. Hasil kegiatan menunjukkan adanya peningkatan kompetensi guru dalam menyusun perangkat pembelajaran berbasis STEAM, dengan lebih dari 80% guru mampu mengimplementasikan pembelajaran berbasis proyek secara mandiri. Selain itu, terjadi peningkatan literasi sains siswa sekitar 20% serta peningkatan keterlibatan aktif siswa dalam proses pembelajaran. Implementasi STEAM berbasis potensi lokal juga terbukti efektif dalam menciptakan pembelajaran yang lebih bermakna, kontekstual, dan menyenangkan. Kegiatan ini disimpulkan mampu meningkatkan kualitas pembelajaran di sekolah dasar serta menjadi model penguatan pendidikan di wilayah 3T yang dapat direplikasi secara berkelanjutan.

Co-Authors Aba, Maria Martini Abdulkadir Rahardjanto Abdulkadir Rahardjanto, Abdulkadir Aditya Pratama Agung Deddiliawan Ismail Agustin Fatmawati Alfiani Athma Putri Rosyadi Andini Dwi Rachmawati Anis Farida Jamil Arbi Anugrah Putra Rusadi Arif Hidayatul Khusna Arina Restian Asfa Milati Atok Miftachul Hudha Azizah Lubis, Jalilah Belinda Dewi Regina Chandra Satrya Choirudin, Choirudin Cucuk Tri Pamungkas Dakkal Harahap Deviana , Tyas djunaidi, arif Dwi Priyo Utomo Dwi Priyo Utomo Dwi Priyo Widodo Dwi Roudhotillah Elfiani, Lufita Elisa Elisa Elli Kusumawati Erika Dewi Saraswati Erinda Titik Rizki Fani Fadhila Rizqia Dewi Putri Faluthi, Nuning Rahmania Fani, Erinda Titik Rizki Fatma Suryani Harahap Fauza, M. Ruskhan Galih Azhar Ramadhan Hagenimana, Emmanuel Haryani, Nia Herviani, Vivi Kurnia Indri Hapsari Susilowati Jihan Nur Aini Kuncahyono Kuncahyono Lestari, Pinta Dewi Lud Waluyo Lufita Elfiani Lufita Elfiani M. Ruskhan Fauza Maghfiroh, Mazidah Marhan Taufik Masdelima Azizah Sormin Masdelima Sormin Mayang Dintarini Mayang Dintarini Mazidah Maghfiroh Moh. Mahfud Effendi Muslim Muslim Ninik Suryatiningsih Nopia Rizki Oktavia Kurniawati Putri Pamungkas, Cucuk Tri Paulo Vitor da Silva Santiago Pratiwi, Amelia Eka Putra, Muhammad Allegra Prima Aristya Putri, Octavina Rizky Utami Putri, Oktavia Kurniawati Rabia Rasheed Rachmawati, Andini Dwi Raharjo, Pamuji Rahmad Sugianto Rahmad Sugianto Ramelan, Hazlansyah Rani Darmayanti Retno Marsitin Retno Wahyu Arian Sah Ribut Wahyu Eriyanti Ridwan Zahdi Syaaf Riny Sulfiyah Riski Baroroh Riski Baroroh Roimil Latifah Rr Eko Susetyarini Rr. Eko Susetyarini Rufi'i Saputro, Zufrufin Setio, Agus Siti Inganah Siti Inganah Siti Khoiruli Ummah Sofyan Samosir, Benny Sukatno Sukatno, Sukatno Sulfiyah, Riny Sulidar Fitri Sultan, Mahi Suwandayani, Beti Istanti Syahrul Zamal Usmiyatun Usmiyatun Utomo, Dwi Priyo Victorio Isya Erlangga Vidyastuti, Annisa Nurina Vivian Alfinia Witanta Wawan Wawan Wawan Wawan Wiyono, Cammelia Wula, Zainur Yus M. Cholily Yus Mochamad Cholily Yus Mochammad Cholily Zamal, Syahrul Zharla Zetira Aszahra Zukhrufurrohmah, Zukhrufurrohmah Zulkifley Bin Mohamed

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