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Deskripsi Pemecahan Masalah Matematika berdasarkan Langkah Polya ditinjau dari Kepribadian Siswa Tipe Melankolis Firdha Razak; Ahmad Budi Sutrisno; Rahmat Kamaruddin
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol 6, No 2: December 2018
Publisher : IKIP Mataram

This research is a qualitative research aimed to disclose math problem-solving ability based on Polya steps on SPLDV’s material in term of student personalities melancholy (ME). Instruments used for this research are : 1) personality test is used to categorize the students based on their personality, 2) math problem-solving test is used to show students' ability in solving mathematical problems based on Polya steps, and 3) guided interview is contained guidelines aim to clarify answers and trace the process of students’ thought in depth. Data are collected by test and interview and analyzed by using Miles and Huberman’s data analysis. The research processes are: (a) formulated the indicators based on math problem-solving on Polya steps (b) formulated a valid and reliable instrument (personality test, math problem-solving task and guided interview) (c) collected the subject by providing personality type, (d) collected data to show the description of math problem-solving is done by the students, (e) did time triangulation to get valid data, (f) performed data analysis problem-solving based on personality types, (g) conducted a discussion of the results of analysis, (h) drew conclusions of the research. The results showed the subject of melancholy did the Polya steps in problem-solving, which are (1) understand the problem (2) plan a settlement (3) settle a plan (4) check back.

Deskripsi Pemecahan Masalah Matematika berdasarkan Langkah Polya ditinjau dari Kepribadian Siswa Tipe Melankolis Firdha Razak; Ahmad Budi Sutrisno; Rahmat Kamaruddin
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol 6, No 2: December 2018
Publisher : IKIP Mataram

This research is a qualitative research aimed to disclose math problem-solving ability based on Polya steps on SPLDV’s material in term of student personalities melancholy (ME). Instruments used for this research are : 1) personality test is used to categorize the students based on their personality, 2) math problem-solving test is used to show students' ability in solving mathematical problems based on Polya steps, and 3) guided interview is contained guidelines aim to clarify answers and trace the process of students’ thought in depth. Data are collected by test and interview and analyzed by using Miles and Huberman’s data analysis. The research processes are: (a) formulated the indicators based on math problem-solving on Polya steps (b) formulated a valid and reliable instrument (personality test, math problem-solving task and guided interview) (c) collected the subject by providing personality type, (d) collected data to show the description of math problem-solving is done by the students, (e) did time triangulation to get valid data, (f) performed data analysis problem-solving based on personality types, (g) conducted a discussion of the results of analysis, (h) drew conclusions of the research. The results showed the subject of melancholy did the Polya steps in problem-solving, which are (1) understand the problem (2) plan a settlement (3) settle a plan (4) check back.

Deskripsi Pemecahan Masalah Matematika berdasarkan Langkah Polya ditinjau dari Kepribadian Siswa Tipe Melankolis Firdha Razak; Ahmad Budi Sutrisno; Rahmat Kamaruddin
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol 6, No 2: December 2018
Publisher : IKIP Mataram

This research is a qualitative research aimed to disclose math problem-solving ability based on Polya steps on SPLDV’s material in term of student personalities melancholy (ME). Instruments used for this research are : 1) personality test is used to categorize the students based on their personality, 2) math problem-solving test is used to show students' ability in solving mathematical problems based on Polya steps, and 3) guided interview is contained guidelines aim to clarify answers and trace the process of students’ thought in depth. Data are collected by test and interview and analyzed by using Miles and Huberman’s data analysis. The research processes are: (a) formulated the indicators based on math problem-solving on Polya steps (b) formulated a valid and reliable instrument (personality test, math problem-solving task and guided interview) (c) collected the subject by providing personality type, (d) collected data to show the description of math problem-solving is done by the students, (e) did time triangulation to get valid data, (f) performed data analysis problem-solving based on personality types, (g) conducted a discussion of the results of analysis, (h) drew conclusions of the research. The results showed the subject of melancholy did the Polya steps in problem-solving, which are (1) understand the problem (2) plan a settlement (3) settle a plan (4) check back.

The Implementation of PBL Assisted by Truth or Dare Media to Improve Students' PKN Understanding Nur Ariska Syam; Firdha Razak; A. Shyam Sarjani Alam
Indonesian Journal of Educational Technology Vol 5 No 1 (2026): Indonesian Journal of Educational Technology
Publisher : Department of Educational Technology, Postgraduate Program, State University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/37cz5z87

This study aimed to improve fifth-grade students' conceptual understanding in Civics Education through the implementation of the Problem-Based Learning (PBL) model assisted by Truth or Dare card media at SDN 2 Labakkang. This classroom action research was conducted in two cycles involving 33 students. Each cycle consisted of planning, action, observation, and reflection. Data were collected through observation, concept-understanding tests, and documentation, then analyzed using descriptive quantitative and qualitative techniques. The results showed that students' conceptual understanding improved from a low category in cycle I to a high category in cycle II. The mean score increased from 46.12 in cycle I to 77.24 in cycle II, while learning mastery increased from 21.21% to 87.87%. Student activity and teacher activity also improved across cycles. These findings indicate that integrating PBL with Truth or Dare card media can create interactive, contextual, and enjoyable learning experiences that support students' understanding of Civics concepts.

Introducing Unplugged Coding to Teachers to Support Coding and Artificial Intelligence (AI) Learning at SD Negeri 27 Paukiri: Pengenalan Koding Unplugged Kepada Guru untuk Mendukung Pembelajaran Koding dan Kecerdasan Artifisial (KKA) di SD Negeri 27 Ilman Indra Ansyari; A. Zam Immmawan Alam; Firdha Razak; Dideng Kadir; Ramli Ely
Mattawang: Jurnal Pengabdian Masyarakat Vol. 7 No. 1 (2026)
Publisher : Yayasan Ahmar Cendekia Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35877/454RI.mattawang4618

Digital education transformation requires elementary school teachers to possess digital literacy and computational thinking skills; however, teachers in remote areas are generally unfamiliar with the concept of unplugged coding. This community service (PKM) project aims to enhance teachers' understanding and skills in designing simple learning media without digital devices at SD Negeri 27 Paukiri, Pangkajene, and Kepulauan Regency. The method employed is a participatory approach involving training, demonstrations, practice, and mentoring, with qualitative descriptive data analysis. The results indicate a significant shift in teachers' perception that coding can be taught without computers, alongside an improvement in their skills in creating media from local materials. Implementation among students in grades I–VI also demonstrated high learning enthusiasm. It is concluded that unplugged coding is an effective and contextual solution for enhancing digital literacy in schools with limited facilities.

Teacher Empowerment Through Digital Literacy: Canva Training as Interactive Educational Media: Pemberdayaan Guru Melalui Literasi Digital: Pelatihan Canva Sebagai Media Edukatif Interaktif Ruri Muhammad PD; Firdha Razak; Rustinah; A Zam Immawan Alam; Herman Alimuddin
Mattawang: Jurnal Pengabdian Masyarakat Vol. 7 No. 1 (2026)
Publisher : Yayasan Ahmar Cendekia Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35877/454RI.mattawang4619

In today’s digital era, teachers are required to be creative and adaptive to technological developments in order to support interesting and meaningful learning for students. Therefore, a hands-on practice-based training was conducted designed to improve teachers' competencies in designing teaching media using the Canva application, including visual materials, infographics, and interactive worksheets. The training method was carried out through a participatory workshop approach that actively involved teachers in the digital teaching media design process. This community service activity showed an increase in teachers' skills in creating Canva-based learning media. Canva training can improve teachers' skills in creating Canva-based learning media at SDN 32 Pulau Balang Caddi. Abstrak Di era digital saat ini, guru dituntut untuk kreatif dan adaptif terhadap perkembangan teknologi guna menunjang pembelajaran yang menarik dan bermakna bagi siswa. Oleh karena itu, dilakukan pelatihan berbasis praktik langsung yang dirancang untuk meningkatkan kompetensi guru dalam mendesain media ajar menggunakan aplikasi Canva, baik materi visual, infografis, maupun lembar kerja interaktif. Metode pelatihan dilakukan melalui pendekatan workshop partisipatif yang melibatkan guru secara aktif dalam proses perancangan media ajar digital. Melalui kegiatan pengabdian ini menunjukkan peningkatan terhadap keterampilan guru dalam membuat media pembelajaran berbasis Canva. Pelatihan Canva dapat meningkatkan keterampilan guru dalam membuat media pembelajaran berbasis Canva di SDN 32 Pulau Balang Caddi.

Peningkatan Keterampilan Guru PAUD Dalam Membuat Media Pembelajaran Berbasis Animasi Powerpoint Ahmad Budi Sutrisno; Fauziah Fauziah; Firdha Razak
Jurnal IPMAS Vol. 4 No. 1 (2024): April 2024
Publisher : Pustaka Digital Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54065/ipmas.4.1.2024.468

Permasalahan yang akan diselesaikan dalam kegiatan Pengabdian ini adalah rendahnya Keterampilan guru PAUD dalam membuat media pembelajaran animasi untuk pengajaran Bahasa Inggris. Pelatihan adalah salah satu upaya untuk meningkatkan kompetensi guru PAUD, salah satunya keterampilan membuat media pembelajaran animasi. Tujuan dari Pengabdian Kepada Masyarakat ini adalah untuk menelaah dampak pelatihan pembuatan media pembelajaran animasi berbasis Powerpoint terhadap Keterampilan guru PAUD dalam membuat media pembelajaran animasi untuk pengajaran Bahasa Inggris. Pengabdian Kepada Masyarakat ini menggunakan metode kualitatif deskriptif. Peserta yang terlibat dalam Pengabdian ini terdiri dari 29 Peserta yang berada dalam tahap pendahuluan, dan 14 Peserta sebagai peserta pelatihan. Hasil Pengabdian Kepada Masyarakat diketahui bahwa pelatihan yang dilakukan dapat meningkatkan keterampilan guru Paud dalam membuat media pembelajaran animasi berbasis Powerpoint sehingga mereka dapat mengembangkan media pembelajaran tersebut dalam pengajaran Bahasa Inggris

Penerapan Augmented Reality (AR) untuk Mendukung Pembelajaran Visual dan Interaktif di SDN 245 Pinrang Ruri Muhammad Primatama Danreng Danreng; Firdha Razak; A Zam Immawan Alam; Muhammad Ilham; Umi Ayu Lestari
Abdimas Toddopuli: Jurnal Pengabdian Pada Masyarakat Vol. 7 No. 2 (2026): Volume 7, No 2, Juni 2026
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/atjpm.v7i2.8086

Kegiatan pengabdian ini bertujuan meningkatkan kompetensi guru dalam memanfaatkan Augmented Reality (AR) sebagai media pembelajaran interaktif di SDN 245 Pinrang. Pelatihan dilaksanakan selama 2 hari dengan pendekatan teori dan praktik, melibatkan 11 guru. Hari pertama diisi dengan observasi awal dan koordinasi bersama pihak sekolah untuk mengidentifikasi kebutuhan pembelajaran visual-interaktif. Hari kedua berfokus pada pengenalan konsep AR serta praktik pembuatan media pembelajaran menggunakan aplikasi Assemblr Edu. Hasil kegiatan menunjukkan antusiasme tinggi dari peserta, dengan guru mampu mempraktikkan pembuatan media interaktif sederhana secara mandiri. Kendala utama adalah pemadaman listrik yang menghambat pemutaran materi presentasi, namun dapat diatasi dengan pendampingan langsung. Kegiatan ini membuktikan bahwa pelatihan terstruktur dapat meningkatkan keterampilan guru dalam memanfaatkan teknologi pembelajaran, dengan rekomendasi pendampingan lanjutan dan pengembangan konten sesuai kurikulum lokal.

The Effect Of Handwriting And Typing On Students’ Writing Skills Siska Siska; Khaerun Nisa'a Tasyibu; Firdha Razak
ALENA : Journal of Elementary Education Vol 4 No 1 (2026): January
Publisher : Program Studi Pendidikan Sekolah Dasar Fakultas Keguruan dan Ilmu Pendidikan Universitas Islam Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59638/jee.v4i1.621

The advent of the digital age has brought about a shift from handwriting to typing using digital devices. This change has raised concerns about its impact on writing skills. This study aims to analyze the effect of handwriting and typing on students' writing skills. A quantitative pre-experimental research method was used, involving two writing groups (handwriting and typing). Data were collected through writing skill tests and observation sheets, then analyzed using normality tests, homogeneity tests, and t-tests (independent sample t-tests). The results showed that handwriting had an effect on writing skills with an average score of 82.55, while typing also had an effect with an average score of 70.14. These findings indicate that handwriting has a greater influence than typing on writing skills. Students who write by hand produce more structured writing in terms of idea organization, grammar, spelling, and punctuation. Meanwhile, typing helps with writing speed, but is lacking in terms of idea processing and writing structure.

Strengthening Global Diversity Character P5 Through The Sociodrama Method Of South Sulawesi Folktales Arni Arni; Khaerun Nisa'a Tasyibu; Firdha Razak
ALENA : Journal of Elementary Education Vol 4 No 1 (2026): January
Publisher : Program Studi Pendidikan Sekolah Dasar Fakultas Keguruan dan Ilmu Pendidikan Universitas Islam Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59638/jee.v4i1.627

Observations in October 2024 at SDN 8 Pulau Laiya showed that fifth-grade students had difficulty recognizing local cultural identity, tended to imitate irrelevant social media content, and did not understand their own regional culture and stories. They were also less able to explore and appreciate cultural diversity in Pangkep, knowing only their own culture, and showed a tendency to compare and be less accepting of other cultures and beliefs. Stereotypes and ridicule of cultural differences, especially between the Bugis and Makassar tribes, still occur frequently. Participation in joint decision-making is also low, with students tending to be passive and follow the opinions of class leaders or teachers. The values of inclusiveness and social justice are not yet well established. This study aims to apply the *sociodrama* method based on local folklore as a learning strategy to instill the values of global diversity. The approach used is descriptive qualitative with data collection techniques through observation, questionnaires, and interviews. The results show an increase in character traits such as tolerance, empathy, cooperation, and social awareness. Narratives have also proven effective in instilling the values of the Pancasila Student Profile, including responsibility, communication skills, problem solving, and fair leadership.

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