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Mohammad Syaifuddin

Universitas Muhammadiyah Malang

Author-ID : 2497071

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Model Problem Based Learning dalam Pembelajaran Pendidikan Agama Islam pada Kurikulum Merdeka: Analisis Praktik Pembelajaran di SMAN 3 Kota Pekalongan Islamia, Urfah; Prayogi, Arditya; Syaifuddin, Mohammad; Nasrullah, Riki
Jurnal Simki Postgraduate Vol 4 No 3 (2025): Volume 4 Nomor 3 Tahun 2025
Publisher : Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29407/jspg.v4i3.1504

The implementation of the Independent Curriculum demands a more contextual, participatory, and student-centered approach to Islamic Religious Education (ISE). One learning model deemed relevant to these demands is Problem-Based Learning (PBL). This study aims to analyze the implementation of the PBL model in Islamic Religious Education (PAI) learning under the Independent Curriculum at SMA Negeri 3 Pekalongan, encompassing aspects of planning, implementation, evaluation, and supporting and inhibiting factors. This study employed a qualitative approach with field research. Data collection techniques included in-depth interviews, learning observations, and documentation of teaching modules. Data analysis employed interactive analysis techniques that included data condensation, data presentation, and conclusion drawing, along with data validity testing through source and technique triangulation. The results of the study indicate that the implementation of PBL in ISE learning has been implemented systematically and in line with the principles of the Independent Curriculum, enhancing students' activeness, understanding, and critical thinking skills. The main supporting factors include curriculum flexibility, teacher competence, and the availability of learning resources, while inhibiting factors include low student self-confidence, suboptimal group cooperation, and less than conducive classroom conditions.

STUDENT PARTICIPATION AND TOLERANCE IN EDUCATIONAL GAMES: A CASE STUDY Nur Khosiah; Mohammad Syaifuddin; Khozin
El Midad Vol. 17 No. 2 (2025): EL MIDAD: JURNAL JURUSAN PGMI
Publisher : Universitas Islam Negeri Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/elmidad.v17i2.13509

The learning process at the elementary school level is still dominated by conventional approaches that are repetitive and lack participation and tolerance of students. In this context, the integration of game-based learning media (games) as a strategic alternative that has the potential to increase participation and tolerance that is relevant to the progress of the times. This study aims to describe the use of educational games in Civic Education (PKn) learning as an effort to increase participation and tolerance of elementary school students. This study uses a qualitative approach with a case study method at SDI Miftahul Huda Tongas, Probolinggo. Data collection techniques were carried out through observation, in-depth interviews, and documentation of the Princip, teachers and fourth grade students involved in game-based PKn learning. These results indicate that the game-based learning approach not only makes the learning atmosphere more enjoyable, but also strengthens the formation of national character in accordance with the objectives of the PKn subject at the elementary school level. The increase in participation includes: students answering questions from 30% after the game increased to 80%, group discussions from 40% to 85%, student enthusiasm from 35% to 90%, Cooperation with friends from 40% to 80%, sportsmanship and tolerance with friends from 40% to 80%. While in increasing tolerance, respecting friends from 40% to 80%, respecting opinions from 40% to 80%, reducing conflict from 35% to 85%, openness to cooperation from 40% to 85%, not being selfish from 40% to 80%.

PENGEMBANGAN MEDIA MIKROMAB UNTUK MENINGKATKAN PEMAHAMAN MATERI PENJUMLAHAN DAN PENGURANGAN SISWA ABK SEKOLAH DASAR Nur Laily; Mohammad Syaifuddin; Siti Inganah; Zaki Abdul Wahid
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 14, No 4 (2025)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v14i4.11780

Penelitian ini dilatarbelakangi adanya siswa ABK yang mengalami kesulitan dalam mempelajari materi penjumlahan dan pengurangan bilangan bulat. Tujuan penelitian ini untuk mengembangkan dan mengevaluasi media pembelajaran interaktif bernama MIKROMAB (Mobil Interaktif Khusus Matematika Online untuk Anak Berkebutuhan Khusus) guna meningkatkan pemahaman penjumlahan dan pengurangan siswa ABK di sekolah dasar. Penelitian ini menggunakan metode Research and Development (RnD) dengan model 4D (Define, Design, Develop, Disseminate). Media MIKROMAB dirancang menggunakan aplikasi Scratch dengan visualisasi mobil yang bergerak pada garis bilangan, membantu siswa memahami konsep operasi matematika secara konkret dan menyenangkan. Validasi oleh tiga pakar menunjukkan hasil yang sangat layak, dengan skor rata-rata 0,98 untuk aspek pendidikan matematika, 1 untuk multimedia berbasis ICT, dan 1 untuk evaluasi pembelajaran. Implementasi di kelas inklusi juga mendapat respons positif dari guru, yang menilai media ini sangat praktis dengan tingkat praktikalitas 86%. Analisis hasil belajar menggunakan metode N-Gain menunjukkan peningkatan pemahaman siswa dalam kategori tinggi dengan skor rata-rata 0,79. Dengan demikian, MIKROMAB terbukti valid, praktis, dan efektif untuk meningkatkan pemahaman materi penjumlahan dan pengurangan pada siswa ABK.This research was motivated by the existence of ABK students who experienced difficulties in learning the material on addition and subtraction of integers. This study aims to develop and evaluate an interactive learning media called MIKROMAB (Mobile Interactive Mathematics Online for Special Needs Children) to enhance the understanding of addition and subtraction concepts among elementary school students with special needs. The research employs the Research and Development (RnD) method using the 4D model (Define, Design, Develop, Disseminate). MIKROMAB is designed using the Scratch application, featuring a moving car on a number line to help students grasp mathematical operations concretely and enjoyably. Validation by three experts yielded highly feasible results, with average scores of 0.98 for mathematics education, 1 for ICT-based multimedia, and 1 for instructional evaluation. Classroom implementation in inclusive settings also received positive feedback from teachers, who rated the media as highly practical with a practicality level of 86%. Analysis of students’ learning outcomes using the N-Gain method showed a significant improvement categorized as high, with an average score of 0.79. Thus, MIKROMAB is proven to be valid, practical, and effective in improving the understanding of addition and subtraction concepts among special needs students.

High school students’ mathematical representation ability: Evaluation of disposition based on mastery learning assessment model (MLAM) Rani Darmayanti; Mohammad Syaifuddin; Nopia Rizki; Rahmad Sugianto; Niswatun Hasanah
Journal of Advanced Sciences and Mathematics Education Vol. 2 No. 1 (2022): Journal of Advanced Sciences and Mathematics Education
Publisher : CV. FOUNDAE

Mathematical representation is the ability of students to explore and use mathematical ideas explicitly. This study aimed to learn about the effectiveness of the Mastery Learning Assessment Model (MLAM) in mathematics learning at the Assyfa Learning Center Foundation Pasuruan, which then described students' abilities in solving mathematical representation problems evaluated from mathematical dispositions. MLAM is based on repeating a similar assessment through an overhaul of mastery learning from previous researchers. This study used a descriptive qualitative method. In the study presented here, 20 subjects were pooled and surveyed using a continuous assessment tool based on high, low, and moderate math ability. The results showed that almost all students could use representational images to solve mathematical problems, create mathematical models, and solve problems related to mathematical expressions. On the other hand, most students could not complete the two indicators of mathematical representation, namely making sketches and mathematical models based on the given situation and data. This result is indicated by the 75 percent of students who completed this lesson. Based on the Teaching Evaluation (TER) results, most students are also satisfied with this approach. It is expected that the MLAM assessment can improve students' mathematical representation skills.

Integration of Learning Beyond the Classroom and Project-Based Learning in a Nature-Based Elementary School Januardi, Ega; Cholily, Yus Mochamad; Syaifuddin, Mohammad
Mimbar Sekolah Dasar Vol 12, No 3 (2025)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53400/mimbar-sd.v12i3.89085

This study is motivated by the limited effectiveness of conventional teaching methods that continue to dominate elementary education practices, particularly in fostering students’ conceptual understanding and 21st-century skills. The main objective is to explore the integration of Learning Beyond the Classroom (LBC) and Project-Based Learning (PjBL) as innovative strategies to improve learning quality. Employing a qualitative approach with a case study design, the research involved four teachers and twelve students from a Nature-Based Elementary School selected purposively. Data were collected through observations, interviews, and documentation, and analyzed using the Miles and Huberman model. Validation was ensured through source triangulation and member checking. The findings indicate that the integration of LBC and PjBL significantly enhanced students’ critical thinking, collaboration, and conceptual understanding. Students also demonstrated improvements in metacognitive awareness, learning independence, and socio-emotional skills. Learning became more meaningful as activities were connected to real-life experiences, increasing student engagement and motivation. However, challenges emerged, including limited facilities, varying levels of teacher readiness, and technical constraints in online learning integration. Overall, the approach proved effective in enhancing the quality of elementary education. The implications emphasize the importance of teacher professional development, flexible and context-responsive curricula, and adequate infrastructure to support the sustainable implementation of contextual and experiential learning.

Investigating Differentiated Learning Practices and their Influence on Multiple Domains of Early Childhood Development Annisah Nurul Dzulaekha; Mohamad Syahri; Mohammad Syaifuddin
Jurnal Pendidikan Terapan Vol 4, No 2 May (2026)
Publisher : Sakura Digital Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61255/jupiter.v4i2.938

Purpose : This study examines the systematic use of differentiated learning in early childhood classrooms at Hang Tuah Kindergarten, Tarakan, with a focus on its observed associations across six developmental domains moral-religious, physical-motor, cognitive, linguistic, socio-emotional, and artistic. It addresses the research gap in holistic analyses that move beyond single-domain evaluations. Methods: A qualitative methodology was used, incorporating classroom observations, semi-structured interviews with educators, and analysis of children's work artifacts. Data triangulation included instructional techniques, instructor perspectives, and developmental markers. Evidence was categorized into observed behaviors, instructor reflections, and documented outputs, with quality ratings assigned for systematic comparison. Findings: The study highlighted consistent differentiation in content, process, and product, with content adaptation deemed "adequate." Gains were observed in linguistic proficiency, collaboration, creativity, motor coordination, and cognitive sequencing. Teachers noted feasibility, alignment with readiness, and engagement from activity choice. Moderate progress was seen in moral-religious and socio-emotional domains, indicating a need for more focused scaffolding and long-term strategies. Research Implications: Findings indicate that differentiated learning significantly contributes to balanced child development, linking Tomlinson’s differentiation framework to Vygotsky’s sociocultural theory. The study suggests that differentiated strategies can enhance academic and social growth, prompting policymakers to consider institutional support for content adaptation. Originality: This research presents a qualitative account of differentiated learning across six developmental domains in Indonesian kindergartens, contributing a comprehensive framework that integrates teacher perceptions, classroom practices, and developmental artifacts, expanding upon previous studies that have predominantly focused on isolated domains.

Functional Inverse Material Description Test: Development of Islamic Integrated Communication Ability Instruments Alfi Rachma Nisfi Laila; Yus Mochamad Cholily; Mohammad Syaifuddin; Wiwit Kurniawati; Anisur Rahman
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.v1i1.120

Assessment activities are crucial to measuring learning success in the school system. Assessment can be used to improve education where teachers incorporate Islamic beliefs. This study explains how to create a religiously-integrated mathematical communication skills test. This is ADDIE model development research. The research was tested at a Tulungagung Madrasah Aliyah. The data-gathering method solves ten inverse function math questions using a description test. Data analysis uses strength, reliability, validity, and difficulty. This study found that the social essay exam instrument analyses high school students' mathematics communication skills and Islamic beliefs, with 7 items valid and reliable and 3 items removed. This study found that the Islamic integrated mathematical communication ability test is valid, reliable, discriminatory, and somewhat demanding.

ANALYSIS OF CONTEXTUAL PROBLEM-SOLVING INSTRUCTION IN THE CONSTRUCTION OF ELEMENTARY STUDENTS’ MATHEMATICAL CONCEPTUAL UNDERSTANDING Yuhanita Ulzana; Mohamad Syahri; Mohammad Syaifuddin
JURNAL EDUSCIENCE Vol 13, No 3 (2026): Jurnal Eduscience (JES), (Authors from Malaysia, Saudi Arabia, and Indonesia)
Publisher : Universitas Labuhanbatu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36987/jes.v13i3.9165

Purpose – This study aims to analyze contextual problem-solving instruction as a pedagogical space for constructing elementary students' mathematical conceptual reasoning in whole-number learning. The study focuses on how authentic problems, everyday-life contexts, and instructional interaction facilitate students' construction of conceptual meaning and their explanation of the rationale for using arithmetic operations.Methodology – This study employed a field-based qualitative case study approach. Researchers collected data through classroom observations, interviews with the school principal, teacher, and selected students, document analysis, and pretest–posttest measures as supporting descriptive data. Data were analyzed through data reduction, data display, and conclusion drawing, while trustworthiness was ensured through source, technique, and time triangulation.Findings – The findings show that contextual problem-solving instruction created a learning space that enabled students to actively, reflectively, and meaningfully construct mathematical conceptual reasoning. Through simple buying-and-selling contexts, the use of play money, group discussion, and reflection, students were able to identify information, select solution strategies, explain the rationale for using addition and subtraction, and relate whole-number concepts to real-life situations.Contribution – This study confirms that contextual problem-solving instruction should be understood not merely as a strategy for improving learning outcomes, but as a pedagogical space that facilitates the construction of students’ mathematical conceptual reasoning through authentic experience, social interaction, and reflection on thinking processes.

PENDAMPINGAN PEMANFAATAN AUGMENTED DAN VIRTUAL REALITY DALAM PEMBELAJARAN UNTUK MENDUKUNG KOMPETENSI TPACK GURU SMA Octavina Rizky Utami Putri; Zukhrufurrohmah Zukhrufurrohmah; Alfiani Athma Putri Rosyadi; Mohammad Syaifuddin; Dwi Priyo Utomo
Martabe : Jurnal Pengabdian Kepada Masyarakat Vol 9, No 5 (2026): MARTABE : JURNAL PENGABDIAN MASYARAKAT
Publisher : Universitas Muhammadiyah Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31604/jpm.v9i5.1959-1969

Teknologi seringkali digunakan sebagai alat untuk presentasi dalam pembelajaran. Keselarasan teknologi, pedagogi, dan konten materi belum terintegrasi secara holistik untuk membangun keterlibatan siswa di kelas. Kegiatan pengabdian kepada masyarakat ini bertujuan untuk mendukung kompetensi Technological Pedagogical Content Knowledge (TPACK) guru SMA melalui pendampingan pemanfaatan Augmented Reality (AR) dan Virtual Reality (VR) dalam pembelajaran. Kegiatan ini dilaksanakan pada salah satu SMA Muhammadiyah di Jawa Timur dengan peserta delapan guru. Kegiatan dengan pendekatan partisipatif ini dilaksanakan dengan tahap penyediaan perangkat AR dan VR, penyediaan bahan panduan praktis, pelatihan pembelajaran digital, workshop integrasi AR dan VR, pendampingan penyusunan perencanaan pembelajaran berbasis AR dan VR, serta evaluasi. Data dikumpulkan melalui angket dan wawancara yang dianalisis secara kuantitatif dan kualitatif. Hasil kegiatan menunjukkan bahwa 87,50% guru memberikan respon positif terhadap pelaksanaan kegiatan dan mencapai pemahaman TPACK yang lebih baik melalui integrasi AR dan VR dalam pembelajaran. Kegiatan ini juga meningkatkan kepercayaan diri guru dalam merancang pembelajaran berbasis teknologi Ar dan VR serta berkontribusi terhadap pengembangan ilmu pendidikan dengan menunjukkan bahwa teknologi imersif seperti AR dan VR efektif dalam mendukung pembelajaran yang interaktif, kontekstual, dan berpusat pada peserta didik

Pedagogical Deep Learning for Student Character Formation: A Systematic Literature Review and Conceptual Synthesis Nana Liesdiana; Mohammad Syaifuddin; Kusnaini
Women, Education, and Social Welfare Vol. 3 No. 1 (2026): January - March 2026 | Women, Education, and Social Welfare
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/wesw.v3i1.475

The growing emphasis on character-oriented education requires pedagogical approaches that move beyond knowledge transmission toward reflective, contextual, and value-laden learning experiences. This study aims to synthesize how deep learning approaches are conceptualized and implemented in education and how they contribute to student character formation. A Systematic Literature Review was conducted using PRISMA procedures. Articles were searched in the Scopus database on November 4, 2025, covering publications from 2016 to 2025 with the keywords “deep learning approach” and “character education.” After screening 4,244 initial records through title, abstract, document type, language, and eligibility criteria, 41 articles were included for thematic qualitative synthesis. The findings show that deep learning is implemented through diverse pedagogical models, including project-based learning, problem-based learning, contextual learning, flipped classroom, technology-supported media, reflective activities, and collaborative learning. Across the reviewed studies, deep learning supports character formation by promoting mindful engagement with content, meaningful connections to real-life contexts, and joyful learning experiences. These processes strengthen discipline, responsibility, independence, empathy, tolerance, collaboration, integrity, and critical thinking. This study contributes a conceptual synthesis that positions deep learning as an integrative pedagogical mechanism linking cognitive depth, reflective self-regulation, and character development, thereby offering a foundation for future empirical research and classroom-based innovation.

Co-Authors 'Aabidah Ummu 'Aziizah A.A. Ketut Agung Cahyawan W AAN SETIAWAN Abdul Khobir Abdulkadir Rahardjanto Achmad Mutaqin Adhelita Mai Zahra Adib, Muhammad Afifah, Silmi Agustin, Amelya Ahmad Faridh Ricky Fahmy Ahmad Ta'rifin Ahmad Taufiq Ahmad Taufiq Ahmad Ta’rifin Ainur Rofieq Akhmad Syahwanul Karim Akip Sugiharto Alfi Rachma Nisfi Laila Alfiani Athma Putri Rosyadi Amrullah, Arfan Anggriawan Nugroho, Dicky Anis Farida Jamil Anisatul Haniah Anisur Rahman Annisah Nurul Dzulaekha Aprilia Kartika Muhtar Arditya Prayogi Arif Budi Wurianto Arif Wurianto Arliyani, Isni Assidiq, Jimi Priyo Bagastyo, Arseto Yekti Bambang Kholiq Mutaqin Bhaskoro Prasetyo Adi Maryanto Cindy Indra Amirul Fiqri Daromi, Maulana Hudan Dewi Khoirun Nisa Dewi Khoirun Nisa' Dwi Priyo Utomo Ega Januardi Eka Danik Prahastiwi Eka Ninda Febintatias Eko Susetyarini Elfrida Rahmasari Elfrida Rahmasari Elia, Elia Nur Rohmah Erna Widiastutik Fardini Sabilah Faridah Farihatun Maulida, Salma Faris Azzam Husain Fella Sufah Qotrunnadya Fiqri, Cindy Indra Amirul Firyala Meitsa Mona Harfin Lanya, Harfin Hidayah, Dwi Naili Hifdzi Haq, Muhammad Syafi' Ilham Muhammad Ilmi, Malika Kautsar Imamiyah, Nuris Syarifatul Imas Saffanatul Aminah Imayati Kalean In’am, Akhsanul Iqbal Radetyo Irzaqi, M. Iftah Islamia, Urfah JANUARDI, Ega Kalean, Imayati Kamilia Rahmah Khabib Jamalullail Khaidar Zamzami, Abid Khilwatissalamah Khozin Khozin, Khozin Kurniawati, Wiwit Kusnaini Kustini, Yurid Ilyuna Kusumaningsih, Mita Laila, Alfi Rachma Nisfi Lailatul Maghfiroh M Ruskhan Fauza M. Adin Setyawan Maulana Hudan Daromi Ma’mun Hanif Moh. Mahfud Effendi Moh. Mahfud Effendi Mohamad Syahri Mohamad Syahri Mohammad Syahri Muchamad Fardan Mufidatuzzulfa, Nisa Muhammad Abdul Rohman Muhammad Fahri Kholid Muhammad Faisal Reza Muhammad Hamzah Muhammad Jembar Risky Muhammad Nurafni Junianto Muhammad Rizki Cahyadi Muhammad Rizki Cahyadi Muhammad Sulaimann Muhlisin Munif, Muchamad Muqowim Murdiyanto, Murdiyanto Nada, Farah Qotrun Naili Nadhifah Nana Liesdiana Nanang Ilham Fatih Nissa Bela Nurussalma Niswatun Hasanah Niswatun Hasanah Niswatun Hasanah Niswatun Hasanah Nopia Rizki Novia Karimahtunnisa Nur Kamaluddin akhmad Nur Khasanah Nur Khosiah Nur Laily Nur Rohmah Nuris Syarifatul Imamiyah Nurul Awwaliyatus Sa’adah Nurul Zuriah Pratama, M. Akmal Putri Jhahrotul Fitriana Putri, Agnes Aprilia Putri, Octavina Rizky Utami Qurrota A'yun Rahmad Sugianto Rahman, Anisur Rahmasari, Elfrida Rani Darmayanti Redika Cindra Reranta Reni Dwi Susanti Retno Wahyu Arian Sah Reva Dwi Ariendra Ria A. Asih Ria Arista Asih Riki Nasrullah Rizal Dian Azmi Rizki, Nopia Rohmanuddin Ahmad Rr. Eko Susetyarini Salsabila Nadia Rahma Maulida Salwa Durrotun Nashah Saputra, Dewa Satria Singgih Setiawan Siti Inganah Siti Khoiruli Ummah Solahur Rizqi Sulaeman Sulaeman Susi Sulistyoningsih Syahri, Mohammad Syaiful Yamin Sylva Fahri Nailannaja Tanti, Nursya Sekar Teguh Santoso Ubed Badrudin Kamal Uswatun Khasanah, Nurul Utami, Octavina Rizky Putri Vidyastuti, Annisa Nurina Vina Oktavia Arriza Wahyudi, Novianto Ade Widodo Hami Wiwit Kurniawati Yuhanita Ulzana Yus Mochamad Cholily Zahratusshiefa, Apriliana Nayla Zaki Abdul Wahid Zaqiya, Fadhila Nur Zukhrufurrohmah Zukhrufurrohmah, Zukhrufurrohmah

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