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All Journal Jurnal Pemikiran dan Pengembangan Sekolah Dasar (JP2SD) AKSIOMA: Jurnal Program Studi Pendidikan Matematika JINOP (Jurnal Inovasi Pembelajaran) Al Ishlah Jurnal Pendidikan JRPM (Jurnal Review Pembelajaran Matematika) SOSIOHUMANIKA Jurnal SOLMA INSPIRAMATIKA JMM (Jurnal Masyarakat Mandiri) Perspektif Ilmu Pendidikan SJME (Supremum Journal of Mathematics Education) MEJ (Mathematics Education Journal) Jurnal Pengabdian UNDIKMA Mosharafa: Jurnal Pendidikan Matematika International Journal of Multidisciplinary: Applied Business and Education Research Jurnal Pengabdian Kepada Masyarakat International Journal of Trends in Mathematics Education Research (IJTMER) Jurnal Pendidikan MIPA SJME (Supremum Journal of Mathematics Education)
Marhan Taufik
Universitas Muhammadiyah Malang
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Medicine & Pharmacology Nursing Public Health Social Sciences Other

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Integrating Python Programming Within A Multiple Representation Framework To Enhance Student Mathematical Numeracy Susanti, Reni Dwi; Taufik, Marhan; Cahyono, Hendarto; Hasan, Buaddin
Jurnal Pendidikan MIPA Vol 27, No 2 (2026): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpmipa.v27i2.pp734-758

Abstract

By using digital technology, this study aims to develop a learning design that facilitates multiple representations and numeracy skills. The ASSURE model was used as the design approach for this development. The first stage was a needs analysis to ensure the development aligns with the needs of educators and students. A validation stage was also conducted before classroom use to ensure it is applicable and addresses teaching and learning challenges. The method used was a mixed methods approach. The development stage provided an overview of the process, followed by descriptive and inferential statistical analyses to assess the results of the learning design implementation. The results showed that Python-based learning led to a greater increase in numeracy skills than conventional learning. The experimental group increased its average score from 60.12 in the pretest to 83.72 in the posttest, with an N-gain of 0.60, while the control group achieved an N-gain of 0.36. Statistical tests showed that the increase in both groups was significant, but the magnitude of the increase in the experimental group was more dominant. Qualitative findings from observations and questionnaires showed that students became more active, helped their understanding of concepts through various representations, and were more confident in solving numeracy problems, despite initially experiencing difficulties using Python. In addition, expert validation results showed that the developed learning design was in the very feasible category for content, media, and learning. Students demonstrate various types of representations in learning, including graphical, symbolic, pictorial, tabular, and verbal representations. Therefore, it can be concluded that developing a learning environment that aligns with learning objectives and is tailored to each student's skills and conditions can significantly increase student engagement and achieve desired competencies. Keywords: python-based learning design, multiple representation, numeracy skills, digital.
Promoting Innovation in Mathematics Learning: An International Program for Strengthening Teacher Competence through STEAM In'am, Akhsanul; Effendi, Moh Mahfud; Susanti, Reni Dwi; Taufik, Marhan; Cahyono, Hendarto
Jurnal Pengabdian UNDIKMA Vol. 7 No. 2 (2026): May (IN PRESS)
Publisher : LPPM Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jpu.v7i2.20240

Abstract

This community service activity aims to strengthen teachers’ competencies in designing and implementing contextual STEAM learning that is aligned with local school conditions. The program was conducted at the Musa-Asia Integrated School (SEPAMA), Cambodia, involving junior high school teachers and school leaders. The implementation methods included a baseline needs analysis, workshop-based training, instructional design mentoring, the implementation of simple classroom projects, and pre-test and post-test evaluations of teacher competency. Data were analyzed descriptively and quantitatively by comparing the mean pre-test and post-test scores and calculating the gain. The findings indicate an improvement in teacher competency across all measured dimensions, particularly in interdisciplinary integration and project-based learning. The average score for STEAM understanding increased from 2.82 to 3.27, representing a 15.96% improvement, while the project-based learning score increased from 2.45 to 3.09, representing a 26.12% improvement. Teachers also began to perceive STEAM learning as a practical and feasible approach that could be implemented by utilizing the school environment and students’ daily activities. The classroom project implementation demonstrated increased student engagement, although not all teachers applied the approach consistently due to time constraints and the need for further adaptation. Field findings suggest that the simplified contextual STEAM approach is relevant to local school settings and effective in enhancing teacher readiness. Overall, this activity had a positive impact on improving teacher capacity and learning quality, with strong potential for sustainability through continuous mentoring and institutional support from partner schools.
Co-Authors Adi Slamet Kusumawardana Adisantoso, Purwo Agung Deddiliawan I. Agung Deddiliawan Ismail Alfiani Athma Putri Rosyadi Arif Hidayatul Khusna Baiduri Baiduri Buaddin Hasan, Buaddin Dhimas Ari Prassethiyo Dita Latifatu Syarifah Elfiani, Lufita Endah Wulandari Endah Wulandari Hariyo Sugeng Widodo Hendarto Cahyono In’am, Akhsanul Ita Milandari Khotimah Khotimah, Ita Milandari Kuncahyono Kuncahyono Lufita Elfiani Lufita Elfiani Minatun Nadlifah Moh. Mahfud Effendi Muhammad Fakhri Muhammad Fakhri Nurul Zuriah Pramita Respati Purwo Adisantoso Putra, Fikri Haykal Kusuma Reni Dwi Susanti Reni Dwi Susanti Reni Dwi Susanti Respati, Pramita Rifatus Sholikah Rizal Dian Azmi Sapilin Sapilin Sapilin Shafanda Setya Wardani Siti Inganah Siti Khoiruli Ummah Siti Masrifah Syaifudin, Mohammad Syarifah, Dita Latifatu Tiara Anggraeni Tiara Anggraeni, Tiara Valentino Ananda Putra Wardani, Shafanda Setya Wiwik Sugiarti Worowirastri E., Dyah Yuliana Yuliana Yus Mochamad Cholily Zuhro Putri Firdausi