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All Journal Edumatsains KALAMATIKA Jurnal Pendidikan Matematika Union: Jurnal Ilmiah Pendidikan Matematika JURNAL PENDIDIKAN GLASSER Jurnal Teknologi Sistem Informasi dan Aplikasi Jurnal Pendidikan dan Konseling ABSIS : Mathematics Education Journal KOMMAS: Jurnal Pengabdian Kepada Masyarakat Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram OKTAL : Jurnal Ilmu Komputer dan Sains AMMA : Jurnal Pengabdian Masyarakat At-Tathbīq: Journal of Education and Learning
Ita Handayani
Universitas Pamulang
Religion Agriculture, Biological Sciences & Forestry Humanities Astronomy Biochemistry, Genetics & Molecular Biology Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Earth & Planetary Sciences Education Electrical & Electronics Engineering Energy Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Materials Science & Nanotechnology Mathematics Nursing Physics Social Sciences Other

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Implementasi Augmented Reality Sebagai Edukasi Pengenalan Wali Songo Dan Sejarahnya Menggunakan Metode Marker Based Tracking Berbasis Android Ahmad Muhaimin; Ita Handayani
OKTAL : Jurnal Ilmu Komputer dan Sains Vol 2 No 05 (2023): OKTAL : Jurnal Ilmu Komputer Dan Sains
Publisher : CV. Multi Kreasi Media

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Abstract

This study aims to design learning media that are interesting and innovative and able to provide convenience in introducing wali songo to students. The techniques used in collecting data in this study were interviews, observation, and literature study. The tools used to build augmented reality applications include unity, vuforia and blender. In making the design of the assets software used is Adobe Photoshop and using the marker based tracking method. The advantages of the designed application are the application of the marker-based method to the application of learning media with the augmented Reality model, so that it is more interesting and able to increase students' interest in learning. The results of the study are based on the assessment of 34 respondents who were taken from students in the Augmented Reality application of the introduction of Songo Wali to be able to provide interesting and innovative learning media so that it attracts students' interest in learning the history of Songo Wali.
Improving Students' Mathematical Disposition with the Knowledge Sharing Learning Strategy Ita Handayani; Widyah Noviana; Weni Gurita Aedi
EduMatSains : Jurnal Pendidikan, Matematika dan Sains Vol 10 No 3 (2026): January
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Kristen Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33541/edumatsains.v10i3.7620

Abstract

Applied graph is a compulsory course in the Pamulang Informatics Engineering study program. Applied graph is a course that teaches the concepts, algorithms, and practical applications of graph theory. Graph theory itself is a branch of discrete mathematics that studies network structures consisting of nodes (vertices) connected by edges (arcs). Although the applied graph course is an important course to study, some students still consider it difficult to understand.  The purpose of this study was to determine whether there was a difference in the mathematical disposition of students who were given treatment using the knowledge sharing strategy and students who were given treatment using the expository strategy. The research method used was a quantitative method with a quasi-experimental design. The sample used in this study consisted of 59 students. Data collection was carried out using a mathematical disposition questionnaire. The instrument was tested for validity on 136 students, with 29 valid statements, and for reliability using Cronbach's alpha coefficient 0.992. The analysis technique used an independent t-test with a p-value of 0.005. The results of this study indicate that there is a difference in the mathematical disposition of students who were given the knowledge sharing strategy and students who were given the expository strategy.
Pemanfaatan AI (Artificial Intelligence) Dalam Pembuatan Media Pembelajaran Ita Handayani; Widyah Noviana; Harumi Widihastuti
AMMA : Jurnal Pengabdian Masyarakat Vol. 3 No. 7 : Agustus (2024): AMMA : Jurnal Pengabdian Masyarakat
Publisher : CV. Multi Kreasi Media

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Abstract

The purpose of the dedication to the community is to provide training in creating learning media using AI (Artificial Intelligence) to enhance the creativity of teachers. The dedication to this community is carried out in the State Department of Rawakalong 03. Methods of implementation of dedication to the community, among others: 1) Stage of observation, at this stage is conducted survey of location, survey of problems experienced by the school, and assignment of teachers to be followed include, 2) Stage Pre Training, in this stage teachers are given approval regarding the application used and how to create the account, 3) Stage Training, on this stage the teacher is given training making learning media in power point and quiz using AI (Artificial Intelligence) 4) Stage Discussions, at that stage the dedication team and teachers discuss each other related difficulties in making learning medium in power points and quiz forms 5) Stage Evaluation, dedication Team checks the learning media outcome in powerpoint and quiz already made by the teacher and has been sent to an email to one of the teachers. Results to be achieved in dedication to this community are: 1) adding insights and benefiting State SD teachers Rawakalong 03 for use in learning, 2) power point and quiz using AI (Artificial Intelligence), 3) publication of articles in journals.
Implementing ‘De KeLuVa’ Media Based on the Tri-N Approach to Improve Cognitive Learning Outcomes of Fourth Grade Elementary Students Anisa Khayati Nur Kafah; Ita Handayani; Widyah Noviana; Weni Gurita Aedi
Absis: Mathematics Education Journal Vol 8 No 1 (2026): Mei 2026
Publisher : Universitas Veteran Bangun Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32585/absis.v8i1.8097

Abstract

Education plays an important role in developing students’ character, intellectual abilities, and problem-solving skills, particularly in mathematics education. However, mathematics learning in elementary schools is often dominated by teacher-centered instruction, resulting in low student engagement and cognitive learning outcomes. Therefore, this study aimed to analyze the implementation of De KeLuVa media based on the Tri-N approach (Niteni, Nirokke, and Nambahi) to improve fourth-grade students’ cognitive learning outcomes in mathematics, especially on the topic of perimeter and area of plane figures. This study employed Classroom Action Research (CAR) using the Kemmis and McTaggart cyclical model consisting of planning, acting, observing, and reflecting stages. The subjects of the study were 28 fourth-grade students of Mekarwangi Elementary School selected purposively based on their low mathematics learning achievement. Data were collected through cognitive achievement tests, classroom observations, and documentation. The research instruments were validated through expert judgment and content validity review. The results showed a significant improvement in students’ cognitive learning outcomes after the implementation of De KeLuVa media. The average score increased from 38.40 in the pre-cycle stage to 63.57 in Cycle I and reached 81.43 in Cycle II. In addition, students became more active, collaborative, and confident during mathematics learning activities. The findings indicate that the integration of De KeLuVa media and the Tri-N approach provides meaningful and deep learning experiences by encouraging students to observe, imitate, and modify mathematical problem-solving strategies. In conclusion, the implementation of De KeLuVa media based on the Tri-N approach effectively improved students’ cognitive learning outcomes in mathematics. This study implies that innovative and student-centered mathematics learning media can support deep learning processes and enhance elementary students’ conceptual understanding.
Comparative Effectiveness of ICT-Based APOS and M-APOS Learning Models on Students' Self-Efficacy Viewed from Initial Mathematical Ability Ita Handayani; Nisak Ruwah Ibnatur Husnul
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol. 13 No. 3: July 2025
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v13i3.16254

Abstract

Statistics is an essential course in the curriculum of the Informatics Engineering Study Program, as it plays a crucial role in equipping students with skills in data analysis, information processing, and data-driven decision-making. However, various studies have reported that students often experience low self-efficacy in statistics, which can hinder their academic performance and engagement. This study aims to compare the effectiveness of the ICT-based APOS model and the M-APOS model on students’ self-efficacy, taking into account their Initial Mathematical Ability (IMA). The APOS theory provides the foundation for the instructional models used, while Bandura’s theory of self-efficacy underpins the construct being measured. A quasi-experimental method was employed using a 2 × 2 factorial design (treatment by level). The data analyzed were students’ scores on a validated and reliable self-efficacy questionnaire, and a two-way ANOVA was used as the analytical technique. Prerequisite tests included the Lilliefors test for normality and Levene’s test for homogeneity. The rationale for selecting the ICT-based APOS and M-APOS models lies in their potential to address cognitive and metacognitive learning challenges in mathematical thinking. The results showed that, overall, students taught using the ICT-based APOS model demonstrated higher self-efficacy than those taught with the M-APOS model. A significant interaction was found between the learning model and IMA on students’ self-efficacy. Students with high IMA who received instruction through the ICT-based APOS model exhibited greater self-efficacy than those who experienced the M-APOS model. Among students with low IMA, there was no significant difference. These findings suggest that integrating technology into constructivist learning models such as APOS can enhance students’ confidence in learning statistics, particularly for those with a strong mathematical foundation, and inform future innovations in adaptive, ability-sensitive instructional design.
Analysis of The Difficulties of Teachers at the Darunnajah Islamic Boarding School in Jakarta to Carry Out Classroom Action Research (PTK) Rika Handayani; Muchammad Ibnu Muzakir; Ita Handayani
At-Tathbīq: Journal of Education and Learning Vol. 1 No. 1 (2025): At-Tathbīq: Journal of Education and Learning
Publisher : CV. Kayaswara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65097/jel.v1i1.52

Abstract

This research analyzes the difficulties experienced by teachers at the Darunnajah Islamic Boarding School, Jakarta, in carrying out Classroom Action Research (PTK). The quality of teacher professionalism is key to ensuring students receive the best education, and PTK is an important tool to improve the learning process. However, implementing PTK in the field is often not easy, and many teachers face various challenges, including in the Islamic boarding school environment. This research aims to identify teachers' understanding of PTK, the difficulties they face, and solutions to overcome them. A qualitative approach with case study methods is used to understand this phenomenon in depth. Primary data was collected through interviews with teachers at the Darunnajah Islamic Boarding School, while secondary data was obtained from relevant school records, books and journals. Data analysis uses the Miles and Huberman interactive model which includes data reduction, data presentation, and drawing conclusions.The research results show that teachers have a basic understanding of PTK as a practical tool for improving learning, but their knowledge of formal methodology is still minimal. The main difficulties found were limited time, minimal understanding of research methodology, lack of writing culture, and lack of systemic support from the school. The proposed solution is to organize practice-based training, build a research and writing culture, and provide systematic support through school policies, incentives, and collaboration with external parties.
Co-Authors Ahmad Muhaimin Anisa Khayati Nur Kafah Dena Wulandari Harumi Widihastuti Ines Heidiani Ikasari Muchammad Ibnu Muzakir Nisak Ruwah Ibnatur Husnul Ria Indrasari Rika Handayani Siti Sofiatun Tri Hidayati Weni Gurita Aedi Weni Gurita Aedi Widyah Noviana Widyah Noviana Widyah Noviana Windia Hadi Wiwit Kurniawan Yoga Dwi Martin