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All Journal Jurnal Pengajaran MIPA Jurnal Pendidikan Indonesia Paradikma: Jurnal Pendidikan Matematika JINOP (Jurnal Inovasi Pembelajaran) Delta-Pi : Jurnal Matematika dan Pendidikan Matematika IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature JPPM (JURNAL PENELITIAN DAN PEMBELAJARAN MATEMATIKA) Math Didactic: Jurnal Pendidikan Matematika MaPan : Jurnal Matematika dan Pembelajaran Wikrama Parahita : Jurnal Pengabdian Masyarakat EDUKATIF : JURNAL ILMU PENDIDIKAN FIBONACCI: Jurnal Pendidikan Matematika dan Matematika Math Educa Journal Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Islamika: Jurnal Keislaman dan Ilmu Pendidikan ALGORITMA : Journal of Mathematics Education Geneologi PAI : Jurnal Ilmiah Bidang Pendidikan Agama Islam Jurnal Pendidikan dan Kebudayaan Jambura Journal of Mathematics Education ABDI MOESTOPO: Jurnal Pengabdian pada Masyarakat LINEAR: Journal of Mathematics Education Jurnal Riset Pendidikan Matematika Jakarta Journal of Mathematics Instruction, Social Research and Opinion Journal of General Education and Humanities Lattice Journal : Journal of Mathematics Education and Applied Tadris: Jurnal Pendidikan Islam JPNM : Jurnal Pustaka Nusantara Multidisiplin Indonesian Review of English Education, Linguistics, and Literature Polynom: Journal in Mathematics Education Media Pendidikan Matematika ABDI KAMI: Jurnal Pengabdian Kepada Masyarakat Edcomtech: Jurnal Kajian Teknologi Pendidikan
Gelar Dwirahayu
Universitas Islam Negeri Syarif Hidayatullah Jakarta, Indonesia
Religion Aerospace Engineering Agriculture, Biological Sciences & Forestry Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Earth & Planetary Sciences Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Materials Science & Nanotechnology Mathematics Social Sciences Other

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Pengaruh Pendekatan Bridging Analogy Terhadap Kemampuan Pemahaman Konsep Matematis Siswa SMP Nalurita Wening Rachmatya; Firdausi Firdausi; Gelar Dwirahayu
Media Pendidikan Matematika Vol. 13 No. 2 (2025): J-MPM
Publisher : Program Studi Pendidikan Matematika, FSTT, Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/mpm.v13i2.17935

Abstract

Conceptual understanding in mathematics is an essential competency that students must master to achieve learning objectives. This study aims to determine the effect of the Bridging Analogy approach on students’ conceptual understanding of mathematics in Grade VIII at a junior high school in South Jakarta during the 2025/2026 academic year. The research employed a quasi-experimental method with a randomized two group post-test only design, involving two sample groups: class VIII C ar the experimental group and class VIII B as the control group, each consisting of 33 students. The research instrument consisted of a multiple-choice test with 30 items on the topic of relations and functions. Data were analyzed using the t-test with the aid of SPSS software. The results showed that the experimental group obtained an average score of 64.34 with a variance of 201.03, while the control group achieved an average score of 52.73 with a variance of 201.01. The hypothesis testing yielded at t-value 0f 3.328, which was greater than the t-table value of 1.998 at a 5% significance level, thus the alternative hypothesis was accepted. Therefore, it can be concluded that the implementation of the Bridging Analogy approach significantly improves students’ mathematical conceptual understanding. However, despite the statistical significance, the average score has not yet reached the minimum mastery criterion, suggesting the need for further practical improvements.
Predicting Narrative Essay Writing Ability through Grammar Awareness and Critical Thinking Skills: Evidence from Indonesian EFL Vocational High School Students Aqila Thahira Sisfiamuhsha; Ismalianing Eviyuliwati; Alek Alek; Gelar Dwirahayu
Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Vol. 12 No. 3 (2026): Penulis pada Edisi ini Terdiri dari Dua (2) Negara: Indonesia dan Turki
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/kgn7s725

Abstract

This exploratory study examined the relationships among grammar awareness, critical thinking skills, and narrative essay writing ability among Indonesian EFL vocational high school students. Using a quantitative correlational design, data were collected from 35 tenth-grade students in one intact class at a vocational high school in Tangerang, selected through purposive sampling, using a grammar awareness test, a critical thinking test, and a narrative essay writing task, all validated through expert judgment and empirical testing. Data were analyzed using Pearson Product-Moment Correlation and Multiple Linear Regression. The results indicated significant positive correlations between grammar awareness and narrative writing ability (r = .649, p < .01) and between critical thinking skills and narrative writing ability (r = .687, p < .01). Grammar awareness and critical thinking skills jointly predicted narrative essay writing ability, explaining 54% of the variance (R² = .540, Adjusted R² = .511), with critical thinking emerging as the stronger predictor (β = .458) compared to grammar awareness (β = .347). Given the limited sample drawn from a single intact class, these findings should be interpreted as exploratory evidence rather than a broad generalization. Nonetheless, the results suggest that effective narrative writing draws on both linguistic competence and higher-order thinking skills. Accordingly, EFL writing instruction at the vocational level may benefit from integrating grammar instruction with activities that foster critical thinking.
STRENGTHENING STUDENT CHARACTER THROUGH INTERNALIZATION OF CHARACTER VALUES BASED ON CONTEXTUAL ASSISTANCE Alex Haris Fauzi; Nasrodin; Mulin Nu’man; Maryono; Gelar Dwirahayu; Lisa; Ninik Zuroidah
ABDI KAMI: Jurnal Pengabdian Kepada Masyarakat Vol. 8 No. 2 (2025): (October 2025)
Publisher : LPPM Institut Agama Islam (IAI) Ibrahimy Genteng Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69552/m78wg175

Abstract

Character education is an important component of education because students need not only academic competence but also the ability to demonstrate positive values in their daily lives. This community service program addressed the need to strengthen students’ understanding and awareness of character values at MTsN 5 Cluring Banyuwangi. The program involved 25 students representing grades VII and VIII and the Student Intra-School Organization (OSIM). The intervention was implemented through a character education seminar using a contextual mentoring approach that connected character values with situations encountered by students in their daily lives. The activities consisted of an initial assessment (pretest), interactive seminar, contextual case discussion, question-and-answer session, reflection, and final assessment (posttest). The results showed an increase in the students’ mean scores from 67.80 in the pretest to 84.20 in the posttest, with a 16.40-point increase and a normalized gain of 0.509, categorized as moderate. Observations also indicated positive student enthusiasm and active participation during the activity. These findings indicate that contextual mentoring can serve as an effective initial strategy for strengthening students’ understanding and awareness of character values. Further programs should emphasize continuous habituation, exemplary behavior, and school-based character development to achieve sustainable behavioral change.
Analisis Gaya Belajar Matematika Siswa SMA Menggunakan Algoritma K-Means Clustering Adzra Amani Faatiha; Femmy Diwidian; Gelar Dwirahayu
Jambura Journal of Mathematics Education Vol 7, No 2: September 2026
Publisher : Department of Mathematics, Universitas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37905/jmathedu.v7i2.39546

Abstract

The study aims to analyze students’ mathematics learning styles based on the clusters formed using the K-Means Clustering algorithm and to identify differences in mathematics learning outcomes in each cluster. This study employed a quantitative method with an exploratory approach. The data used were primary data obtained through learning style questionnaires and mathematics learning outcome tests administered to 129 tenth grade students. The number of cluster was determined as three clusters based on the theory of visual (cluster 3), auditory (cluster 2), and kinesthetic (cluster 1) learning styles. The analysis of mathematics learning outcomes revealed that the highest average score was found in cluster 3 (visual), while the lowest average score was found in cluster 2 (auditory). The findings indicate that the K-Means Clustering Algorithm can be used to identify students’ dominant learning styles, allowing students to recognize, understand, and develop awareness of their learning preferences, which may support more effective learning processes.
The Effect of AI-Assisted Preparation on Students' Speaking Performance in Monologue Report Text Tasks Fadliyah Uzma; Meidy Kautsar Arriv; Gelar Dwirahayu; Ismalianing Eviyuliwati; Alek
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 14 No. 2 (2026): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v14i2.11455

Abstract

Although artificial intelligence (AI) is increasingly used in EFL speaking instruction, little is known about its role as a pre-speaking preparation tool for genre-based monologue tasks. This study investigates the effect of AI-assisted speaking preparation on the monologue speaking performance of 9th-grade students in the context of English as a Foreign Language (EFL). Employing a mixed methods design, this study integrated a pre-experimental one-group pre-test–post-test design with qualitative content analysis of student prompts used during AI-assisted preparation. A total of 20 students from a Madrasah Tsanawiyah in Bekasi participated as the single group. Quantitative data were collected through pre-test and post-test assessments of monologue speaking performance in an animal-themed report text task. Quantitative results indicated a statistically significant improvement in speaking scores (t = -9.790, df = 19, p < .001), with an overall mean N-Gain of 0.25, categorized as low. Qualitative analysis of the prompts of three students suggested that more specific and strategic prompts were associated with greater speaking improvement, although this pattern is illustrative and needs confirmation in larger samples. Because the study used a one-group design without a control group, the results indicate that speaking scores improved after AI-assisted preparation, not that AI alone caused the improvement. The findings suggest that how students interact with AI may matter as much as having access to it, and that explicit instruction in prompt formulation may be needed.
Enhancing Mathematical Reasoning through Contextual Mathematics Learning Using Biological Contexts in Basic Mathematics Mardiana Zulfa; Gelar Dwirahayu
FIBONACCI: Jurnal Pendidikan Matematika dan Matematika Vol. 12 No. 1 (2026): FIBONACCI: Jurnal Pendidikan Matematika dan Matematika
Publisher : Fakultas Ilmu Pendidikan Universitas Muhammadiyah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24853/fbc.12.1.1-14

Abstract

This study analyzes the enhancement of students' mathematical reasoning abilities in a Basic Mathematics course through the implementation of context-based learning utilizing biological contexts. A pre-experimental method with a one-group pretest-posttest design was employed. The research was conducted during the odd semester of the 2025/2026 academic year within the Tadris Biology Study Program at UIN Syarif Hidayatullah Jakarta, involving a purposive sample of 94 students. Data were collected using both test and non-test instruments. The content validity of the four-item essay test was quantitatively verified using Aiken’s V index, indicating high validity, while instrument reliability was confirmed via Cronbach's Alpha (α = 0.82). Data analysis involved descriptive statistics, paired t-tests, Normalized Gain (N-gain) scores, and Cohen’s d effect size to evaluate the magnitude of improvement. The results demonstrated a statistically significant enhancement in students' mathematical reasoning across all indicators. The mean scores (on a scale of 1–4) for constructing justification increased from 2.6 to 3.3, drawing conclusions from 2.5 to 3.2, and mathematical manipulation from 2.8 to 3.4. Conversely, the capacity to verify argument validity showed a limited gain, rising from 2.4 to 2.7. The effect size analysis revealed a robust effect, confirming that biology-contextualized mathematics learning substantially develops procedural and constructive reasoning, whereas evaluative reasoning requires more targeted pedagogical interventions
Vocabulary Knowledge and Self-Efficacy in EFL Students’ Descriptive Writing Performance: A Correlational Study Siti Liya Muflihah; Putri Alfiana Amalia; Alek Alek; Gelar Dwirahayu; Ismalianing Eviyuliwati
IREELL: Indonesian Review of English Education, Linguistics, and Literature Vol. 4 No. 2 (2026): October 2026, Indonesian Review of English Education, Linguistics and Literatur
Publisher : Program Studi Tadris Bahasa Inggris, Fakultas Tarbiyah dan Ilmu Keguruan, Universitas Islam Negeri (UIN) Syekh Wasil Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/ireell.v4i2.9368

Abstract

Writing performance in English as a Foreign Language (EFL) involves both linguistic resources and learners’ beliefs about their writing ability. This study examines the relationships among vocabulary knowledge, self-efficacy, and descriptive writing performance among Indonesian EFL learners. The study used a quantitative correlational design with 20 eleventh-grade students from an Islamic boarding school in Pandeglang, Banten, selected through purposive sampling. The study collected data through a vocabulary knowledge test, a self-efficacy questionnaire, and a descriptive writing task. Descriptive statistics and Spearman’s rank-order correlation were used for data analysis. Vocabulary knowledge was strongly and positively associated with writing performance (rho = .714, p < .001). In contrast, self-efficacy showed a very weak and non-significant association with writing performance (rho = .055, p = .816). Vocabulary knowledge and self-efficacy were also not significantly related (rho = .297, p = .204). The findings indicate that vocabulary knowledge was the strongest correlate of descriptive writing performance in this sample, while the relationship involving self-efficacy was not detectable. These non-significant findings should be interpreted with caution, as the sample was small and self-efficacy scores showed limited variation. The study suggests that EFL writing instruction should give sustained attention to vocabulary development while continuing to support students in developing realistic perceptions of their writing abilities.
Co-Authors Abdul Ghofur Adzra Amani Faatiha Afidah Mas&#039;ud Afidah, Afidah Ahmad Dimyati Ahmad Hidayatullah Alek Alek Alek Alek Alek Alex Haris Fauzi alhadi, Mauludin hafiz Aqila Thahira Sisfiamuhsha Ardiansyah, Rangga Bambang Avip Prianta Bayramov, Jepbargeldi Dedek Kusniawati Dedek Kustiawati Diana Ekarini, Elsa Dindin Sobiruddin, Dindin Endang Cahya Mulyaning A. Eva Musyrifah, Eva Fadliyah Uzma Fairazatunnisa Fairazatunnisa Fatra, Maifalinda Febiana Gita Femmy Diwidian Finola Marta Putri Firdausi, Firdausi Firmansyah Gusni Satriawati, Gusni Hairani, Risa Cahya Imania Bidari Ismalianing Eviyuliwati Ismalianing Eviyuliwati Ismalianing Eviyuliwati Jarnawi Afgani Dahlan Khairunnisa Khairunnisa Khamida Siti Nur Atiqoh Lisa Mardiana Zulfa Mardiana Zulfa Maryono Mayyosi Sandri Meidy Kautsar Arriv Mia Halpiani Muhammad Umudee Muhammad Umudee Mulin Nu'man Nacalia Yuniarti Nalurita Wening Rachmatya Nasrodin Nindi Melinda Sulton Ninik Zuroidah Nur Kholis Nurmala Nurmala Nurofah, Amalia Nursida Nursida Putri Alfiana Amalia Rahma Bella Aghnia Ramadhan, Yuri Alif Rensiana, Melza Ridholloh Robiatul Adawiyah Shinta Wahyuningsih Siswahyudianto Siti Liya Muflihah Tantri K., Dyah Tiara Sekar Harnum Yoga Pratama Yu’thika Mardiyah