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All Journal HUMANIKA Kontinu: Jurnal Penelitian Didaktik Matematika Madrasah: Jurnal Pendidikan dan Pembelajaran Dasar Pendas : Jurnah Ilmiah Pendidikan Dasar JTAM (Jurnal Teori dan Aplikasi Matematika) SELAPARANG: Jurnal Pengabdian Masyarakat Berkemajuan Jurnal Pendidikan Matematika (JPM) Jurnal Ilmiah Mandala Education (JIME) JURNAL PENDIDIKAN MIPA Aksara: Jurnal Ilmiah Pendidikan Bahasa dan Sastra Indonesia SECONDARY : Jurnal Inovasi Pendidikan Menengah (JIPM) JagoMIPA: Jurnal Pendidikan Matematika dan IPA EDUTECH : Jurnal Inovasi Pendidikan Berbantuan Teknologi Kognitif: Jurnal Riset HOTS Pendidikan Matematika DIKSI: Jurnal Kajian Pendidikan dan Sosial Taroa : Jurnal Pengabdian Masyarakat Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Journal of Educational Sciences Media Pendidikan Matematika
Syarifudin Syarifudin
STKIP Taman Siswa Bima
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KARAKTERISASI PEMBELAJARAN LITERASI DASAR SISWA KELAS AWAL SESUAI DENGAN LEVEL KEMAMPUAN Sri Rahmawati; Mulyadi Mulyadi; Syarifudin Syarifudin
Aksara: Jurnal Ilmiah Pendidikan Bahasa dan Sastra Indonesia Vol 10, No 1 (2026): April
Publisher : Universitas Batanghari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33087/aksara.v10i1.1483

Abstract

This study aims to describe the characteristics of basic literacy learning for early grade students based on ability level, also known as TaRL (Teaching at the Right Level). The subjects were 15 third-grade students at Rompo Elementary School. The test instruments consisted of an initial diagnostic test and a progress test during the learning process. The results showed that the first-level group's characteristics were introducing children to the smallest components of literacy skills: sounds and letters, and distinguishing the various phonetic variations of these letters. In Group B, students developed reading fluency through regular reading practice, building mastery of texts, and beginning to understand unusual letter combinations and pronunciations. Group C read together in small groups and answered a series of questions about the text, deduced the meaning of unfamiliar words, and moved from simple to complex concepts. Students were encouraged to practice writing daily, reading, and evaluating each other's work to strengthen their ability to spot common spelling, grammar, and punctuation errors
Pengaruh Media Pembelajaran Augmented Reality Terintegrasi PowerPoint Interaktif terhadap Pemahaman Konsep Kesebangunan Siswa Kelas VII SMPN 1 Monta Innes Komariah; Syarifudin Syarifudin; Nurrahmah Nurrahmah; Mariamah Mariamah; Nanang Diana; Arif Rahman Hakim
JagoMIPA: Jurnal Pendidikan Matematika dan IPA Vol. 6 No. 2 (2026): JagoMIPA: Jurnal Pendidikan Matematika dan IPA
Publisher : Yayasan Pendidikan Bima Berilmu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53299/jagomipa.v6i2.4411

Abstract

Penelitian ini bertujuan untuk menganalisis pengaruh penggunaan media pembelajaran PowerPoint yang terintegrasi dengan Augmented Reality (AR) terhadap pemahaman konsep kesebangunan siswa. Metode penelitian yang digunakan adalah quasi experiment dengan desain Non-Equivalent Control Group Design yang melibatkan dua kelompok, yaitu kelas eksperimen dan kelas kontrol, masing-masing berjumlah 30 siswa. Data dikumpulkan melalui tes pemahaman konsep (pretest–posttest), lembar validasi ahli, dan dokumentasi, kemudian dianalisis menggunakan statistik deskriptif dan inferensial meliputi uji normalitas Shapiro-Wilk, uji homogenitas Levene’s Test, serta uji Independent Samples t-Test. Hasil penelitian menunjukkan bahwa kemampuan awal kedua kelas relatif setara, dengan rata-rata pretest kelas kontrol 43,8 dan kelas eksperimen 45,0. Setelah perlakuan, rata-rata posttest kelas eksperimen meningkat menjadi 75,8, lebih tinggi dibandingkan kelas kontrol sebesar 69,3. Uji t menunjukkan perbedaan yang signifikan (p < 0,001) dengan effect size besar (Cohen’s d = -1,194). Analisis N-Gain menunjukkan peningkatan kelas eksperimen sebesar 56% dan kelas kontrol 45,50%, keduanya dalam kategori sedang. Dengan demikian, media PowerPoint berbasis AR terbukti efektif dalam meningkatkan pemahaman konsep kesebangunan siswa.
LITERASI BERBASIS DATA DAN BUDAYA LOKAL: PRAKTIK BAIK DARI PROGRAM GEMAR LITERASI DI KABUPATEN BIMA Syarifudin Syarifudin; Taufikurrahman Taufikurrahman; Nurrahmah Nurrahmah
Taroa: Jurnal Pengabdian Masyarakat Vol. 4 No. 2 (2025): Juli
Publisher : LPPM IAI Muhammadiyah Bima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52266/taroa.v4i2.4622

Abstract

Rendahnya kemampuan literasi dasar siswa di wilayah 3T (tertinggal, terdepan dan terluar), termasuk di Kabupaten Bima, menjadi tantangan serius dalam dunia pendidikan. Sebagian besar siswa belum mencapai level kecakapan minimum dalam membaca, sementara pendekatan pembelajaran yang digunakan kurang mempertimbangkan keragaman kemampuan serta latar belakang budaya siswa. Kegiatan pengabdian ini bertujuan untuk memperkuat kapasitas pemangku kepentingan pendidikan dalam meningkatkan literasi dasar melalui pendekatan berbasis data dan budaya lokal. Metode yang digunakan yaitu pendekatan partisipatoris berbasis komunitas, yang mencakup tujuh tahapan: rembuk pendidikan, pemetaan data sekolah dan desa, sosialisasi lintas sektor, pelatihan fasilitator daerah, uji coba modul literasi berbasis kemampuan siswa, refleksi dan revisi modul, serta advokasi kebijakan. Lokasi kegiatan difokuskan di 25 sekolah dasar dan 9 desa di Kabupaten Bima. Hasil kegiatan menunjukkan bahwa pendekatan literasi berbasis data mampu menghasilkan profil belajar siswa dan desa secara lebih akurat. Modul literasi yang dikembangkan secara kontekstual terbukti meningkatkan efektivitas pembelajaran, memungkinkan guru mengidentifikasi kesulitan belajar siswa, dan menumbuhkan antusiasme siswa dalam proses membaca. Kesimpulannya, pengabdian ini membuktikan bahwa pendekatan literasi berbasis data dan budaya lokal merupakan strategi efektif untuk meningkatkan keterampilan literasi dasar secara inklusif, relevan, dan berkelanjutan di wilayah marginal seperti Kabupaten Bima. Kata Kunci: Literasi Berbasis Data; Budaya Lokal; Pendidikan Daerah 3T.
PENGUATAN KAPASITAS FASILITATOR DAERAH (FASDA) DALAM GERAKAN LITERASI-NUMERASI DASAR BERBASIS KARAKTER DAN INKLUSI SOSIAL Taufikurrahman Taufikurrahman; Syarifudin Syarifudin; Nurrahmah Nurrahmah; Mulyadi Mulyadi; Abd. Haris
Taroa: Jurnal Pengabdian Masyarakat Vol. 5 No. 1 (2026): Januari
Publisher : LPPM IAI Muhammadiyah Bima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52266/taroa.v5i1.6308

Abstract

Kemampuan literasi dan numerasi dasar merupakan fondasi penting dalam membangun kecakapan berpikir kritis, pemecahan masalah, dan pembentukan karakter peserta didik. Namun, hasil asesmen nasional dan temuan lapangan menunjukkan bahwa capaian literasi–numerasi siswa sekolah dasar di Kabupaten Bima masih tergolong rendah, terutama di wilayah dengan keterbatasan sumber daya pendidikan. Kegiatan pengabdian kepada masyarakat ini bertujuan untuk menguatkan kapasitas Fasilitator Daerah (Fasda) dalam mengimplementasikan pembelajaran literasi–numerasi dasar berbasis karakter dan inklusi sosial melalui Program GEMAR Literasi Kabupaten Bima. Metode pelaksanaan menggunakan pendekatan capacity building dengan tiga tahapan utama, yaitu pelatihan konseptual dan praktis, pendampingan dan refleksi lapangan di sekolah mitra, serta lokakarya berbagi praktik baik. Kegiatan ini melibatkan 14 Fasda dari berbagai sekolah dasar di Kabupaten Bima. Evaluasi dilakukan melalui pretest–posttest, observasi, dan wawancara reflektif. Hasil kegiatan menunjukkan peningkatan signifikan kompetensi Fasda pada aspek literasi–numerasi dasar, fasilitasi pembelajaran berbasis karakter, dan penerapan prinsip inklusi sosial. Selain itu, Fasda mampu mengembangkan praktik literasi kontekstual yang mengintegrasikan kearifan lokal masyarakat Bima. Temuan ini menunjukkan bahwa penguatan kapasitas Fasda berbasis karakter dan inklusi sosial efektif dalam membangun ekosistem literasi–numerasi yang adaptif dan berkelanjutan.
Improving the Process of Understanding the Representation of Spatial Shapes Through the Problem-Based Learning Model Assisted by Ethnomathematics in Junior High School Students Sika Sika; Mohd Fakri Muda; Mohd Razmi Zainudin; Nanang Diana; Mariamah Mariamah; Syarifudin Syarifudin; Muslim Muslim
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol. 14 No. 3: July 2026
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v14i3.20774

Abstract

This study examines the comparative improvement in junior high school students’ understanding of spatial shape representation through the implementation of the Problem-Based Learning (PBL) model assisted by Ethnomathematics. The study employed a quasi-experimental Non-Equivalent Control Group Design involving 60 seventh-grade students at a junior high school in Bima Regency, consisting of an experimental class (n=30) and a control class (n=30). The intervention was conducted over four weeks through learning activities integrating local Bima cultural contexts, such as Uma Lengge vernacular architecture, into problem-solving and group discussion activities related to spatial geometry concepts. Pretest results indicated relatively comparable initial abilities between the experimental class (M=59.53) and the control class (M=59.00), while posttest results showed higher achievement in the experimental class (M=81.03) compared to the control class (M=69.97). An independent samples t-test yielded t=4.699 with p<0.001, indicating a statistically significant difference between the two groups. N-Gain analysis showed a moderate improvement in the experimental class (0.557) and a low improvement in the control class (0.272). Furthermore, Cohen’s d effect size analysis produced a value of 1.213, indicating a large practical effect. The findings suggest that integrating ethnomathematics within the PBL framework may support students in connecting cultural representations with mathematical concepts and contribute to the development of culturally contextualized mathematics learning in junior high schools.
EFEKTIVITAS PENDEKATAN DEEP LEARNING PEDAGOGY BERBANTUAN MEDIA INTERAKTIF DIGITAL UNTUK MENINGKATKAN LITERASI MATEMATIKA DAN METAKOGNISI SISWA KELAS VIII DI SMPN 2 BELO Agustina Agustina; Syarifudin Syarifudin; Taufikurrahman Taufikurrahman; Arif Rahman Hakim; Fatmah Fatmah; Muhammad Fuadi
SECONDARY: Jurnal Inovasi Pendidikan Menengah Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/secondary.v6i3.12615

Abstract

ABSTRACT Low levels of students' mathematical literacy and metacognitive skills remain a major challenge in mathematics learning, particularly in the topic of Systems of Linear Equations in Two Variables (SLETV). Preliminary observations at SMPN 2 Belo revealed that most students experienced difficulties in understanding contextual problems, constructing mathematical models, and reflecting on their thinking processes when solving problems. This study aimed to determine the effectiveness of the Deep Learning Pedagogy approach assisted by interactive digital media in improving the mathematical literacy and metacognitive skills of eighth-grade students at SMPN 2 Belo. This study employed a quantitative method using a quasi-experimental design with a non-equivalent control group design. The population consisted of three eighth-grade classes, while the sample included Class VIII B as the experimental group and Class VIII C as the control group, selected through purposive sampling. The research instruments consisted of a validated mathematical literacy test and a validated metacognitive questionnaire. Data were analyzed using descriptive statistics, N-Gain, normality test, homogeneity test, and the Independent Samples t-Test. The results indicated a significant difference between the experimental and control groups in terms of students' mathematical literacy and metacognitive skills after the intervention. The improvement in both abilities was higher in the experimental group than in the control group. Therefore, the Deep Learning Pedagogy approach assisted by interactive digital media was effective in improving the mathematical literacy and metacognitive skills of eighth-grade students at SMPN 2 Belo. ABSTRAK Rendahnya kemampuan literasi matematika dan metakognisi siswa masih menjadi permasalahan dalam pembelajaran matematika, khususnya pada materi Sistem Persamaan Linear Dua Variabel (SPLDV). Hasil observasi awal di SMPN 2 Belo menunjukkan bahwa sebagian besar siswa mengalami kesulitan memahami masalah kontekstual, membangun model matematika, serta merefleksikan proses berpikir dalam menyelesaikan masalah. Penelitian ini bertujuan mengetahui efektivitas penerapan pendekatan Deep Learning Pedagogy berbantuan media interaktif digital untuk meningkatkan literasi matematika dan metakognisi siswa kelas VIII SMPN 2 Belo. Penelitian ini menggunakan metode kuantitatif dengan desain quasi experiment tipe non-equivalent control group design. Populasi penelitian terdiri atas tiga kelas VIII SMPN 2 Belo, sedangkan sampel adalah kelas VIII B sebagai kelas eksperimen dan VIII C sebagai kelas kontrol yang dipilih menggunakan purposive sampling. Instrumen penelitian berupa tes literasi matematika dan angket metakognisi yang telah divalidasi. Analisis data menggunakan statistik deskriptif, N-Gain, uji normalitas, uji homogenitas, dan Independent Samples t-Test. Hasil penelitian menunjukkan terdapat perbedaan signifikan antara kelas eksperimen dan kelas kontrol pada kemampuan literasi matematika dan metakognisi setelah perlakuan. Peningkatan kedua kemampuan pada kelas eksperimen lebih tinggi dibandingkan kelas kontrol. Dengan demikian, pendekatan Deep Learning Pedagogy berbantuan media interaktif digital efektif meningkatkan literasi matematika dan metakognisi siswa kelas VIII SMPN 2 Belo.
PENGEMBANGAN MEDIA PEMBELAJARAN GAMIFIKASI BERBASIS BAAMBOOZLE DAN EDCAFE UNTUK MENINGKATKAN KETERAMPILAN KOLABORASI DAN KOMUNIKASI SISWA Sukmawati Sukmawati; Ahyar Ahyar; Ita Fitriati; Syarifudin Syarifudin; Wahyudin Wahyudin
EDUTECH : Jurnal Inovasi Pendidikan Berbantuan Teknologi Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/edutech.v6i3.12540

Abstract

ABSTRACT The low level of students' collaboration and communication skills in Informatics learning is reflected in their limited participation in classroom discussions, minimal interaction among peers, and the predominance of teacher-centered instruction. These conditions cause students to become passive and limit their opportunities to develop essential social skills. Therefore, an innovative learning medium is needed to actively engage students in the learning process. This study aimed to develop a gamification-based learning medium using the Baamboozle and Edcafe platforms to improve the collaboration and communication skills of seventh-grade students at MTsN 4 Bima. The study employed a Research and Development (R&D) approach using the ADDIE model, which consists of the analysis, design, development, implementation, and evaluation stages. The research subjects were 24 seventh-grade students. Data were collected through observations, interviews, questionnaires, and pretest–posttest assessments. The results showed that the developed learning media achieved a very high level of validity, with media expert validation of 94% and material expert validation of 93%, as well as a practicality score of 92%, categorized as very practical. Furthermore, the learning media proved effective in improving students' collaboration and communication skills, as indicated by the improvement in pretest and posttest scores, an N-Gain score of 0.72 (high category), and the Wilcoxon Signed Rank Test, which revealed a statistically significant difference (p < 0.05). Therefore, the gamification-based learning media are considered valid, practical, and effective for enhancing students' collaboration and communication skills. ABSTRAK Rendahnya keterampilan kolaborasi dan komunikasi siswa dalam pembelajaran Informatika tercermin dari rendahnya partisipasi dalam diskusi, terbatasnya interaksi antarsiswa, serta dominasi pembelajaran yang masih berpusat pada guru. Kondisi tersebut menyebabkan siswa cenderung pasif dan kurang memiliki kesempatan untuk mengembangkan keterampilan sosialnya secara optimal. Oleh karena itu, diperlukan inovasi media pembelajaran yang mampu meningkatkan keterlibatan siswa secara aktif. Penelitian ini bertujuan untuk mengembangkan media pembelajaran berbasis gamifikasi menggunakan platform Baamboozle dan Edcafe guna meningkatkan keterampilan kolaborasi dan komunikasi siswa kelas VII MTsN 4 Bima. Penelitian ini menggunakan metode Research and Development (R&D) dengan model ADDIE yang meliputi tahap analysis, design, development, implementation, dan evaluation. Subjek penelitian terdiri atas 24 siswa. Teknik pengumpulan data meliputi observasi, wawancara, angket, serta pretest–posttest. Hasil penelitian menunjukkan bahwa media pembelajaran yang dikembangkan memiliki tingkat kelayakan sangat tinggi dengan hasil validasi ahli media sebesar 94% dan ahli materi sebesar 93%, serta tingkat kepraktisan sebesar 92% dengan kategori sangat praktis. Selain itu, media pembelajaran terbukti efektif dalam meningkatkan keterampilan kolaborasi dan komunikasi siswa, yang ditunjukkan oleh peningkatan nilai pretest ke posttest, nilai N-Gain sebesar 0,72 dengan kategori tinggi, serta hasil uji Wilcoxon yang menunjukkan perbedaan signifikan (Sig. < 0,05). Dengan demikian, media pembelajaran berbasis gamifikasi dinyatakan valid, praktis, dan efektif dalam meningkatkan keterampilan kolaborasi dan komunikasi siswa.
Developing TaRL Audio Strategies Integrated with Bima Local Wisdom for Visual Impairment Students Ilyas Ilyas; Ahyar Ahyar; Mafrur Udif Nofaizzi; Syarifudin Syarifudin; Arif Rahman Hakim; Muslim Muslim
Madrasah: Jurnal Pendidikan dan Pembelajaran Dasar Vol 18, No 1 (2025): Madrasah: Jurnal Pendidikan dan Pembelajaran Dasar
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/mad.v18i1.37049

Abstract

Listening literacy is a fundamental skill that plays a crucial role in the cognitive development and communication skills of blind students. For blind students, listening literacy is the primary means of learning and understanding various social and cultural contexts in their environment. Their reliance on hearing makes audio media a crucial learning instrument. However, the availability of appropriate audio learning media for blind students is still very limited. In Bima, there is no audio media for children's stories containing Bima local wisdom for learning for blind students. Consequently, the Research and Development Agency of the Ministry of Education and Culture noted that more than 60% of blind elementary school students have not been able to achieve the minimum standard in listening skills for audio-based narrative and descriptive texts. This study aims to produce audio media for children's stories based on Teaching at the Right Level (TaRL) containing the Bima local wisdom of Ngaha Aina Ngoho as a means of improving listening literacy for blind students. The method used is the 4D development model (define, design, develop, disseminate). The define stage reveals the limitations of contextual media that suit students' needs. In the design stage, a story script was prepared with three levels of difficulty based on the results of the TaRL assessment. The development stage showed validation results from six experts with an average score of 90.7% (very feasible category), and a limited trial on five students obtained an average N-Gain of 0.67 (medium-high category). In the dissemination stage, the media received a positive response from teachers because it was considered practical, relevant, and interesting. This audio media for children's stories containing the local wisdom of Bima Ngaha Aina Ngoho will certainly be very useful as a learning medium for blind students in listening literacy.
The Effect of Technology-Based PBL Learning on Junior High School Students' Mathematical Representation Ability in Data Centralisation Material Desi Nargis Nargis; Muslim Muslim; Syarifudin Syarifudin; Arif Hidayad; Arif Rahman Hakim
JURNAL PENDIDIKAN MATEMATIKA Vol. 9, No. 2: November 2025
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/kontinu.9.2.234-253

Abstract

Abstract: The low level of students' mathematical representation ability became the background of this study. The research aimed to analyse the effect of implementing the Problem-Based Learning (PBL) model assisted by interactive PowerPoint media and Microsoft Excel on students' mathematical representation ability. The research method used was a quasi-experiment with a pretest-posttest control group design. The sample consisted of 40 eighth-grade students divided into an experimental group and a control group. The research instrument was a mathematical representation ability test that had been validated and proven reliable. Data were analysed using a t-test and N-Gain calculation. The results showed that the N-Gain score in the experimental class reached 0.82 (high category), while in the control class it was only 0.22 (low category). The difference was statistically significant (t = 20.316; p < 0.000). Thus, it can be concluded that integrating PowerPoint and Excel into the PBL model is effective in improving students' mathematical representation ability, particularly in presenting data in the form of graphs and tables. This research implies that a PBL model supported by digital media can serve as an innovative alternative for mathematics learning. Keywords: Problem Based Learning (PBL); Microsoft Excel; Mathematical Representation; Data Centralization; Quasi-Experiment
Co-Authors Abd. Haris Abd. Haris Adi Apriadi Adiansha Agustina Agustina Ahyar Ahyar Ahyar Ahyar Aini, Nurfajriatul Arif Hidayad Arif Rahman Hakim Desi Nargis Nargis Fatmah Fatmah Fikriyah, Ummu Hendrawansyah, Hendrawansyah Ifrianingsih, Ifrianingsih Ilyas Ilyas Innes Komariah Ita Fitriati Juniarti, Selfi Mafrur Udif Nofaizzi Mariamah Mariamah Mariamah, Mariamah Mochammad Imron Awalludin Mohd Fakri Muda Mohd Razmi Zainudin Muhammad Fazryn Muhammad Fuadi Muktakin, Islahul Mulyadi Mulyadi Mulyadi Mulyadi Muslim Muslim Muslim Muslim Nanang Diana Nisa, Zuhriatun Nunung Fatimah Nur Fitrianingsih NUR KOMALASARI Nurrahmah Nurrahmah Nurrahmah Nurrahmah, Nurrahmah Puguh Darmawan Putra, Rio Adi Rahman, Fathin Rahmi Ulfa Ramli Ramli Sika Sika Sri Rahmawati Sri Wahyuni Sukmawati Sukmawati Suranto Suriya Ningsyih Syarifuddin Syarifuddin Taufikurrahman Taufikurrahman Taufikurrahman Taufikurrahman Taufikurrahman Taufikurrahman Ummu Fikriyah Wahyudin Wahyudin Zulkifli Zulkifli