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All Journal Jurnal Infinity AKSIOMA: Jurnal Program Studi Pendidikan Matematika Suska Journal of Mathematics Education Jurnal Elemen Jurnal Pengukuran Psikologi dan Pendidikan Indonesia (JP3I) AKSIOMA Juring (Journal for Research in Mathematics Learning) Journal of Honai Math Tarbawi : Jurnal Ilmu Pendidikan JMM (Jurnal Masyarakat Mandiri) JTAM (Jurnal Teori dan Aplikasi Matematika) Beta: Jurnal Tadris Matematika Jurnal Math Educator Nusantara: Wahana Publikasi Karya Tulis Ilmiah di Bidang Pendidikan Matematika JURNAL SILOGISME : Kajian Ilmu Matematika dan Pembelajarannya JOURNAL OF SONGKE MATH Jurnal Pendidikan Matematika (Jupitek) Transformasi : Jurnal Pendidikan Matematika dan Matematika Jurnal Penelitian Pembelajaran Matematika Sekolah IJECA (International Journal of Education and Curriculum Application) Journal of Didactic Mathematics Journal of Educational Experts (JEE) Jurnal Abdimas Ilmiah Citra Bakti (JAICB) Mosharafa: Jurnal Pendidikan Matematika Plusminus: Jurnal Pendidikan Matematika International journal of education and learning Inovasi Matematika (Inomatika) Prima Magistra: Jurnal Ilmiah Kependidikan Jurnal Riset Teknologi dan Inovasi Pedidikan (JARTIKA) GEMBIRA (Pengabdian Kepada Masyarakat) SIGMA DIDAKTIKA: Jurnal Pendidikan Matematika Hipotenusa: Journal of Mathematical Society Jurnal Infinity
Tamur, Maximus
(Scopus ID: 57218374177) Universitas Katolik Indonesia Santu Paulus Ruteng
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Physics Social Sciences Other

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INTEGRATING GEOENZO-BASED ETHNOMATHEMATICS TO IMPROVE ELEMENTARY STUDENTS’ MATHEMATICAL CONNECTION ABILITY Eliterius Sennen; Maximus Tamur; Fersianus Jula; Yuliana Jeliman; Hardianus Arson
Prima Magistra: Jurnal Ilmiah Kependidikan Vol. 7 No. 2 (2026): Volume 7 Number 2 (April 2026)
Publisher : Program Studi PGSD Universitas Flores

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37478/jpm.v7i2.7597

Abstract

The development of digital technology offers strategic opportunities to improve the quality of mathematics learning in elementary schools, particularly by strengthening students' relatively weak mathematical connection skills. This study aims to test the effectiveness of using ethnomathematics-based GeoEnzo digital demonstration media in improving elementary school students' mathematical connection skills through contextual and meaningful learning. The study used a quasi-experimental design with a pretest–posttest control group. The research subjects consisted of an experimental group that received learning using ethnomathematics-based GeoEnzo media and a control group that followed conventional learning. The research instrument was a mathematical connection ability test that had been validated by experts and met reliability criteria. Data analysis was carried out using a mean difference test and Hedges' g to calculate the effect size and determine the strength of the intervention's influence. The results showed that the increase in students' mathematical connection skills in the experimental group was significantly higher than in the control group, with a Hedges' g value of 0.83, which is classified as a large effect. The increase in ability was seen in connections among mathematical concepts, with other disciplines, and with everyday life contexts. These findings confirm the effectiveness of integrating digital media and ethnomathematics and provide empirical and conceptual contributions as a basis for further research at broader levels, in materials, and in mathematical abilities.
Bridging Cultural Contexts and Digital Innovation in Mathematics Learning: A Meta-Analytic of Augmented Reality Supported Ethnomathematics Maximus Tamur; Muhammad Afrilianto; Potchong M. Jackaria; Nilo Jayoma Castulo; Ayubu Ismail Ngao
JTAM (Jurnal Teori dan Aplikasi Matematika) Vol 10, No 3 (2026): July
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/jtam.v10i3.34065

Abstract

The integration of cultural perspectives into Mathematics Education has expanded significantly alongside the rapid development of Augmented Reality (AR). While prior reviews have separately examined digital innovation in mathematics learning or the role of ethnomathematics in culturally responsive pedagogy, no previous meta-analysis has systematically synthesized empirical evidence at the intersection of augmented reality and ethnomathematics. This study addresses that gap by providing the first quantitative synthesis of the effectiveness of AR-supported ethnomathematics across educational levels, thereby bridging cultural context and digital innovation within a single analytical framework. Using a meta-analytic approach, quantitative findings from 21 empirical studies (selected from an initial pool of 101 studies indexed in Google Scholar and Scopus) were synthesized using a random-effects model in Comprehensive Meta-Analysis (CMA). The overall effect size was large and positive (ES = 1.10), demonstrating that AR-supported ethnomathematics substantially improves students’ mathematics learning outcomes compared to conventional approaches. Moderator analyses revealed significant heterogeneity, with stronger effects observed in interventions that integrated interactive and contextually immersive AR features and at the primary and secondary education levels. The magnitude of the effect (ES = 1.10) indicates not merely statistical significance but strong practical relevance, suggesting that integrating culturally grounded mathematical contexts with immersive AR technology can meaningfully enhance conceptual understanding, engagement, and knowledge retention. For curriculum development, these findings support the systematic incorporation of AR-based ethnomathematical modules into mathematics syllabi, particularly in culturally diverse settings. Rather than positioning digital innovation as a supplementary tool, the results advocate for its structural integration into culturally responsive curriculum design. Future research should employ longitudinal and mixed-method designs to examine the sustainability of these effects and to explore how evolving digital innovations influence students’ cognitive and affective learning trajectories over time.
Students' Attitudes Towards Implementation of Hawgent Dynamic Mathematics Software on Curved Surface Yongxing Huang; Jianlan Tang; Jerito Pereira; Chen Jihe; Maximus Tamur; Hermita Neni
Jurnal Inovasi Matematika Vol. 3 No. 2 (2021): Inovasi Matematika
Publisher : Pendidikan Matematika Universitas Muhammadiyah Bangka Belitung

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1299.832 KB) | DOI: 10.35438/inomatika.v3i2.257

Abstract

Along with the development of the world of science, it is getting faster ICT in education. The objectives to be achieved in this study are to find out how the student's response to the utilization of the Hawgent Dynamic Mathematics application on the material of the curved side of the learning room in the teaching and learning process took place in the classroom. The main object in this study was the 9th-grade junior high school student who was 96 students at Gusui Middle School in Guangxi Zhuang Autonomous Region. Data collection in this study was a questionnaire containing indicators that have to measure the student's response to the use of learning media using Hawgent Dynamic Mathematics and the primary tool processing research data, namely Ms. Excel and SPSS statistical. The study results were related to the student's response that students agreed, were happy, and were assisted by the Hawgent Dynamic application. The perception or student response results concluded that learning using Hawgent Dynamic software could help in mathematics. It was easier and satisfying for students to understand the material about building a curved side space. However, the use of Hawgent software was only limited to trials, so it was recommended that it be able to use and utilize this software for other discussions on mathematics lessons.
Meta-Analysis of the Effect of Realistic Mathematics Education Supported by Mathematical Software on Students’s Mathematical Ability Maximus Tamur; Eliterius Sennen; Feliciana Maria Vaz
Juring (Journal for Research in Mathematics Learning) Vol. 8 No. 4 (2025)
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/juring.v8i4.38032

Abstract

Mathematics education continues to seek practical instructional approaches that enhance students' conceptual understanding and foster problem-solving abilities through creative and critical thinking, aligned with Bloom's Taxonomy of Educational Objectives. This study contributes novel insights by integrating Realistic Mathematics Education (RME) supported by mathematics software within a meta-analytic framework, thereby providing a comprehensive examination of their combined effects and magnitude. The purpose of this meta-analysis was to investigate the overall impact of RME supported by mathematics software on students' mathematical abilities across multiple empirical studies. The analysis was conducted using peer-reviewed articles published in reputable international journals, with inclusion criteria based on research design, sample characteristics, and intervention features. A total of 14 studies met the eligibility criteria and were included in the analysis. Statistical procedures were employed to calculate effect sizes, assess heterogeneity, examine potential moderating variables, and determine them. Although the study was limited by the availability of high-quality empirical research and the potential for publication bias, the results provide robust evidence that integrating RME and mathematics software significantly increases students' mathematical abilities. These findings underscore the importance of technology-enhanced pedagogical strategies and offer valuable implications for educators, researchers, and policymakers seeking to advance the quality of mathematics education
PENINGKATAN PRESTASI BELAJAR MATEMATIKA MAHASISWA MELALUI PENGEMBANGAN BAHAN AJAR KALKULUS INTEGRAL BERBASIS WEB-BLOG Kanisius Mandur; Maximus Tamur; Emilianus Jehadus; Silfanus Jelatu; Fransiskus Nendi; Fulgensius Efrem Men
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.v14i4.14001

Abstract

Prestasi belajar mahasiswa program studi pendidikan matematika Universitas Katolik Indonesia Santu Paulus yang berada di semester enam pada tahun akademik 2024/2025 dalam mata kuliah kalkulus integral masih memiliki tingkat pemahaman yang kurang memuaskan, dengan hanya 42% mahasiswa yang mampu menguasai materi dengan baik. Tujuan dari penelitian ini adalah untuk mengembangkan bahan ajar kalkulus integral berbasis web-blog yang dapat dikategorikan valid, praktis, dan efektif dalam meningkatkan hasil belajar matematika mahasiswa. Penelitian ini menerapkan metode Research and Development (RandD) dengan model ADDIE yang terbagi menjadi lima fase: analisis, desain, pengembangan, implementasi, dan evaluasi. Subjek dalam penelitian ini terdiri dari 41 mahasiswa program studi pendidikan matematika di Universitas Katolik Santu Paulus Ruteng untuk tahun akademik 2024/2025. Instrumen yang digunakan dalam penelitian meliputi kuesioner untuk validitas, kuesioner untuk kepraktisan, dan tes untuk prestasi pada pelajaran matematika. Data yang berkaitan dengan validitas dan kepraktisan dianalisis menggunakan teknik persentase, sedangkan efektivitasnya dinilai melalui uji t-test berpasangan dan N-gain. Hasil penelitian ini menunjukkan bahwa materi ajar yang telah dirancang memperoleh tingkat validitas yang sangat tinggi, yaitu 93.75% untuk validitas materi, 95% untuk teknologi pendidikan, dan 97% untuk segi bahasa. Tingkat kepraktisan yang diperoleh mencapai 89.76%, yang dapat dikategorikan sebagai sangat praktis menurut penilaian mahasiswa. Uji efektivitas menunjukkan adanya peningkatan yang signifikan dalam prestasi belajar, dari rata-rata 71.02 untuk pretest meningkat menjadi 88.49 pada posttest dengan nilai signifikansi 0.00.
Augmented Reality as a Bridge between Culture and Technology in Mathematics Education: A Meta-Analysis Maximus Tamur; Eliterius Sennen; Princess De Guzman
Suska Journal of mathematics Education Vol 11 No 2 (2025)
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/sjme.v11i2.38044

Abstract

The rapid development of Augmented Reality (AR) in education has created new possibilities for connecting cultural heritage with technological innovation, particularly through an ethnomathematics approach to mathematics learning. This study provides novelty by offering a comprehensive meta-analysis investigating how sample size and subject matter moderate the effectiveness of AR-based ethnomathematics in improving mathematics education outcomes. Fifteen relevant empirical studies published between 2015 and 2025 were systematically identified through leading academic databases, and effect sizes were synthesized using a random-effects model. A rigorous coding process and statistical analysis were used to ensure the reliability and validity of the findings. The results indicate that AR significantly improves students' mathematical abilities, with variations depending on the subject matter. Furthermore, subject matter was found to be an important moderating variable, influencing the extent to which AR supports the integration of cultural and technological dimensions in mathematics education. These findings recommend that future research consider pedagogical design, cultural context, and technological adaptability when implementing AR-based ethnomathematics to optimize learning outcomes.
PENDAMPINGAN PENINGKATAN KOMPETENSI PROFESIONAL GURU MELALUI UKG BERBASIS DEEP LEARNING TERINTEGRASI Yohanes Mariano Dangku; Maximus Tamur; Henrikus Midun
JMM (Jurnal Masyarakat Mandiri) Vol 10, No 2 (2026): April
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/jmm.v10i2.38319

Abstract

Abstrak: Penguatan kompetensi profesional guru menjadi kebutuhan mendesak dalam menghadapi tuntutan pembelajaran abad ke-21 yang menekankan integrasi deep learning dan pemanfaatan teknologi digital. Kegiatan Pengabdian kepada Masyarakat (PKM) ini bertujuan meningkatkan kompetensi profesional guru melalui UKG berbasis deep learning terintegrasi pada 40 guru Sekolah Menengah Atas. Metode yang digunakan adalah metode campuran yang memadukan pelatihan, pendampingan reflektif, dan diskusi kolaboratif. Program dirancang dengan pendekatan deskriptif kuantitatif melalui empat tahap, yaitu persiapan, pelaksanaan UKG, pendampingan reflektif, dan evaluasi. UKG digunakan sebagai instrumen pemetaan awal kompetensi, sedangkan pendampingan difokuskan pada penguatan praktik pembelajaran berbasis refleksi dan kolaborasi. Sistem evaluasi kegiatan dilakukan melalui analisis skor UKG dan angket respon peserta menggunakan skala Likert lima tingkat untuk mengukur persepsi terhadap kebermanfaatan program, peningkatan kompetensi, dan kesiapan implementasi deep learning. Indikator keberhasilan kegiatan ditetapkan berdasarkan capaian rerata skor minimal kategori baik (≥3,50) pada setiap dimensi kompetensi serta tingkat kepuasan peserta minimal 80%. Hasil evaluasi menunjukkan bahwa dimensi perencanaan pembelajaran (4,04), pelaksanaan pembelajaran (3,85), asesmen (4,15), dan refleksi (4,25) berada pada kategori baik. Sementara itu, dimensi adaptasi ICT memperoleh skor 3,05 dengan kategori cukup, yang menunjukkan perlunya penguatan integrasi teknologi dalam pembelajaran. Temuan ini mengindikasikan bahwa kompetensi pedagogis guru relatif kuat, namun pemanfaatan ICT belum optimal dalam mendukung pembelajaran berbasis deep learning. Kegiatan ini efektif sebagai model pendampingan berbasis UKG untuk pengembangan profesional guru secara berkelanjutan.Abstract: Strengthening teachers’ professional competence has become an urgent priority in responding to 21st-century learning demands, particularly those emphasizing the integration of deep learning and digital technology. This community service program aimed to enhance teachers’ professional competence through an integrated deep learning–based Teacher Competency Test (UKG) involving 40 senior high school teachers. The program employed a mixed-method approach combining training sessions, reflective mentoring, and collaborative discussions. It was designed using a descriptive quantitative framework implemented in four stages: preparation, UKG administration, reflective mentoring, and evaluation. The UKG functioned as an initial competency-mapping instrument, while mentoring activities focused on reinforcing reflective and collaborative instructional practices aligned with deep learning principles. The evaluation system consisted of UKG score analysis and a participant-response questionnaire using a five-point Likert scale to measure perceived program effectiveness, competency improvement, and readiness to implement deep learning. The indicators of success were defined as achieving a minimum average score in the “good” category (≥3.50) across competency dimensions and at least 80% participant satisfaction. The results revealed that lesson planning (4.04), instructional implementation (3.85), assessment practices (4.15), and reflective practice (4.25) were categorized as good. However, ICT adaptation scored 3.05, indicating a moderate level and the need for further strengthening in technology integration. These findings suggest that teachers’ pedagogical competence is relatively strong, yet ICT utilization remains suboptimal in supporting deep learning–based instruction. The program demonstrates effectiveness as a UKG-based mentoring model for sustainable professional development.
PENDAMPINGAN KELOMPOK GURU PAMONG PENDIDIKAN PROFESI GURU UNTUK PENULISAN ARTIKEL PENELITIAN TINDAKAN KELAS Maximus Tamur; Eliterius Sennen; Zephisius Rudiyanto Eso Ntelok; Leonardus Par; Kanisius Supardi; Antonius Muardi; Maria Ayentasia Sada
JMM (Jurnal Masyarakat Mandiri) Vol 9, No 2 (2025): April
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/jmm.v9i2.29510

Abstract

Abstrak: Evaluasi dampak pelaksanaan Pendidikan Profesi Guru (PPG) diantaranya adalah mendorong adanya kolaborasi antara dosen, mahasiswa, dan guru pamong misalnya dalam melaksanakan kegiatan penelitian dan pengabdian secara bersama-sama. Sehubungan dengan itu maka pendampingan dan pelatihan berkelanjutan serta dukungan yang sistematis perlu dilakukan. Tujuan kegiatan pengabdian ini adalah memberikan pendampingan dan pelatihan bagi para guru di Kota Ruteng NTT dalam menyusun dan menulis artikel PTK. Metode pelaksanaan kegiatan dilakukan melalui workshop secara luring di Aula Spring Hill Ruteng. Pendekatan ini membantu guru menyusun artikel ilmiah berkualitas dari hasil PTK yang mereka lakukan, sekaligus memberikan wawasan tentang proses publikasi di jurnal ilmiah nasional ber-ISSN dan terakreditasi sinta. Pemahaman para guru sebelum dan setelah kegiatan diidentifikasi menggunakan googleforms. Secara keseluruhan, pelatihan ini meningkatkan hingga 85% pemahaman para guru dalam menulis artikel PTK. Luaran yang dihasilkan adalah draf artikel PTK yang siap untuk dikirim ke jurnal nasional. Pelatihan ini bukan hanya meningkatkan kemampuan menulis, tetapi juga menjadi sarana refleksi bagi guru atas praktik pengajaran mereka, sehingga dapat meningkatkan kualitas pembelajaran dan prestasi siswa. Dukungan dari pemerintah daerah dan kerjasama dengan lembaga pendidikan tinggi sangat diperlukan agar pelatihan ini dapat berlangsung secara berkelanjutan.Abstract: Evaluation of the impact of implementing Teacher Professional Education (PPG) includes encouraging collaboration between lecturers, students, and mentor teachers, for example, in carrying out research and community service activities together. However, teachers face several challenges, including prospective PPG mentor teachers related to limited knowledge of research methodology, difficulties in compiling Classroom Action Research (PTK) reports that can be published, and minimal access to accredited journals. In addition, infrastructure problems and lack of intensive assistance exacerbate the situation. In this regard, ongoing assistance, training, and systematic support need to be carried out. This community service activity aims to provide help and training for teachers in Ruteng City, NTT, in compiling and writing PTK articles. The method of implementing the activity is carried out through an offline workshop at the Spring Hill Ruteng Hall. This approach helps teachers compile quality scientific articles from the results of the PTK they do while also providing insight into the publication process in national scientific journals with ISSN and accredited by Sinta. Overall, this training improves teachers' understanding of writing PTK articles. The output is a draft of a PTK article that is ready to be sent to a national journal. This training not only improves writing skills but also becomes a means of reflection for teachers on their teaching practices so that it can improve the quality of learning and student achievement. Support from local governments and cooperation with higher education institutions are needed so that this training can take place sustainably.
PANGGUNG VIRTUAL: PELATIHAN AUGMENTED REALITY UNTUK PENINGKATAN KREATIVITAS BAGI KOMUNITAS TEATER SAJA Maximus Tamur; Eliterius Sennen; Leonardus Par; Kanisius Supardi; Zephisius Rudiyanto Eso Ntelok; Marcelus Ungkang; Fransiskus Nendi
JMM (Jurnal Masyarakat Mandiri) Vol 9, No 5 (2025): Oktober
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/jmm.v9i5.33922

Abstract

Abstrak: Kegiatan Pengabdian kepada Masyarakat ini dilatarbelakangi oleh kebutuhan komunitas Teater Saja di Kota Ruteng untuk mengintegrasikan teknologi digital, khususnya Augmented Reality (AR), guna memperkaya bentuk penyajian seni pertunjukan. Tujuan kegiatan ini adalah untuk meningkatkan kreativitas anggota komunitas melalui pemanfaatan AR dalam proses produksi dan pementasan teater. Kegiatan melibatkan 7 anggota komunitas Teater Saja yang mengikuti pelatihan dalam bentuk workshop, diawali dengan pengisian angket awal dan diakhiri dengan angket akhir untuk mengukur tingkat kreativitas peserta. Indikator kreativitas yang dinilai meliputi kelancaran ide, orisinalitas, keluwesan berpikir, dan kemampuan elaborasi dalam merancang pertunjukan. Hasil evaluasi melalui angket observasi menunjukkan rata-rata skor kreativitas keseluruhan sebesar 4,11 atau 82,14% dari skor maksimal. Data kuantitatif tersebut menegaskan bahwa pelatihan berbasis AR efektif dalam meningkatkan kreativitas anggota komunitas, khususnya pada kemampuan berpikir fleksibel dan mengembangkan ide secara detail. Kedepannya disarankan agar pelatihan serupa dilanjutkan dengan pendalaman teknik AR serta kolaborasi lintas komunitas seni untuk menghasilkan karya yang lebih inovatif dan berdampak luas.Abstract: This Community Service Program was motivated by the need of the Teater Saja community in Ruteng City to integrate digital technology, particularly Augmented Reality (AR), in order to enrich the presentation of performing arts. The main objective was to enhance the creativity of community members through the application of AR in theater production and performance. The program involved 7 participants from Teater Saja, who took part in a workshop-based training. The activities began with a pre-questionnaire and concluded with a post-questionnaire to measure the participants’ creativity. The creativity indicators assessed included fluency of ideas, originality, flexibility in thinking, and elaboration in designing performances. The results showed a significant increase in creativity, with an improvement rate of 82,14% among participants. Moving forward, it is recommended that similar training programs continue with more advanced AR techniques and foster cross-community artistic collaborations to produce more innovative works with broader impact.
PENGUATAN LITERASI AI BAGI DOSEN DAN GURU PAMONG MELALUI WORKSHOP CODING TERSTRUKTUR Maximus Tamur; Yosefina Helenora Jem; Kanisius Supardi; Leonardus Par; Yohannes Marryono Jamun; Fransiskus M. Hawi
JMM (Jurnal Masyarakat Mandiri) Vol 10, No 1 (2026): Februari
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/jmm.v10i1.36750

Abstract

Abstrak: Perkembangan kecerdasan buatan (Artificial Intelligence/AI) mendorong transformasi peran dosen dan guru pamong dalam pendidikan profesi guru. Kegiatan pengabdian kepada masyarakat ini bertujuan meningkatkan literasi digital, kemampuan koding dasar AI, dan mindset inovatif melalui Workshop Coding AI bagi 56 dosen dan guru pamong di Universitas Katolik Santu Paulus Ruteng. Metode pelaksanaan menggunakan pendekatan partisipatif berbasis proyek melalui tiga tahap, yaitu pendalaman konsep dasar AI dan logika pemrograman, praktik koding AI berbantuan assistant, serta refleksi pedagogis integrasi AI dalam pembelajaran PPG. Evaluasi dilakukan menggunakan angket dan wawancara pasca kegiatan. Hasil menunjukkan capaian yang sangat baik, dengan 85% peserta berada pada kategori tinggi dalam literasi digital, 83% mengalami peningkatan kemampuan koding dasar AI, dan 86% menunjukkan penguatan mindset inovatif. Peningkatan tersebut tercermin dalam pemahaman konsep AI, pemanfaatan teknologi digital pembelajaran, serta kesiapan mengintegrasikan AI secara kontekstual dan reflektif. Secara keseluruhan, workshop ini berdampak positif dalam meningkatkan kompetensi digital dosen dan guru pamong serta memperkuat ekosistem pembelajar yang adaptif dan inovatif di lingkungan PPG FKIP Unika Santu Paulus Ruteng.Abstract: The rapid advancement of Artificial Intelligence (AI) technology has transformed paradigms in education, particularly the roles of lecturers and mentor teachers as key agents in the Professional Teacher Education (PPG) program. This community service program aimed to develop AI literacy and foundational coding competencies through an AI Coding Workshop involving 56 participants consisting of lecturers and mentor teachers at Saint Paul Catholic University of Ruteng. The program employed a participatory, project-based learning approach through three main stages: (1) conceptual exploration of AI and programming logic, (2) hands-on practice in developing simple AI-assisted coding models, and (3) pedagogical reflection on integrating AI into PPG learning and assessment. The results indicated a significant improvement in participants’ understanding of AI concepts, skills in applying AI-based coding tools, and pedagogical awareness of utilizing AI for learning innovation and supervision. This activity not only strengthened participants’ digital competence but also fostered a transformative mindset—from being mere examiners to becoming learning innovators empowered by artificial intelligence. The program serves as a model for enhancing the capacity of lecturers and mentor teachers to face the ongoing digital transformation in education.
Co-Authors Aan Hasanah Adem, Angela Merici G Adem, Angela Merici G. Adi Nurjaman Adi Nurjaman, Adi Agustina Muliati Muhut Alberta Parinters Makur ALOYSIUS JOAKIM FERNANDEZ Ananias Erlita Mamu Angela Merici G Adem Angela Merici G Adem Anjelina Riska Antonius Gahung Antonius Gahung Antonius Muardi Arsenius Sudirahman Ayubu Ismail Ngao Baharuddin Paloloang Bedilius Gunur Belos, Maria Adventyana Bryan Marthinus Waruru Castulo, Nilo Jayoma Chen Jihe Chen Jihe Chen, Jihe Dadang Juandi Deda, Yohanis Ndapa Desideria F Sutrani Diaz, Laura Daniela Victoria Dominikus Arif Budi Prasetyo Dominikus Arif Budi Prasetyo Edwin Musdi Eliterius Sennen Eliterius Sennen Eliterius Sennen Eliterius Sennen Eliterius Sennen Eliterius Sennen Emilia Stefani Nurung Emilianus Jehadus Emilianus Jehadus Erni Puji Astuti Fedi, Sebastianus Feliciana Maria Vaz Fersianus Jula Fransiskus Hardi Fransiskus M. Hawi Fransiskus Nendi Fransiskus Nendi Fransiskus Nendi Fransiskus Nendi Fulgensius Efrem Men Gabariela Purnama Ningsi Habibi R. P. Negara Hamu, Aleksander Handayani, Reza Septia Hardianus Arson Hendrice Ramda, Apolonia Henrikus Midun Hermina Disnawati, Hermina Ignasius Kevin Rinta Jemamun, Maria Erfiani Jerito Pareira Jerito Pereira Jerito Pereira Jianlan Tang Jihe Chen Jundu, Ricardus Kalista Entika Ermi KANISIUS MANDUR . Kanisius Supardi Kanisius Supardi Kanisius Supardi Kristiamita, Angel Kristianus Viktor Pantaleon Kristianus Viktor Pantaleon Kurnila, Valeria Suryani Lana Sugiarti Laurensia Lidia Jedia Leonardus Par Leonardus Par Leonardus Par Lesing, Viane Limur, Matilda Maharani, Prita Adelia Makur, Alberta P Marcelus Ungkang Maria A L Belos Maria Angela Banggut Maria Ayentasia Sada Maria Suci Apriani Marzuki Marzuki Marzuki Marzuki Marzuki Marzuki Marzuki Marzuki Matilda Limur Meryani Lakapu Milton Rosa Muhammad Afrilianto Muhammad Daut Siagian Muhammad Fachri B Paloloang Murni, Valeriani Astika Murni, Viviana Murniyati, Florensiana Naldi, Lisna Ndiung, Sabina Neni Hermita Ngao, Ayubu Ismail Nil, Afrarina Nilo Jayoma Castulo Nonong Amalita Oschar Algianok Lay Pantaleon, Kristianus Viktor Parung, Aleksander Rizky Anugrah Paulus Roldin Ganas Perbowo, Krisna Satria Pereira, Jerito Potchong M. Jackaria Prasetyo, Dominikus Arif Budi Princess De Guzman Ramda, Apolonia H Ramda, Apolonia Hendrice Rensiana Nunang Ricardus Jundu Ricardus Jundu Rini Sulastri Risaningsih, Agnes Dwi Rivaldo Prisno Mensi Robert Weinhandl Robert Weinhandl Rofina Kurniyati Rosa, Milton Sabina Ndiung Sari, Yulina Kartika Sennen, Eliterius Silfanus Jelatu Siswahyudianto Stanislaus Sepi Defrino Subaryo, Subaryo Sugiarti, Lana Suparman Suparman Suparman Suparman Susanti, Nipa Syaharuddin Syaharuddin Syaharuddin Tommy Tanu Wijaya Tommy Tanu Wijaya Tommy Tanu Wijaya Valeria Suryani Kurnila Weinhandl, Robert Wibisono, Yudi Wijaya, Tommy Tanu Xinxin Li Yaya S. Kusumah Ying Zhou Ying Zhou Yohanes E W Lagam Yohanes Mariano Dangku Yohannes Marryono Jamun Yohannes Yohannes Yongxing Huang Yongxing Huang Yosefina Helenora Jem Yosefus Januarisky Berchmans Yuliana Jeliman Yuliana Sartika Jeliman Yunita Yunita Yunita Yunita Zephisius Rudiyanto Eso Ntelok Zephisius Rudiyanto Eso Ntelok