Article Per Year (5 Year)
p-Index From 2021 - 2026
2.572
P-Index
This Author published in this journals
All Journal KADIKMA AKSIOMA: Jurnal Program Studi Pendidikan Matematika Jurnal Mercumatika : Jurnal Penelitian Matematika dan Pendidikan Matematika International Journal on Emerging Mathematics Education Gammath : Jurnal Ilmiah Program Studi Pendidikan Matematika Jurnal Abdi Panca Marga Sewagati: Jurnal Pengabdian Masyarakat Indonesia Journal Focus Action of Research Mathematic (Factor M) Room of Civil Society Development ABDI UNISAP: Jurnal Pengabdian Kepada Masyarakat Room of Civil Social Development
Lukman Jakfar Shodiq
STKIP PGRI Lumajang
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Automotive Engineering Computer Science & IT Economics, Econometrics & Finance Education Energy Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Mechanical Engineering Physics Social Sciences Other

Published : 12 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 12 Documents
Search

 1   2 
Joymath Cognitive Behavioral Intervention to Enhance Numeracy Literacy and Mathematical Resilience at At-Tanzil Learning Center: Intervensi Joymath Cognitive Behavioral dalam Peningkatan Literasi Numerasi dan Resiliensi Matematis di Sanggar Belajar At-Tanzil Marhaeni, Nafida Hetty; Nanang Khuzaini; Lukman Jakfar Shodiq; Kholis Frendika
Room of Civil Society Development Vol. 5 No. 1 (2026): Room of Civil Society Development
Publisher : Lembaga Riset dan Inovasi Masyarakat Madani

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59110/rcsd.806

Abstract

Children of Indonesian migrant workers in Malaysia face dual challenges of limited access to formal education and low numeracy literacy, often compounded by severe math anxiety. This community service program aimed to enhance numeracy literacy and mathematical resilience through an integrative Joymath–Cognitive Behavioral Therapy (CBT) intervention in a non-formal education setting. The implementation adopted a Participatory Action Research (PAR) approach involving 25 students at Sanggar Belajar At-Tanzil, Selangor. The intervention was conducted in three stages: psychological conditioning to reduce baseline anxiety, concept exploration through joyful mathematics games, and cognitive restructuring to address negative self-talk. Program outcomes were assessed using participatory observation, indicators of student engagement, and analysis of students’ worksheets (LKPD). The findings showed promising effectiveness, marked by increased active participation, a shift in students’ self-narratives from helplessness to curiosity, and improved understanding of basic mathematical concepts. Beyond student outcomes, the program strengthened the partner learning center’s capacity by introducing a practical, context-sensitive instructional model that can be sustained in non-formal settings serving vulnerable learners.
Joymath Cognitive Behavioral Intervention to Enhance Numeracy Literacy and Mathematical Resilience at At-Tanzil Learning Center: Intervensi Joymath Cognitive Behavioral dalam Peningkatan Literasi Numerasi dan Resiliensi Matematis di Sanggar Belajar At-Tanzil Marhaeni, Nafida Hetty; Nanang Khuzaini; Lukman Jakfar Shodiq; Kholis Frendika
Room of Civil Society Development Vol. 5 No. 1 (2026): Room of Civil Society Development
Publisher : Lembaga Riset dan Inovasi Masyarakat Madani

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59110/rcsd.806

Abstract

Children of Indonesian migrant workers in Malaysia face dual challenges of limited access to formal education and low numeracy literacy, often compounded by severe math anxiety. This community service program aimed to enhance numeracy literacy and mathematical resilience through an integrative Joymath–Cognitive Behavioral Therapy (CBT) intervention in a non-formal education setting. The implementation adopted a Participatory Action Research (PAR) approach involving 25 students at Sanggar Belajar At-Tanzil, Selangor. The intervention was conducted in three stages: psychological conditioning to reduce baseline anxiety, concept exploration through joyful mathematics games, and cognitive restructuring to address negative self-talk. Program outcomes were assessed using participatory observation, indicators of student engagement, and analysis of students’ worksheets (LKPD). The findings showed promising effectiveness, marked by increased active participation, a shift in students’ self-narratives from helplessness to curiosity, and improved understanding of basic mathematical concepts. Beyond student outcomes, the program strengthened the partner learning center’s capacity by introducing a practical, context-sensitive instructional model that can be sustained in non-formal settings serving vulnerable learners.
Co-Authors Agustin, Devi Rahayu Andreansyah, Pradipta Apritasona, Warsosi Cahyani, Laila Nur Devi Rahayu Agustin Dwi Juniati Dwi Juniati Fauzi, Moch. Idam Djunaedi, Idam Kholis Frendika Laila Nur Cahyani Lely Indah Kurnia, Lely Indah Nafida Hetty Marhaeni Naily Rizqi Amaliyah Nanang Khuzaini, Nanang Nandika, Fuja Dwi Puguh Wahyu Prasetyo, Puguh Rohmania, Ainnur Rokhmawati, Ana Susanah Susanah Susanah Triayuningtiyas, Alfika Zuniawati, Serli