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All Journal Jurnal Edukasi Matematika dan Sains SIGMA Dedication : Jurnal Pengabdian Masyarakat JURNAL INOVASI PENDIDIKAN MATEMATIKA (JIPM) JURNAL AXIOMA : Jurnal Matematika dan Pembelajaran Studies in Learning and Teaching Jurnal Penelitian, Pendidikan dan Pengajaran: JPPP Jurnal Pendidikan Terapan MATHEdunesa Dedication : Jurnal Pengabdian Masyarakat
Lady Agustina
Universitas Muhammadiyah Jember
Agriculture, Biological Sciences & Forestry Humanities Computer Science & IT Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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The Effect of Using Social Media on Student Development in the Learning Process in the Social Science Study Program Branch: A Systematic Review Lady Agustina; Ali Usman
Studies in Learning and Teaching Vol. 5 No. 2 (2024): August
Publisher : Indonesia Approach Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/silet.v5i2.371

Abstract

The research aims to determine the influence of social media on student development in the learning process. The research method adopts Husamah et al. (2022) and Katz & Nandi (2021). The first stage is the critical stage—first, the formulation of research questions. Second, identify studies that are relevant to the research topic—Third, evaluate and select studies that best suit the research objectives. The third stage is the initial screening of documents, selecting documents that have high relevance and selecting using relevant keywords. The research results show that social media has a relatively significant role in learning. Platforms such as Facebook, Twitter, Instagram, and YouTube positively enhance the teaching and learning process. It can further increase students' independence and self-confidence and encourage collaborative work in the classroom environment. However, using social media also has risks, such as reducing productive study time due to excessive interaction. Apart from that, it has a negative impact on interactions between students and teachers. Teachers must pay attention to knowledge construction and social interaction in the learning process. So, teachers can design strategies that utilize the positive potential of social media while actively reducing the negative impacts that may arise. Teachers must take an integrated and thoughtful approach to social media to create a balanced and effective learning environment.
Pengembangan Pembelajaran Sosial Emosional Melalui Game Based Learning Berbantuan Gimkit Alfia Nuri Aliantari; Lady Agustina
Jurnal Inovasi Pendidikan Matematika (JIPM) Vol. 7 No. 2 (2025): JIPM
Publisher : Universitas Muhammadiyah Purworejo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37729/jipm.v7i2.6394

Abstract

This study aims to analyze social-emotional learning in mathematics learning through game-based learning assisted by Gimkit. Based on the challenges of the 21st century, it is not enough to have cognitive aspects; it is also necessary to possess good social-emotional abilities. The research employs the Research and Development (R&D) method, utilizing the ADDIE development model, which encompasses the analysis, design, development, implementation, and eval_uation stages. The research was conducted at SMAN Mumbulsari Jember with students in class XI.3 as subjects. Learning is designed in groups, and students develop strategies to solve challenges. In its implementation, this learning can improve students’ social-emotional abilities. Students practice controlling emotions and accepting defeat, and also work together to determine strategies to win the game. In this game, they also practice having empathy for friends. Students also feel motivated to learn mathematics because learning with Gimkit is very interesting and fun. This study demonstrates that learning with Gimkit can enhance students’ social-emotional abilities, specifically self-awareness, self-management, social awareness, relationship skills, and responsible decision-making.
Shifts in Eighth-Grade Students' Mental Model Levels in Understanding Quadrilateral Concepts Through Group Discussion Lady Agustina; Sudahri Sudahri
Jurnal Pendidikan Terapan Vol 4, No 2 May (2026)
Publisher : Sakura Digital Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61255/jupiter.v4i2.864

Abstract

Purpose:  The purpose of this study is to observe how the mental level of the student model experiences a shift in understanding the concept of a quadrangle through the process of group discussion. Methods: This study uses a qualitative approach involving 150 grade VIII students who have previously studied quadrilateral material. A written test on the concept of a quadrangle was given to all participants to determine the initial mental level of their model before the group discussion was conducted. Findings: Preliminary results showed that 12 students were at the initial level, 65 students at the first transition, 52 students at the synthetic level, 18 students at the II transition, and 3 students at the formal level. After the group discussion process, there was a shift in the mental level of the model in several subjects, namely two students from the initial level shifted to the synthetic level; one student from transition I to synthetic; one student from transition I to transition II; and two students from the synthetic level to transition II. Meanwhile, two students at the transition level II and two students at the formal level did not experience a shift. Research implications: These findings suggest that group discussions have the potential to facilitate the mental restructuring of students' models in understanding geometry concepts, especially quadrangles. In addition, this research emphasizes the importance of social interaction in helping students move from intuitive understanding to more formal understanding. Originality: This research contributes by mapping in detail the shift in the mental level of the student model after the group discussion, as well as offering empirical evidence regarding the effectiveness of discussion as a pedagogical strategy in learning geometry concepts.
Co-Authors Alfia Nuri Aliantari Ali Usman Alifiah Farindra Marta Rini Berliana Kusuma Wardhani Chusnul Khotimah Galatea Ginanjar Sasmito Adi Indana Zulfa Martania Lili Supardi Novy Eurika Rhomdani, Rohmad Wahid Suryaningrum, Christine Wulandari Widya Oktarini