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All Journal Jurnal Edukasi Matematika dan Sains SIGMA Dedication : Jurnal Pengabdian Masyarakat Transformasi : Jurnal Pendidikan Matematika dan Matematika JURNAL INOVASI PENDIDIKAN MATEMATIKA (JIPM) JURNAL AXIOMA : Jurnal Matematika dan Pembelajaran Studies in Learning and Teaching Jurnal Penelitian, Pendidikan dan Pengajaran: JPPP SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA JURNAL PENGABDIAN PENDIDIKAN MASYARAKAT (JPPM) Jurnal Pendidikan Terapan MATHEdunesa Dedication : Jurnal Pengabdian Masyarakat
Lady Agustina
Universitas Muhammadiyah Jember
Religion Agriculture, Biological Sciences & Forestry Humanities Computer Science & IT Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Library & Information Science Mathematics Public Health 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.
Peningkatan Motivasi dan Interpretasi Diagram Pencar melalui PBL Berbantuan Microsoft Excel Gita Adelia Pratiwi; Lady Agustina; Niswati Amin
Jurnal Axioma : Jurnal Matematika dan Pembelajaran Vol. 11 No. 2 (2026): Juli
Publisher : Universitas Islam Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56013/axi.v11i2.5875

Abstract

Through the implementation of Problem-Based Learning (PBL) supported by Microsoft Excel, this study sought to strengthen students’ learning motivation and improve their ability to create and interpret scatter plots. The research employed Classroom Action Research conducted in two cycles involving eleventh-grade students of SMA Muhammadiyah 1 Rambipuji. Data were collected via motivation questionnaires, tests, observations, and documentation. Results showed the average motivation score increased from 55 (low) in the pre-cycle to 67 (high) in Cycle I, and 81 (very high) in Cycle II. The average learning score improved from 32.1 to 68.6 in Cycle I and 80.0 in Cycle II, reaching a 71.43% mastery rate. Excel’s Scatter Plot feature simplified data visualization and reduced manual computation, allowing students to focus on data analysis. Therefore, Problem-Based Learning assisted by Microsoft Excel was effective in improving students’ learning motivation and their ability to construct and interpret scatter plots. Keywords: Learning Motivation, Scatter Plot, Problem-Based Learning, Microsoft Excel
Peningkatan Hasil Belajar Matematika Murid Melalui Gamifikasi Multi-platform pada Model Discovery Learning Indah Febbry Anitasari; Lady Agustina; Ika Aldrina Juliastuti
Jurnal Axioma : Jurnal Matematika dan Pembelajaran Vol. 11 No. 2 (2026): Juli
Publisher : Universitas Islam Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56013/axi.v11i2.6178

Abstract

This study aimed to enhance students' mathematics learning outcomes on vector topics through the integration of multi-platform gamification into the Discovery Learning model. Following the Kemmis and McTaggart framework, this classroom action research was conducted over two cycles involving 35 students from class XI-7 at SMAN Pakusari in the 2025/2026 academic year. Quizizz served as the exit ticket-based formative assessment in Cycle I, while Kahoot was employed in Cycle II. Data were gathered through observations and tests. The results showed that the average score rose from 58.43 in the pre-cycle to 79.11 in Cycle I, and further to 89.51 in Cycle II. Mastery learning rates increased from 22.86% to 62.86%, and ultimately reached 94.29%. Student activity improved from 64% to 86%, while teacher activity increased from 71% to 92%. Thus, the integration of multi-platform gamification into Discovery Learning proved effective in improving students' mathematics learning outcomes. Keywords: Mathematics Learning Outcomes, Multi-platform Gamification, Discovery Learning
OPTIMALISASI RUANG MEMBACA DALAM RANGKA MENINGKATKAN KEMAMPUAN LITERASI SISWA Lady Agustina; Eka Nova Ali Vardani; Ilanka Cahya Dewi
Jurnal Pengabdian Pendidikan Masyarakat (JPPM) Vol 5 No 1 (2024): Jurnal Pengabdian Pendidikan Masyarakat (JPPM) Vol 5 No 1 (2024)
Publisher : LPPM UNIVERSITAS MUHAMMADIYAH MUARA BUNGO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52060/jppm.v5i1.1496

Abstract

Tujuan dari pengabdian ini adalah bagaimana optimalisasi ruang membaca di MI AL Kawtsar Panti Jember dalam rangka meningkatkan kemampuan literasi dari para siswa. Ruang membaca ini adalah ruang perpustakaan dengan tujuan para siswa saat memasuki ruang perpustakaan akan lebih tertarik dengan bagaimana penataan buku, jenis buku-buku yang menarik selain buku pelajaran dan suasana yang nyaman sehingga kemampuan literasi mereka akan lebih meningkat. Sasaran dari ruang membaca ini adalah semua siswa dari kelas satu sampai kelas enam. Pengabdian ini dilaksanakan didasari oleh keluhan para guru yang mengajar disana dikarenakan para siswanya banyak yang tidak tuntas saat di adakannya ulangan harian karena daya ingin membaca siswa kurang sehingga tidak bisa mengingat-ingat pelajaran yang sudah disampaikan gurunya. Padahal untuk buku pelajaran pegangan siswa itu sudah ada. Ruang membaca ini tidak hanya dikhususkan untuk pelajaran umum di kelas tetapi juga bacaan-bacaan yang mengandung hiburan misalnya buku cerita dan yang lainnya sehingga siswa bisa tertarik dalam kegiatan literasinya. Hasil dari pengabdian ini adalah siswa mulai bersemangat mengunjungi perpustakaan meskipun ada jadwal tertentu setiap kelasnya. Adanya buku-buku baru dan suasana yang nyaman menambah semangat siswa, sehingga tujuan untuk meningkatkan literasi dapat tercapai.
PENERAPAN MODEL PBL DENGAN PENDEKATAN TaRL UNTUK MENINGKATKAN HASIL BELAJAR DAN PARTISIPASI PESERTA DIDIK Ilmiah; Lady Agustina; Niswati Amin
TRANSFORMASI Vol 9 No 2 (2025): TRANSFORMASI: Jurnal Pendidikan Matematika dan Matematika
Publisher : Program Studi Pendidikan Matematika FMIPA Universitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/tr.v9i2.6155

Abstract

This study aims to improve the mathematics learning outcomes of eleventh-grade students on matrices through the application of the Problem-Based Learning model with the Teaching at the Right Level approach. The method used was Classroom Action Research, which was implemented in two cycles. Each cycle included planning, implementation, observation, and reflection. The results showed that in cycle 1, the average student score was 72.4, with a learning completion rate of 53.3%, which did not meet the Minimum Completion Criteria. The main obstacles faced were the imbalance of roles within the group, the lack of participation of low-ability students, and weak mentoring strategies. In cycle 2, after improvements were made through the provision of scaffolding, more structured group management, and task differentiation in the Student Worksheet, there was an increase in the average score to 81.2 with a learning completion rate of 86.7%. In addition, the classroom atmosphere became more collaborative and inclusive, and there was an increase in student confidence and involvement in the learning process. This integration concept can be tested on other materials to determine its effectiveness
IMPLEMENTASI PROBLEM BASED LEARNING BERBANTUAN MATH CARD DALAM MENGATASI KECEMASAN MATEMATIKA PADA PEMBELAJARAN VEKTOR Maulidi Arsih Umaroh Islamiah; Lady Agustina; Ika Aldrina Juliastuti
SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA 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/science.v6i3.12874

Abstract

Mathematics anxiety is one of the psychological factors that can hinder students’ learning processes and mathematics achievement. Based on preliminary observations conducted in class XI-3 of SMA Negeri Pakusari, students exhibited symptoms of mathematics anxiety in cognitive, affective, and physiological aspects when studying vector material. This study aimed to describe the implementation of the Problem Based Learning (PBL) model assisted by Math Card to reduce students’ mathematics anxiety in learning vectors. The study employed Classroom Action Research (CAR) based on the Kemmis and McTaggart model, consisting of planning, action, observation, and reflection stages. The research was conducted in two cycles involving 36 students of class XI-3 SMA Negeri Pakusari in the 2025/2026 academic year. Data were collected using a mathematics anxiety questionnaire consisting of 26 statements covering cognitive, affective, and physiological aspects. The data were analyzed using descriptive quantitative techniques by comparing the average mathematics anxiety scores across cycles. The findings revealed that the implementation of PBL assisted by Math Card successfully reduced students’ mathematics anxiety. The average anxiety score decreased from 3.10 in Cycle I (high category) to 2.37 in Cycle II (moderate category). Reductions were observed across all aspects of mathematics anxiety, including cognitive, affective, and physiological dimensions. Therefore, the implementation of Problem Based Learning assisted by Math Card was effective in reducing students’ mathematics anxiety in vector learning. ABSTRAK Kecemasan matematika (math anxiety) merupakan salah satu faktor psikologis yang dapat menghambat proses dan hasil belajar matematika murid. Berdasarkan hasil observasi awal di kelas XI-3 SMA Negeri Pakusari, ditemukan bahwa murid menunjukkan gejala kecemasan matematika pada aspek kognitif, afektif, dan fisiologis saat mempelajari materi vektor. Penelitian ini bertujuan untuk mendeskripsikan penerapan model Problem Based Learning (PBL) berbantuan Math Card dalam mengatasi kecemasan matematika murid pada materi vektor. Penelitian ini merupakan Penelitian Tindakan Kelas (PTK) yang mengacu pada model Kemmis dan McTaggart yang meliputi tahap perencanaan, tindakan, observasi, dan refleksi. Penelitian dilaksanakan dalam dua siklus pada 36 murid kelas XI-3 SMA Negeri Pakusari Tahun Ajaran 2025/2026. Data penelitian diperoleh melalui angket kecemasan matematika yang terdiri atas 26 butir pernyataan yang mencakup aspek kognitif, afektif, dan fisiologis. Data dianalisis secara deskriptif kuantitatif dengan membandingkan rata-rata skor kecemasan matematika pada setiap siklus. Hasil penelitian menunjukkan bahwa penerapan PBL berbantuan Math Card mampu menurunkan kecemasan matematika murid. Rata-rata kecemasan matematika menurun dari 3,10 pada Siklus I dengan kategori tinggi menjadi 2,37 pada Siklus II dengan kategori sedang. Penurunan terjadi pada seluruh aspek kecemasan matematika, yaitu kognitif, afektif, dan fisiologis. Dengan demikian, penerapan model Problem Based Learning berbantuan Math Card efektif dalam mengurangi kecemasan matematika murid pada materi vektor.
Co-Authors Alfia Nuri Aliantari Ali Usman Alifiah Farindra Marta Rini Berliana Kusuma Wardhani Chusnul Khotimah Galatea Ginanjar Sasmito Adi Gita Adelia Pratiwi Ika Aldrina Juliastuti Ika Aldrina Juliastuti Ilanka Cahya Dewi Ilmiah Indah Febbry Anitasari Indana Zulfa Martania Lili Supardi Maulidi Arsih Umaroh Islamiah Niswati Amin Niswati Amin Novy Eurika Rhomdani, Rohmad Wahid Suryaningrum, Christine Wulandari Vardani, Eka Nova Ali Widya Oktarini