Garuda - Garba Rujukan Digital

Perbandingan hasil belajar connected mathematics project dengan pembelajaran konvensional pada siswa sma 1Moch. Fauzi, 2Fahmi Abdul Halim, 3Ibnu Toib Moch. Fauzi; Fahmi Abdul Halim; Ibnu Toib
AKSIOMA : Jurnal Matematika dan Pendidikan Matematika Vol 12, No 3 (2021): AKSIOMA: Jurnal Matematika dan Pendidikan Matematika
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/aks.v12i3.10148

Background of the research is teaching learning process that usually make students as passive learners. So that, in mathematics teaching and learning process would be apllied syncron model of Connected Mathematics Projects that make student became active learners. The objective of the research is to know whether any differences between students who have taught Connected Mathematics Project with Conventional teaching and learning process on the geometry topics. Subject of the research 70 students of two classes they are X IPA 2 and X IPA 3. This research is quasy experiment, which one class of experimental group uses Connected Mathematics Project and satu one class of control group uses conventional teaching and learning process. The research result from pretest between experimental and control group is there is no differences between pretest score of experimental and control group which Z count with score of Z count < Z table is 0,31 < 1.96. From post-test has been known if ther is any differences between post-test score with analysing it using score of Z table is 2,26 > 1,96, and the result from experimental group is better than control group with score of Z table is 2,26 > 1,645. By reviewing the result above it has been conclude that there is any differences between the result of teaching and learning process using Connected Mathematics Project (CMP) with conventional teaching and learning on geometry topics on X IPA SMA Negeri 02 Tanggul - Jember 2020/2021 academic year. And the result of Connected Mathematics Project (CMP) is better than conventional teaching and learning process on the geometry topics on the X IPA SMA Negeri 02 Tanggul - Jember 2020/2021 academic year.

PELATIHAN DAN PENDAMPINGAN DESAIN PEMBELAJARAN DIGITAL BERBASIS GOOGLE APPS SCRIPT DAN LUMI EDUCATION Moch. Fauzi; Mohammad Ridho’i; Gati Ayu Likasari; Ana Rokhmawati; Naily Rizqi Amaliyah
Community Development Journal : Jurnal Pengabdian Masyarakat Vol. 7 No. 2 (2026): Vol. 7 No. 2 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/cdj.v7i2.57080

Perkembangan teknologi digital yang pesat menuntut guru untuk memiliki kompetensi dalam merancang pembelajaran digital yang inovatif dan interaktif. Namun demikian, masih banyak pendidik yang menghadapi tantangan dalam mengembangkan media pembelajaran digital yang adaptif, interaktif, serta mudah terintegrasi dengan platform pembelajaran yang sudah ada. Oleh karena itu, kegiatan pengabdian kepada masyarakat ini bertujuan untuk meningkatkan kompetensi guru dalam merancang pembelajaran digital melalui pelatihan dan pendampingan dengan memanfaatkan Google Apps Script dan Lumi Education. Kegiatan dilaksanakan melalui beberapa tahapan, yaitu analisis kebutuhan, workshop pelatihan, praktik langsung, sesi pendampingan, serta evaluasi kegiatan. Dalam pelatihan tersebut, peserta diperkenalkan pada dasar-dasar desain pembelajaran digital, pemanfaatan Google Apps Script untuk mengotomatisasi dan mengintegrasikan berbagai sumber belajar dalam ekosistem Google, serta pengembangan konten pembelajaran interaktif menggunakan Lumi Education berbasis kerangka kerja H5P. Proses pendampingan memungkinkan peserta untuk secara langsung merancang dan mengembangkan media pembelajaran digital yang relevan dengan mata pelajaran yang mereka ampu. Hasil kegiatan menunjukkan bahwa peserta mengalami peningkatan pemahaman dan keterampilan dalam mengembangkan media pembelajaran digital yang interaktif. Selain itu, peserta memberikan respons yang positif terhadap pelaksanaan kegiatan pelatihan dan pendampingan ini karena dinilai praktis, mudah diakses, serta dapat diterapkan dalam praktik pembelajaran di kelas. Dengan demikian, kegiatan pengabdian kepada masyarakat ini berkontribusi dalam memperkuat kompetensi pedagogik digital guru serta mendukung implementasi pembelajaran terintegrasi teknologi di era digital.

Analisis Pemahaman Mahasiswa Terhadap Penggunaan Website Lumi Education Moch Fauzi; Lukman Jakfar Shodiq; Fahmi Abdul Halim
Jurnal Axioma : Jurnal Matematika dan Pembelajaran Vol. 11 No. 1 (2026): Januari
Publisher : Universitas Islam Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56013/axi.v11i1.5267

This study aims to analyze students’ understanding of the use of the Lumi Education website in a Mathematics Learning Media course. A descriptive qualitative approach was employed involving mathematics education students who had used Lumi Education during the course. Data were collected through semi-structured interviews, classroom observations, and document analysis, and were analyzed thematically. The findings indicate that students have a fairly good understanding of the technical use of Lumi Education; however, its application in mathematics learning is still mainly limited to content presentation and simple practice activities. The integration of technology with pedagogy and mathematical content has not yet been fully optimized. These results highlight the need to strengthen instructional design that emphasizes pedagogical integration of technology to support more meaningful mathematics learning. Keywords: Student Understanding, Education Lumi Website

An Analysis of Improved Interest and Learning Outcomes in Mathematics at Junior High School RME Teaching Model Moch. Fauzi
Jurnal Pendidikan Matematika (JPM) Vol 10 No 1 (2024): Jurnal Pendidikan Matematika (JPM)
Publisher : Department of Mathematics Education, Faculty of Teacher Training and Education, Universitas Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33474/jpm.v10i1.21487

The problem behind this research is the lack of student interest in learning and the results of grades in mathematics in class VII. Class VII students' interests and grades in mathematics subjects can be seen from students' understanding of mathematics subjects and internal and external factors. The objectives to be achieved in the research are (1) to determine students' interest in learning using the Realistic Mathematic Education learning method, and (2) to determine student learning outcomes when using the realistic mathematical education method. The type of research used in this research is qualitative research. The instruments used in this research were initial and final student interest questionnaires, interview guide sheets, and student test questions. Based on the research results, it can be seen that: (1) the lack of interest in learning and the results of grade VII students in mathematics subjects, namely that students are lazy and sleepy when learning mathematics and consider mathematics to be a boring lesson. (2) the cause of students' lack of interest is seen from the results of questionnaires and interviews, namely that students lack interest in mathematics due to internal and external factors. Based on the research results, it can be concluded that students' lack of interest in mathematics lessons can be seen from internal factors consisting of attention and willingness, while external factors consist of changes in the teacher's teaching methods

The Effect of Three-Dimensional Learning Media on Elementary School Students’ Learning Outcomes in the Cube Topic: Pengaruh Media Pembelajaran Tiga Dimensi pada Materi Kubus terhadap Hasil Belajar Siswa Sekolah Dasar Moch. Fauzi; Fatriatul Lailatul Jannah
Jurnal Evaluasi dan Kajian Strategis Pendidikan Dasar Vol. 3 No. 1 (2026): Jurnal Evaluasi dan Kajian Strategis Pendidikan Dasar
Publisher : ELRISPESWIL - Lembaga Riset dan Pengembangan Sumberdaya Wilayah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54371/jekas.v3i1.894

This study examined whether learning with three-dimensional (3D) concrete media is associated with improved mathematics learning outcomes on the cube topic among fourth-grade students. The study employed a quantitative approach with a one-group pretest–posttest design. The participants were 26 fourth-grade students from SD Negeri Randuagung 01, Lumajang Regency, East Java, selected purposively based on relevance to the research objective. The intervention used a low-cost 3D cube media package consisting of a transparent acrylic cube model with colored faces, a wire-frame cube, and 1 cm³ unit cubes to support exploration of cube elements and volume concepts. Data were collected using a 20-item multiple-choice test (content validity via expert judgement; Cronbach’s alpha = 0.82), classroom observation, and documentation. Data analysis included the Shapiro–Wilk normality test, paired-samples t-test, and N-gain analysis. Results showed that both pretest and posttest data were normally distributed (p > 0.05). The paired-samples t-test showed a statistically significant increase in posttest scores (p < 0.001), indicating that students performed better after learning with 3D media. The average N-gain was 0.61 (61.45%), which falls into the “moderate” improvement category. These findings suggest that in this context, learning supported by 3D concrete media is associated with meaningful improvement in students’ understanding of cube concepts. Future studies are recommended to include a control group and larger samples to strengthen causal inference and generalizability, particularly in under-resourced school contexts using a clearly specified 3D media package.

The Effect of Interactive Audio-Visual Learning Media on Elementary School Students' Thematic Learning Outcomes Christine Wulandari Suryaningrum; Moch. Fauzi; Neti Desrianti; Asmedy Asmedy
Jurnal Evaluasi dan Kajian Strategis Pendidikan Dasar Vol. 3 No. 2 (2026): Jurnal Evaluasi dan Kajian Strategis Pendidikan Dasar
Publisher : ELRISPESWIL - Lembaga Riset dan Pengembangan Sumberdaya Wilayah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54371/jekas.v3i2.1370

The continued dominance of lecture-based thematic instruction in elementary classrooms may limit students’ cognitive engagement and learning outcomes, particularly when abstract concepts are delivered mainly through verbal explanation. This study aimed to examine the effect of interactive audio-visual media on fifth-grade students’ learning outcomes in thematic learning. Interactive audio-visual media in this study refers to learning media that integrate narration, images, text, animation, and student response activities. A quantitative approach was employed using a quasi-experimental method with a nonequivalent control group design. The participants were 36 fifth-grade students of SDN 07 Dompu, consisting of 18 students in the experimental group and 18 students in the control group. Data were collected using pretest and posttest learning achievement tests and analyzed through descriptive statistics, normality and homogeneity tests, and an independent samples t-test at the 0.05 significance level. The results showed that the experimental group achieved a higher posttest mean score (M = 82.22) than the control group (M = 71.39). The learning gain in the experimental group was also higher (28.61 points) than in the control group (13.06 points). The t-test result indicated a significant difference between groups, t(34) = 3.672, p = .001. These findings suggest that interactive audio-visual media can improve students’ thematic learning outcomes by supporting concept visualization, multimodal information processing, and active participation. However, the findings should be interpreted within the limited sample and school context. This study implies that elementary teachers should design audio-visual media not merely as presentation tools, but as interactive learning resources aligned with learning objectives and assessment indicators.

An Analysis of Teachers' Pedagogical Competence in the Implementation of Thematic Learning at the Elementary School Level Moch. Fauzi; Riska Amelia Ade Putri; Fifi Fitriana Sari; Ija Srirahmawati
Jurnal Evaluasi dan Kajian Strategis Pendidikan Dasar Vol. 3 No. 2 (2026): Jurnal Evaluasi dan Kajian Strategis Pendidikan Dasar
Publisher : ELRISPESWIL - Lembaga Riset dan Pengembangan Sumberdaya Wilayah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54371/jekas.v3i2.1374

This study aims to analyze teachers’ pedagogical competence in the implementation of thematic learning in Grade V of SD Negeri 03 Kempo, Dompu Regency. The study employed a descriptive qualitative approach involving one fifth-grade teacher as the main informant and several fifth-grade students as supporting informants. Data were collected through observation, interviews, and documentation, and analyzed using the Miles and Huberman model consisting of data reduction, data display, and conclusion drawing, with data validity strengthened through source and technique triangulation. The findings indicate that the teacher’s pedagogical competence was reflected in the planning, implementation, and evaluation of thematic learning, particularly in the preparation of instructional documents, the implementation of learning activities based on the assigned theme, and the use of exercises and question-and-answer activities for evaluation. However, cross-subject integration in thematic learning was not yet fully optimized, the teaching methods remained predominantly teacher-centered, and students’ active participation was still limited. The study also identified key constraints, namely limited instructional time and difficulties in designing truly integrative thematic learning activities. These findings underline the need to strengthen teachers’ pedagogical competence so that thematic learning in elementary schools can be implemented in a more integrative, participatory, and meaningful way for students.

PELATIHAN DAN PENDAMPINGAN DESAIN PEMBELAJARAN DIGITAL BERBASIS GOOGLE APPS SCRIPT DAN LUMI EDUCATION Moch. Fauzi; Mohammad Ridho’i; Gati Ayu Likasari; Ana Rokhmawati; Naily Rizqi Amaliyah
Dharma: Jurnal Pengabdian Masyarakat Vol. 7 No. 1 (2026): Mei
Publisher : Universitas Pembangunan Nasional "Veteran" Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar

The rapid development of digital technology requires teachers to possess competencies in designing innovative and interactive digital learning. However, many educators still face challenges in developing digital learning media that are adaptive, interactive, and easily integrated with existing learning platforms. Therefore, this community service program aims to improve teachers’ competencies in designing digital learning through training and mentoring using Google Apps Script and Lumi Education. The activities were conducted through several stages, including needs analysis, training workshops, hands-on practice, mentoring sessions, and evaluation. During the training, participants were introduced to the fundamentals of digital learning design, the use of Google Apps Script to automate and integrate learning resources within the Google ecosystem, and the development of interactive learning content using Lumi Education based on the H5P framework. The mentoring process allowed participants to directly design and develop digital learning media relevant to their teaching subjects. The results of the program indicate that participants showed increased understanding and skills in developing interactive digital learning media. Teachers were able to create simple automated learning tools, interactive quizzes, and multimedia-based learning materials that support student engagement. In addition, participants demonstrated positive responses toward the implementation of the training and mentoring activities, as these tools were considered practical, accessible, and applicable in classroom practice. Thus, this community service activity contributes to strengthening teachers’ digital pedagogical competencies and supports the implementation of technology-integrated learning in the digital era.

Relational reasoning in understanding mathematics concepts through local culture and learning styles Mohammad Ridho'i; Ana Rokhmawati; Moch Fauzi; Adinda Laili Yuli Andira
International Journal on Emerging Mathematics Education IJEME, Vol. 10 No. 1, March 2026
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijeme.v10i1.31423

Students’ prior knowledge is shaped by their cultural environment before entering formal education. However, the utilization of local culture in class remains underexplored. This study analyzes students’ relational reasoning in understanding mathematics concepts based on local culture and different learning styles using an exploratory qualitative approach. The participants were initially engaged in observing ethnomathematical objects at Pura Mandara Giri Semeru Agung in Lumajang, completing a learning style questionnaire and a relational reasoning test, and representing the identified objects using GeoGebra 3D. Three students who identified more ethnomathematical objects and represented them accurately in GeoGebra 3D were selected as the research participants based on their learning styles. The visual learner consistently connected visual representations with mathematical concepts, enabling them to complete all stages of relational reasoning and revise their initial errors. The auditory learner was able to explain conceptual relationships verbally but encountered difficulties when translating these relationships into mathematical procedures and calculations. The kinesthetic learner relied primarily on direct observation of cultural objects but encountered challenges in transforming concrete experiences into complete mathematical models, resulting in incomplete solution procedures. These findings indicate that learning styles influence not only students’ performance but also the way they construct relationships among mathematical concepts in ethnomathematics-based problem solving.

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