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All Journal AKSIOMA JURNAL AXIOMA : Jurnal Matematika dan Pembelajaran GAUSS: Jurnal Pendidikan Matematika JP2M (Jurnal Pendidikan dan Pembelajaran Matematika) Formosa Journal of Sustainable Research (FJSR) NUSANTARA: Jurnal Pengabdian Kepada Masyarakat Edukasia: Jurnal Pendidikan dan Pembelajaran Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner Jurnal PADI (Pengabdian mAsyarakat Dosen Indonesia) EDUJAVARE: International Journal of Educational Research Jurnal Evaluasi dan Kajian Strategis Pendidikan Dasar Indonesia Berdampak: Jurnal Pengabdian Kepada Masyarakat Review of Education, Science, and Technology Edumaspul: Jurnal Pendidikan Socious Journal
Halim, Fahmi Abdul
STIKIP PGRI Lumajang
Religion Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Library & Information Science Mathematics Social Sciences Other

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Training and Mentoring in Creating Website-Based Student Learning Spaces Using Google Sites Fauzi, Moch.; Likasari, Gati Ayu; Ayuningtyas, Triwilujeng; Halim, Fahmi Abdul
Socious Journal Vol. 2 No. 1 (2025): Socious Journal - February
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/h21gs367

Abstract

The majority of elementary school, MI, MTs, MA teachers in Bago Village, Pasirian District, Lumajang Regency still provide material traditionally, namely using textbooks as learning resources. In fact, we have now entered the modern era, namely the era of technology. The use of technology such as digital applications makes the appearance of teaching materials better, more real, and more attractive. Activities are urgently needed to improve teachers' soft skills in mastering website-based learning space creation applications using Google Site so that the skills of integrating technology into learning materials also increase. The implementation of this community service uses training and mentoring methods for community service partners, namely elementary school, MI, MTs, MA teachers in Bago Village, Pasirian District, Lumajang Regency in the odd semester of 2024/2025. The training was carried out face-to-face (offline) and mentoring was carried out directly at SD Negeri Bago 3 to practice using the website-based Google Site. The results of the community service showed an increase in the mastery of the concept of "Creating a website-based student learning space" by 90%, an increase in the mastery of the concept of "Google site as a learning support application by 85%, and an increase in teacher professionalism in creating digital learning media by 87%. The high increase in skills and knowledge needs to be balanced with the availability of facilities and infrastructure owned by the school, especially teachers, who in this case act as makers or distributors of digital mathematics learning media. In addition, teachers also expect further training on digital-based assessments in learning at the elementary, MI, MTs, MA levels.
Analysis of Grade X MA Students’ Mathematical Difficulties in Solving SPLTV Contextual Problems through Group Discussion Fahmi Abdul Halim; Vandana Rindang Arandany; Devi Rahayu Agustin; Putri Lamanda Frisca; Adinda Laili Yuli Andira
EDUJAVARE: International Journal of Educational Research Vol. 4 No. 02 (2026): EDUJAVARE: International Journal of Educational Research
Publisher : CV. Edujavare Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70610/edujavare.1607

Abstract

Students’ mathematical difficulties in solving contaxtual problems on the topic of Systems of Linear Equations with Three Variables (SPLTV) remain an issue theat requires further study, particularly as viewed through the lens of the group discussion process undertaken by students. This study aims to analyze the types and characteristics of mathematical difficulties experienced by 10th-grade students in solving contextual problems involving SPLTV, as observed through homogeneous and hererogeneous group discussions. The study employed a descriptive qualitative approach with 21 student from MA Hasyim Asy’ari Lbruk Kidul Lumajang as subjects, divide into six discussion groups: three homogeneous groups (low, moderate, and high difficulties categories) and three heterogeneous group. Data were collected through the Contextual Probblem Solving (TPK), in depth interviews, observations, and documentation, and were then analyzed through data reduction, data presentation, and drawing conclusions. The results showed that students experienced three types of mathematical difficulties: conceptual, procedural, and representational. The group with active discussion experienced only mild representational difficulties, where as the group categorized as having high difficulty scores-whose discussions were less active-experienced all three types of difficulties are more influenced by the quality of their enggagement in group discussions than by their initial ability categories; thus,active group discussions play a crucial role in reducing students’ mathematical difficulties with the SPLTV matrial.
Project-Based Learning in the Independent Curriculum: Improving Secondary Students’ Mathematical Problem-Solving Skills Fahmi Abdul Halim
EDUKASIA Jurnal Pendidikan dan Pembelajaran Vol. 6 No. 2 (2025): Edukasia: Jurnal Pendidikan dan Pembelajaran
Publisher : LP. Ma'arif Janggan Magetan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62775/edukasia.v6i2.1676

Abstract

This study aims to examine the effectiveness of Project-Based Learning (PjBL) in the context of the Independent Curriculum to improve mathematics problem-solving skills in junior high school (SMP) students. The Independent Curriculum emphasizes independent and contextual learning, encouraging the application of methods that can develop students' critical and creative thinking skills. The research method uses a mixed-methods approach with a quasi-experimental design and qualitative deepening. A total of 70 junior high school students from two classes were selected purposively; one class as an experimental group that followed PjBL-based mathematics learning, and one control class with conventional learning methods. Quantitative data was collected through math problem-solving tests before and after the intervention, while qualitative data was obtained from classroom interviews and observations to explore student motivation and engagement. Statistical analysis showed a significant improvement in problem-solving ability in the experimental group compared to the control group. In addition, qualitative results revealed that PjBL increases students' learning motivation, active engagement, and collaborative ability in solving complex mathematical problems. This study confirms that the integration of PjBL in the Independent Curriculum is effective in improving mathematical problem-solving skills holistically. The study presents practical implications and recommendations for the development of innovative and contextual mathematics learning in secondary schools.
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

Abstract

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
Implementing the Jigsaw Cooperative Learning Model to Suport Mathematics Learning Outcomes: A Qualitative Study at Eighth-Grade Student SMP Muhammadiyah Lumajang Anisa Desti Ramadhani; Fahmi Abdul Halim; Devi Rahayu Agustin; Fatqurhohman; Zaenal Arifin
Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner Vol. 5 No. 3 Agustus 2026: Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner
Publisher : Yayasan Azhar Amanaa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59944/jipsi.v5i3.1357

Abstract

Mathematics learning in secondary schools is often characterized by teacher-centered instruction, resulting in limited student participation and suboptimal learning outcomes. This study aims to investigate the implementation of the Jigsaw Cooperative Learning Model in mathematics learning at SMP Muhammadiyah Lumajang. A qualitative descriptive approach was employed involving an eighth-grade mathematics teacher and students as research participants. Data were collected through classroom observations, semi-structured interviews, and documentation, and analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings indicate that the Jigsaw Cooperative Learning Model was implemented systematically through lesson planning, expert-group discussions, peer teaching, and classroom evaluation. The implementation promoted active student participation, collaborative learning, and improved conceptual understanding of mathematics. Teacher competence, students' learning motivation, collaborative classroom interactions, and adequate learning facilities supported the implementation, while limited instructional time, differences in students' academic abilities, and varying levels of self-confidence were identified as the main challenges. The study concludes that the Jigsaw Cooperative Learning Model provides an effective student-centered learning environment that supports active engagement and contributes positively to mathematics learning in junior secondary education.
The Role of UbD in Developing Students’ Mathematical Problem-Solving Skills: A Literature Review Fatqurhohman Fatqurhohman; Tatik Retno Murniasih; Rahmad Bustanul Anwar; Fahmi Abdul Halim
Review of Education, Science, and Technology Vol 1 No 1: September 2025
Publisher : Ihsan Cahaya Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66031/reset.v1i1.18

Abstract

21st century learning demands strategies that go beyond the mere transfer of knowledge, emphasizing instead the development of higher-order thinking skills. Understanding by Design (UbD) emerges as a relevant approach as it highlights backward design through the formulation of end goals, authentic assessment, and meaningful learning experiences. This study aims to analyze the contribution of UbD to problem-solving skills through a systematic literature review. Out of 50 articles reviewed, six met the criteria of relevance and methodological quality using the Quality Assessment instruments (QA1, QA2, QA3). The findings indicate that UbD enhances conceptual understanding, motivation, and learners’ ability to connect abstract concepts with real-life contexts and to transfer knowledge to new situations. Nevertheless, teachers’ readiness to design instruction consistent with UbD principles remains a major challenge. The implications of this study affirm that UbD holds strong potential as an adaptive instructional design framework aligned with the demands of 21st century curricula. Future research is recommended to examine the longitudinal implementation of UbD at the secondary level with a focus on strengthening critical thinking and mathematical problem-solving skills.
Peningkatan Kemampuan Penalaran Siswa melalui Pembelajaran Discovery Learning pada Materi Limas Fahmi Abdul Halim; Dini Riza Rustiyanti
GAUSS: Jurnal Pendidikan Matematika Vol. 1 No. 2 (2018)
Publisher : Universitas Serang Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (379.765 KB) | DOI: 10.30656/gauss.v1i2.1044

Abstract

Penelitian ini dilatarbelakangi dari hasil observasi awal di SMP Negeri 5 Lumajang kelas VIII D yang menunjukkan bahwa mayoritas siswa sulit menguasai matematika. Selain itu siswa juga lemah dalam hal kemampuan penalaran, hal ini berdasarkan hasil jawaban siswa terhadap pretest mengenai penalaran yang diberikan oleh peneliti. sebanyak 52% siswa saat pretest memberikan jawaban yang salah sehingga penalaran siswa perlu ditingkatkan. Solusi dari permasalahan di atas yaitu dengan menggunakan pembelajaran discovery learning. Tujuan penelitian ini adalah untuk mendeskripsikan pelaksanaan pembelajaran discovery learning yang dapat meningkatkan penalaran siswa kelas VIII D SMP Negeri 5 Lumajang. Tahap penelitian dimulai dengan perencanaan, tindakan, pengamatan, dan refleksi. Dari penelitian diperoleh bahwa langkah-langkah pembelajaran discovery learning yang dapat meningkatkan penalaran siswa sebagai berikut: (1) Stimulation, (2) Problem Statement, (3) Data Collection, (4) Data Processing, (5) Verification (Pembuktian), (6) Generalization (penenarikan kesimpulan). Hasil dari penelitian menunjukkan bahwa pembelajaran discovery learning dapat meningkatkan penalaran siswa.  
Analisis Kesalahan Siswa dalam Menyelesaikan Soal Cerita Aritmatika Sosial Berdasarkan Prosedur Newman Fahmi Abdul Halim; Nilta Ilmiyatul Rasidah
GAUSS: Jurnal Pendidikan Matematika Vol. 2 No. 1 (2019)
Publisher : Universitas Serang Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1502.73 KB) | DOI: 10.30656/gauss.v2i1.1406

Abstract

Identifikasi penelitian ini adalah banyak siswa yang mengalami kesalahan dalam menyelesaikan soal cerita materi aritmatika sosial. Penelitian ini bertujuan untuk mendeskripsikan kesalahan dan menganalisis faktor penyebab kesalahan yang dilakukan siswa kelas VII H SMP Negeri 2 Lumajang dalam menyelesaikan soal cerita matematika pokok bahasan aritmatika sosial berdasarkan prosedur Newman. Jenis penelitian ini adalah penelitian kualitatif deskriptif. Subjek penelitian ini berjumlah 30 siswa. Teknik pengumpulan data menggunakan tes tulis dan wawancara. Hasil analisis data yang diperoleh kesalahan memahami masalah sebanyak 39,17%  termasuk  tingkat  kesalahan  cukup  tinggi,  kesalahan  transformasi  sebanyak 76,67% termasuk tingkat kesalahan sangat tinggi, kesalahan keterampilan proses sebanyak 20,83% termasuk tingkat kesalahan kecil dan kesalahan penulisan jawaban akhir sebanyak 80,83% termasuk tingkat kesalahan sangat tinggi. Berdasarkan uraian diatas dapat disimpulkan bahwa masih banyak siswa kelas VII H SMP Negeri 2 Lumajang yang melakukan kesalahan dalam menyelesaikan soal cerita matematika pada materi aritmatika sosial. Kata Kunci: Analisis Kesalahan, Soal Cerita, Prosedur Newman
An Analysis of Students' Mathematical Reasoning in Solving Geometry Problems in Terms of Spatial Ability at SMP Islam Klojen Lumajang Fahmi Abdul Halim; Ana Rokhmawati; Anida Robani; Nabila Sasqia Maharani
EDUJAVARE: International Journal of Educational Research Vol. 4 No. 02 (2026): EDUJAVARE: International Journal of Educational Research
Publisher : CV. Edujavare Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70610/edujavare.1813

Abstract

Students' mathematical reasoning in solving geometry problems is significantly influenced by their spatial ability; however, an in-depth qualitative description of the relationship between these two variables remains scarce at the junior high school level. This study aims to describe the mathematical reasoning of junior high school students in solving flat-faced three-dimensional geometry problems, categorized by their spatial ability (high, moderate, and low). Employing a descriptive qualitative approach, the research involved eight ninth-grade students from SMP Islam Klojen Lumajang as subjects. Participants were selected using spatial ability and mathematical reasoning tests, followed by observations, in-depth interviews, and documentation. Data analysis was conducted through data reduction, data display, and conclusion drawing, with validity established via technique and source triangulation. The findings revealed a tiered pattern: students with low spatial ability exhibited mechanical-procedural reasoning; those with moderate ability demonstrated situational reasoning (proficient in concrete contexts but deficient in abstract problems); and students with high spatial ability displayed reflective and consistent reasoning across all indicators. In conclusion, a higher degree of spatial ability corresponds to a more mature mathematical reasoning profile. Consequently, geometry instruction should be hierarchically designed to accommodate students' varying levels of spatial ability.
Co-Authors Adinda Laili Yuli Andira Ahmad Zain Sarnoto Anas Malik Andri Kurniawan ANDRI KURNIAWAN Anida Robani Anisa Desti Ramadhani Aros Ta’ala Aulia Datul Cahyani Devi Rahayu Agustin Dini Riza Rustiyanti Dwi Yanuarindah Putri Fatqurhohman Fatqurhohman Fauzi, Moch. Fidyah Jayatri Fitria, Nimas Dian Ibnu Toib Kamaliatun Nafisah Likasari, Gati Ayu Lukman Jakfar Shodiq Miftachul Amri Moch Lailul Affandi Moch. Fauzi Mohammad Ridho’i Muhamad Rama Maulana Ibrahim Muhammad Ichsan Abda Muhammad Ridho'i Nabila Sasqia Maharani Nilta Ilmiyatul Rasidah Noka, Isara Abda Puji Savvy Dian Faizati Putri Lamanda Frisca Rahmad Bustanul Anwar Rokhmawati, Ana Siti Aisyah Sri Tuti Rahmawati Tatik Retno Murniasih Triwilujeng Ayuningtyas Vandana Rindang Arandany Wiranata, Roni Yasinta Dwi Adinda Zaenal Arifin