Article Per Year (5 Year)
p-Index From 2021 - 2026
2.679
P-Index
This Author published in this journals
All Journal Vidya Karya Jurnal Pendidikan Matematika Raflesia JTP - Jurnal Teknologi Pendidikan Sarwahita : Jurnal Pengabdian Kepada Masyarakat JURNAL PENDIDIKAN MIPA Jurnal Pengabdian Masyarakat Khatulistiwa SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA Proceeding Biology Education Conference Multidiciplinary Output Research for Actual and International Issue (Morfai Journal) Journal of Mathematics Instruction, Social Research and Opinion Edunity: Kajian Ilmu Sosial dan Pendidikan Jurnal Pengabdian Sains dan Humaniora Jurnal Ilmiah Matematika Realistik
Mujahidawati Mujahidawati
Program Studi Pendidikan Matematika, Universitas Jambi
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Energy Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Medicine & Pharmacology Public Health Social Sciences Other

Published : 16 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 16 Documents
Search

 1   2 
PELATIHAN E-MODUL MAJALAH DIGITAL BERBANTUAN AR BERBASIS PBL UNTUK MENINGKATKAN LITERASI DIGITAL Gugun Manosor Simatupang; Mujahidawati Mujahidawati; Husni Sabil; Wardi Syafmen; Ilham Falani; Novferma Novferma
Jurnal Pengabdian Masyarakat Khatulistiwa Vol 8, No 2 (2025): NOPEMBER
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/jpmk.v8i2.5449

Abstract

ABSTRACTThe rapid development of digital technology requires teachers to master digital literacy and innovative teaching media. However, many teachers still face challenges in integrating interactive digital learning resources into classroom practice. To address this issue, a community service program was conducted at SMPN 7 Muaro Jambi in the form of training on developing interactive digital magazine e-modules supported by Augmented Reality (AR) and Problem Based Learning (PBL). The training was attended by 25 junior high school teachers and implemented through a hands-on workshop model using the ADDIE framework. Participants were introduced to AR applications, guided in designing e-modules with PBL scenarios, and assisted in producing digital magazine-based learning media. The results showed a significant improvement in teachers’ digital literacy, with the average score increasing from 3.12 to 4.35 after the training. In addition, 85% of participants successfully produced e-modules that met media validity criteria, including content clarity, visual coherence, and interactivity. Teachers also reported high motivation to apply AR and PBL in their teaching practices. This program proved effective in strengthening teachers’ competence, enhancing digital literacy, and supporting the implementation of the Merdeka Curriculum through contextual and technology-based learning.Keywords: Augmented Reality, E-Module, Digital Literacy, Teacher Training, Problem Based Learning ABSTRAKPerkembangan teknologi digital menuntut guru untuk memiliki kemampuan literasi digital dan keterampilan mengembangkan media pembelajaran inovatif. Namun, masih banyak guru yang mengalami kendala dalam mengintegrasikan media digital interaktif ke dalam praktik pembelajaran. Untuk menjawab tantangan tersebut, dilaksanakan program pengabdian masyarakat di SMPN 7 Muaro Jambi berupa pelatihan pembuatan e-modul majalah digital interaktif berbantuan Augmented Reality (AR) dengan pendekatan Problem Based Learning (PBL). Pelatihan diikuti oleh 25 guru SMP dan dilaksanakan melalui workshop berbasis praktik dengan model ADDIE. Peserta diperkenalkan pada aplikasi AR, dibimbing dalam merancang e-modul dengan skenario PBL, serta didampingi dalam menghasilkan produk media pembelajaran digital. Hasil kegiatan menunjukkan adanya peningkatan signifikan pada literasi digital guru, dengan skor rata-rata meningkat dari 3,12 sebelum pelatihan menjadi 4,35 setelah pelatihan. Selain itu, 85% peserta berhasil menghasilkan e-modul yang memenuhi kriteria validitas media, meliputi kejelasan konten, keterpaduan visual, dan interaktivitas. Guru juga menunjukkan motivasi tinggi untuk mengintegrasikan AR dan PBL dalam pembelajaran. Dengan demikian, pelatihan ini efektif dalam meningkatkan kompetensi guru, memperkuat literasi digital, serta mendukung implementasi Kurikulum Merdeka melalui pembelajaran kontekstual berbasis teknologi.Kata Kunci: Augmented Reality, E-Modul, Literasi Digital, Pelatihan Guru, Problem Based Learning
Implementing Jambi Culture-Based Interactive E-Book with Toontastic 3D Animation Using RME to Improve Learning Interest Mujahidawati Mujahidawati; Asih Nur Ismiatun; Syaiful Syaiful; Novferma Novferma; Febbry Romundza
Vidya Karya Vol 41, No 1 (2026): APRIL 2026
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jvk.v41i1.25672

Abstract

This study aims to examine the effectiveness of implementing a Jambi culture-based interactive e-book integrated with FILATOD, a Toontastic 3D animation-based learning medium, using the Realistic Mathematics Education (RME) approach to improve students’ learning interest in mathematics. This study employed a quasi-experimental design with a pretest–posttest control group involving 64 students of SMPN 7 Muaro Jambi. Data were collected using a learning interest questionnaire and classroom observation sheets. The results showed that the experimental group experienced a significant increase in learning interest, with the mean score improving from 66.31 in the pretest to 84.47 in the posttest, while the control group increased from 65.84 to 72.06. Independent-samples t-test analysis indicated a significant difference between the two groups (p < 0.05), with a very large effect size (d = 1.28). These findings demonstrate that integrating Jambi cultural contexts, Toontastic 3D animation, and RME specifically improves students’ learning interest by connecting mathematical concepts to familiar local experiences, presenting contextual problems through engaging animated narratives, and guiding students to construct mathematical understanding from realistic situations. The combination of these three elements strengthens students’ attention, curiosity, enjoyment, participation, and persistence during mathematics learning. Therefore, culturally contextualized digital learning media supported by animation and RME can serve as an innovative instructional strategy to enhance students’ affective engagement and improve the quality of mathematics learning.
PENINGKATAN KEMAMPUAN KOMUNIKASI MATEMATIS SISWA MELALUI MODEL INQUIRY BASED LEARNING PADA MATERI BARISAN DAN DERET Sinta Idamawati. S; Syaiful Syaiful; Mujahidawati Mujahidawati
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.v6i3.12496

Abstract

Mathematical communication skills are an essential aspect of mathematics learning as they enable students to express ideas, concepts, and problem-solving processes systematically. However, in practice, students’ mathematical communication skills are still relatively low, particularly in understanding and interpreting mathematical concepts in various representations. This condition reveals a gap between curriculum expectations, which emphasize mathematical communication skills, and classroom practices that are still dominated by conventional learning methods with limited student engagement. Therefore, a learning model that can actively involve students in the learning process is required. This study aims to determine the improvement in the mathematical communication skills of 10th-grade students through the application of the Inquiry-Based Learning (IBL) model to the topic of sequences and series. The method used was a quasi-experimental study with a pretest-posttest control group design. The sample consisted of 58 students, comprising 28 students in the experimental class and 30 students in the control class. Data collection was conducted using a mathematical communication skills test administered before and after the intervention. The results showed that the average N-Gain for mathematical communication skills in the experimental class was 0.76, categorized as high, while in the control class it was 0.20, categorized as low. The results of the Paired T-Test indicated a significant difference in students’ mathematical communication skills before and after the intervention (Sig. = 0.008 < 0.05). Thus, it can be concluded that the Inquiry-Based Learning model is effective in improving students’ mathematical communication skills in the topic of sequences and series. ABSTRAK Kemampuan komunikasi matematis merupakan salah satu aspek penting dalam pembelajaran matematika yang berperan dalam membantu siswa mengungkapkan ide, konsep, dan penyelesaian masalah secara sistematis. Namun, kenyataan di lapangan menunjukkan bahwa kemampuan komunikasi matematis siswa masih tergolong rendah, terutama dalam memahami dan menginterpretasikan konsep matematis dalam berbagai bentuk representasi. Kondisi ini menunjukkan adanya kesenjangan antara harapan kurikulum yang menekankan keterampilan komunikasi matematis dengan kenyataan di kelas yang masih didominasi pembelajaran konvensional yang kurang melibatkan aktivitas berpikir aktif siswa. Oleh karena itu, diperlukan model pembelajaran yang mampu meningkatkan keterlibatan siswa secara aktif dalam proses pembelajaran. Penelitian ini bertujuan untuk mengetahui peningkatan kemampuan komunikasi matematis siswa kelas X melalui penerapan model Inquiry Based Learning (IBL) pada materi barisan dan deret. Metode yang digunakan adalah quasi experiment dengan desain pretest-posttest control group. Sampel pada penelitian berjumlah 58 siswa yang terdiri dari 28 siswa kelas eksperimen dan 30 siswa kelas kontrol. Pengumpulan data dilakukan dengan tes kemampuan komunikasi matematis yang dilakukan sebelum dan sesudah perlakuan. Hasil penelitian menunjukkan bahwa rata-rata N-Gain kemampuan komunikasi matematis siswa pada kelas eksperimen sebesar 0,76 dengan kategori tinggi, sedangkan pada kelas kontrol sebesar 0,20 dengan kategori rendah. Hasil uji Paired T-Test menunjukkan adanya perbedaan yang signifikan antara kemampuan komunikasi matematis siswa sebelum dan sesudah perlakuan (). Dengan demikian dapat disimpulkan bahwa model Inquiry Based Learning efektif dalam meningkatkan kemampuan komunikasi matematis siswa pada materi barisan dan deret.
Psychometric Evaluation of a Metaphorical Thinking Instrument in Mathematics Learning: Graded Response Model Oryza vini Faradila; Ilham Falani; Mujahidawati Mujahidawati
Journal of Mathematics Instruction, Social Research and Opinion Vol. 4 No. 4 (2025): December
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/misro.v4i4.873

Abstract

This study aims to develop and psychometrically validate an assessment instrument designed to measure students’ metaphorical thinking ability in mathematics learning, with a specific focus on the Pythagorean Theorem. The instrument was developed using a Research and Development (R&D) framework based on the Oriondo and Antonio model, encompassing test design, empirical tryout, and measurement stages. Six polytomous essay items were constructed according to six indicators of metaphorical thinking: connect, relate, explore, analyze, transform, and experience. Content validity was established through expert judgment using Aiken’s V coefficient, with all items exceeding the minimum validity threshold, indicating strong agreement among experts. Empirical validation was conducted using Item Response Theory (IRT) with the Graded Response Model (GRM), selected for its suitability in analyzing ordered polytomous response data. The results demonstrate that the instrument satisfies the unidimensionality assumption, exhibits strong item discrimination parameters, and shows good model fit across all items. Analysis of the Test Information Function indicates high measurement precision within the ability range of θ −1 to +1, confirming strong local reliability. These findings indicate that the developed instrument is valid, reliable, and capable of providing accurate diagnostic information regarding students’ ability to construct mathematical meaning through metaphors. The study contributes methodologically by demonstrating the applicability of GRM-based IRT analysis for essay-type instruments and substantively by supporting the assessment of higher-order cognitive processes in mathematics learning.
EFEKTIVITAS MEDIA TIKTOK EDUKASI DENGAN PENDEKATAN DEEP LEARNING TERHADAP KEMAMPUAN PEMECAHAN MASALAH MATEMATIS SISWA SMP Aura Dela Felisa; Mujahidawati Mujahidawati; Ilham Falani
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.v6i3.12287

Abstract

ABSTRACT Mathematical problem-solving ability among junior high school students in Indonesia remains relatively low, while mathematics instruction is generally still dominated by conventional approaches that provide limited opportunities for students to actively construct their understanding. In addition, the use of digital media, particularly TikTok for educational purposes integrated with the Deep Learning approach through the Problem Based Learning (PBL) model, has received limited attention as an alternative instructional strategy to improve students' mathematical problem-solving ability. Therefore, this study aimed to analyze the effectiveness of educational TikTok integrated with the Deep Learning approach through the Problem Based Learning (PBL) model in improving students' mathematical problem-solving ability on the topic of ratio. This study employed a quantitative approach using a Pretest–Posttest Control Group Design involving one experimental class and one control class. Data were collected using a validated essay test and analyzed through descriptive statistics, the Shapiro–Wilk normality test, the Mann–Whitney U test, and N-Gain analysis. The results showed that the implementation of educational TikTok integrated with the Deep Learning approach through the Problem Based Learning (PBL) model produced a significantly greater improvement in students' mathematical problem-solving ability than conventional instruction (p = 0.001). In conclusion, the integration of educational TikTok, the Deep Learning approach, and the PBL model can serve as an effective instructional alternative for enhancing junior high school students' mathematical problem-solving ability. ABSTRAK Kemampuan pemecahan masalah matematis siswa Sekolah Menengah Pertama (SMP) di Indonesia masih tergolong rendah, sementara pembelajaran matematika di sekolah umumnya masih didominasi oleh pendekatan konvensional yang kurang mendorong keterlibatan aktif siswa dalam membangun pemahaman. Di sisi lain, pemanfaatan media digital, khususnya TikTok Edukasi yang diintegrasikan dengan pendekatan Deep Learning melalui model Problem Based Learning (PBL), masih belum banyak dikaji sebagai alternatif pembelajaran untuk meningkatkan kemampuan pemecahan masalah matematis. Oleh karena itu, penelitian ini bertujuan untuk menganalisis efektivitas penggunaan TikTok Edukasi berpendekatan Deep Learning melalui model Problem Based Learning (PBL) terhadap kemampuan pemecahan masalah matematis siswa pada materi rasio. Penelitian ini menggunakan pendekatan kuantitatif dengan desain Pretest-Posttest Control Group Design yang melibatkan satu kelas eksperimen dan satu kelas kontrol. Data dikumpulkan menggunakan tes uraian yang telah divalidasi, kemudian dianalisis melalui statistik deskriptif, uji normalitas Shapiro-Wilk, uji Mann-Whitney U, dan perhitungan N-Gain. Hasil penelitian menunjukkan bahwa penggunaan TikTok Edukasi berpendekatan Deep Learning melalui model Problem Based Learning (PBL) menghasilkan peningkatan kemampuan pemecahan masalah matematis yang secara signifikan lebih tinggi dibandingkan pembelajaran konvensional (p = 0,001). Dengan demikian, integrasi TikTok Edukasi, pendekatan Deep Learning, dan model PBL dapat menjadi alternatif pembelajaran yang efektif untuk meningkatkan kemampuan pemecahan masalah matematis siswa.
Pelatihan Pembuatan Media Pembelajaran Berbentuk Video Animasi 3d Menggunakan Aplikasi Lumen untuk Meningkatkan Literasi Informasi pada Guru Nyimas Muazzomi; Indryani Indryani; Mujahidawati Mujahidawati; Masyunita Siregar; Asih Nur Ismiatun; Febbry Romundza
Proceeding Biology Education Conference: Biology, Science, Enviromental, and Learning Vol 21, No 1 (2024): Proceeding Biology Education Conference
Publisher : Universitas Sebelas Maret

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

Abstract

Enhancing information literacy among teachers is a crucial step in supporting the achievement of quality education. Information literacy, which encompasses the ability to access, evaluate, and use information effectively, is vital in the learning process. With the advancement of technology, 3D animated video-based learning media has become a tool that can increase students' interest and understanding of the material being taught. This training aims to equip teachers with the skills to create learning media in the form of 3D animated videos using the Lumen application. This application is chosen for its ease of use in creating engaging and interactive visual content. In this training, participants will learn the basics of using Lumen, starting from 3D animation concepts, storyboard creation, to rendering and video editing techniques. The expected outcome of this training is the enhancement of teachers' competence in creating innovative and interactive learning media, which in turn can improve students' information literacy and understanding. Thus, this training is expected to contribute to improving the quality of education in schools.
Co-Authors Aditya Prayogi Ari Frianto Asih Nur Ismiatun Aura Dela Felisa Dewi Iriani Dina Maryana Diniyah Putri Erin Setiana Husni Sabil Ilham Falani Indah Pristy Yenzi Indryani Indryani Kamid, Kamid Khairul Anwar Masyunita Siregar Muazzomi, Nyimas Mustofa Mustofa novferma, novferma Oryza Vini Faradila Ratih Noverlika Romundza, Febbry Roseli Theis Silfiani Indri Simatupang, Gugun M Sinta Idamawati. S Sofnidar - Stella Regina Hutahaean Syaiful Syaiful Wardi Syafmen Wardi Syafmen