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All Journal Jurnal Penelitian Pendidikan IPA (JPPIPA) Indonesian Journal of Science and Mathematics Education Prima: Jurnal Pendidikan Matematika Jurnal Ilmiah Mandala Education (JIME) JISIP: Jurnal Ilmu Sosial dan Pendidikan JUPE : Jurnal Pendidikan Mandala PROSIDING SEMINAR NASIONAL LEMBAGA PENELITIAN DAN PENDIDIKAN (LPP) MANDALA Jurnal Pendidikan dan Konseling Abdi Masyarakat Jurnal Ilmiah Administrasita' DIKMAT: Jurnal Pendidikan Matematika Pendikdas: Jurnal Pendidikan Dasar Jurnal Cakrawala Pendas Jurnal Elementaria Edukasia
Azra Fauzi
STKIP Harapan Bima
Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Energy Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Materials Science & Nanotechnology Mathematics Physics Public Health Social Sciences Other

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PENGARUH INOVASI DIGITAL TERHADAP PEMBELAJARAN BAHASA DI SEKOLAH DASAR: ANALISIS BIBLIOMETRIK Ismail, Ismail; Fauzi, Azra; Oya, Abas; Nurwalidainismawati, Nurwalidainismawati
Pendikdas: Pendidikan Dasar Vol 5, No 1 (2024): Mei 2024
Publisher : STKIP HARAPAN BIMA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56842/pendikdas.v5i1.354

Abstract

This study aims to identify and analyze trends in digital innovation in language learning in primary schools during the period from 2019 to 2024. Digital innovation plays a key role in improving students' language skills through interactive media, video-based technologies, and Android-based applications. This study used bibliometric analysis to explore publications related to this topic, with data obtained from Crossref via the Publish or Perish application and analyzed using tools such as VOSviewer. The results of the study show that the number of publications related to digital innovation in language learning has significantly increased over the past five years. The highest number of publications occurred in 2023 with 290 documents, reflecting a surge in research during the COVID-19 pandemic. Conversely, the lowest number of publications was recorded in 2019, with only 40 documents published. The study also found that audio-visual learning media and video-based learning are the most widely used technologies, making a significant impact on the effectiveness of language teaching. The main challenges identified are the limitations in teacher preparedness and infrastructure to support the integration of technology in the teaching process. This study has implications for the importance of developing teacher skills in using digital technology and provides opportunities for further research on the long-term effects of digital innovation in language learning in primary schools.
KETERLIBATAN SISWA MELALUI METODE PEMBELAJARAN INTERAKTIF DAN TEKNIK PENILAIAN INOVATIF DI SEKOLAH DASAR: ANALISIS BIBLIOMETRIK Faridah, Faridah; Oya, Abas; Suryaningsih, Sri; Fauzi, Azra
Pendikdas: Pendidikan Dasar Vol 5, No 1 (2024): Mei 2024
Publisher : STKIP HARAPAN BIMA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56842/pendikdas.v5i1.355

Abstract

This bibliometric analysis explores the impact of interactive learning methods and innovative assessment techniques on student engagement in primary education from 2019 to 2024. By analyzing a dataset of 1000 publications, the study highlights significant fluctuations in research outputs, particularly during the COVID-19 pandemic in 2022, which saw an increased focus on educational technology. Publication trends show a rise from 93 documents in 2019 to a peak of 253 documents in 2022, followed by a gradual decline to 150 documents in 2024, suggesting shifts in research priorities or the maturation of the field. The research identifies that video-based learning media and interactive multimedia are proven to be effective in enhancing student engagement and learning outcomes. Key findings indicate that these technologies significantly improve student motivation and learning outcomes while facilitating more innovative teaching practices among educators. The study also examines assessment techniques such as project-based assessment and self-assessment, which are shown to foster greater student engagement by encouraging active and collaborative learning. By synthesizing information across various studies, this research provides a comprehensive overview of the impact of interactive learning methods and assessment techniques on primary education and offers insights into their effectiveness and adaptability in diverse educational contexts.
IMPLEMENTATION OF INQUIRY-BASED DIFFERENTIATED LEARNING IN IMPROVING STUDENTS' CRITICAL THINKING SKILLS Ramdani, Nurlailatun; Nurwalidainismawati, Nurwalidainismawati; Fauzi, Azra
Prima: Jurnal Pendidikan Matematika Vol 9, No 1 (2025): PRIMA : Jurnal Pendidikan Matematika
Publisher : FKIP Universitas Muhammadiyah Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31000/prima.v9i1.12571

Abstract

The development of critical thinking skills is one of the learning objectives applied in the Merdeka Curriculum through the Pancasila student profile. However, the implementation of the Merdeka Curriculum that meets the students' needs has not been fully developed in each school. Therefore, one effort that can be used to address this issue is by implementing differentiated learning based on inquiry learning. This research aims to determine the effect of implementing differentiated learning based on inquiry learning on improving students' critical thinking skills. The research design uses a mixed methods approach. The population in this study includes all 10th-grade students (Class X.E) at SMA Negeri 2 Woha. Using cluster random sampling, two classes were selected as the research sample, with each class consisting of 23 students, divided into an experimental group and a control group. Data collection techniques include test sheets and interviews. Quantitative data analysis was obtained from the test results using the N-Gain and Wilcoxon tests, while qualitative data analysis was obtained from the interview results. The findings show that in the experimental class, 26,2% of students achieved the highest improvement in critical thinking skills, whereas in the control class, 34,8% of students did not experience any improvement in critical thinking skills. In conclusion, there was an improvement in both critical thinking skills and mathematics learning outcomes as a result of implementing differentiated learning based on inquiry learning in the experimental class compared to the control class.
Best Practices for Learning Based on Ecological Traditions and Local Culture of the Lambitu Community in Bima Regency Fauzi, Azra; Otta, Gracia M. N.; Sriartha, I Putu; Mudana, Wayan; Pageh, I Made
JISIP: Jurnal Ilmu Sosial dan Pendidikan Vol 10, No 1 (2026): JISIP (Jurnal Ilmu Sosial dan Pendidikan) (Januari)
Publisher : Lembaga Penelitian dan Pendidikan (LPP) Mandala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58258/jisip.v10i1.9959

Abstract

This study aims to formulate learning Best Practices based on the ecological traditions and local culture of the Lambitu community by integrating the values of Tri Hita Karana (THK). Employing a qualitative descriptive approach, data were collected through participatory observation, in-depth interviews with cultural leaders, local artisans, and educators, as well as documentation of cultural artifacts and ecological practices. The findings reveal a strong alignment between Lambitu’s cultural traditions and the three dimensions of THK—Parahyangan, Pawongan, and Palemahan—providing a pedagogical foundation for contextual and character-based learning. Five Best Practices were identified: Uma Lengge–based Eco–Ethno Learning, the “Adopt a Sacred Spring” conservation program, the Tembe Nggoli Character Project, the Eco–Craft Pandan Project, and the Mbolo Weki Education Forum. The study concludes that learning rooted in local culture supports holistic education that reflects harmonious relationships between humans, nature, and spirituality as conceptualized in THK values.
Independent Learning from the Perspective of Educational Philosophy: A Critical Analysis of Contemporary Phenomena in Education in Indonesia Fauzi, Azra; Tika, I Nyoman; Suastra, Wayan; Atmaja, Ananta Wikrama Tungga
JISIP: Jurnal Ilmu Sosial dan Pendidikan Vol 10, No 1 (2026): JISIP (Jurnal Ilmu Sosial dan Pendidikan) (Januari)
Publisher : Lembaga Penelitian dan Pendidikan (LPP) Mandala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58258/jisip.v10i1.9966

Abstract

The “Merdeka Belajar” policy represents Indonesia’s transformative effort to create a more flexible, humanistic, and competency-oriented educational ecosystem aligned with 21st-century demands. This article aims to analyze the philosophical foundations underpinning the policy and to evaluate its alignment with practical implementation in schools. Using a library research method, the study examines scholarly works, policy documents, and international educational reports. The findings reveal that Merdeka Belajar is grounded in progressivism, constructivism, humanism, existentialism, social reconstructionism, and the educational philosophy of Ki Hajar Dewantara. However, its implementation continues to face challenges, including teacher readiness, infrastructural limitations, digital inequality, and governance issues. The critical analysis highlights a persistent gap between the policy’s philosophical ideals and practical realities, indicating the need for strengthened teacher training, equitable resource distribution, and increased community involvement. The study concludes that the success of Merdeka Belajar depends not only on curriculum design but also on collective commitment among educational stakeholders to ensure a liberating, inclusive, and future-relevant learning environment.
Bridging the gap: How technology facilitates conceptual understanding in mathematics Fauzi, Azra; Hardyanti, Hardyanti; Suryaningsih, Sri
Indonesian Journal of Science and Mathematics Education Vol. 9 No. 1 (2026): Indonesian Journal of Science and Mathematics Education
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ijsme.v9i1.28655

Abstract

The integration of technological tools into mathematics instruction has increased rapidly in secondary schools, but their effectiveness in improving students’ conceptual understanding remains unclear. This mixed-methods study aimed to investigate how technological tools influence students’ conceptual understanding in mathematics and to explore students’ and teachers’ perceptions of technology-based learning in secondary schools. Data were collected through surveys, semi-structured interviews, and classroom observations. Findings revealed a critical gap: although technology significantly increased engagement (65–85%), only 30% reported improved conceptual understanding. Five themes emerged: visualization support, blended learning preferences, resource limitations, teacher training needs, and demand for interactivity. The study concluded that technology enhances mathematics learning when integrated with adequate resources and teacher training and provided evidence-based recommendations for technology integration strategies that balance digital innovation with traditional pedagogy. The study implied that technology can effectively support mathematics learning when integrated with adequate infrastructure, interactive learning designs, and sufficient teacher training.
BIMA CULTURAL ETHNOMATHEMATICS AS A FOUNDATION FOR CONTEXTUAL MATHEMATICS LEARNING IN ELEMENTARY SCHOOLS Azra Fauzi; I Wayan Lasmawan; Desak Putu Parmiti
Jurnal Cakrawala Pendas Vol. 12 No. 1 (2026)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jcp.v12i1.16704

Abstract

This study explores the mathematical concepts embedded in the cultural practices of the Bima community and examines their potential integration into elementary school mathematics learning. Using a qualitative exploratory approach, data were collected through field observations, in-depth interviews, and documentation of key cultural artefacts, particularly Uma Lengge (traditional stilt house) and Tembe Nggoli (traditional woven cloth). The findings reveal that both artefacts contain rich mathematical elements relevant to the elementary school curriculum, including geometry, measurement, proportional reasoning, numerical patterns, and symmetry. The architectural structure of Uma Lengge demonstrates applications of two- and three-dimensional shapes, balance, and non-standard measurement, while the motif patterns and weaving processes of Tembe Nggoli reflect concepts of repetition, arithmetic sequences, geometric shapes, and reflective symmetry. These cultural structures naturally embody mathematical reasoning developed through community practices. The integration of these artefacts into contextual learning promotes concrete understanding, strengthens students’ spatial reasoning, and enhances cultural literacy. The study also identifies challenges related to limited culturally grounded learning resources, insufficient teacher readiness, and lack of school policy support. Overall, the findings affirm that Bima ethnomathematics provides a meaningful and culturally rooted pedagogical foundation for implementing contextual, humanistic, and locally responsive mathematics education in elementary schools. Future research is encouraged to expand this cultural-based mathematics framework by exploring additional Bima cultural artifacts and testing its effectiveness through classroom-based experimental or quasi-experimental studies.
The Influence of Teacher Competence on Student Learning Outcomes at SDN Donggobolo Anis Mulyalana; Azra Fauzi; Jessy Parmawati Atmaja
Jurnal Ilmiah Mandala Education (JIME) Vol 11 No 3 (2025): Jurnal Ilmiah Mandala Education (Agustus)
Publisher : Lembaga Penelitian dan Pendidikan Mandala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58258/jime.v11i3.9225

Abstract

This study aims to examine the influence of teacher competence on student learning outcomes at SDN Donggobolo, a primary school located in a remote area with limited resources. A quantitative approach using a correlational survey method was employed. Data were collected through student perception questionnaires on teacher competence, which included four dimensions: pedagogical, professional, personal, and social, as well as academic reports in Indonesian Language and Mathematics subjects. The results showed that students’ perceptions of teacher competence were categorized as high, with average scores above 3.5 on a 4-point Likert scale. Student academic achievement was also high, with the majority falling into the “Excellent” and “Good” categories. Simple linear regression analysis revealed that 99.99% of the variance in student learning outcomes could be explained by their perception of teacher competence (R² = 0.9999; p < 0.00001). These findings indicate that teacher competence is a key factor in improving learning quality, even in resource-limited school settings. The impact of this study supports the development of teacher competency enhancement programs to sustainably improve student academic performance.
The Role Of Digital Skills In Improving Teachers’ Competencies At SDN Belo In The Society 5.0 Era Nia indrawati; Azra Fauzi; Yuyun Yuningsih RS
Jurnal Ilmiah Mandala Education (JIME) Vol 11, No 4 (2025): Jurnal Ilmiah Mandala Education (Oktober)
Publisher : Lembaga Penelitian dan Pendidikan Mandala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58258/jime.v11i4.9535

Abstract

The era of Society 5.0 requires teachers to possess digital skills not merely as a complement but as a fundamental prerequisite for creating innovative, effective, and student-centered learning. This study aims to analyze the role of digital skills in improving teachers’ competencies at SDN Belo and to identify the supporting and inhibiting factors they encounter. This research employed a descriptive qualitative approach with five purposively selected teachers as subjects. Data were collected through in-depth interviews, observations, and documentation, then analyzed using thematic analysis techniques. The findings reveal that teachers have begun to adopt digital skills, albeit in relatively simple forms such as using PowerPoint, YouTube, and communication applications. The utilization of technology has been proven to enhance teaching effectiveness, student engagement, and teachers’ confidence. Nevertheless, limited ICT facilities, insufficient practical training, and disparities in digital literacy remain the main obstacles. These findings emphasize the importance of providing practical training, strengthening digital literacy, and improving infrastructure support from the government and educational institutions. Therefore, digital skills play a strategic role in fostering the professionalism of SDN Belo teachers in the Society 5.0 era.
Analysis of Reading Interest in Grade 3 Students of Rade Elementary School Yunita Yunita; Azra Fauzi; Yuyun Yuningsih
Jurnal Ilmiah Mandala Education (JIME) Vol 11, No 4 (2025): Jurnal Ilmiah Mandala Education (Oktober)
Publisher : Lembaga Penelitian dan Pendidikan Mandala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58258/jime.v11i4.9566

Abstract

This study aims to describe the reading interest of students in grade III of elementary school. This type of research uses a descriptive method with a qualitative approach. The subjects of this study were grade III students and their homeroom teachers. Data collection techniques in this study used interviews, documentation, and questionnaires. The results of the study indicate that the reading interest of students in grade III is good. This is evidenced by the results of the questionnaire for grade III with a total of 15 students. Only 9 students received the highest score, meaning they have a good reading interest. 4 students received a moderate score, meaning they have a fairly good reading interest. 2 students received the lowest score, meaning they have a low reading interest. This can be seen from the results of the questionnaire obtained from students. From the results of the interview, it was found that teachers always get students used to reading before studying for 15 minutes and that there are supporting factors in increasing students' reading interest, namely: reading 15 minutes before learning and intensive teacher guidance.
Co-Authors Abas Oya Ananta Wikrama Tungga Atmaja Anis Mulyalana Deni Sawitri Desak Putu Parmiti Dr. I Nyoman Tika,M.Si . E. Ewisahrani F Fathurrahmaniah Faridah Faridah Fitria Sarnita Gracia M. N. Otta H. Haeriah H. Hermasyah Hardyanti Hardyanti I Made Pageh I Putu Sriartha I Wayan Lasmawan Islamiah, Muarif Ismail Ismail Jessy Parmawati Atmaja Khairunnisah, Noni Antika Lisda Ramdhani Mudana, Wayan Muhammad Salahuddin Ni Nyoman Sri Putu Verawati Nia indrawati Nurfidah, Nurfidah Nurlailatun Ramdani Nurwalidainismawati Nurwalidainismawati Nurwalidainismawati, Nurwalidainismawati Prayogi, Saiful Ramdani, Nurlailatun Rizcky Juliawan Samsun Hidayat Sindi Nur Diansyah Sindi Nur Diansyah Sri Suryaningsih Sri Suryaningsih Suhirman Suhirman Syahrir Syahrir Syahrir Syahrir Syahrul Rahman W Widia Wayan Suastra Yetti Supriyati, Yetti Yunita Yunita Yuyun Yuningsih Yuyun Yuningsih RS Zulkarnaen