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All Journal Delta-Pi : Jurnal Matematika dan Pendidikan Matematika JPPM (JURNAL PENELITIAN DAN PEMBELAJARAN MATEMATIKA) Pendas : Jurnah Ilmiah Pendidikan Dasar JKPD : Jurnal Kajian Pendidikan Dasar Jurnal Ilmu Pendidikan Dasar Indonesia Jurnal Khasanah Pendidikan Jurnal Kajian Penelitian Pendidikan dan Kebudayaan Jurnal Arjuna : Publikasi Ilmu Pendidikan, Bahasa dan Matematika JREP Konstanta : Jurnal Matematika dan Ilmu Pengelatuan Alam Compass: Journal of Education and Counselling
Hamdana Hadaming
Unknown Affiliation
Biochemistry, Genetics & Molecular Biology Chemistry Earth & Planetary Sciences Education Health Professions Immunology & microbiology Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Social Sciences Other

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SOSIALISASI PENGGUNAAN GAMIFIKASI WAYGROUND DAN GENIALLY DALAM UPAYA PENINGKATAN EFISIENSI DAN KUALITAS PEMBELAJARAN Agustan; Hamdana Hadaming; Nabila Indana; Hijrawati Sehu
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 01 (2026): Volume 11 No. 01 Maret 2026
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i01.40321

Abstract

This article discusses the problem of low learning efficiency and limited student engagement caused by the predominance of conventional instructional methods that are less adaptive to the characteristics of digital-native learners. The purpose of this study is to describe the socialization and implementation of Wayground and Genially gamification platforms as an effort to improve the efficiency and quality of learning. This study employed a community service-based descriptive approach through socialization, training, and mentoring activities involving teachers as participants. The stages included needs analysis, introduction to the features of Wayground and Genially, hands-on practice in designing gamified learning media, and evaluation through observation and participant response questionnaires. The results showed that the socialization program increased teachers’ understanding and skills in utilizing gamification-based digital media. Participants were able to design interactive learning activities, quizzes, and visual content that supported more efficient classroom management and more engaging learning processes. Furthermore, the implementation of Wayground and Genially contributed to increased student motivation, more active participation, and more effective use of instructional time. In conclusion, the socialization of Wayground and Genially gamification has proven to be a practical strategy to enhance both the efficiency and quality of learning, as well as to support teachers in developing innovative, interactive, and technology-integrated instructional practices.
Penerapan Strategi Pembelajaran Index Card Match Untuk Meningkatkan Hasil Belajar Materi Bangun Ruang Mata Pelajaran Matematika Pada Siswa Kelas V Aa MI Al-Abrar Makassar Andi Aryasti; Sitti Fithriani Saleh; Hamdana Hadaming
COMPASS: Journal of Education and Counselling Vol. 1 No. 1 (2023): Compass: Journal of Education and Counselling, June 2023
Publisher : ASIAN PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58738/compass.v1i1.262

Abstract

Jenis penelitian ini adalah Classroom Action Research (Penelitian Tindakan Kelas) yang bertujuan untuk melihat penerapan strategi pembelajaran Index Card Match untuk meningkatkan Hasil Belajar Materi bangun ruang mata pelajaran matematika pada siswa kelas V A MI Al-Abrar Makassar. Masalah utama dalam penelitian ini yaitu rendahnya hasil belajar materi bangun ruang mata pelajaran matematika siswa kelas V A MI Al-Abrar Makassar. Penelitian ini bertujuan untuk meningkatkan hasil belajar materi bangun ruang mata pelajaran matematika melalui penerapan strategi pembelajaran Index Card Match pada siswa kelas V A MI Al-Abrar Makassar. Penelitian ini terdiri dari dua siklus, setiap siklus dilaksanakan sebanyak empat kali pertemuan. Prosedur penelitian meliputi perencanaan, pelaksanaan tindakan, observasi dan refleksi. Subjek pada penelitian adalah siswa kelas V A MI Al-Abrar Makassar sebanyak 42 orang.  Hasil penelitian menunjukkan bahwa pada siklus pertama dari 42 siswa hanya 33 siswa atau 78% yang memenuhi kriteria ketuntasan minimal (KKM) atau berada pada kategori cukup dengan nilai rata-rata diperoleh sebesar 78,6 Sedangkan pada siklus II dimana dari 42 siswa terdapat 38 siswa atau 90% telah memenuhi kriteria ketuntasan minimal (KKM) dengan nilai rata-rata yang diperoleh sebesar 90,1 atau berada dalam kategori baik. Berdasarkan hasil penelitian dapat disimpulkan bahwa hasil belajar materi bangun ruang mata pelajaran matematia siswa kelas V A MI Al-Abrar Makassar mengalami peningkatan.  
Project Based Learning (PJBL) dalam Meningkatkan Kemandirian Belajar Mahasiswa Wahyuddin Wahyuddin; Ernawati Ernawati; Hamdana Hadaming; Maharida Maharida; Muhammad Awal Nur
Jurnal Penelitian dan Pembelajaran Matematika Vol 19, No 2 (2026): JPPM (Jurnal Penelitian dan Pembelajaran Matematika) Volume 19 Nomor 2 Agustus
Publisher : Universitas Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62870/jppm.v19i2.39371

Abstract

This study aims to analyze the impact of Project-Based Learning (PjBL) implementation on enhancing students' learning autonomy. Employing a quantitative survey method and Structural Equation Modeling (SEM) analysis, this research examines the relationship between PjBL implementation and students' learning autonomy levels. A total of 136 students from a private university in Indonesia participated as the sample. The results indicate that PjBL significantly influences the improvement of students' learning autonomy, with a path coefficient of 0.716 and a highly significant p-value (p < 0.001). The findings conclude that PjBL has a significant effect on increasing students' learning autonomy. PjBL has proven to be effective in encouraging students to manage tasks, think critically, make independent decisions, and develop essential skills such as time management, problem-solving, and self-reflection, which are crucial elements in student-centered learning. In addition to academic skills, PjBL also plays a role in the development of soft skills such as teamwork, communication, and independent project management. Practical experiences in projects relevant to real-life scenarios make students more independent, confident, and responsible for their learning outcomes. However, this study also identifies challenges in PjBL implementation, such as time constraints, limited resources, and insufficient instructor support. Although PjBL is effective in fostering learning autonomy, its success requires careful planning, adequate resource provision, and instructor training. These findings have significant implications for the development of learning models that support learning autonomy in higher education and provide a foundation for further research into effective ways to overcome implementation challenges, particularly concerning resources and instructor training.
Co-Authors A. Husniati Agustan Andi Ardhila Andi Ardhila Wahyudi Andi Ardilla Wahyudi Andi Aryasti Baharullah Dwi Fidar Ningsih Ernawati Ernawati Haerul Syam Hijrawati Sehu Maharida Maharida Muis, Nur Rahmawati Muis Musdalifah Musdalifah Nabila Indana Nada Awalyah Ahmad Nur, Muhammad Awal Nurtisa Amelia Radhlyatul Fitri Sirajuddin Sirajuddin Sitti Fithriani Saleh Wahyuddin Wahyuddin