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Wanda Nugroho Yanuarto

Universitas Muhammadiyah Purwokerto

Author-ID : 422224

Religion Agriculture, Biological Sciences & Forestry Humanities Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Public Health Social Sciences Other

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The Influence of Project-Based Learning Assisted by an Incubator Machine on Elementary Students’ Participation and Activeness at Sekolah Dasar Negeri 1 Teluk, Banyumas Januar, Mohamad; Yanuarto, Wanda Nugroho
Proceedings Series on Social Sciences & Humanities Vol. 25 (2025): Proceedings of International Conference on Social Science (ICONESS)
Publisher : UM Purwokerto Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/pssh.v25i.1784

The use of conventional methods has not yet implemented innovative learning models, and the learning media used are less attractive to students, making the learning process seem monotonous and boring. The Project-Based Learning (PjBL) method is expected to provide benefits as a solution to improve the quality of learning. PjBL assisted by an incubator machine aims to offer an alternative approach to teaching animal reproduction, particularly oviparous animals. Learning using the PjBL method can serve as a solution to create enjoyable classroom experiences, enhance curiosity, leave lasting impressions, and attract students’ interest to actively participate, thereby achieving the learning objectives. The steps taken in the implementation of PjBL included preparing essential questions about animal reproduction. How do oviparous animals (chickens) reproduce. Students observed this directly through the use of an incubator machine, rather than the traditional knowledge of natural incubation by a hen. Students were divided into groups and tasked with recording and monitoring the eggs for 21 days in the form of observation reports. There was an increase in student participation and activeness in learning from a score of 19 before using the incubator to 36 out of a maximum score of 40 after its use. This indicates that the PjBL method assisted by an incubator in the topic of oviparous animal reproduction can increase student participation and activeness.

The 21st Century Skills Model of Mathematics Students Today’s Instruction Age Yanuarto, Wanda Nugroho; Setyaningsih, Eka; Zakaria, Mohamad Ikram
Jurnal Pendidikan Indonesia Vol 14 No 2 (2025): June
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpi-undiksha.v14i2.85109

Students in today's digital age are required to have 21st-century skills in order to adapt and compete in the real world. However, many students are still not optimally developing their critical thinking and creative problem-solving skills in the context of interdisciplinary learning. This study aims to analyze the influence of exposure to collaborative problem-solving, information and digital literacy, and interactive communication on students' critical thinking and creative problem-solving skills. This study employs a quantitative approach with a cross-sectional survey design. The research subjects are first-year students in the mathematics education program, with a total of 422 respondents. Data were collected using a closed-ended questionnaire based on 21st-century skill indicators and validated by experts. The data analysis technique used is Structural Equation Modeling (SEM) to determine the relationships between variables comprehensively. The results of the study indicate that students' critical thinking and creativity are significantly influenced by interactive communication skills, collaborative problem-solving, and digital information literacy. These findings emphasize the importance of integrating 21st-century skills into mathematics education to support students' readiness to face global challenges. The conclusion of this study is that mastery of collaborative skills, digital literacy, and communication significantly contributes to the development of critical thinking and creative problem-solving among students. The implications of this study suggest the need for curriculum design and teaching strategies that explicitly emphasize the integration of 21st-century skills in the mathematics learning process.

Augmented Reality for Mathematics Learning: A Study for Enhancing Mathematical Comprehension in High School Students Yanuarto, Wanda Nugroho; Suanto, Elfis; Isnawan, Mohamad Galang
JTAM (Jurnal Teori dan Aplikasi Matematika) Vol 8, No 3 (2024): July
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/jtam.v8i3.22778

Numerous initiatives have sought to incorporate novel learning environments or technology, including Augmented Reality, into delivering more comprehensive education. But it's crucial to look at how this technology or settings impact different types of students. Research purposes: the main purposes of this study are the degree to which students are receptive to adopting augmented reality software as a learning tool and the effectiveness of such software in improving students' comprehension of probability and statistics in junior high school. Seventy-seventh graders from Purwokerto City, Indonesia's junior highs bordering urban and rural areas, participated. Research methods: two groups of students could be selected: one for the experiment and another for control purposes. In contrast to the control group, who stuck with tried-and-true teaching techniques, the experimental group conducted additional exploration of probability concepts either alone or in small groups using custom-built augmented reality software. While the control group continued to use more traditional methods of education, the experimental group utilised custom-built augmented reality software to explore probability concepts further, either individually or in small groups. All three courses met for a total of sixty-two days. Research results: The findings from the study showed that students' grasp of mathematical ideas can be improved by around 25.6% with the help of augmented reality learning apps. Furthermore, we analyse the differences in student learning and inquiry behaviours between two experimental conditions that differ in the complexity of augmented reality information. Furthermore, the results of the attitude questionnaire and the open-ended questions (5 items questions) corroborate the students' good opinions towards applications. However, in the future, researchers may look at how augmented reality affects students' more subjective characteristics, such as learning anxiety, and broaden the demographic of those who use these apps.

Game-Based Learning Utilised Kahoot! Application for Mathematics Literacy and Motivation Among Primary Students: Experimental Study Yanuarto, Wanda Nugroho; Hanum, Latifah
JTAM (Jurnal Teori dan Aplikasi Matematika) Vol 9, No 4 (2025): October
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/jtam.v9i4.33105

This study explores how game-based learning using the Kahoot! application can enhance mathematics literacy and learning motivation among primary school students. Employing a quantitative experimental approach, the research involved two student groups: the experimental group engaged in math lessons incorporating Kahoot!, while the control group received conventional teacher-centered instruction. A total of sixty elementary students took part in the study. To evaluate outcomes, mathematics literacy was assessed through pre-tests and post-tests, while a motivation questionnaire gauged students' engagement and attitudes toward learning math. The findings showed that the experimental group experienced significantly greater gains in both mathematics literacy and motivation. The interactive, game-like nature of Kahoot! created a more enjoyable and participatory learning atmosphere, promoting better understanding of mathematical concepts. These results indicate that game-based learning tools like Kahoot! can enhance academic performance and foster a more positive attitude toward mathematics. The study underscores the potential of digital learning innovations to make classrooms more interactive and student-focused, ultimately supporting the development of key mathematical skills in primary education.

Co-Authors Agung Muhammad Iqbal Ahyaningsih, Faiz Akhmad Jazuli Alif Nur Indriyani Alsulami, Naif Mastoor Anam, ⁠Muhammad Ghousul Anton Jaelani Anton Jaelani Arif Budiman Belbase, Shashidhar Eka Setyaningsih Eka Setyaningsih Eka Setyaningsih Elfis Suanto Eli Purwati, Eli Erna Handayani Fukui, Masanori Hapsari, Ira Idraswara, Redhatama Arya Ira Hapsari Isnawan, Mohamad Galang Isnawan, Muhamad Galang Januar, Mohamad Joko Purwanto Joko Purwanto Joko Purwanto KETUT SUKARMA . Khofifatul Amri Kiki Nur Umiatun Laila Nur Qodariah Latief, Abdillah Choirul Latifah Hanum Lestari MS, Suci Lestari, Azhar Nur Dini Luthfiana Milla Susanti M. Zaeni Lathif Mohamad Ikram Zakaria Mohamad Ikram Zakaria Muh Rusmayadi Mukhlis Prasetyo Aji Mukti Agung Wibowo Naif Mastoor Alsulami Nibas A, ⁠Vierel Maulana Ningsih, Afrilia Setia Nur Isna Inayati Pambudi, ⁠Priyo Parwati Parwati Purwani, Purwani Putri, Abhista Emilia Rakhmalaely, Andien Aulia Safitri, Eni Samsuriadi Samsuriadi Setianingsih, Cahyani Ayu Setiawan, Bamas Aprihadi Sriyanto Sriyanto Subuh Anggoro Sudirman Sudirman Sudirman SUMIYATI SUMIYATI Supriyanto Supriyanto Susanti, Luthfiana Milla Syarifah, Zagita Aqmal Umiatun, Kiki Nur Wahyuningsih, Purwanti Wardani, Fitrian Prila Wicaksono, Dian Widianto, Deppy Zakaria, Mohamad Ikram

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