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All Journal Jurnal Pendidikan dan Pengajaran Jurnal Pendidikan Indonesia SEMIRATA 2015 AL ISHLAH Jurnal Pendidikan INVOTEK: Jurnal Inovasi Vokasional dan Teknologi Indonesian Journal of Primary Education Premiere Educandum: Jurnal Pendidikan Dasar dan Pembelajaran International Journal of Elementary Education Jurnal Ilmiah Sekolah Dasar Mimbar Ilmu Jurnal Ilmiah Pendidikan Profesi Guru VOX EDUKASI: Jurnal Ilmiah Ilmu Pendidikan Prima: Jurnal Pendidikan Matematika Indonesian Journal on Learning and Advanced Education (IJOLAE) Cakrawala Pedagogik JURNAL PENDIDIKAN MIPA Jurnal Pengabdian Masyarakat Khatulistiwa Journal of Innovation in Educational and Cultural Research Jurnal Pengabdian kepada Masyarakat Nusantara Jurnal Manajemen Pendidikan dan Ilmu Sosial (JMPIS) Jurnal PEKA (Pendidikan Matematika) Yayasan Cita Cendikiawan Al Khwarizmi Kognitif: Jurnal Riset HOTS Pendidikan Matematika Journal Evaluation in Education (JEE) Journal of Mathematics Instruction, Social Research and Opinion Edumatica: Jurnal Pendidikan Matematika Jurnal Ilmiah Ilmu Terapan Universitas Jambi Journal of The Indonesian Society of Integrated Chemistry Indonesian Journal of Primary Education
Husni Sabil
Program Studi Pendidikan Matematika Universitas Jambi
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Quantitative Analysis Of Elementary School Students' Curiosity and Web-Based Assessment Responses Asrial, Asrial; Syahrial, Syahrial; Sabil, Husni; Kurniawan, Dwi Agus; Perdana, Rahmat; Nawahdani, Ahmad Mansur; Widodi, Bob; Rahmi, Rahmi; Nyirahabimana, Pascasie
Indonesian Journal on Learning and Advanced Education (IJOLAE) Vol. 5, No. 2, May 2023
Publisher : Faculty of Teacher Training and Education, Universitas Muhammadiyah Surakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ijolae.v5i2.21646

Abstract

The use of web-based assessment at the elementary school level is a novelty in this research. The purpose of this research is to find out the comparison of the character of curiosity and the comparison of student responses to the use of web-based assessment. In addition, it is also to determine the effect of the character of curiosity on student responses in using web-based assessments. This research is quantitative research with associative and comparative research types. The sample used in this study were high school elementary school students at 64 Muara Bulian elementary school and 80 Muara Bulian elementary school. The sam-pling technique in this study was random sampling. The data analysis technique in this study is a quantita-tive analysis technique using data processing assistance. The results of the t test with sig. (2-tailed) less than 0.05, it can be seen that there are differences in the character of students' curiosity and there are differences in student responses to the use of web-based assessments. The results of the regression test with a signifi-cance value of 0.009 which means less than 0.05 so that the character of curiosity influences student re-sponses in using web-based assessments. The significant influence here means that students who have a good character of curiosity will also respond well to the use of web-based assessment.
PELATIHAN E-MODUL MAJALAH DIGITAL BERBANTUAN AR BERBASIS PBL UNTUK MENINGKATKAN LITERASI DIGITAL Simatupang, Gugun Manosor; Mujahidawati, Mujahidawati; Sabil, Husni; Syafmen, Wardi; Falani, Ilham; 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
PELATIHAN PEMBUATAN BAHAN AJAR DAN ASESMEN DIGITAL BERBASIS BUDAYA JAMBI BERBANTUAN AI-AR Sabil, Husni; Huda, Nizlel; Siregar, Masyunita; 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.v8i2.5566

Abstract

ABSTRACTThe digital transformation in education requires teachers to possess strong digital literacy and the ability to integrate technology with local culture to create meaningful learning experiences. This community service aimed to enhance teachers’ competence in developing digital teaching materials and assessments based on Jambi culture assisted by Artificial Intelligence (AI) and Augmented Reality (AR). The training was conducted using a participatory empowerment approach combined with a Project-Based Learning (PBL) model through four stages: socialization, hands-on workshop, implementation, and mentoring. Twenty teachers of the Junior High School Mathematics Teacher Working Group (MGMP) in Muaro Jambi participated in the program. Data were collected through observation, pre–post tests, interviews, and document analysis. The results showed a significant improvement in teachers’ competence, with the average score increasing from 63.2 to 88.5 (g = 0.68, high category). Teachers successfully produced interactive digital teaching materials that integrate Jambi’s cultural values using AI–AR tools such as Canva AI, ChatGPT, and Assemblr EDU. The program contributed to the development of the Techno-Cultural Pedagogy model, which integrates technology, pedagogy, and cultural knowledge to support digital transformation in education.Keywords: Digital Literacy, AI–AR, Teacher Training, Jambi CultureABSTRAKTransformasi digital dalam dunia pendidikan menuntut guru memiliki literasi digital yang kuat serta kemampuan mengintegrasikan teknologi dengan budaya lokal untuk menciptakan pembelajaran yang bermakna. Kegiatan pengabdian ini bertujuan meningkatkan kompetensi guru dalam mengembangkan bahan ajar dan asesmen digital berbasis budaya Jambi berbantuan Artificial Intelligence (AI) dan Augmented Reality (AR). Pelatihan dilaksanakan dengan pendekatan participatory empowerment dan model Project-Based Learning (PBL) melalui empat tahap, yaitu sosialisasi, pelatihan praktik, implementasi, serta pendampingan. Peserta kegiatan terdiri atas 20 guru MGMP Matematika SMP Kabupaten Muaro Jambi. Data dikumpulkan melalui observasi, tes pre–post, wawancara, dan analisis dokumen. Hasil menunjukkan peningkatan signifikan pada kompetensi guru dengan rata-rata skor meningkat dari 63,2 menjadi 88,5 (g = 0,68; kategori tinggi). Guru berhasil menghasilkan bahan ajar digital interaktif yang mengintegrasikan nilai budaya Jambi dengan dukungan aplikasi AI–AR seperti Canva AI, ChatGPT, dan Assemblr EDU. Kegiatan ini berkontribusi pada pengembangan model Techno-Cultural Pedagogy yang memadukan teknologi, pedagogi, dan budaya untuk mendukung transformasi digital pendidikan.Kata Kunci : Literasi Digital, AI–AR, Pelatihan Guru, Budaya Jambi
PENGEMBANGAN MEDIA KOMIK MATEMATIKA BERBASIS ETHNOMATHEMATICS MENGGUNAKAN MODEL PROBLEM BASED LEARNING UNTUK MENINGKATKAN LITERASI MATEMATIS Khalid, M. Hafiz; Sabil, Husni; Novferma, Novferma; Romundza, Febbry; Harizon, Harizon
VOX EDUKASI: Jurnal Ilmiah Ilmu Pendidikan Vol 16, No 2 (2025): NOPEMBER
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/ve.v16i2.5552

Abstract

ABSTRAKPenelitian ini dilatarbelakangi oleh rendahnya literasi matematis siswa SMP, khususnya dalam memahami, menafsirkan, serta menyelesaikan permasalahan matematika dalam konteks kehidupan nyata. Media pembelajaran yang digunakan di sekolah dinilai belum mampu mengaitkan konsep matematika dengan budaya lokal serta belum memfasilitasi keterampilan pemecahan masalah. Penelitian ini bertujuan untuk: (1) mengembangkan media komik matematika berbasis ethnomathematics melalui model Problem Based Learning (PBL) pada materi Teorema Pythagoras, dan (2) mendeskripsikan kualitas produk ditinjau dari aspek kevalidan, kepraktisan, dan keefektifan dalam meningkatkan literasi matematis siswa SMP. Metode penelitian yang digunakan adalah Research and Development dengan model ADDIE yang meliputi tahap analysis, design, development, implementation, dan evaluation. Subjek penelitian adalah siswa kelas VIII SMP Negeri 19 Kota Jambi. Instrumen penelitian terdiri atas angket validasi ahli materi dan ahli desain, angket kepraktisan guru dan siswa, serta tes literasi matematis. Data dianalisis secara deskriptif kuantitatif dengan uji keefektifan menggunakan perhitungan N-Gain. Hasil penelitian menunjukkan bahwa produk komik matematika berbasis budaya Jambi yang dikembangkan memiliki kualitas sangat valid dengan skor 88%, praktis dengan skor 85%, serta efektif meningkatkan literasi matematis siswa. Rata-rata nilai pretest sebesar 56.4 meningkat menjadi 78,39 pada posttest dengan nilai N-Gain sebesar 0,74 (kategori tinggi). Integrasi unsur budaya Jambi seperti rumah adat, makanan khas, dan kerajinan lokal dalam alur komik berbasis PBL mampu menciptakan pembelajaran yang kontekstual, menarik, dan bermakna bagi siswa. Dengan demikian, komik matematika berbasis ethnomathematics dapat digunakan sebagai media pembelajaran inovatif  untuk meningkatkan literasi matematis siswa SMP. Kata Kunci: komik matematika, ethnomathematics, Problem Based Learning, literasi matematis, budaya JambiABSTRACTThis research was motivated by the low level of students’ mathematical literacy, particularly in understanding, interpreting, and solving mathematical problems in real-life contexts. Learning resources used in schools have not yet connected mathematical concepts to local culture, nor have they supported students’ problem-solving skills. This study aims to: (1) develop a mathematics comic based on ethnomathematics through the Problem Based Learning (PBL) model for the Pythagorean Theorem, and (2) describe the quality of the developed product in terms of its validity, practicality, and effectiveness in improving students’ mathematical literacy. This research employed a Research and Development (R&D) approach using the ADDIE model, consisting of analysis, design, development, implementation, and evaluation stages. The subjects were eighth-grade students at SMP Negeri 19 Kota Jambi. Data were collected through material and design expert validation sheets, teacher and student practicality questionnaires, and a mathematical literacy test. The data were analyzed using descriptive quantitative techniques, and effectiveness was measured through the N-Gain formula. The results show that the developed comic meets the criteria of being highly valid with a score of 88%, practical with a score of 85%, and effective in improving students’ mathematical literacy. The students’ average pre-test score of 20.53 increased to 78.39 on the post-test, with an N-Gain score of 0.74, categorized as high. The integration of Jambi cultural elements—such as traditional houses, local cuisine, and handicrafts—within the PBL-based comic storyline successfully created a contextual, engaging, and meaningful learning experience for students. Therefore, the ethnomathematics-based mathematics comic is considered suitable as an innovative learning medium in the Merdeka Curriculum to enhance students’ mathematical literacy.Keywords: mathematics comic, ethnomathematics, Problem Based Learning, mathematical literacy, Jambi culture
DEVELOPMENT OF CULTURE-BASED AR-ASSISTED COMICS BOOK TO ENHANCE LEARNING MOTIVATION Mujahidawati, Mujahidawati; Sabil, Husni; Syaiful, Syaiful; Novferma, Novferma; Harizon, Harizon; Romundza, Febbry; Umam, M Afifuddin Khotibul
Jurnal Ilmiah Ilmu Terapan Universitas Jambi Vol. 9 No. 4 (2025): Volume 9, Nomor 4, December 2025
Publisher : LPPM Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/jiituj.v9i4.50240

Abstract

The research aims to develop, validate, and evaluate Bucomath, a culture-based mathematics comic book integrated with Augmented Reality (AR), designed to provide a contextual, interactive, and culturally relevant learning experience. Using a ADDIE model, the study involved 37 ninth-grade students and collected data through expert validation sheets, teacher and student practicality questionnaires, classroom observations, pre–post motivation scales, and structural equation modeling using SmartPLS 4. The results indicate that Bucomath achieved very high validity (83.22%) in both content and design aspects, along with strong practicality ratings from teachers and students (88.22%). The effectiveness analysis revealed a substantial improvement in learning motivation, with an N-Gain score of 0.73 categorized as high, while PLS-SEM results showed that Engagement (R² = 0.64) significantly mediated the influence of Perceived Usefulness and Perceived Enjoyment on Learning Interest (R² = 0.71), with all path coefficients statistically significant (p < 0.05). These findings suggest that the combination of cultural narratives such as Jambi traditional architecture and batik geometry with AR-based 3D visualization successfully transforms abstract mathematical concepts into concrete and emotionally engaging learning experiences. In conclusion, Bucomath demonstrates that integrating local cultural identity with immersive AR technology has strong pedagogical potential to enhance students’ intrinsic motivation, cognitive engagement, and positive attitudes toward mathematics. The implications of this study highlight that culturally responsive AR media can serve as a scalable and inclusive model for future digital learning innovations, supporting not only mathematical understanding but also cultural appreciation and identity-affirming education across diverse learning environments.
Co-Authors Adriyan Ardi Rahman Ahmad Mansur Nawahdani Ahmad Mansur Nawahdani Asrial Asrial Asrial Asrial A Azzahra, Miftahul Zannah Bob Widodi Bob Widodi Chintia Putri Wulandari Cox, Robyn Damayanti, Latipia Destrinelli Destrinelli Dewi Iriani Dewi Iriani Dwi Agus Kurniawan Elza Triani Elza Triani Emmitt, Marie Fhadira Insani Putri Fitri, Daniati Harizon Harizon Hidayat, Ayu Wahyuni Ilham Falani Jefri Marzal Junita, Ranisa Juwita Saputri Kamid Kamid Khalid, M. Hafiz Kiska, Nurul Kiska, Nurul Delima Kurniawan, Dwi Agus Latifa Rahdiani Sari Luthfiah, Qonita Miftahul Zannah Azzahra Muhammad Iqbal Mujahidawati, Mujahidawati Mulyadi, Fidella Justine Mutia, Rada Irma Nawahdani, Ahmad Mansur Nizlel Huda novferma, novferma Nurul Delima Kiska Nyirahabimana, Pascasie Oktaviani, Dika Pascasie Nyirahabimana Perdana, Rahmat Putri Fadillah Rachmawati, Ira Rahman, Adriyan Ardi Rahmat Perdana Rahmat Perdana Rahmat Perdana Rahmat Perdana rahmat perdana Rahmi Rahmi Rahmi Rahmi Rahmi Rahmi Rivani, Putri Ayu Rizka Octavia Sandra Rizki Alfiana Robiansah, Muhammad Andika Romundza, Febbry roy andre ferdinan Ryan, Josephine S.Pd. M Kes I Ketut Sudiana . Sabila Eka Septi Sela Michella O. U. Simanjuntak Silfiani Indri Silvia, Ninda Simatupang, Gugun M Simatupang, Gugun Manosor Siregar, Masyunita Siti Rohana Sofnidar - Sri Muslimatul Husna Sri Winarni Sridiasih, Imelda Nur Isnaini Syahrial Syahrial S SYAHRIAL SYAHRIAL Syahrial, Syahrial Syaiful . TRIANI, ELZA Ubaidillah Ubaidillah Umam, M Afifuddin Khotibul vini, Vini Wardi Syafmen Wardi Syafmen Wardi Syafmen Widodi, Bob Widodo, Rido Ilham Zulkhi, Muhammad Dewa