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<![CDATA[Peningkatan Kompetensi Guru Menggunakan Media Pembelajaran Jarak Jauh Menggunakan Google Classroom, Zoom, Google Form dan Kahoot ]]>
<![CDATA[Nurina Kurniasari Rahmawati]]>;
<![CDATA[Arie Purwa Kusuma]]>;
<![CDATA[Andi Ahmad]]>;
<![CDATA[Abdul Hakim Ma’ruf]]>;
<![CDATA[Fiki Alghadari]]>
<![CDATA[ Kanigara Vol 1 No 2 (2021): Kanigara ]]>
Publisher : <![CDATA[Universitas PGRI Adi Buana Surabaya ]]>
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DOI: 10.36456/kanigara.v1i2.3991
<![CDATA[Program pengabdian kepada masyarakat ini merupakan kegiatan pelatihan yang bertujuan untuk membekali dan meningkatkan keterampilan para guru SMK Analis Kesehatan DITKESAD di Kota Jakarta Timur untuk menciptakan dan meningkatkan pembelajaran yang menarik dengan menggunakan media pembelajaran interaktif online, menggunakan Google Classroom, Zoom, Google Form dan Kahoot. Hasil observasi di lapangan masih banyak guru di SMK Analis Kesehatan DITKESAD merasa kesulitan dalam proses pembelajaran online, seperti belum mengetahui aplikasi atau platform apa yang dapat digunakan untuk KBM secara daring. Berdasarkan masalah tersebut, maka tujuan dari kegiatan ini adalah melatih guru-guru di SMK Analis Kesehatan DITKESAD dalam memanfaatkan penggunaan Google Classroom, Zoom, Google Form dan Kahoot untuk proses pembelajaran online. Metode penyelenggaraan pelatihan ini dengan workshop dan pendampingan. Kegiatan workshop dilakukan sebagai penjelasan pentingnya pengetahuan guru tentang teknologi pembelajaran, fitur-fitur Google Classroom, Zoom, Google Form dan Kahoot dan contoh penerapannya dalam pembelajaran. Hasil menunjukkan bahwa melalui kegiatan pelatihan ini, keterampilan guru dalam membuat media pembelajaran online juga menjadi meningkat. Dengan meningkatnya keterampilan guru membuat media pembelajaran online sendiri, maka pembelajaran di kelas masing-masing menjadi lebih menyenangkan.]]>
<![CDATA[Pengaruh Model Pembelajaran Mind Mapping Berbasis HOTS terhadap Motivasi dan Hasil Belajar Siswa ]]>
<![CDATA[Abdul Hakim Ma’ruf]]>;
<![CDATA[Mohamad Syafi’i]]>;
<![CDATA[Arie Purwa Kusuma]]>
<![CDATA[ Mosharafa: Jurnal Pendidikan Matematika Vol. 8 No. 3 (2019): September ]]>
Publisher : <![CDATA[Department of Mathematics Education Program IPI Garut ]]>
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DOI: 10.31980/mosharafa.v8i3.585
<![CDATA[Penelitian ini bertujuan untuk mengetahui bagaimana pengaruh penerapan model pembelajaran Mind Mapping berbasis HOTS terhadap hasil belajar matematika dan motivasi belajar matematika siswa. Jenis Penelitian ini adalah penelitian kuantitatif dengan pendekatan quasi eksperiment. Populasi pada penelitian ini adalah semua siswa sekolah menengah atas kelas XI di Jakarta Timur, pada Tahun Akademik 2018/2019. Adapun populasi terjangkau diambil berdasarkan nilai UNBK pada tahun ajaran 2017/2018 dan didapatkan SMAN 105 Jakarta sebagai kategori tinggi, MAN 2 Jakarta sebagai kategori sedang dan SMA BUDHI WARMAN 2 Jakarta sebagai kategori rendah. Analisis data menggunakan uji-t dengan taraf signifikansi . Hasil pada penelitian ini adalah sebagai berikut: 1) Ada pengaruh motivasi belajar siswa pada pembelajaran matematika model Mind Mapping berbasisl HOTS pada hasil belajar matematika siswa. 2) Terdapat perbedaan motivasi belajar matematika siswa dengan model pembelajaran Mind Mapping berbasis HOTS dan model pembelajaran Mind Mapping tanpa bantuan soal HOTS. 3) Terdapat perbedaan hasil belajar matematika siswa dengan model pembelajaran Mind Mapping berbasis HOTS dan model pembelajaran Mind Mapping tanpa bantuan soal HOTS. The purpose of this study is to find out the influence of the application of based on HOTS Mind Mapping learning models on mathematics learning outcomes and students' learning mathematics motivation. This research is quantitative research with a quasi-experimental approach. The population in this study were all high school students of class XI in East Jakarta, in the Academic Year 2018/2019. The affordable population is taken based on the UNBK value in the 2017/2018 school year and obtained SMAN 105 Jakarta as a high category, MAN 2 Jakarta as a medium category and SMA BUDHI WARMAN 2 Jakarta as a low category. Data analysis used a t-test with a significance level of 0.05. The results of this study are as follows: 1) There is an influence on students' learning mathematics motivation based on HOTS Mind Mapping models on student mathematics learning outcomes. 2) There is a difference in students' motivation to learn mathematics based on HOTS Mind Mapping learning models and Mind Mapping learning models without the help of HOTS questions. 3) There are differences in students' mathematics learning outcomes based on HOTS Mind Mapping learning models and Mind Mapping learning models without the help of HOTS questions.]]>
<![CDATA[Proses Berpikir Aljabar Berdasarkan Level Kognitif Mahasiswa ]]>
<![CDATA[Arie Purwa Kusuma]]>;
<![CDATA[Nurina Kurniasari Rahmawati]]>;
<![CDATA[Arfatin Nurrahmah]]>
<![CDATA[ ARITHMETIC: Academic Journal of Math Vol 5, No 2 (2023) ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Curup ]]>
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DOI: 10.29240/ja.v5i2.8392
<![CDATA[Algebraic thinking skills need to be developed through learning mathematics, this is necessary to improve understanding of algebraic concepts. The ability to generalize experiences about numbers and calculations is a component of algebraic thinking abilities. It is important to know the student's algebraic thinking process. By knowing the student's thinking process, you can find out where the student's difficulties are and the causes of these difficulties. This research aims to analyze students' algebraic thinking processes based on students' cognitive levels. This research is qualitative research with an exploratory method. The subjects of this research were 21 Semester II Mathematics Education students at STKIP Kusuma Negara Jakarta. The data collection technique begins with giving algebraic thinking questions. The data analysis techniques used are data reduction, data presentation, and drawing conclusions. The research results showed that students in the high and medium categories met the indicators for all algebraic thinking, while students in the low category did not meet the algebraic thinking indicators. At the cognitive level, S1 subject meet all cognitive levels, S2 subject do not meet the cognitive level of knowledge utilization, and S3 subject only meet the cognitive analysis knowledge level.]]>
<![CDATA[The Impact of Implementing Guided Inquiry-Based Mathematics E-Worksheets Using the Blended Learning Method on Increasing Students' Critical Thinking ]]>
<![CDATA[Ageng Triyono]]>;
<![CDATA[Arie Purwa Kusuma]]>;
<![CDATA[Fiki Alghadari]]>;
<![CDATA[Teguh Wibowo]]>;
<![CDATA[Nafida Hetty Marhaeni]]>;
<![CDATA[Mazlini Adnan]]>
<![CDATA[ Indonesian Journal of Mathematics Education Vol. 7 No. 1 (2024): Indonesian Journal of Mathematics Education ]]>
Publisher : <![CDATA[Universitas Tidar ]]>
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<![CDATA[The development of mathematics e-worksheets focused on forming critical thinking skills for class VII students is still very minimally carried out by teachers. This research is critical to test the effectiveness of guided inquiry-based e-worksheets implemented using the blended learning method in improving students' critical thinking abilities. The type of research was a quasi-experiment with a nonequivalent pretest-post-test control group design involving two subjects: the experimental group that applied guided inquiry-based e-worksheets and the control group that used other e-worksheets. Each subject group consisted of 18 students from one of the Yogyakarta boarding schools, which became the research population. Research data came from pretest and post-test results collected using critical thinking test instruments developed based on indicators from Facione (2018). Data analysis was conducted using a paired sample t-test followed by an independent sample t-test. The results of data analysis show: (1) there is a significant difference between the pretest and post-test results in the experimental group; (2) there is a significant difference between the results of students' critical thinking tests in the experimental and control groups; and (3) the difference in increasing critical thinking skills of students in the experimental group is higher than students in the control group. These results conclude that applying guided inquiry-based e-worksheets using the blended learning method is more effective than other e-worksheets when viewed from the aspect of increasing students' critical thinking abilities.]]>
<![CDATA[PEMBELAJARAN LITERASI DAN NUMERASI BERBASIS DIGITAL BAGI GURU SEKOLAH DASAR ]]>
<![CDATA[Yudha, Chrisnaji B.]]>;
<![CDATA[Kusuma, Arie Purwa]]>;
<![CDATA[S., Elsa Putri]]>;
<![CDATA[S., Innesry]]>;
<![CDATA[W., Eries Riski]]>
<![CDATA[ Journal of Social Outreach Vol 3, No 1 (2024): Journal of Social Outreach ]]>
Publisher : <![CDATA[Fakultas Sains dan Teknologi ]]>
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DOI: 10.15548/jso.v3i1.8325
<![CDATA[Peran teknologi informasi dalam penyusunan bank soal saat ini memang sangat dibutuhkan dan diharuskan. Mengingat di era sekarang teknologi menjadi pokok utama dalam berbagai aktivitas. Teknologi dapat mempermudah implementasi proses pembelajaran serta evaluasi yang berbasis literasi dan numerasi. Guru mempunyai peran yang esensial dan memiliki pengaruh besar terhadap kualitas pembelajaran, terutama pada era digitial pada saat ini. Tujuan kegiatan pengabdian masyarakat yang dilakukan oleh STKIP Kusuma Negara ini adalah untuk meningkatkan budaya literasi dan numerasi di sekolah dan untuk mengetahui bagaimana peran literasi dalam kehidupan bermasyarakat pada era digital saat ini yang akan terus menerus dengan adanya perkembangan teknologi. Budaya literasi sendiri mempunyai hubungan dalam menumbuhkan minat membaca dan menulis anak pada pendidikan tingkat sekolah dasar.. Dalam menumbuhkan minat membaca, menulis dan berhitung, budaya literasi dan numerasi merupakan kunci terpenting dalam terealisasinya minat tersebut. Program pengabdian dilakukan secara kolaboratif oleh kelompok dosen dan mahasiswa. Subjek pengabdian ini adalah guru, calon guru SD dan mahasiswa yang telah mendaftar melalui google form. Hasil pengabdian yang diperoleh adalah meningkatnya pemahaman para guru, calon guru atau mahasiswa terkait pembelajaran literasi dan numerasi berbasis digital. Kata Kunci: literasi, numerasi, pembelajaran digital]]>
<![CDATA[Mentoring Activities as an Effort to Increase Students Interest and Motivation in Learning ]]>
<![CDATA[Kusuma, Arie Purwa]]>;
<![CDATA[Nurimani, Nurimani]]>;
<![CDATA[Deswita, Deswita]]>;
<![CDATA[Rahmawati, Nurina Kurniasari]]>;
<![CDATA[Atiyyah, Rifa]]>;
<![CDATA[Yudha, Chrisnaji Banindra]]>
<![CDATA[ Smart Society Vol 2, No 1 (2022): June 2022 ]]>
Publisher : <![CDATA[FOUNDAE (Foundation of Advanced Education) ]]>
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DOI: 10.58524/smartsociety.v2i1.80
<![CDATA[Pusat Kegiatan Belajar Masyarakat (PKBM) is a form of non-formal education institution owned and managed by the community. The purpose of this service is to provide a fun mathematics learning method for package students at PKBM, besides that this service also motivates students regarding the world of work and the world of campus that they will face after graduation. The implementation method in this mentoring activity uses an approach and collaboration method. This service is carried out in PKBM N 17 Penjaringan for students who are currently taking education and their further education.  After the activity was carried out, analysis and evaluation were carried out, and it was seen that the children experienced an increase in their understanding of mathematics, and students' motivation also increased in improving their future by continuing to college. This activity received a good response from PKBM students and is expected to continue to guide students in learning mathematics.]]>
<![CDATA[Optimizing the Use of Digital-Based Learning Media Against Numerical Literacy ]]>
<![CDATA[Kusuma, Arie Purwa]]>;
<![CDATA[Rahmawati, Nurina Kurniasari]]>;
<![CDATA[Hamdani, Haris]]>
<![CDATA[ Smart Society Vol 2, No 2 (2022): December 2022 ]]>
Publisher : <![CDATA[FOUNDAE (Foundation of Advanced Education) ]]>
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DOI: 10.58524/smartsociety.v2i2.162
<![CDATA[The COVID-19 pandemic has necessitated a shift from offline to online learning systems, requiring all sectors of education to adapt swiftly to these changes. However, the transition to online learning has presented challenges, particularly in maintaining student engagement, comprehension, and numeracy literacy skills. Field data reveals that many teachers have not fully optimized the use of digital-based learning media to enhance numeracy literacy among students. Recognizing this gap, STKIP Kusuma Negara, in collaboration with the PKM Team, conducted a community service initiative at SD Negeri Srijaya 04 Bekasi. The primary objective of this initiative was to assist teachers in optimizing the use of digital technology in their teaching practices to improve students' numeracy literacy. The PKM program was implemented through a series of activities including socialization, introduction to digital tools, training sessions, and practical applications of numeracy literacy. The results of this initiative indicate an improvement in teachers' ability to integrate digital media into their teaching, leading to enhanced numeracy literacy skills among students through effective technology adaptation]]>
<![CDATA[Empowering Preschool Teachers: Excel Mastery for Report Writing and Teaching Module Development ]]>
<![CDATA[Kusuma, Arie Purwa]]>;
<![CDATA[Deswita, Deswita]]>;
<![CDATA[Alhamidi, Lubban Anwari]]>;
<![CDATA[Rahmawati, Nurina Kurniasari]]>;
<![CDATA[Atiyyah, Rifa]]>
<![CDATA[ Smart Society Vol 4, No 1 (2024): June 2024 ]]>
Publisher : <![CDATA[FOUNDAE (Foundation of Advanced Education) ]]>
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DOI: 10.58524/smartsociety.v4i1.359
<![CDATA[Early childhood education is one of the most basic levels of education for children's growth and development. Teachers who provide education for early childhood are required to have a special level of education and competence in compiling teaching modules for learning activities. Information technology literacy supports teachers in solving administrative problems. One of the administrative things that teachers routinely do is make report cards for their students. Using Microsoft Excel software has many features and functions that can help in creating reports. Apart from that, teaching materials in learning need to be considered, including teaching modules which must be developed by teachers themselves to suit the environmental context and learning needs of their students, including teachers in Early Childhood Education (PAUD). The aim of this service is to create teaching modules for learning activities. The method used in the activity was training using lecture, question and answer and discussion methods, with a total of 156 participants which was carried out over two days. Through this activity, participants' skills and understanding increased regarding the use of Microsoft Excel software and all teachers understood more about teaching modules, preparation steps and the use of Excel in making report cards.]]>
<![CDATA[PELATIHAN PENGEMBANGAN MODUL AJAR DAN EXCEL DALAM PEMBUATAN RAPOR BAGI GURU PAUD ]]>
<![CDATA[Deswita, Deswita]]>;
<![CDATA[Alhamidi, Lubban Anwari]]>;
<![CDATA[rahmawati, nurina kurniasari]]>;
<![CDATA[Atiyyah, Rifa]]>;
<![CDATA[Kusuma, Arie Purwa]]>
<![CDATA[ Journal of Social Outreach Vol 3, No 2 (2024): Journal of Social Outreach ]]>
Publisher : <![CDATA[Fakultas Sains dan Teknologi ]]>
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DOI: 10.15548/jso.v3i2.8363
<![CDATA[Pendidikan anak usia dini merupakan salah satu jenjang pendidikan paling dasar untuk tumbuh kembang anak. Guru yang melaksanakan pendidikan pada anak usia dini disyaratkan memiliki tingkat pendidikan dan kompetensi khusus dalam menyiapkan modul ajar dalam kegiatan pembelajaran. Modul ajar sebaiknya dikembangkan sendiri oleh guru agar sesuai dengan konteks lingkungan dan kebutuhan belajar muridnya, hal ini tidak terkecuali untuk guru pada Pendidikan Anak Usia Dini (PAUD). Dewasa ini setiap guru di hampir semua jenjang pendidikan diwajibkan untuk melek teknologi, terutama teknologi informasi. Selain untuk menunjang kegiatan pendidikan, melek teknologi informasi juga menunjang guru dalam menyelesaikan persoalan administrasi. Salah satu administrasi yang rutin dilakukan guru adalah membuat rapor bagi siswa-siswinya. Penggunaan perangkat Perangkat lunak Microsoft Excel memiliki banyak fitur dan fungsi yang dapat membantu dalam pembuatan rapor. Kendala yang dihadapi adalah masih kurang familiarnya fitur-fitur yang disediakan Microsoft Excel di sebagian pengguna. Tujuan pengabdian ini adalah membuat modul ajar dalam kegiatan pembelajaran dan Melalui kegiatan ini, diharapkan ketrampilan dan pemahaman peserta meningkat terkait penggunaan perangkat lunak Microsoft Excel. Berdasarkan hasil wawancara dengan guru diketahui bahwa semua guru memiliki pemahaman yang lebih baik tentang terhadap komponen modul ajar, langkah-langkah penyusunan dan penggunaan excel dalam pembuatan rapor.]]>
<![CDATA[Eksperimentasi Model Pembelajaran TPS dan TAI terhadap Hasil Belajar Matematika pada Materi Lingkaran ]]>
<![CDATA[Kusuma, Arie Purwa]]>;
<![CDATA[Safa’udin, Muhamad]]>;
<![CDATA[Rahayu, Ruri]]>
<![CDATA[ JURNAL TECNOSCIENZA Vol. 3 No. 1 (2018): TECNOSCIENZA ]]>
Publisher : <![CDATA[JURNAL TECNOSCIENZA ]]>
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DOI: 10.51158/46g8an14
<![CDATA[Penelitian ini bertujuan untuk mengetahui apakah model pembelajaran TPS lebih baik dari model pembelajaran TAI terhadap hasil belajar matematika siswa kelas VIII pada materi Lingkaran di SMP Islam Plus Mardhotillah Jakarta Timur. Jenis penelitian ini adalah kuantitatif, dengan pendekatan eksperimen semu (Quasy Experimental) yang dilakukan dengan memberikan dua perlakuan yang berbeda, satu menggunakan model pembelajaran TPS dan satu lainnya menggunakan model pembelajaran TAI.Hasil belajar siswa dengan model pembelajaran TPS mempunyai rata-rata 76.80, sedangkan dengan model pembelajaran TAI mempunyai rata-rata 67.90. Adapun hasil analisisnya diperoleh thitung sebesar 3.32 dan ttabel sebesar 1.6795, maka thitung lebih besar dari ttabel dengan taraf signifikan 0,05 dan derajat kebebasan = 41. Dengan demikian diperoleh hasil bahwa Ho ditolak, sehingga model pembelajaran TPS lebih baik dari model pembelajaran TAI terhadap hasil belajar matematika siswa kelas VIII pada materi Lingkaran di SMP Islam Plus Mardhotillah Jakarta Timur. Kata kunci: Hasil Belajar; TAI; TPS]]>
