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Exploring ethnomathematics in the traditional houses of Tamarele, Buano Utara village, as a source of mathematics learning Ratau, Asria; Cholily, Yus Mochamad; Rahardjanto, Abdulkadir; Effendi, Moh. Mahfud; Inganah, Siti
Indonesian Journal of Science and Mathematics Education Vol. 8 No. 3 (2025): 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.v8i3.29420

Mathematics is often considered an abstract science far removed from real life. The ethnomathematics approach aims to link mathematical concepts with local cultural practices. This study aims to explore the mathematical elements in the traditional houses of Hena Puan in Buano Utara Village and examine their potential as a source of mathematics learning. The method used is qualitative with an ethnographic approach. Data was collected through observation, interviews with traditional leaders, and visual documentation of the traditional house structure. The study results show that the Hena Puan traditional house contains mathematical concepts such as plane and solid geometry. Additionally, philosophical values related to the structure of the building, which have been passed down from generation to generation, were found. The implications of these findings suggest that the Hena Puan traditional house can serve as a relevant contextual learning resource, encourage student engagement, and strengthen local cultural identity. The implications of this study can be used as a source of contextual learning that makes mathematics learning more concrete, meaningful, and relevant to students' lives.

Teaching Biology for Sustainability: Insight from Scopus AI Husamah, H.; Rahardjanto, Abdulkadir; Permana, Tutut Indria
Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Vol. 9 No. 3 (2025): November
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/2z9cbt64

In the face of escalating environmental crises, climate change, and global sustainability challenges, biology education holds a critical role in shaping ecological literacy and responsible citizenship. This study conducted an AI-assisted scoping review using Scopus AI to synthesize key insights, methods, and emerging themes in teaching biology for sustainability between 2020–2025. From N records retrieved, M studies met inclusion criteria for qualitative synthesis based on abstracts and Scopus AI summaries. Using both natural language and keyword-based searches, the study systematically identified peer-reviewed journal articles that explore sustainability integration in biology and life science education. A PRISMA-guided process was applied to ensure transparent identification, screening, and inclusion. The retrieved data were analyzed qualitatively to map pedagogical innovations, thematic clusters, and conceptual linkages among core sustainability elements. Findings indicate that approximately X of M studies emphasize project-based or problem-based learning, while Y address biomimicry or systems thinking approaches. Effective sustainability-oriented biology education is grounded in the integration of Education for Sustainable Development (ESD) and systems thinking, supported by student-centered pedagogies such as problem-based, project-based, and experiential learning. Additionally, biomimicry and digital learning technologies—including online multimedia tools and Electronic/Mobile/Ubiquitous (E/M/U) learning—emerge as transformative approaches that enhance student engagement, critical thinking, and ecological responsibility. Equity and feasibility issues remain critical, particularly concerning bandwidth limitations, access to devices, and inclusivity for students with disabilities. Therefore, low-cost, accessibility-aware strategies such as biomimicry mini-projects and E/M/U-enabled ecological audits are recommended. Despite these advances, challenges remain concerning educator readiness, risk of indoctrination, and institutional constraints. The concept map generated through Scopus AI highlights three interconnected clusters—Ecological Awareness, Student-centered Pedagogies, and Sustainability Education—reflecting a shift from content transmission to transformative learning. Overall, this review concludes that biology education must evolve beyond content mastery to integrate ethical, technological, and transdisciplinary dimensions—empowering learners not only to understand life but to sustain it—aligned with SDG 4 (Quality Education), SDG 13 (Climate Action), and SDG 15 (Life on Land).

Trends and effectiveness of web-based mathematics learning media in fostering creative thinking in primary education: A systematic review Nuryami, Nuryami; Cholily, Yus Mochamad; Rahardjanto, Abdulkadir; Effendi, Moh Mahfud; Inganah, Siti
Alifmatika (Jurnal pendidikan dan pembelajaran Matematika) Vol 7 No 2 (2025): Alifmatika - December
Publisher : Fakultas Tarbiyah Universitas Ibrahimy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35316/alifmatika.2025.v7i2.345-360

This study evaluates the trends and effectiveness of web-based learning media in fostering creative thinking in elementary mathematics education through a Systematic Literature Review (SLR). Data were collected from Scopus and screened using clearly defined inclusion and exclusion criteria based on population, intervention type, study design, and creativity-related outcomes. Of the 36 identified documents, 7 met all criteria and were analyzed. The findings indicate a substantial increase in the use of web-based mathematics media over the last five years, driven by digital transformation and the demand for interactive learning environments. Web-based media were shown to enhance creative thinking through simulations, dynamic visualisations, and contextual problem-solving tasks. However, effectiveness depends on media design, pedagogical strategies, digital infrastructure, and teacher readiness. This review highlights the need for developing creativity-oriented web-based mathematics media that directly support higher-order thinking.

"Scientific Mind, Islamic Heart" Membangun Karakter Dasar Berbasis Islam Pada Komunitas Karya Ilmiah Remaja Tingkat SMA mumthaza, silwana; Utomo, Dwi Priyo; Pantiwati, Yuni; Rahardjanto, Abdulkadir
SINAR SANG SURYA Vol 10, No 1 (2026): Januari 2026
Publisher : UM Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/sss.v10i1.4822

Era Revolusi Industri 4.0 menuntut penguasaan keterampilan 4C melalui wadah strategis seperti Komunitas Karya Ilmiah Remaja (KKIR). Namun, fokus pada aspek saintifik sering mengabaikan pembentukan karakter, berpotensi melahirkan ilmuwan yang cerdas teknis namun lemah integritas. Diharapkan model ini menghasilkan ilmuwan muda yang unggul akademik dan berakhlak mulia, sekaligus mengisi celah integrasi sains-religiusitas dalam pendidikan. Penelitian ini mengembangkan Model Pembinaan "Scientific Mind, Islamic Heart" yang mengintegrasikan nilai-nilai Islam dalam metodologi penelitian secara tersemat (embedded). Penelitian ini menggunakan metode Participatory Action Research (PAR) dan pendekatan mixed-methods. Penelitian ini melibatkan partisipasi aktif guru dan siswa melalui observasi, angket, wawancara, dan studi dokumen. Kegiatan pengabdian ini menggunakan metode Pelaksanaan dilakukan dalam beberapa tahap yaitu 1) persiapan dan sosialisasi, 2) pelatihan dan pendampingan, 3) Implementasi dan evaluasi serta 4) Diseminasi dan keberlanjutan. Model Pembinaan "Scientific Mind, Islamic Heart" tidak hanya berhasil menjembatani dikotomi sains dan religiusitas tetapi juga secara empiris berkontribusi pada penguatan kompetensi abad ke-21 dan pembentukan karakter ilmiah-keislaman peserta didik. Penelitian ini merekomendasikan adopsi model yang dilengkapi dengan buku panduan praktis dan instrumen penilaian karakter ini untuk memperkuat pembinaan KKIR dan komunitas saintifik serupa di lingkungan pendidikan Islam.

Character Strengthening Strategies for Indonesian Students in the Digital Era: Literature Review Mumthaza, Silwana; Cholily, Yus Mochamad; Pantiwati, Yuni; Rahardjanto, Abdulkadir
Tadris: Jurnal Keguruan dan Ilmu Tarbiyah Vol 11 No 1 (2026): Tadris: Jurnal Keguruan dan Ilmu Tarbiyah
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/tadris.v11i1.29618

Indonesia faces a persistent character challenge in its education system, reflected in bullying and declining student well-being. Although character education is a national priority, evidence on practical approaches remains fragmented. This study synthesises research on character-strengthening approaches for Indonesian school students and maps the research landscape in the digital era. We conducted a systematic literature review following PRISMA guidelines and used the PICOS framework to define eligibility and guide screening. We searched Scopus for studies published between 2015 and 2025. The included studies (n = 33) were synthesised descriptively, and bibliometric patterns were visualised using VOSviewer. The synthesis indicates that the literature consistently emphasises collaboration and holistic learning as foundations for character development, often integrating local wisdom and religious values. Frequently discussed approaches include project-based learning, positive school culture initiatives, and school–family–community partnerships. However, implementation is repeatedly described as constrained by gaps between policy and classroom practice, limited teacher capacity, and weak school ecosystems, especially under pressures from digital environments. Overall, character strengthening in Indonesia is best understood as an ecosystem effort that requires coordinated roles across schools, families, and communities. We recommend strengthening teacher capacity for integrative pedagogy, embedding collaborative values in daily learning, and developing sustainable evaluation mechanisms to monitor character outcomes.

Teaching Biology for Sustainability: Insight from Scopus AI Husamah, H.; Rahardjanto, Abdulkadir; Permana, Tutut Indria
Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Vol. 9 No. 3 (2025): November
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/2z9cbt64

In the face of escalating environmental crises, climate change, and global sustainability challenges, biology education holds a critical role in shaping ecological literacy and responsible citizenship. This study conducted an AI-assisted scoping review using Scopus AI to synthesize key insights, methods, and emerging themes in teaching biology for sustainability between 2020–2025. From N records retrieved, M studies met inclusion criteria for qualitative synthesis based on abstracts and Scopus AI summaries. Using both natural language and keyword-based searches, the study systematically identified peer-reviewed journal articles that explore sustainability integration in biology and life science education. A PRISMA-guided process was applied to ensure transparent identification, screening, and inclusion. The retrieved data were analyzed qualitatively to map pedagogical innovations, thematic clusters, and conceptual linkages among core sustainability elements. Findings indicate that approximately X of M studies emphasize project-based or problem-based learning, while Y address biomimicry or systems thinking approaches. Effective sustainability-oriented biology education is grounded in the integration of Education for Sustainable Development (ESD) and systems thinking, supported by student-centered pedagogies such as problem-based, project-based, and experiential learning. Additionally, biomimicry and digital learning technologies—including online multimedia tools and Electronic/Mobile/Ubiquitous (E/M/U) learning—emerge as transformative approaches that enhance student engagement, critical thinking, and ecological responsibility. Equity and feasibility issues remain critical, particularly concerning bandwidth limitations, access to devices, and inclusivity for students with disabilities. Therefore, low-cost, accessibility-aware strategies such as biomimicry mini-projects and E/M/U-enabled ecological audits are recommended. Despite these advances, challenges remain concerning educator readiness, risk of indoctrination, and institutional constraints. The concept map generated through Scopus AI highlights three interconnected clusters—Ecological Awareness, Student-centered Pedagogies, and Sustainability Education—reflecting a shift from content transmission to transformative learning. Overall, this review concludes that biology education must evolve beyond content mastery to integrate ethical, technological, and transdisciplinary dimensions—empowering learners not only to understand life but to sustain it—aligned with SDG 4 (Quality Education), SDG 13 (Climate Action), and SDG 15 (Life on Land).

Quantifying Post-Eruption Vegetation Recovery on Mount Semeru Using UAV Time-Series Imagery Romadoni, Ludwick Satria; Husamah, H.; Rahardjanto, Abdulkadir; Permana, Tutut Indria; Shukri, Ahmad Adnan Mohd
Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Vol. 10 No. 1 (2026): March
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/e-saintika.v10i1.4533

The December 2021 eruption of Mount Semeru caused massive ecological damage, initiating primary succession across landscapes buried by volcanic material. While satellite monitoring provides macro-scale trends, the micro-scale spatiotemporal dynamics and specific topographic drivers of early recovery remain poorly understood. This study quantifies the rate of vegetation recovery and statistically evaluates its micro-topographic constraints. We conducted a time-series analysis using ultra-high-resolution (2.7 cm/pixel) Unmanned Aerial Vehicle (UAV) RGB imagery acquired in 2022, 2023, and 2025 across a 127.08-hectare Area of Interest within Volcanic Hazard Zone III. Vegetation cover was extracted using the Excess Green (ExG) index with dynamic Otsu thresholding, validated by rigorous accuracy assessments (Overall Accuracy: 89%–95%). A 3-bit spatial coding logic tracked pixel-level successional trajectories, while topographic controls were evaluated using a non-parametric Mann-Whitney U test based on spatial random sampling. The results revealed a net vegetation recovery rate of +1.88 hectares/year, forming concentrated succession islands. Crucially, statistical analysis confirmed that micro-topographic slope acts as the primary abiotic control (p < 0.001); pioneer vegetation preferentially colonized steeper slopes (mean 43.20°) that offer structural refuge from active lahar flows, whereas flatter depositional beds (mean 23.64°) remained largely barren. Conversely, elevation (~798 masl) showed no significant correlation (p = 0.68), indicating that secondary fluvial disturbances override broad altitudinal gradients within this active corridor. This study demonstrates a validated, reproducible UAV framework for high-precision ecological monitoring, providing fundamental insights for targeted post-eruption restoration strategies.

Penguatan Literasi Lingkungan Berbasis Urban Farming untuk Mendukung Implementasi Sekolah Adiwiyata di SMP Muhammadiyah 1 Malang Husamah, Husamah; Rahardjanto, Abdulkadir; Hudha, Atok Miftachul
Jurnal SOLMA Vol. 15 No. 1 (2026)
Publisher : Universitas Muhammadiyah Prof. DR. Hamka (UHAMKA Press)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/solma.v15i1.22667

Background: This community-service program aimed to strengthen environmental literacy through urban-farming-based school practices to support Adiwiyata implementation at SMP Muhammadiyah 1 Malang. Method: The intervention combined governance strengthening (Adiwiyata team and cadres), teacher training, hands-on urban farming (vertical gardening, simple NFT hydroponics, and mini composting), and mentoring–evaluation using the school PBLHS monitoring documents. The proposed technology specifications included 10 units of vertical gardening (±12 m²), one NFT hydroponic set (±10 m²; 50 L tank; 5W pump), and two stacked-bucket composters (2 kg organic waste/day). Results: Teacher pre–post data (N=18) indicated a substantial increase in environmental literacy scores from Low (Mean=58.42±3.20) to Good (Mean=82.22±2.32), with 38.89% reaching the Very Good category at posttest. Consistently, the school’s PBLHS monitoring reported that 90% of teachers integrated PRLH into the KTSP document and 90% implemented it in lesson plans and classroom practice. Conclusion: These results suggest that aligning governance, curriculum integration, and urban farming as a “living laboratory” provides a feasible and measurable pathway to sustainable environmental literacy improvement.

Penguatan Kapasitas Guru SMA Muhammadiyah 1 Malang dalam Implementasi Deep Learning Terintegrasi Nilai Rahardjanto, Abdulkadir; Husamah, H.; Hadi, Samsun
Jurnal SOLMA Vol. 15 No. 1 (2026)
Publisher : Universitas Muhammadiyah Prof. DR. Hamka (UHAMKA Press)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/solma.v15i1.22719

Background: Transformasi pendidikan nasional mendorong penerapan pembelajaran mendalam (deep learning). SMA Muhammadiyah 1 Malang memiliki potensi sebagai sekolah unggulan, namun need assessment menunjukkan kesenjangan kapasitas guru dalam memahami konsep, menyusun perangkat ajar, mengoptimalkan teknologi, dan mengintegrasikan nilai Islam Berkemajuan. Kegiatan bertujuan memperkuat kapasitas guru dalam merancang dan mengimplementasikan deep learning terintegrasi nilai. Metode: Pengabdian dilaksanakan partisipatif melalui lima tahap: (1) sosialisasi-koordinasi, (2) pelatihan tematik, (3) clinic class penerapan teknologi dan pengembangan perangkat ajar, (4) pendampingan-evaluasi berbasis lesson study, dan (5) perencanaan keberlanjutan program. Data bersumber dari dokumen program (rencana pembelajaran mendalam/modul ajar lintas mata pelajaran) dan analisis deskriptif terhadap bukti produk. Hasil: Program menghasilkan contoh perangkat ajar deep learning lintas mata pelajaran yang memuat desain pembelajaran reflektif, kolaboratif, berbasis proyek/masalah, serta pemanfaatan LMS dan alat asesmen digital. Kesimpulan: Kombinasi pelatihan, klinik perangkat ajar, penguatan teknologi, dan lesson study berbasis nilai merupakan jalur implementatif yang layak direplikasi untuk mempercepat adopsi deep learning di sekolah Muhammadiyah. Hasil penilaian rubrik terhadap 14 perangkat ajar menunjukkan peningkatan kualitas dari rerata 2.09 (awal) menjadi 3.44 (akhir) pada skala 1–4; pada akhir program, 57.1% perangkat ajar berada pada kategori Baik dan 42.9% pada kategori Sangat Baik. Dengan demikian pengabdian ini mampu meningkatkan kapasitas guru dalam merancang dan mengimplementasikan deep learning terintegrasi nilai.

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