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All Journal Jurnal Psikologi Jurnal Pendidikan dan Pemberdayaan Masyarakat Jurnal Perkotaan Psikohumaniora: Jurnal Penelitian Psikologi Jurnal Pendidikan Usia Dini NUMERICAL (Jurnal Matematika dan Pendidikan Matematika) Widya Dharma Dinamisia: Jurnal Pengabdian Kepada Masyarakat MITRA: Jurnal Pemberdayaan Masyarakat Jurnal Muara Ilmu Sosial, Humaniora, dan Seni ANIMA Indonesian Psychological Journal Provitae: Jurnal Psikologi Pendidikan Jurnal Bakti Masyarakat Indonesia International Journal of Business, Economics, and Social Development MANASA, Jurnal Ilmiah Psikologi Journal of Education for Sustainability and Diversity Madani : Jurnal Pengabdian Kepada Masyarakat Jurnal Inovasi dan Pengembangan Hasil Pengabdian Masyarakat Assyfa Journal of Islamic Studies Kepompong Children Centre Journal Jurnal Pendidikan Anak

Weny Savitry S. Pandia

Universitas Katolik Indonesia Atma Jaya

Author-ID : 540694

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

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REMAJA DAN MEDIA SOSIAL DI SMA “X” BEKASI Daru Seto Bagus Anugrah; Adeline Mayvie Wijanarko; Fernando Elbert; Weny Savitry S. Pandia
Jurnal Bakti Masyarakat Indonesia Vol. 5 No. 3 (2022): Jurnal Bakti Masyarakat Indonesia
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat, Universitas Tarumanagara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24912/jbmi.v5i3.21078

Penggunaan gawai di kalangan remaja tidak dapat dihindari. Di masa pandemi remaja menggunakan gawai untuk bersekolah daring, mencari referensi, dan juga mengekspresikan diri. Fitur media sosial yang ada dalam gawai menjadi sarana bagi remaja untuk bersosialisasi. Di satu sisi banyak sekali manfaat penggunaan gawai, namun di sisi lain remaja pengguna gawai dianggap tidak dapat mengontrol diri dalam menggunakan gawai sehingga menghabiskan waktu berlebihan dengan gawainya. Media sosial dalam gawai dianggap menjadi jembatan untuk perilaku seksual berisiko, penggunaan zat terlarang, hingga gangguan kesehatan mental. Padahal penggunaan gawai dan media sosial dapat memberikan banyak manfaat asalkan para remaja mengetahui cara penggunaannya secara bijak. Penggunaan gawai khususnya media sosial secara bijak perlu dipahami agar para remaja memperoleh banyak manfaat dalam penggunaan teknologi. Kegiatan edukasi yang diselenggarakan Universitas Katolik Indonesia Atma Jaya (Unika Atma Jaya) dan SMA “X” Bekasi sebagai mitra untuk meningkatkan pengetahuan penggunaan gawai secara bijak khususnya media sosial, perlu dilakukan. Berdasarkan analisis kebutuhan dari guru dan siswa, dilakukan kegiatan webinar yang bertujuan membekali para siswa mengenai pengetahuan penggunaan media sosial secara bijak dan manfaat penggunaan media sosial yang tepat. Dengan demikian para siswa SMA “X” Bekasi memperoleh manfaat yang luas dari penggunaan media sosial. Pre-test dan post-test yang dilakukan untuk mengetahui dampak dari kegiatan webinar menunjukkan perbedaan signifikan pada pengetahuan siswa dalam penggunaan media sosial. Setelah webinar para siswa membuat rencana tindak lanjut, dan guru melakukan pendampingan kepada para siswa selama dua bulan. Evaluasi menunjukkan ada perubahan perilaku penggunaan gawai dari para siswa sebagai dampak kegiatan yang dilakukan.

PANDUAN MEMBUAT BAHAN AJAR DENGAN MICROSOFT POWERPOINT UNTUK GURU DI SLB X Rosa Virginia Kartikarini; Carolina Dindy Dwi Miranti; Rini Budi Setyowati; Bertha Bertha; Weny Savitry S. Pandia
MADANI: Jurnal Pengabdian Kepada Masyarakat Vol 8 No 2 (2022): Madani : Jurnal Pengabdian Kepada Masyarakat
Publisher : LPPM UPN Veteran Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53834/mdn.v7i2.2109

Tujuan dari kegiatan ini adalah memberikan produk pedoman membuat bahan mengajar online sebagai upaya untuk membantu pembuatan bahan ajar yang menarik bagi siswa/i ABK. Sasaran partisipan adalah guru SLB yang menangani anak berkebutuhan khusus (ABK) dengan berbagai diagnosis dan kondisi. Partisipan menghadapi kendala yang cukup berarti dalam menjalankan kegiatan belajar mengajar melalui platform online sejak tanggal 15 Maret 2020 sebagai akibat kebijakan penerapan Pembatasan Sosial Berskala Besar (PSBB) karena merebaknya pandemi COVID-19. Berdasarkan hasil asesmen menggunakan metode analisis SWOT (strengths, weaknesses, opportunities, dan threats) didapatkan hasil bahwa guru merasa belum memiliki keterampilan menggunakan software yang dapat dimanfaatkan untuk pembuatan produk belajar. Untuk membantu para guru dalam menyampaikan materi pembelajaran, penting untuk membuat panduan tentang penggunaan software Microsoft PowerPoint. Alat bantu berupa Panduan Membuat Karakter dan Video Animasi Sederhana Menggunakan Microsoft PowerPoint telah membantu para guru untuk lebih siap dan meningkat pengetahuannya dalam membuat materi ajar secara online.

Teaching Approach and Teacher Self-Efficacy during Early Childhood Distance Learning Sibagariang, Pradita Permatasari; S. Pandia, Weny Savitry
Jurnal Pendidikan Usia Dini Vol 15 No 1 (2021): Jurnal Pendidikan Usia Dini Volume 15 Number 1 April 2021
Publisher : Program Studi Magister Pendidikan Anak Usia Dini

Child Distance Learning (CDL) during the pandemic has led to an optimal development of children and effective teaching and learning processes in kindergartens. To overcome this, teachers need to apply a teaching approach in accordance with the principles of kindergarten education. In addition, teachers' self-efficacy of their ability to teach is also important for developing children's skills. This study aims to describe the teaching approach and the efficacy of kindergarten teachers during the CDL process and to identify the relationship between the two. The research method used is quantitative through document analysis as a source of data findings. A total of 116 Public Kindergarten (PK) teachers in DKI Jakarta participated in filling out the Classroom Management Scale and Teachers' Sense of Efficacy Scale online. All data were processed using descriptive statistics and correlation. Furthermore, there is a document analysis carried out on the Daily / Weekly Learning Program Design in PK Jakarta. The findings identified that the teaching approach of kindergarten teachers during CDL included only two principles of kindergarten education, namely thematic teaching and developing life skills. Furthermore, PK teachers in the Jakarta area showed low self-efficacy during CDL. The teaching approach and self-efficacy were caused by teachers' unpreparedness in facing challenges during CDL. In addition, other findings indicate that there is a relationship between teaching approaches and teacher self-efficacy. Another CDL model Interventions to increase teacher self-efficacy and the extent to which the relationship between the two variables can be studied further in future studies. Keywords: Early Childhood, Distance Learning, Teaching Approach, Teacher Self-Efficacy References: Agustin, M., & Wahyudin, U. (2011). Penilaian perkembangan anak usia dini. Refika Aditama. Agustin, M., Puspita, R. D., Nurinten, D., & Nafiqoh, H. (2020). Tipikal Kendala Guru PAUD dalam Mengajar pada Masa Pandemi Covid 19 dan Implikasinya. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 5(1), 334. https://doi.org/10.31004/obsesi.v5i1.598 Ayu, N. (2015). Pengelolaan Kurikulum 2013 Di Tk Negeri Pembina Semarang. Program Sarjana Universitas Negeri Semarang. Bullock, A., Coplan, R. J., & Bosacki, S. (2015). Exploring links between early childhood educators’ psychological characteristics and classroom management self-efficacy beliefs. Canadian Journal of Behavioural Science, 47(2), 175–183. https://doi.org/10.1037/a0038547 Cheung, S. K., Fong, R. W. tsz, Leung, S. K. Y., & Ling, E. K. wei. (2019). The Roles of Hong Kong Preservice Early Childhood Teachers’ Creativity and Zest in Their Self-efficacy in Creating Child-centered Learning Environments. Early Education and Development, 30(6), 788–799. https://doi.org/10.1080/10409289.2019.1586224 Choi, J., Lee, J., & Kim, B. (2019). How does learner-centered education affect teacher self-efficacy? The case of project-based learning in Korea. Teaching and Teacher Education, 85, 45–57. Dimyati, J. (2016). Pembelajaran terpadu untuk taman kanak-kanak/ raudhatul athfal dan sekolah dasar. Prenamedia Group. Dinçer, Ç., & Akgün, E. (2015). Developing a classroom management skills inventory for preschool teachers and the correlation of preschool teachers’ classroom management skills with different variables. Egitim Ve Bilim, 40(117). Duffin, L., Patrick, H., & French, B. (2012). The teachers’ sense of efficacy scale: Confirming the factor structure with beginning pre-service teachers. Teaching and Teacher Education: An International Journal of Research and Studies, 28(6), 827–834. Essa, E. (2011). Introduction to early childhood education. Wadsworth. Harwati, D., & Mariyanti, S. (2014). Hubungan antara self-efficacy dengan burnout pada pengajar taman kanak-kanak sekolah “X” di Jakarta. Jurnal Psikologi, 12(2), 54–60. Ismawati, D., & Prasetyo, I. (2020). Efektivitas pembelajaran menggunakan video zoom cloud meeting pada anak usia dini era pandemi covid-19. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 5(1), 665-675. DOI: 10.31004/obsesi. v5i1.671 Jackman, H. (2011). Early education curriculum: A child’s connection to the world. Delmar Thomson Learning. Jalal, M. (2020). Kesiapan guru menghadapi pembelajaran jarak jauh di masa covid-19. Smart Kids: Jurnal Pendidikan Islam Anak Usa Dini, 2(1), 35–40. Johar, R., & Hanum, L. (2016). Strategi belajar mengajar. Penerbit Deepublish. Klassen, R. M., & Chiu, M. M. (2010). Effects on teachers’ self-efficacy and job satisfaction: Teacher gender, years of experience, and job stress. Journal of Educational Psychology, 102(3), 741–756. https://doi.org/10.1037/a0019237 Lee, C., & Davis, H. (2014). Teacher self-efficacy. In W. Scarlett (Ed.), The sage encyclopedia of classroom management (Vol. 2, pp. 811-812). SAGE Publications Inc., https://www.doi.org/10.4135/9781483346243.n341. Masdudi, M. (2016). Karakteristik perkembangan pendidikan anak usia dini. Jurnal Pendidikan Anak, 1(2), 1-26. Moran, M., & Hoy, A. (2001). Teacher efficacy: capturing an elusive construct. Teaching and Teacher Education, 17, 783-805. Mulyani, S., Nasution, E., & Pratiwi, I. (2020). Hubungan efikasi diri dan keterikatan kerja guru taman kanak-kanak. JP3SDM, 9(1), 74-89. Ndari., & Chandrawaty. (2018). Telaah kurikulum pendidikan anak usia dini. Edu Publisher. Nindiati, D. (2020). Pengelolaan pembelajaran jarak jauh yang memandirikan siswa dan implikasinya pada pelayanan pendidikan. Journal of Education and Instruction, 3(1), 14-20. Restyningtyas, D. (2013). Penerapan Child Centered pada Anak Usia Dini di Taman Anak (TA) Sanggar Anak Alam (SALAM). Fakultkas Ilmu Pendidikan Universitas Negeri Yogyakarta. Saifulloh, A. M., & Darwis, M. (2020). Manajemen pembelajaran dalam meningkatkan efektifikas proses belajar mengajar di masa pandemic covid-19. Jurnal Pendidikan Guru Madrasah Ibtidaiyah. 3(2). Saptaningrum, ernawati & wiwik, & refiane, fine. (2012). Model pembelajaran aktif kreatif efektif menyenangkan melalui pendekatan tematik untuk pembelajaran sains. Jurnal penelitian pembelajaran fisika. 2. 10.26877/jp2f.v2i1/april.125. Scarlett, W. (Ed.) (2014). The sage encyclopedia of classroom management. (Vols. 1-2). SAGE Publications Inc., https://www.doi.org/10.4135/9781483346243 Schweinhart, L. (2016). Child-initiated learning. In D. Couchenour, & J. Chrisman (Eds.), The sage encyclopedia of contemporary early childhood education (pp. 231-233). SAGE Publications, Inc, https://www.doi.org/10.4135/9781483340333.n61 Shaukat, S., & Iqbal, H. (2012). Teacher self-efficacy as a function of student engagement, instructional strategies, and classroom management. Pakistan Journal of Social and Clinical Psychology, 9(3), 82-85. Soedjono, 2008. Pembelajaran Sains Moderen. http://www.guru-scn/pakem.html. Syarah, E. S., Mayuni, I., & Dhieni, N. (2020). Understanding Teacher's Perspectives in Media Literacy Education as an Empowerment Instrument of Blended Learning in Early Childhood Classroom. Jurnal Pendidikan Usia Dini, 14(2), 201-214. Tiara, D. R., & Pratiwi, E. (2020). Mengukur Kesiapan Guru Sebagai Dasar Pembelajaran Daring Di Lembaga PAUD. Jurnal Golden Age, 4(02), 362-368. Utami, dkk. (2014). Modul PLPG pendidikan anak usia dini, Buku I. Konsorsium Sertifikasi Guru. Yusnita, N., & Muqowim. (2020). Pendekatan student centered learning dalam menanamkan karakter disiplin dan mandiri anak di TK Annur II. Jurnal Ilmiah Potentia, 5(2), 116–126.

Pemahaman Pedagogik Guru dalam Mengajar Anak Berkebutuhan Khusus di Sekolah Inklusi Leonita Dwi Agustin; Weny Savitry S. Pandia
Provitae: Jurnal Psikologi Pendidikan Vol. 6 No. 1 (2014): Provitae
Publisher : Fakultas Psikologi Universitas Tarumanagara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24912/provitae.v6i1.230

Teachers in inclusive schools are required to have a pedagogic knowledge inspecial needs children. Teachers must have knowledge about characteristics ofspecial needs children, construct and apply learning intervention for specialneeds children, and construct and apply evaluation for special needs children.This research was designed to know teachers’ pedagogic knowledge forspecial needs children in inclusive schools. Participants are teachers fromPublic Elementary School X which is an inclusive school. Research indicatedthat teachers have lack knowledge about characteristics of special needschildren. Teachers didn’t know how to construct and apply learningintervention and evaluation for special needs children. Evaluations are giventhrough tests and adaptation of Kriteria Ketuntasan Minimal (KKM). Theseare the results of lack teachers’ pedagogical knowledge. Therefore, researcher designed a training to give pedagogical knowledge for teaching special needs children in inclusive children to the participants. Training materials including characteristics, assessment, and identification of special needs children, and construct Individual Education Program (IEP).Keywords: teachers pedagogical competence, inclusive schools, special needs children

REGULASI DIRI ORANG TUA DALAM PENGASUHAN ANAK AUTISM SPECTRUM DISORDER DI MASA PANDEMI Rini Budi Setyowati; Weny Savitry Sembiring Pandia
Provitae: Jurnal Psikologi Pendidikan Vol. 16 No. 1 (2023): Provitae: Jurnal Psikologi Pendidikan
Publisher : Fakultas Psikologi Universitas Tarumanagara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24912/provitae.v16i1.23537

Parenting of Autism Spectrum Disorder children has great challenges especially during the covid-19 pandemic due to reduced social support, increased parental duties, and the child behavior. Parental self-regulation is important because it affects positive parenting practices, which support the optimization of children's development. This study aims to understand the description of parental self-regulation in parents of Autism Spectrum Disorder children during the covid-19 pandemic. This research is descriptive explanatory design-mixed methods, included 120 parents of children with Autism Spectrum Disorder completed the “Me as a Parent” questionnaire, measured four parental self-regulation domains: self-efficacy, personal agency, self-management and self-sufficiency. Interviews are conducted on representatives of high, moderate, and low categories of participants to obtain qualitative data. The result shows that most of the participants have moderate category of parental self- regulation, approximately a quarter of the participants in the high category, and a small proportion in the low category. Descriptive data analysis showed that some of the participants had low parental self-regulation, which was supported by qualitative data. Based on the results, a training was designed that aims to improve parental self-regulation of parents with Autism Spectrum Disorder children, through developing domains with discussion and practice.

PERSEPSI GURU TKI TERHADAP PENDIDIKAN SEKSUAL ANAK USIA DINI BERDASARKAN HEALTH-BELIEF MODEL Juliette Pepita Felicia; Weny Savitry S. Pandia
Jurnal Pendidikan Anak Vol 6, No 1 (2017): Jurnal Pendidikan Anak
Publisher : Fakultas Ilmu Pendidikan dan Psikologi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpa.v6i1.15682

Penelitian ini bertujuan memberikan deskripsi persepsi guru taman kanak-kanak Islam (TKI) terhadap pendidikan seksual anak usia dini berdasarkan teori Health-Belief Model (HBM). Penelitian dilakukan di TKI XYZ menggunakan pendekatan kuantitatif dengan metode kuesioner dan pendekatan kualitatif dengan metode wawancara. HBM mengandung berbagai persepsi individu yang berkaitan dengan perilaku kesehatan. Perilaku kesehatan dalam penelitian ini adalah penerapan pendidikan seksual anak usia dini. Hasil data kuantitatif menunjukkan sebagian besar guru memiliki persepsi netral dalam setiap variabel HBM yaitu 50% guru pada Perceived Susceptibility, 62.5% guru pada Perceived Severity, 62.5% guru pada Perceived Benefit, 68.75% guru pada Perceived Barrier, 62.5% guru pada Cues to Action, 81.25% guru pada Self-Efficacy, dan 56.25% guru pada Perilaku Kesehatan. Data kualitatif menunjukkan guru TKI XYZ belum melakukan Perilaku Kesehatan secara komprehensif. Informasi terkait pendidikan seksual yang disampaikan pada siswa tidak sistematis, bersifat situasional, belum merata kepada seluruh siswa, dan belum dapat di evaluasi keefektifannya. Hal ini disebabkan pemahaman guru yang kurang mengenai kekerasan seksual, perkembangan seksual, dan pendidikan seksual anak usia dini. Hambatan guru dalam menerapkan Perilaku Kesehatan adalah kemampuan diri, faktor budaya, dan persetujuan orangtua siswa. Kata Kunci: persepsi, guru, health-belief model, pendidikan seksual, anak usia dini

Parents' Accompanying to Identify Special-Needs Children in Depok, Indonesia. Suharsiwi; Pandia, Weny Savitry S.; Ruwinah, Ruwinah; Yumna, Laila
Jurnal Inovasi dan Pengembangan Hasil Pengabdian Masyarakat Vol. 1 No. 2 (2023): Jurnal Inovasi dan Pengembangan Hasil Pengabdian Masyarakat (December)
Publisher : CV. BImbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61650/jip-dimas.v1i2.236

The issue of detection services for children with special needs in Indonesia still merits attention, as it necessitates intensive treatment to enhance parents' ability to identify their children with growth and development issues. Regarding this topic, parents need a wealth of knowledge and skills. Community Service in Depok assists families in identifying children with special needs. Participants in the brief course must understand the characteristics of children with special needs. The goals of community service activities are as follows: a) conducting training activities on the characteristics of ABK, and b) conducting child development screening activities for the "early detection" of child growth and development issues. a) Parental comprehension of children with special needs; and b) Stage I, coordination with Forkesi, the Depok ABK service agency, the Depok Health Service, and the Depok City Government. Then, all Depok city councils and municipalities were invited to participate in parent training activities with the special parent community. The second implementation phase entails training parents on the characteristics and ABK assessment programs. The subsequent activity in Phase III was observing ABK in the classroom and exercising child development screening with our Malaysian partner, Hospital Penawar. Stage IV involves conducting a FGD with parents, instructors, and the Depok Health Service in attendance. The next step will be collaborating to monitor the Depok Posyandu Movement's developments.

The fundamentals of Islamic religious education in inclusive schools meet special needs children's PAI issues Pandia, Weny Savitry S.; Lee, Sultan; Khan, Samuel
Assyfa Journal of Islamic Studies Vol. 2 No. 1 (2024): Assyfa Journal of Islamic Studies (June)
Publisher : CV. BImbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61650/ajis.v2i1.322

Education is a profound and essential process that enables individuals to achieve success in their social lives and various other domains. Designed specifically for children with impairments or special needs (ABK), children with exceptional needs require increased supervision and customized educational assistance. This study aims to acquire a comprehensive understanding of the educational journey of children with disabilities in inclusive educational settings. The research will utilize the literature review research methodology, with a specific emphasis on pertinent studies published in reputable publications between 2013 and 2023. This study analyzes and assesses previous research on Islamic religious education in inclusive schools. It aims to apply relevant theories to clarify the concept or representation that is formed via the process of generalizing understanding. Theory, in essence, provides a succinct depiction of empirical generalizations and the interrelationships among many premises. These claims are based on explicit assumptions, encompassing both those that will be scrutinized and those that have already been recognized. The findings revealed that by adopting an inclusive school paradigm, children with special needs can avail themselves of equivalent educational chances as their typically developing peers. Moreover, this essay will explore the precise tactics for converting an inclusive school into a setting where kids with special needs can participate in both educational and recreational pursuits without facing any kind of prejudice.

Teachers' perceptions of school climate in inclusive schools Pandia, Weny Savitry Sembiring; Purwanti, Margaretha
Psikohumaniora: Jurnal Penelitian Psikologi Vol. 4 No. 1 (2019)
Publisher : Faculty of Psychology and Health - Universitas Islam Negeri Walisongo Semarang

Teachers are important figures in forming the school climate, including in inclusive schools. Their perception will influence the learning process and indirectly affect students’ achievements. This study aimed to identify teachers’ perceptions of school climate in inclusive schools. Mixed method was used in this study. Quantitatively, questionnaires were given to 127 teachers from 2 inclusive vocational schools and 4 inclusive high schools in Jakarta, Bandung, and Surakarta, using accidental sampling technique. In each class, there were 2 – 3 students with special needs, which encompassed different types of disability such as physically disabled, low vision, slow learner, Attention Deficit Hyperactivity Disorder (ADHD) and autism. Qualitatively, school observations and interviews were conducted with 10 teachers. The results showed that their perceptions of the school climate in high schools and vocational schools tended to be positive although the knowledge and application of inclusive education still needed to be improved. There were differences in several perceptual aspects due to the duration of teaching and the type of school.

Is MonoMart with an Islamic context: Monopoly-smart media effective in elementary school game-based mathematics learning? Pandia, Weny Savitry S.; Suharsiwi, Suharsiwi; Darmayanti, Rani; Araújo, Francisco Cleuton de
Numerical: Jurnal Matematika dan Pendidikan Matematika Vol. 6 No. 2 (2022)
Publisher : Universitas Ma'arif Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/numerical.v6i2.3391

Elementary mathematics education must include character guidance (honesty, hard effort, independence, social care, curiosity, faith, and responsibility) and mathematical understanding. To understand the wisdom gained from studying mathematics (life's mathematics). Advanced thinking is needed so students can build their mathematical image definitions. Thus, character education is necessary to apply mathematical concepts in the real world and address the issue of low student interest and math learning outcomes due to a need for more innovative and exciting learning media. Monopoly-smart Islamic monopoly learning media for elementary school game-based mathematics learning is the goal of this project. This research develops elemental school teaching media. We employed the Four-D development model: defining, designing, developing, and disseminating. This research is only design-related. This media was hand-designed, scanned, and Photoshopped. Islamic Math Monopoly is a mathematical monopoly on FPB and KPK conceptual material with Islamic nuances that teach character and math. After creating the first product, material, media, and math professors will validate it. Data analysis is described qualitatively. This research's material, language, and presentation results are "Very Appropriate." Thus, this medium is "Very Appropriate" and requires validator input, such as making the material more synchronous, adding challenge questions, and including KD/KI in writing. This research found that Islamic monopoly-smart media (MonoMart) games suit elementary school mathematics instruction

Co-Authors Adeline Mayvie Wijanarko Agatha Rizky Agustin Angelia Putri Amanda Triwulandari Amanda, Astrella Andriany, Anissa Rizky Angela Oktavia Suryani Arafani Saezarina Araújo, Francisco Cleuton de Bertha Bertha Carolina Dindy Dwi Miranti Darmawan, Sella Daru Seto Bagus Anugrah Della Della Desy Chrisnatalia Fernando Elbert Feronica, Feronica Hana Talita Margijanto Irwanto Irwanto Joanagytha, Mia Juliette Pepita Felicia Khan, Samuel Laila Yumna Lee, Sultan Leonita Dwi Agustin Lidia Wati Margaretha Purwanti Murniati Agustian Natasya Hanan Putri Novita W. Sutantoputri Penny Handayani, Penny Pricilia Claudia Pattynama Rani Darmayanti Rini Budi Setyowati Rishanty, Rani Rosa Virginia Kartikarini Rr Kharesdriani Vacomia Ruwinah, Ruwinah Samino, M. Francine Avanti Sella Darmawan Sibagariang, Pradita Permatasari Suharsiwi Suharsiwi suharsiwi*, suharsiwi Vincentia Visi P Wilson, Lemuel Wirastari, Maria Yumna, Laila Zahrasari Lukita Dewi

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