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All Journal Journal on Mathematics Education (JME) Journal on Mathematics Education (JME) Kontinu: Jurnal Penelitian Didaktik Matematika Delta-Pi : Jurnal Matematika dan Pendidikan Matematika Al Ishlah Jurnal Pendidikan Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini Numeracy : Jurnal Ilmiah Pendidikan Matematika JTAM (Jurnal Teori dan Aplikasi Matematika) JURNAL SILOGISME : Kajian Ilmu Matematika dan Pembelajarannya EDUPEDIA Jurnal Pendidikan Matematika (Jupitek) SIGMA Gammath : Jurnal Ilmiah Program Studi Pendidikan Matematika JURNAL AXIOMA : Jurnal Matematika dan Pembelajaran International Journal of Insights for Mathematics Teaching (IJOIMT) Jurnal Pengabdian Masyarakat Aufa (JPMA) Pedagogy : Jurnal Pendidikan Matematika Jurnal Pemantik Mujtama': Jurnal Pengabdian Masyarakat IndoMath: Indonesia Mathematics Education Journal of Language Intelligence and Culture Jurnal Tadris Matematika (JTMT) Journal on Mathematics Education Al Ibtida: Jurnal Pendidikan Guru MI
Suryaningrum, Christine Wulandari
Universitas Muhammadiyah Jember
Religion Arts Humanities Economics, Econometrics & Finance Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Public Health Social Sciences Transportation Other

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Pelatihan Pengembangan Media Augmented Reality berbasis Semiotik Pada Guru Sekolah Luar Biasa Mubaroq, Syahrul; Suryaningrum, Christine Wulandari; Kurniawati, Lintang Setyo
Jurnal Pengabdian Masyarakat Aufa (JPMA) Vol. 7 No. 3 (2025): Vol. 7 No 3 Desember 2025
Publisher : Universitas Aufa Royhan Di Kota Padangsidipuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51933/jpma.v7i3.2396

Abstract

sebuah lembaga pendidikan yang melayani siswa berkebutuhan khusus seperti gangguan pendengaran, penglihatan, intelektual, fisik, dan autisme. Berdasarkan analisis situasi, guru menghadapi tantangan dalam mengembangkan media pembelajaran yang sesuai dengan karakteristik siswa penyandang disabilitas, khususnya karena keterbatasan media berbasis teknologi dan kurangnya keterampilan dalam menciptakan alat pembelajaran digital. Kegiatan ini bertujuan untuk meningkatkan kompetensi guru dalam mengembangkan media pembelajaran berbasis teknologi informasi dan Augmented Reality (AR) berbasis semiotik sebagai inovasi pembelajaran inklusif dan adaptif. Metode implementasinya meliputi pelatihan, lokakarya, dan pendampingan berbasis studi pembelajaran yang dilakukan dalam tiga tahap: penguatan pemahaman dan desain media, validasi ahli, dan uji coba di kelas dengan implementasi terbatas. Sebanyak 28 guru SLB berpartisipasi dalam program ini. Hasil menunjukkan peningkatan yang signifikan dalam pemahaman guru tentang konsep dan aplikasi AR, dengan 64,3% dikategorikan sebagai “Sangat Kompeten” dan 35,7% sebagai “Kompeten.” Penerapan media AR meningkatkan motivasi belajar dan pemahaman konseptual siswa, meningkatkan nilai rata-rata mereka dari 60 menjadi 70. Program ini berhasil menghasilkan produk media pembelajaran AR berbasis semiotika yang layak dan efektif yang mendukung pendidikan inklusif dan kontekstual yang selaras dengan prinsip-prinsip Desain Universal untuk Pembelajaran (UDL).
Implementing Problem-Based Learning with Differentiated Learning Styles to Improve Higher-Order Thinking Skills Sofiana, Kharisma; Suryaningrum, Christine Wulandari; Fatqurhohman, Fatqurhohman
JTMT: Journal Tadris Matematika Vol 6 No 2 (2025): Volume 6, Issue 2, Desember 2025
Publisher : Universitas Islam Ahmad Dahlan (UIAD)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47435/jtmt.v6i2.4184

Abstract

This study aims to develop higher-order thinking skills (HOTS) in tenth-grade students by implementing the Problem-Based Learning (PBL) model combined with differentiated learning according to each student's learning style. Based on initial observations, most students are still at a low level of thinking, tend to rely on memorization, and experience difficulties in analyzing, evaluating, and formulating solutions. The PBL model was chosen because it is able to develop HOTS by presenting real-world problems at the beginning of the lesson as a motivational trigger and context for in-depth investigation. This approach is combined with diverse learning that meets the needs of visual, auditory, and kinesthetic learners. The study was conducted in several cycles, where in the first cycle the learning was designed according to PBL syntax and learning styles, complete with relevant media. Although student engagement increased, some students, especially those with auditory and kinesthetic learning styles, still experienced difficulties in working on HOTS problems. The final results showed significant improvements: 84% of students successfully completed HOTS problems based on analysis and logic, 89% were active in discussions, and more than 80% achieved the Minimum Completion Criteria (KKM). This study concludes that the combination of PBL and differentiated learning is effective in improving students' HOTS, self-confidence, and collaboration skills, making it worthy of being implemented in a more comprehensive manner.
Need Analysis for Developing a Semiotic-Based Augmented Reality Media to Enhance Numeracy Literacy Among Deaf Children Christine Wulandari Suryaningrum; Nafiah Nafiah; Asti Bhawika Adwitiya; Syahrul Mubaroq
Al Ibtida: Jurnal Pendidikan Guru MI Vol. 12 No. 2 (2025): October 2025
Publisher : UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/al.ibtida.snj.v12i2.14943

Abstract

AbstractThis study aims to analyze the needs for developing a semiotic-based Augmented Reality (AR) learning medium to enhance numeracy literacy among deaf students. A qualitative descriptive method was employed through open-ended questionnaires and interviews involving teachers at Sekolah Luar Biasa Negeri Branjangan, Jember Regency, Indonesia. The findings indicate that although 50% of teachers are familiar with AR technology, all participants expressed a strong need and enthusiasm for its implementation in numeracy instruction. Teachers perceived that the visual, interactive, and semiotic features of AR can transform abstract mathematical concepts into concrete and meaningful learning experiences that align with the visual learning strengths of deaf students. The study also revealed that color, animation, and three-dimensional visualization significantly enhance students’ attention and conceptual understanding. The integration of semiotic principles—icons, indices, and symbols—into AR design enables the representation of mathematical meaning through visual signs that are easily accessible and interpretable. This approach bridges the gap between symbolic understanding and experiential learning in mathematics. The findings highlight the significant potential of AR not only as a technological innovation but also as a semiotic learning environment that supports inclusive education for students with hearing impairments. Moreover, these results provide a theoretical and practical foundation for teacher training programs on the use of AR-based technology in special education contexts.Keywords: augmented reality, deaf learners, inclusive education, numeracy literacy semiotics.AbstrakPenelitian ini bertujuan menganalisis kebutuhan pengembangan media pembelajaran Augmented Reality (AR) berbasis semiotik untuk meningkatkan literasi numerasi di kalangan siswa tuna rungu. Metode deskriptif kualitatif digunakan melalui kuesioner terbuka dan wawancara yang melibatkan guru di Sekolah Luar Biasa Negeri Branjangan, Kabupaten Jember, Indonesia. Temuan penelitian menunjukkan bahwa meskipun 50% guru familiar dengan teknologi AR, semua peserta menyatakan kebutuhan dan antusiasme yang kuat untuk menggunakan AR dalam pembelajaran numerasi. Guru merasa bahwa fitur visual, interaktif, dan semiotik AR dapat mengubah konsep matematika abstrak menjadi pengalaman konkret dan bermakna yang selaras dengan kekuatan pembelajaran visual siswa tuna rungu. Penelitian ini juga menemukan bahwa warna, animasi, dan visualisasi tiga dimensi secara signifikan meningkatkan perhatian dan pemahaman konseptual. Mengintegrasikan prinsip-prinsip semiotik ikon, indeks, dan simbol ke dalam desain AR memungkinkan representasi makna matematika melalui tanda-tanda visual yang mudah diakses dan diinterpretasikan. Pendekatan ini menjembatani kesenjangan antara pemahaman simbolik dan pengalaman dalam matematika. Temuan ini mengindikasikan adanya potensi besar untuk mengembangkan dan mengimplementasikan media AR sebagai inovasi teknologi tetapi sebagai lingkungan belajar semiotik yang mendukung pendidikan inklusif bagi siswa dengan gangguan pendengaran sekaligus menjadi dasar bagi pelatihan guru dalam pemanfaatan teknologi berbasis AR di sekolah luar biasa. Kata kunci: augmented reality, siswa tuna rungu, pendidikan inklusif, literasi numerasi, semiotik.
Co-Authors Adwitiya, Asti B Adwitiya, Asti Bhawika Agustina, Khusnul Hotimatus Agustina, Lady Alfarisi Alfarisi Alifiah Farindra Marta Rini Alvionita Eka Septi Astri Widyaruli Anggraeni Chusnul Khotimah Galatea Crismono, Prima Cristi Erlina, Erlina Dwi Yanti Fatqurhohman Fatqurhohman Fatqurohman, Mohammad Goegoeh Pangestu Hana Puspita Eka Firdaus Hery Susanto Hery Susanto Hery Widijanto Husein Adikalan, Naufal Jatmikowato, Tri Endang Kuni Hikmah Hidayati Lady Agustina Lestari, Rr. Putri Hawa Dwi Lintang Setyo Kurniawati Mardiyana, Yeni Milenia, Bella Bunda Misyana Misyana Misyana, Misyana Monikasari, Chintya Mubaroq, Syahrul Muhammad Irfan Muhammad Irfan Musrifah Musrifah, Musrifah Nafiah Nafiah Ningtyas, Yoga Dwi Windy Kusuma Novy Eurika Nurul Imamah Purwanto Purwanto Purwanto Purwanto Rahma, Tasya Anindya Ramadani, Anggun Pramoditha Rhomdani, Rohmad Wahid Rohmad Wahid Romdhani Sarwendah Intan Siti Uswatun Hasanah Sofiana, Kharisma SRI RAHAYU Subanji Subanji Subanji Syahrul Mubaroq Tri Endang Jatmikowati Ulul Iftha Frahnadya Variska, Variska Eka Vizha, Arsuti Arsuti Wahyu Eko Widiyanto Wisnu Busky Wardhana Yoga Dwi Windy Kusuma Ningtyas Yuliana, Febi Dwi