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Fatqurhohman Fatqurhohman

Universitas Muhammadiyah Jember

Author-ID : 5556747

Religion Agriculture, Biological Sciences & Forestry Arts Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Environmental Science Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Mechanical Engineering Medicine & Pharmacology Nursing Physics Public Health Social Sciences Transportation Other

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KEMAMPUAN PEMECAHAN MASALAH PELUANG PADA SISWA SMP BERDASARKAN GENDER Fatqurhohman, Fatqurhohman; Jatmikowati, Tri Endang; Suryaningrum, Christine Wulandari
Jurnal Numeracy Vol 11 No 1 (2024)
Publisher : Program Studi Pendidikan Matematika, Universitas Bina Bangsa Getsempena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46244/numeracy.v11i1.2612

Penelitian ini mengkaji perbedaan gender dalam pemecahan masalah siswa SMP. Tes dan wawancara terstruktur digunakan untuk mengumpulkan data. Subjek penelitian adalah siswa Kelas VIII SMP Islam Ambulu-Jember yang berjumlah 11 (laki-laki) dan 9 (perempuan). Dari hasil evaluasi diketahui bahwa rata-rata nilai siswa perempuan tinggi (81,67) dan rata-rata kemampuan (61,67), sedangkan rata-rata nilai siswa laki-laki tinggi (85,56) dan kemampuan berbahasa (65). Karena perempuan lebih baik dalam bidang bahasa dan budaya, laki-laki lebih baik dalam bidang teknis. Perbedaan gender merupakan karakteristik psikologis yang menentukan bagaimana seseorang bertindak atau menyelesaikan masalah berdasarkan sudut pandang yang berbeda. Namun kemampuan menyelesaikan permasalahan tersebut tidak berbeda secara signifikan antara siswa laki-laki dan perempuan. Meskipun ada sedikit kesalahan terkait dengan kesalahpahaman makna pertanyaan dan mengandalkan tebakan alih-alih mengikuti prosedur yang ditetapkan. Oleh karena itu, anak laki-laki cenderung mengembangkan otak kiri yang bertanggung jawab atas pemikiran logis, abstrak, dan analitis, sedangkan anak perempuan cenderung mengembangkan otak kanan yang bertanggung jawab atas pemikiran artistik, keutuhan, imajinasi, dan rasionalitas. Oleh karena itu, keterampilan pemecahan masalah matematis bertujuan agar siswa dapat mengidentifikasi informasi yang relevan, menganalisis berbagai metode, dan mengembangkan keterampilan penalaran dan berpikir mereka.AbstractThis research examines gender differences in problem-solving among high school students. Tests and structured interviews were used to collect data. The research subjects were Class VIII students of Ambulu-Jember Islamic Middle School, totaling 11 (boys) and 9 (girls). From the evaluation results it is known that the average score of female students is high (81.67) and average ability (61.67), while the average score of male students is high (85.56) and language ability (65). Because women are better in language and culture, men are better in technical fields. Gender differences are psychological characteristics that determine how someone acts or solves problems based on different points of view. However, the ability to solve these problems is not significantly different between male and female students. Although there were a few errors related to misunderstanding the meaning of the questions and relying on guesswork instead of following the established procedures. Therefore, boys tend to develop the left brain which is responsible for logical, abstract and analytical thinking, while girls tend to develop the right brain which is responsible for artistic thinking, wholeness, imagination and rationality. Therefore, mathematical problems-solving skills aim to enable students to identify relevant information, analyze various methods, and develop their reasoning and thinking skills.

Transisi Representasi Simbolik-Pictorial dalam Menyelesaikan Masalah Matematika Fatqurhohman, Fatqurhohman; Susetyo, Agus Milu
Edumatica : Jurnal Pendidikan Matematika Vol 12 No 1 (2022): Edumatica: Jurnal Pendidikan Matematika
Publisher : Department of Mathematics Education, Faculty of Teacher Training and Education, Universitas Jambi

The purpose of this study is to describe the transition process of symbolic-pictorial representation in solving mathematical problems. Data collection is done by giving written questions which are then followed by structured interviews. The subjects in this study involved seventh grade students who were selected with the consideration that the answers could provide a representations transition process. The results of this study indicate two representations transition processes, namely pictorial to symbolic and symbolic to pictorial. The pictorial-symbolic representation, starting with translating the problem information into the form of an image illustration through the difference in size and number of cakes, integrating the illustrations made through calculations by partitioning them into several equal parts using cutting lines as a modification/simplification process. Symbolic-pictorial representation, shown by finding the key to the problem "cakes are given evenly to 20 people" and translating the information into the form of calculations, then transforms by simplifying the calculation results based on the problem key, the results are translated into an illustrated circle-shaped image which is modified by partitioning it into several parts. The representation relationship shown through the form of symbolic calculations with picture illustrations has the same solution or not. Thus, the difference in the transition process of this representation is in the integration and translation stages of transformation and modification through changing physical forms (illustration of images) and symbols (calculations).

Perspektif Mahasiswa Pendidikan Bahasa dan Sastra Indonesia tentang Pelajar Otonom Era Kecerdasan Buatan Susetyo, Agus Milu; Fatqurhohman, Fatqurhohman
CENDEKIA : Jurnal Penelitian dan Pengkajian Ilmiah Vol. 1 No. 3 (2024): CENDEKIA : Jurnal Penelitian Dan Pengkajian Ilmiah, Maret 2024
Publisher : Lembaga Pendidikan dan Penelitian Manggala Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62335/jybkr213

Pelajar otonom diharapkan dapat meningkatkan mutu pendidikan dan mencapai tujuan pendidikan. Oleh karena itu, penelitian tentang tingkat kemandirian pelajar dianggap penting untuk dilakukan dalam pengembangan program pendidikan. Sementara itu, kecerdasan buatan diidentifikasi sebagai elemen penting yang memberikan kontribusi pada pengembangan dari proses pendidikan yang adaptif dan personal. Penelitian ini menggunakan pendekatan kuantitatif dengan jenis penelitian survei digunakan untuk melihat hasil survei tentang gaya pelajar otonom, dengan data dikumpulkan melalui angket. Populasi penelitian ini adalah seluruh mahasiswa Prodi Pendidikan Bahasa dan Sastra Indonesia, dengan pemilihan sampelnya, simple random sampling. Teknik analisis data dengan cara deskriptif, dengan perhitungan persentase. Penulis menyimpulkan bahwa terdapat perbedaan signifikan antara tahapan perencanaan, proses, dan evaluasi, khususnya pada tahap evaluasi yang masih di bawah 50%. Hal ini menunjukkan perlunya peran pendidik atau dosen dalam membantu mahasiswa mengevaluasi hasil pembelajaran mandiri. Meskipun demikian, penggunaan kecerdasan buatan dinilai positif oleh mahasiswa, menunjukkan bahwa teknologi ini dapat menjadi alat efektif dalam mendukung pembelajaran mandiri. Penelitian ini memberikan kontribusi penting terhadap pemahaman tentang otonomi pelajar dan penerapan kecerdasan buatan dalam konteks pendidikan

Identification of HOTS Problem Solving Ability of High School Students Using Two Tier Diagnostic Frenanto, Allan; fatqurhohman, fatqurhohman; Rhomdani, Rohmad Wahid
Journal of Education and Learning Mathematics Research (JELMaR) Vol 4 No 2 (2023): November 2023
Publisher : Department of Mathematics Education, Faculty of Teacher Training and Education, Wisnuwardhana University of Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37303/jelmar.v4i2.115

The purpose of this study is to describe HOTS problem solving skills for high school students through the use of the 2nd Tier Diagnostic. The research is conducted using the descriptive qualitative method. SMAN Balung MIPA 4 Research subjects at Jember Regency Data Collection Techniques in the form of Written Test Questions and Semi-Structured Interviews Data on Problem Solving Skills using 5 Stages Krulick & Rudnick Stages Read and Think, Explore and plan, select a strategy, Find and Answer, Reflect and Extend. The Two Tier Diagnosis Method is composed of two stages. First, students write down how they get the answers, and second, they write down the reasons why they choose that method. The study showed that students with high mathematical problems solving skills were able to write mathematical symbols well, even write answers consistently, and write the final solution along with the question. Students with moderate abilities were unable to write the mathematical symbols well, and even wrote the stages of completion incorrectly, resulting in the majority of the final answers being wrong.

STEM Digital Collaboration to Enhance Critical Thinking Skills of Secondary School Students: A Literature Review Fatqurhohman, Fatqurhohman; Syam, Haerul; Puspasari, Ratih; Niam, Fathul; Surur, Agus Miftakhus
JINEA: Journal of Innovation in Education and Learning Vol. 1 No. 1 (2025): FEBRUARY 2025
Publisher : Ihsan Cahaya Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66031/jinea.112025.8

This literature review explores the role of STEM digital collaboration in enhancing critical thinking skills among secondary school students. As global demands for higher-order cognitive abilities intensify, integrating digital tools within STEM education has emerged as a promising approach to foster interactive, collaborative, and contextually meaningful learning experiences. The review synthesizes recent empirical studies and theoretical perspectives, highlighting innovative pedagogical models such as STEM-Blended Learning, Project-Based Learning, and STEM-based digital modules that effectively cultivate critical thinking. Notably, this study advances the understanding of how balanced technology integration, coupled with collaborative STEM activities, optimizes cognitive skill development while mitigating risks of overdependence on digital resources. The novelty of this review lies in its comprehensive focus on digital collaboration as a catalyst for critical thinking enhancement, bridging theoretical frameworks and practical applications in diverse secondary education contexts. Implications for educators and policymakers emphasize the strategic adoption of integrated STEM-digital pedagogies to prepare students for complex 21st-century challenges. Future research directions include evaluating cross-cultural effectiveness and addressing implementation barriers in technology-supported STEM collaboration.

Innovation Digital and Virtual Reality Based Instructional Design for High School Students Fatqurhohman, Fatqurhohman; Damayanti, Nia Wahyu; Chen, Xiaoli
JINEA: Journal of Innovation in Education and Learning Vol. 1 No. 2 (2025): JUNE 2025
Publisher : Ihsan Cahaya Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66031/jinea.v1i2.10

This study introduces an innovative instructional design integrating digital technology and virtual reality (VR) to enhance high school students’ mathematics learning. The research involved tenth-grade students as end-users and expert validators, including digital media specialists, subject matter experts, and instructional design professionals. Using a research and development approach, data were collected through expert validation questionnaires, classroom observations, and student interviews. Quantitative data were analyzed descriptively with Aiken’s content validity coefficient, while qualitative data underwent thematic analysis. Findings reveal that the VR-based instructional design achieved high validity (Tc>Tt) and effectively improved students’ conceptual understanding, engagement, and motivation in mathematics. The instructional design facilitated engaging and interactive learning experiences that made abstract concepts more accessible for students to grasp. Findings highlight the value of integrating virtual reality and digital media in building student-centered learning environments, with practical implications for improving mathematics teaching in secondary schools and fostering innovation in instructional design.

The Role of Artificial Intelligence in Enhancing Digital and Data Literacy among Secondary School Students: A Systematic Literature Review Sidik, Duwi Purnama; Irawijayanti, Fitri; Fatqurhohman, Fatqurhohman
JINEA: Journal of Innovation in Education and Learning Vol. 1 No. 3 (2025): OCTOBER 2025
Publisher : Ihsan Cahaya Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66031/jinea.132025.38

The advancement of artificial intelligence (AI) has brought significant changes to the learning paradigm in secondary schools, particularly in the development of digital literacy, data literacy, and 21st-century skills. This study aims to systematically review the role of AI in enhancing these competencies through a Systematic Literature Review (SLR), analyzing scholarly articles published between 2020 and 2025 from various international databases. The findings indicate that AI implementation can foster adaptive and personalized learning, while also improving students’ critical thinking, collaboration, and creativity skills. However, several challenges remain, including limited technological infrastructure, teacher readiness to utilize AI, and ethical and data privacy concerns that need careful consideration. Overall, AI has great potential as a catalyst for inclusive, effective, and sustainable educational transformation, provided it is supported by appropriate policies and enhanced educator competencies to optimize the use of technology.

The Role of UbD in Developing Students’ Mathematical Problem-Solving Skills: A Literature Review Fatqurhohman, Fatqurhohman; Murniasih, Tatik Retno; Anwar, Rahmad Bustanul; Halim, Fahmi Abdul
Review of Education, Science, and Technology Vol 1 No 1 (2025): September 2025
Publisher : Ihsan Cahaya Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66031/reset.v1i1.18

21st century learning demands strategies that go beyond the mere transfer of knowledge, emphasizing instead the development of higher-order thinking skills. Understanding by Design (UbD) emerges as a relevant approach as it highlights backward design through the formulation of end goals, authentic assessment, and meaningful learning experiences. This study aims to analyze the contribution of UbD to problem-solving skills through a systematic literature review. Out of 50 articles reviewed, six met the criteria of relevance and methodological quality using the Quality Assessment instruments (QA1, QA2, QA3). The findings indicate that UbD enhances conceptual understanding, motivation, and learners’ ability to connect abstract concepts with real-life contexts and to transfer knowledge to new situations. Nevertheless, teachers’ readiness to design instruction consistent with UbD principles remains a major challenge. The implications of this study affirm that UbD holds strong potential as an adaptive instructional design framework aligned with the demands of 21st century curricula. Future research is recommended to examine the longitudinal implementation of UbD at the secondary level with a focus on strengthening critical thinking and mathematical problem-solving skills.

Literature Review of Artificial Intelligence in Learning: Trends and Opportunities Sidik, Duwi Purnama; Rozak, Abdullah; Fatqurhohman, Fatqurhohman; Fatkurochman, Henri
Review of Education, Science, and Technology Vol 1 No 1 (2025): September 2025
Publisher : Ihsan Cahaya Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66031/reset.v1i1.19

Artificial intelligence (AI) is reshaping education by enabling adaptive, personalized, and efficient learning experiences. This literature review examines the current trends, opportunities, and challenges of AI in education, with a focus on Intelligent Tutoring Systems, automated grading, and personalized learning platforms. Evidence suggests that AI can significantly enhance student engagement, learning outcomes, and instructional efficiency by tailoring content and feedback to individual needs. At the same time, ethical considerations such as data privacy, algorithmic bias, and transparency remain critical challenges. Integrating AI into curriculum design and educator professional development is essential to maximize its benefits while promoting responsible and equitable use. By synthesizing recent research across multiple educational contexts, this review offers insights for researchers, educators, and policymakers to strategically implement AI technologies. The findings underscore that AI, when thoughtfully applied, can complement human intelligence, foster innovative pedagogical practices, and create more engaging, inclusive, and future-ready learning environments.

Literature Review on the Role of School Principals in the Society 5.0: Strategies and Future Challenges Saidi, Soleman; Suryowati, Eny; Sholihah, Ummu; Fatqurhohman, Fatqurhohman
Review of Education, Science, and Technology Vol 1 No 1 (2025): September 2025
Publisher : Ihsan Cahaya Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66031/reset.v1i1.20

This study explores the role of school principals in the era of Society 5.0, emphasizing strategies and challenges in leading education within the VUCA context. Using a library research method, the study reviews relevant scientific literature from books, journal articles, conference proceedings, research reports, and official documents published within the last decade. The analysis highlights that principals are required to act as adaptive and innovative leaders who integrate technological advancement with strong character education. Effective leadership in this context must be holistic and contextual, bridging educational policies with classroom realities, addressing infrastructure disparities, and fostering collaborative, human-centered learning cultures. Furthermore, the findings reveal that the success of school leadership in Society 5.0 cannot be solely measured by the sophistication of technology, but by its effectiveness in creating inclusive, adaptive, and sustainable learning ecosystems. Future research opportunities remain wide open, particularly longitudinal and empirical studies on dialogical and collaborative leadership, as well as the development of learning communities. This study contributes both theoretically and practically by offering insights into leadership models that align with the demands of Society 5.0, while also providing direction for future educational leadership research.

Co-Authors Adi, Gandha Satria agus milu susetyo Agus Milu Susetyo Agustina, Lady Ahmad Sulaiman, Ahmad Aidah, Siti Ummaidah Aji, Darmawan Amalia, Irfa Nur Amaliatuz Zahrah Ana Komari Aulia Sinta Dewi Aura Frisca Amalia Risanti Bunga, Shanty Bunga Adinda Cahyani, Hesti Dwi Chen, Xiaoli Devanti, Yeni Mardiana Dimas Anditha Cahyo Sujiwo Diniyah, Putri Holifatur Disma, Elvira Hardyanti Lara Elvira Haryanti Lara Disma Eny Suryowati Erwin Sugiyantoro Farman, Farman Fasihah, Uswatun Fatikasari, Ambar Fatkurochman, Henri Fitriana, Fitriana Frenanto, Allan Galatea, Chusnul Khotimah Haguchi, Monoko Hairul Huda Halim, Fahmi Abdul Hamdani, Bagas Hana Puspita Eka Firdaus Hardiansyah - Hardianti, Anggi Hasan Suaedi Hasanah, Firda Dyah Alvin Henri Fatkurochman Hermawan, Lendi Ike Idzni Arenta Dinia Putty Indarsih, Fajar Irawijayanti, Fitri Irfan Khairan Ali Ismiyati, Eny Jessinta Dwi Lestari Juliastuti, Ika Aldrina Kusumaningtyas, Yoga Dwi Windi Lailiya Rhamadhani Latifah, Ummy Lolyka Dewi I M. Iqbal Arsyad Made Pramono Makrus, Muhamad Hadi Mas’ud Mas’ud Merlin Cristianda Ayu Lestari Merlin, Merlin Cristianda Ayu Lestari Mochammad Shofwan Hidayatulloh Moh. Ismail Muhamad Rusli, Muhamad Muhamed, Harun Muzzaki, Moh. Yusron Fuad Nadia Windasari Nanda, Aulia Niam, Fathul Noor, Rahaimah Nur Hidayati Nurul Imamah Oktavia, Lilis Prastzuba, Falestin Al-Zakiyah Pratama, Amalia Dita Pudjijuniarto Pudjijuniarto Puspasari, Ratih Putra, Novarino Rahmad Bustanul Anwar Rahmawati , Mita Ramadani, Anggun Pramoditha Rhamadhani, Lailiya Rhomdani, Rohmad Wahid Risanti, Aura Frisca Amalia Roy Wahyuningsih Rozak, Abdullah Rusdiyanto Rusdiyanto Salsabila, Intan Amalia Sidik, Duwi Purnama Siti Uswatun Hasanah Sofia Ariyani Sofiana, Kharisma Soleman Saidi, Soleman Surur, Agus Miftakhus Suryaningrum, Christine Wulandari Susetyo, Agus Milu Syam, Haerul Syuhada, Ihwana Noor Tamami, Badrut Tatik Retno Murniasih Tatik Wijayanti Tri Endang Jatmikowati Tripariyanto, Afiff Yudha Triyana Oktavia Ummu Sholihah Variska, Variska Eka Vizha, Arsuti Arsuti Wachidah, Nur Chalim Wardi Wardi Wicaksono, Darma Arif Yeni Mardiyana Devanti Yoga Dwi Windy Kusuma Ningtyas

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