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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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Penerapan Model Problem Based Learning Berbantuan Geogebra Untuk Meningkatkan Hasil Belajar Peserta Didik Hardianti, Anggi; Fatqurhohman, Fatqurhohman; Juliastuti, Ika Aldrina
Media Pendidikan Matematika Vol. 13 No. 1 (2025)
Publisher : Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/mpm.v13i1.15439

This study aims to describe the application of the Geogebra-assisted Problem Based Learning model to improve student learning outcomes in the exponential function graph material of class XI-6 SMAN Pakusari, Jember Regency. This study was conducted in two cycles using a collaborative classroom action research methodology. The data analysis techniques used were qualitative and quantitative data analysis. Data were collected through observation sheets of 36 students, consisting of 9 males and 27 females. The results of the study showed an increase in student learning outcomes, with an average student learning outcome in the pre-cycle stage of 61.34, increasing to 68.92 in cycle I, then increasing to 86.77 in cycle II. Based on the results of the study, it can be concluded that the application of the Geogebra-assisted Problem Based Learning model can improve student learning outcomes in the exponential function graph material

REPRESENTASI MATEMATIS DALAM MEMBANGUN PEMAHAMAN KONSEP PECAHAN Fatqurhohman, Fatqurhohman
Jurnal Math Educator Nusantara: Wahana Publikasi Karya Tulis Ilmiah di Bidang Pendidikan Matematika Vol 2 No 1 (2016)
Publisher : Program Studi Pendidikan Matematika, Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (658.699 KB)

Artikel ini bertujuan untuk mendeskripsikan representasi matematis dalam membangun pemahaman konsep pecahan. Subjek penelitian ini adalah siswa kelas V di SDN 02 Sumberberas Muncar Banyuwangi. Data diperoleh melalui tugas/soal tertulis. Berdasarkan hasil yang diperoleh bahwa representasi matematis siswa pada konsep pecahan memuat diantaranya adalah simbolik dan gambar. Representasi matematis memberikan gambaran sejauhmana siswa memahami konsep matematika. Selain itu, memberikan kesempatan kepada siswa membangun pemahaman konsep pecahan. Dalam membangun pemahaman konsep pecahan, siswa: (1) mampu memahami dan memberikan solusi sesuai informasi tugas/soal; (2) menunjukkan hubungan dalam berbagai konteks matematika (mengubah ke bentuk lain melalui representasi); (3) menentukan penggunaan prosedur pengoperasian (berbagai cara/strategi untuk menemukan solusi yang tepat). Dengan demikian penggunaan prosedur yang tepat dapat memperkuat dan mengembangkan pemahaman siswa terhadap konsep matematika. Selain itu juga, diharapkan guru tidak harus memberikan informasi yang lengkap terhadap suatu permasalahan ke siswa. Sehingga siswa dapat menggunakan pengetahuannya untuk melengkapi informasi dalam membangun pemahamannya menyelesaikan permasalahan.

THE EFFECTIVENESS OF PROBLEM-BASED LEARNING ON THE DEVELOPMENT OF SPATIAL SKILLS AMONG JUNIOR HIGH SCHOOL STUDENTS: A SYSTEMATIC LITERATURE REVIEW: Jawa Timur, Indonesia Idzni Arenta Dinia Putty; Fatqurhohman; Nurul Imamah Ah
Jurnal Math-UMB.EDU Vol. 13 No. 1 (2025): NOVEMBER
Publisher : Universitas Muhammadiyah Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36085/mathumbedu.v13i1.9339

Many reports show that Junior High School students still face difficulties in spatial abilities, especially in geometry. Students often struggle with visualizing objects, interpreting 3D representations, and performing mental rotations. Learning that is still teacher-centered also limits students’ opportunities to explore and develop spatial reasoning. This study aims to analyze the effectiveness of the Problem Based Learning (PBL) model in developing students’ spatial abilities through a systematic literature review (SLR) approach. The review was conducted using the PRISMA guidelines to ensure a transparent and comprehensive selection process. The study examined eight selected articles identified by Google Scholar, Garuda, and Academia. The analysis reveals that PBL effectively enhances middle school students’ spatial abilities in mathematics, particularly in visualization, mental rotation, and spatial reasoning. The model also strengthens critical, creative, and reflective thinking as essential 21st-century competencies. Furthermore, technology-assisted PBL such as SketchUp and differentiated facilitation based on cognitive styles further optimize learning outcomes. However, challenges remain in teacher readiness and access to digital media. The findings confirm that PBL is not only an effective instructional method but also a transformative pedagogical approach to cultivate spatial intelligence and problem-solving skills in mathematics education. Keywords: Problem Based Learning, Spatial Ability, Mathematics Education, 21st-Century Skills, Systematic Literature Review

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

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.

Implementation of Wordwall Interactive Media in The Digital Age to Improve Numeracy Skills in Students at SDN Mangaran 04 Prastzuba, Falestin Al-zakiyah; Fatqurhohman, Fatqurhohman; Imamah, Nurul
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.v6i2.4239

This study aims to improve the numeracy skills of fifth-grade students at SDN Mangaran 04 through the application of Wordwall-based interactive learning media. The main problems faced are low numeracy skills among students, particularly in understanding the meaning of numbers in story problems, accuracy in basic arithmetic operations, and simple reasoning skills in determining solution strategies. This study used the Classroom Action Research (CAR) method with the Kemmis and McTaggart model, which was carried out in two cycles. The research subjects consisted of 30 fifth-grade students. Data were collected through numeracy tests, observations, and interviews, then analyzed descriptively, quantitatively, and qualitatively. The results showed an increase in students' numeracy skills after the implementation of Wordwall, marked by an increase in the average numeracy score from 22 in the pre-cycle to 80 at the end of Cycle II, as well as an increase in learning completeness from 22% to 80%. This improvement occurred because Wordwall facilitated repetitive numeracy exercises, presented contextual questions through gamification, and provided immediate feedback that helped students correct their mistakes and strengthen their understanding of concepts. Thus, the use of Wordwall-based interactive learning media was found to contribute positively to the improvement of elementary school students' numeracy skills, especially in the context of schools in areas with limited learning facilities.

Character Education and Socio-Emotional Development of Early Childhood Amalia, Irfa Nur; Indarsih, Fajar; Fatqurhohman, Fatqurhohman
Review of Education, Science, and Technology Vol 1 No 2 (2025): December 2025
Publisher : Ihsan Cahaya Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66031/reset.v1i2.45

Character education in early childhood serves as the foundation for personality development, morality, and socio-emotional competence. This study employs a qualitative approach with a critical and systematic literature review to analyze the concepts, values, mechanisms, and impacts of character education on children’s socio-emotional development. Findings indicate that character education is effectively fostered through modeling, habituation, guidance, supervision, and meaningful play activities. Core values such as honesty, discipline, tolerance, independence, religiosity, and nationalism underpin emotional regulation, empathy, social skills, and value-based decision-making. Families as primary environments, early childhood education institutions (PAUD) as systemic support, structured curricula, and communities as social experience spaces synergistically promote holistic character development. In the digital era, healthy digital literacy and active guidance from parents and teachers are essential to ensure technology supports, rather than hinders, value internalization. This study emphasizes the critical role of character education in shaping adaptive, prosocial, and integrity-driven young children.

Articulate Storyline as an Interactive Learning Medium: A Critical Literature Review Syam, Haerul; Murniasih, Tatik Retno; Farman, Farman; Fatqurhohman, Fatqurhohman
Review of Education, Science, and Technology Vol 1 No 2 (2025): December 2025
Publisher : Ihsan Cahaya Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66031/reset.v1i2.46

Articulate Storyline is an interactive learning medium increasingly utilized in the digital transformation of education due to its capacity to present dynamic content and enhance learner engagement. This article aims to critically examine the use of Articulate Storyline, analyze its contributions to strengthening 21st-century skills, and identify its challenges as well as future development directions. This study employs a critical literature review approach, which not only synthesizes previous findings but also evaluates research trends, contributions, and limitations to reveal remaining research gaps. The review indicates that Articulate Storyline can improve learning motivation, cognitive effectiveness, and support the development of critical thinking, creativity, collaboration, and communication skills. However, issues such as limited digital infrastructure, insufficient teacher technological literacy, and the integration of character development remain significant challenges. These findings highlight the need for more adaptive, collaborative, and inclusive media strategies to ensure equitable benefits across various educational contexts. The novelty of this study lies in formulating a conceptual framework that positions Articulate Storyline as a strategic medium for advancing 21st-century education.

The Effect of Artificial Intelligence–Based Learning on Students’ Mathematical Thinking in Secondary Education Haguchi, Monoko; Wachidah, Nur Chalim; Adi, Gandha Satria; Irawijayanti, Fitri; Fatqurhohman, Fatqurhohman
JINEA: Journal of Innovation in Education and Learning Vol. 2 No. 1 (2026): FEBRUARY 2026
Publisher : Ihsan Cahaya Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66031/jinea.v2i1.160

The rapid integration of artificial intelligence (AI) in secondary education has transformed mathematics learning through adaptive and personalized instructional support. This study investigates the effect of AI-based learning on students’ mathematical thinking by comparing AI performance with student performance across different mathematical problem types. A quantitative experimental–comparative design with a pretest–posttest control group approach was employed, involving 120 secondary school students assigned to experimental and control groups. The experimental group engaged in AI-assisted learning using ChatGPT, while the control group received conventional instruction. Mathematical thinking was assessed using accuracy, response time, and consistency across multiple-choice, short-answer, and essay tasks, with digital literacy examined as a mediating variable. The results reveal significant performance differences, with AI demonstrating higher accuracy, faster response times, and greater consistency, particularly on essay-based problems requiring higher-order reasoning. Mediation analysis further indicates that digital literacy significantly influences students’ mathematical thinking and partially mediates the relationship between AI interaction and learning outcomes. These findings suggest that AI-based learning can effectively enhance mathematical thinking when integrated with strong digital literacy development, highlighting implications for adaptive pedagogy and future longitudinal research.

Digital Distraction in University Students: A Critical Analysis for Higher Education Instructional Design Muhamed, Harun; Syuhada, Ihwana Noor; Noor, Rahaimah; Fatqurhohman, Fatqurhohman
JINEA: Journal of Innovation in Education and Learning Vol. 2 No. 1 (2026): FEBRUARY 2026
Publisher : Ihsan Cahaya Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66031/jinea.v21i.162

Digital technologies have transformed higher education learning environments, providing unprecedented access to information, communication tools, and online platforms. However, this transformation has introduced digital distractions, including off-task device use, habitual multitasking, and social media engagement, which can fragment attention and reduce learning effectiveness. This study critically analyzes the phenomenon of digital distraction among university students and its implications for instructional design. Through a synthesis of empirical and conceptual studies, digital distraction is shown to be multidimensional, arising from the interaction of learner characteristics, technology features, and learning environment factors. Evidence indicates that distraction can undermine engagement, perceived learning, and satisfaction, while self-regulation and attention management strategies can mitigate these effects. Instructional design that anticipates distraction, fosters structured interaction, and ensures equitable access to learning tools is essential for optimizing student focus and outcomes. Beyond immediate classroom strategies, the findings highlight the importance of ongoing reflection on how digital environments shape attention, engagement, and educational quality. Future research should explore adaptive pedagogical approaches, technology-supported scaffolds, and systemic interventions to sustain attention and enhance learning experiences in increasingly digital and hybrid higher education contexts.

Pemberdayaan Guru SMK Muhammadiyah Tegaldlimo dalam Mengimplementasikan Projek Penguatan Profil Pelajar Pancasila di Era Digital Hidayati, Nur; Fatqurhohman, Fatqurhohman; Rusli, Muhamad; Makrus, Muhamad Hadi
JUPAMU: Jurnal Pengabdian Masyarakat Multidisiplin Vol. 1 No. 1 (2025): OKTOBER 2025
Publisher : Ihsan Cahaya Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66031/jupamu.v1i1.26

Kegiatan pengabdian ini bertujuan memberdayakan guru SMK Muhammadiyah Tegaldlimo dalam mengimplementasikan Projek Penguatan Profil Pelajar Pancasila (P5) di era digital. Guru menghadapi tantangan berupa keterbatasan pemahaman terhadap konsep P5, kesulitan dalam merancang modul berbasis nilai, serta rendahnya keterampilan digital untuk mendukung pembelajaran. Kegiatan dilaksanakan di Aula SMK Muhammadiyah Tegaldlimo dengan melibatkan 20 guru dari berbagai program keahlian. Metode yang digunakan adalah pemberdayaan partisipatif melalui pelatihan, pendampingan, dan refleksi kolaboratif. Hasil kegiatan menunjukkan peningkatan pemahaman guru terhadap konsep P5 sebesar 32%, kemampuan dalam merancang modul projek berbasis nilai-nilai Pancasila dan keislaman, serta penguasaan penggunaan media digital seperti Canva, Padlet, dan Google Classroom. Selain itu, terbentuk Teacher Learning Community (TLC) sebagai wadah kolaborasi berkelanjutan antar guru. Kegiatan ini membuktikan bahwa pemberdayaan berbasis partisipasi dan digitalisasi efektif meningkatkan profesionalisme guru serta mendukung pembentukan karakter siswa sesuai nilai-nilai Pancasila dan keislaman.

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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