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All Journal KADIKMA Al Fikra : Jurnal Ilmiah Keislaman Auladuna Delta-Pi : Jurnal Matematika dan Pendidikan Matematika JIPM (Jurnal Ilmiah Pendidikan Matematika) Adi Widya : Jurnal Pengabdian Masyarakat Numeracy : Jurnal Ilmiah Pendidikan Matematika JCES (Journal of Character Education Society) SELAPARANG: Jurnal Pengabdian Masyarakat Berkemajuan MATEMATIKA DAN PEMBELAJARAN JURNAL MathEdu (Mathematic Education Journal) Jurnal Math Educator Nusantara: Wahana Publikasi Karya Tulis Ilmiah di Bidang Pendidikan Matematika JURNAL SILOGISME : Kajian Ilmu Matematika dan Pembelajarannya Tasyri` : Jurnal Tarbiyah-Syari`ah-Islamiyah SIGMA Journal of Education and Learning Mathematics Research (JELMaR) Mandalika Mathematics and Educations Journal Abdimas Galuh: Jurnal Pengabdian Kepada Masyarakat SUPERMAT (JURNAL PENDIDIKAN MATEMATIKA) Jurnal Math-UMB.EDU Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA Sport Science and Education Journal Pedagogy : Jurnal Pendidikan Matematika Edumatica: Jurnal Pendidikan Matematika Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner Mujtama': Jurnal Pengabdian Masyarakat Jurnal Pengabdian Kolaborasi dan Inovasi IPTEKS Jurnal Pengabdian Masyarakat Bangsa Jurnal Kajian dan Penelitian Umum Tematik: Jurnal Konten Pendidikan Matematika Journal of Electrical Engineering, Energy, and Information Technology Jurnal Penelitian dan Pengkajian Ilmiah Jurnal Tadris Matematika (JTMT) Observasi: Jurnal Publikasi Ilmu Psikologi Belajar Bahasa : Jurnal Ilmiah Program Studi Pendidikan Bahasa dan Sastra Indonesia Jurnal Pengabdian Masyarakat Manage Journal of Innovation in Education and Learning Review of Education, Science, and Technology Media Pendidikan Matematika Jurnal Pengabdian Masyarakat Multidisiplin SMARTH: Journal of Mathematics Education and Learning MANDALA: Jurnal Manajemen dan Administrasi Pendidikan JIWARA: Jurnal Psikologi, Kesehatan, dan Olahraga JINTEN: Journal of Intelligent Systems and Digital Science
Fatqurhohman Fatqurhohman
Universitas Muhammadiyah Jember
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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Smart Classroom dan Pedagogi Digital sebagai Transformasi Pembelajaran di Pendidikan Tinggi Fatqurhohman Fatqurhohman
JINEA: Journal of Innovation in Education and Learning Vol. 2 No. 2: JUNE 2026
Publisher : Ihsan Cahaya Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66031/jinea.v2i2.377

Abstract

Penelitian ini bertujuan menganalisis peran smart classroom dan digital pedagogy dalam transformasi pembelajaran di pendidikan tinggi melalui pendekatan mixed-methods. Sampel terdiri atas 100 mahasiswa dan 10 dosen. Hasil kuantitatif menunjukkan keterlibatan mahasiswa berada pada kategori tinggi (M = 4,12; SD = 0,67), kepuasan pembelajaran juga tinggi (M = 4,19; SD = 0,64), serta persepsi kompetensi abad ke-21 berada pada kategori tinggi (M = 4,14; SD = 0,66), yang mengindikasikan efektivitas integrasi LMS, media interaktif, dan AI dalam pembelajaran. Analisis kualitatif menunjukkan bahwa smart classroom meningkatkan interaktivitas, fleksibilitas, dan kolaborasi, namun implementasinya belum optimal karena variasi kesiapan pedagogis dosen, literasi digital, serta kecenderungan penggunaan teknologi yang masih bersifat instruksional. Integrasi AI dipandang memperkuat pembelajaran adaptif, tetapi masih memerlukan desain pedagogis yang lebih sistematis. Temuan ini menegaskan bahwa transformasi pembelajaran digital tidak hanya ditentukan oleh teknologi, tetapi oleh sinergi antara desain pedagogis, kapasitas dosen, dan dukungan institusional dalam membangun ekosistem pembelajaran yang berkelanjutan.
Implementing the Jigsaw Cooperative Learning Model to Suport Mathematics Learning Outcomes: A Qualitative Study at Eighth-Grade Student SMP Muhammadiyah Lumajang Anisa Desti Ramadhani; Fahmi Abdul Halim; Devi Rahayu Agustin; Fatqurhohman; Zaenal Arifin
Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner Vol. 5 No. 3 Agustus 2026: Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner
Publisher : Yayasan Azhar Amanaa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59944/jipsi.v5i3.1357

Abstract

Mathematics learning in secondary schools is often characterized by teacher-centered instruction, resulting in limited student participation and suboptimal learning outcomes. This study aims to investigate the implementation of the Jigsaw Cooperative Learning Model in mathematics learning at SMP Muhammadiyah Lumajang. A qualitative descriptive approach was employed involving an eighth-grade mathematics teacher and students as research participants. Data were collected through classroom observations, semi-structured interviews, and documentation, and analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings indicate that the Jigsaw Cooperative Learning Model was implemented systematically through lesson planning, expert-group discussions, peer teaching, and classroom evaluation. The implementation promoted active student participation, collaborative learning, and improved conceptual understanding of mathematics. Teacher competence, students' learning motivation, collaborative classroom interactions, and adequate learning facilities supported the implementation, while limited instructional time, differences in students' academic abilities, and varying levels of self-confidence were identified as the main challenges. The study concludes that the Jigsaw Cooperative Learning Model provides an effective student-centered learning environment that supports active engagement and contributes positively to mathematics learning in junior secondary education.
The Role of UbD in Developing Students’ Mathematical Problem-Solving Skills: A Literature Review Fatqurhohman Fatqurhohman; Tatik Retno Murniasih; Rahmad Bustanul Anwar; Fahmi Abdul Halim
Review of Education, Science, and Technology Vol 1 No 1: September 2025
Publisher : Ihsan Cahaya Pustaka

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

Abstract

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 Duwi Purnama Sidik; Abdullah Rozak; Fatqurhohman Fatqurhohman; Henri Fatkurochman
Review of Education, Science, and Technology Vol 1 No 1: September 2025
Publisher : Ihsan Cahaya Pustaka

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

Abstract

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 Soleman Saidi; Eny Suryowati; Ummu Sholihah; Fatqurhohman Fatqurhohman
Review of Education, Science, and Technology Vol 1 No 1: September 2025
Publisher : Ihsan Cahaya Pustaka

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

Abstract

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

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

Abstract

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 Haerul Syam; Tatik Retno Murniasih; Farman Farman; Fatqurhohman Fatqurhohman
Review of Education, Science, and Technology Vol 1 No 2: December 2025
Publisher : Ihsan Cahaya Pustaka

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

Abstract

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.
KEMAMPUAN PEMECAHAN MASALAH PELUANG PADA SISWA SMP BERDASARKAN GENDER Fatqurhohman Fatqurhohman; Tri Endang Jatmikowati; Christine Wulandari Suryaningrum
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

Abstract

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.
Understanding by Design (UbD) dalam Transformasi Kompetensi Profesional Guru di Era Digital Fatqurhohman Fatqurhohman; Haerul Syam
MANDALA: Jurnal Manajemen dan Administrasi Pendidikan Vol 1 No 2: Juli 2026
Publisher : CV. Ihsan Cahaya Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66031/mandala.v1i2.497

Abstract

Transformasi pendidikan di era kecerdasan buatan (AI) menuntut perubahan mendasar pada kompetensi profesional guru, khususnya dalam integrasi literasi digital, literasi data, dan desain pembelajaran Understanding by Design (UbD), karena pemanfaatan AI tidak otomatis meningkatkan kualitas pembelajaran tanpa kapasitas pedagogis yang memadai. Penelitian ini bertujuan untuk menganalisis secara kritis peran integratif AI dalam pengembangan kompetensi guru serta implikasinya terhadap desain pembelajaran berbasis UbD. Metode ini menggunakan kajian literatur sistematis dengan menelaah berbagai temuan empiris dan konseptual terkait AI, literasi digital, literasi data, dan UbD dalam pendidikan. Penelitian ini menunjukkan AI berfungsi sebagai katalis yang memperkuat personalisasi pembelajaran, learning analytics, dan efisiensi asesmen, namun efektivitasnya sangat bergantung pada kesiapan guru dalam menginterpretasi data, memahami logika algoritmik, serta mengarahkan teknologi secara pedagogis. Selain itu, juga mengindikasikan adanya kesenjangan signifikan antara ketersediaan teknologi dan kapasitas guru, yang menyebabkan implementasi AI cenderung bersifat instrumental daripada transformatif. Dalam konteks ini, UbD berperan sebagai kerangka desain yang memastikan keselarasan tujuan, asesmen, dan pengalaman belajar berbasis data. Integrasi AI dalam pendidikan menuntut penguatan kompetensi epistemik guru dan desain pembelajaran sistemik, serta pengembangan profesional yang reflektif, berbasis bukti, dan berkelanjutan agar transformasi digital berdampak pada kualitas pembelajaran.
Pemberdayaan Guru SMK Muhammadiyah Tegaldlimo dalam Mengimplementasikan Projek Penguatan Profil Pelajar Pancasila di Era Digital Nur Hidayati; Fatqurhohman Fatqurhohman; Muhamad Rusli; Muhamad Hadi Makrus
JUPAMU: Jurnal Pengabdian Masyarakat Multidisiplin Vol. 1 No. 1: Oktober 2025
Publisher : Ihsan Cahaya Pustaka

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

Abstract

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