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All Journal Wahana Matematika dan Sains PYTHAGORAS: Jurnal Program Studi Pendidikan Matematika JURNAL PENDIDIKAN TAMBUSAI Al-Khidmat : Jurnal Ilmiah Pengabdian Kepada Masyarakat J-PiMat : Jurnal Pendidikan Matematika Jurnal Ilmiah Pendidikan Matematika Al Qalasadi Bubungan Tinggi: Jurnal Pengabdian Masyarakat Madaniya Primatika : Jurnal Pendidikan Matematika Journal of Mathematics Education and Science EMTEKA: Jurnal Pendidikan Matematika SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA Ethnomathematics Journal Kognitif: Jurnal Riset HOTS Pendidikan Matematika Prosiding Seminar Nasional Pendidikan Matematika, Universitas Mulawarman Jurnal Arjuna : Publikasi Ilmu Pendidikan, Bahasa dan Matematika Jurnal Pengabdian Masyarakat Profesi Guru Jurnal Riset Pecinta Matematika Jurnal Pendidikan Inklusi Citra Bakti Jurnal Motivasi Pendidikan Dan Bahasa Jurnal Pendidikan dan Keguruan Tarbiyatul Ilmu (Jurnal Kajian Pendidikan)
Muhtadin, Achmad
Universitas Mulawarman
Religion Arts Humanities Computer Science & IT Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Social Sciences Other

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Kompetensi Kepribadian Guru dalam Pembentukan Karakter Peserta Didik di Era Digital Sinar Arisa Putri; Zahratul Munawarah; Ikmawati Ikmawati; Achmad Muhtadin
Jurnal Arjuna : Publikasi Ilmu Pendidikan, Bahasa dan Matematika Vol. 4 No. 2 (2026): April: Jurnal Arjuna : Publikasi Ilmu Pendidikan, Bahasa dan Matematika
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/arjuna.v4i2.2717

Abstract

The digital technology revolution has significantly influenced and transformed the education sector, particularly in how students access information and interact within learning environments. Easy access to various sources of information offers great opportunities for the learning process, but it also presents challenges related to students’ attitudes, ethics, and their ability to use technology wisely. In this context, the teacher’s role becomes increasingly essential not only as a provider of instructional material, but also as a figure who models character development. This study aims to analyze the contribution of teachers’ personality competencies in shaping students’ character in the digital era. A qualitative approach was employed using a literature review method. Various scientific articles relevant to teacher personality competencies and character education served as the primary data sources. The findings were examined through descriptive qualitative analysis to identify concepts, theories, and previous research related to the role of teachers in character building. The results of the review indicate that teacher personality aspects, such as integrity, discipline, responsibility, empathy, and moral exemplarity, significantly contribute to students’ character development. Teachers with positive personality traits can create a supportive learning environment, model appropriate behavior, and guide students in using technology wisely. Therefore, strengthening teachers’ personality competencies is an essential step in supporting the success of character education in the digital era.
Tinjauan Literatur tentang Kompetensi Profesional Guru Matematika Aurelia Az Zahra; Nur Harun Ismail; Ikmawati Ikmawati; Achmad Muhtadin
Jurnal Arjuna : Publikasi Ilmu Pendidikan, Bahasa dan Matematika Vol. 4 No. 3 (2026): Juni: Jurnal Arjuna : Publikasi Ilmu Pendidikan, Bahasa dan Matematika
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/arjuna.v4i3.2794

Abstract

This study aims to examine in depth the professional competence of mathematics teachers through a literature review approach. The method used in this research is a literature review by analyzing ten relevant scientific articles obtained from various credible national and international sources. The study was conducted to identify the factors influencing the professional competence of mathematics teachers and its implications for the quality of learning and students’ learning outcomes. The findings reveal that mathematics teachers’ professional competence plays a significant role in improving the effectiveness of the learning process, students’ critical thinking skills, and mathematics learning achievement. Factors influencing professional competence include continuous training, academic supervision, teacher certification, teaching experience, intrinsic motivation, and the integration of digital technology in learning activities. In addition, professional competence is closely related to pedagogical competence in supporting students’ mathematical skills. The findings of this study emphasize that the development of mathematics teachers’ professionalism should be carried out systematically, continuously, and adaptively to technological advancements in order to improve the quality of mathematics education in the digital era.
Transformasi Strategi Disiplin Guru: Dari Hukuman ke Pendekatan Edukatif dalam Membentuk Kedisiplinan Nabila Ayu Mulyadi; Amanda Mardillah; Ikmawati Ikmawati; Achmad Muhtadin
Jurnal Motivasi Pendidikan dan Bahasa Vol. 4 No. 2 (2026): Jurnal Motivasi Pendidikan dan Bahasa
Publisher : International Forum of Researchers and Lecturers

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59581/jmpb-widyakarya.v4i2.6180

Abstract

This study aims to examine the transformation of teachers’ discipline strategies from a punishment-based approach to an educational approach in fostering student discipline. The persistent issues of student discipline, such as low compliance with rules and lack of learning responsibility, indicate the need for more effective disciplinary strategies. This study employs a literature review method by analyzing various relevant scientific articles related to discipline strategies, the implementation of rewards and punishments, and positive discipline approaches in the school environment. The findings reveal a shift in discipline strategies from those emphasizing control through punishment to more educational and humanistic approaches. This approach focuses on the habituation of positive behavior, empathetic communication, and the provision of rewards to strengthen students’ motivation. However, punishment still plays a role as a learning tool when applied fairly, consistently, and proportionally. In addition, the success of fostering student discipline is influenced by teachers’ role modeling, firmness in enforcing rules, and a supportive school environment. This transformation indicates that teachers act not only as rule enforcers but also as facilitators who encourage the development of students’ internal awareness and responsibility. Therefore, the implementation of balanced and sustainable discipline strategies is essential to support an effective learning process.
Studi Literatur: Fungsi dan Kualifikasi Guru sebagai Penopang Keberhasilan Pendidikan Rezkiyanto Taruq Allo; Evelin Azura Soisong; Achmad Muhtadin; Ikmawati Ikmawati
Jurnal Motivasi Pendidikan dan Bahasa Vol. 4 No. 2 (2026): Jurnal Motivasi Pendidikan dan Bahasa
Publisher : International Forum of Researchers and Lecturers

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59581/jmpb-widyakarya.v4i2.6213

Abstract

Education has a crucial role in improving the quality of human resources and shaping national character. The success of the education system depends greatly on the effectiveness of the teacher's role as the main implementer of learning who functions as an educator, guide, motivator and facilitator. This research aims to examine the functions and qualifications of teachers as support for educational success through the literature study method (library research) by analyzing various sources of scientific journals, books and relevant official documents. The analysis technique used is qualitative descriptive analysis to interpret the data systematically. The results of the study show that the teacher's function includes integrated professional, humanitarian and societal dimensions. Professionally, teachers are responsible for designing, implementing and evaluating learning. Academic qualifications and mastery of four main competencies—pedagogical, professional, social, and personality—are vital indicators in determining the quality of education. However, implementation in the field still faces challenges such as gaps in mastery of information technology (ICT) and bureaucratic obstacles in the certification process. This research concludes that improving teacher quality through continuous education and effective policies is very necessary to create adaptive and competitive learning in the digital era
STUDI LITERATUR KESENJANGAN KOMPETENSI GURU REGULER DALAM IMPLEMENTASI PENDIDIKAN INKLUSIF Septiani Rahman; Alifia Meysa Ababil; Achmad Muhtadin; Ikmawati
Jurnal Pendidikan Inklusi Citra Bakti Vol. 4 No. 1 (2026): Jurnal Pendidikan Inklusi Citra Bakti
Publisher : Pusat Penelitian dan Pengabdian kepada Masyarakat STKIP Citra Bakti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38048/jpicb.v4i1.6848

Abstract

Pendidikan inklusif menempatkan guru reguler sebagai garda terdepan pendidikan, namun fakta lapangan menunjukkan adanya kesenjangan kompetensi yang signifikan. Kajian ini bertujuan untuk mengidentifikasi seberapa besar kesenjangan antara tugas yang diberikan kepada guru dengan kemampuan nyata di lapangan, sekaligus merumuskan strategi adaptasi bagi guru reguler dalam menanganinya. Metode yang digunakan berupa studi literatur sistematis terhadap berbagai artikel ilmiah relevan dalam rentang tahun 2020–2025. Hasil penelitian menunjukkan bahwa terdapat kendala serius yang dihadapi guru reguler dikarenakan tidak adanya latar belakang Pendidikan Luar Biasa. Keterbatasan waktu, minimnya fasilitas di sekolah, serta belum tersedianya Guru Pendamping Khusus menjadi tantangan berat yang memicu risiko kelelahan kerja (burnout) pada pendidik. Meskipun pengembangan diri secara mandiri telah dilakukan, hal tersebut belum mampu meningkatkan kompetensi teknis guru secara signifikan dalam mengelola keberagaman di kelas. Kajian ini menyimpulkan bahwa dukungan manajerial melalui Standar Operasional Prosedur yang baku serta penguatan kompetensi melalui pelatihan berkelanjutan sangat diperlukan guna mengatasi kesenjangan profesionalisme tersebut. Sinergi antara kebijakan sekolah yang suportif dan inovasi pedagogik menjadi kunci keberhasilan transformasi pendidikan inklusif yang bermartabat.
Literasi Matematika Siswa pada Soal PISA Konteks Kutai Ditinjau Gaya Kognitif Amelia Indri Permatasari; Achmad Muhtadin
J-PiMat : Jurnal Pendidikan Matematika Vol 8, No 1 (2026): J-PiMat
Publisher : Prodi Pendidikan Matematika STKIP Persada Khatu;istiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/j-pimat.v8i1.6317

Abstract

This study analyzes students’ mathematical literacy in solving PISA-equivalent problems based on the local cultural context of Kutai, viewed from reflective and impulsive cognitive styles. This qualitative descriptive research involved tenth-grade students of SMA Negeri 16 Samarinda. The subjects were selected purposively based on the results of a mathematical literacy test and the Matching Familiar Figures Test (MFFT). Data were collected through written tests, interviews, and documentation, and analyzed using the Miles and Huberman model. The results show that students with reflective cognitive styles tend to solve problems more systematically and carefully across the stages of formulating, employing, and interpreting, although they require more time. In contrast, impulsive students tend to respond more quickly but show lower accuracy and less structured reasoning. This study contributes to the understanding of how cognitive styles influence students’ mathematical literacy in solving PISA-equivalent contextual problems, particularly those based on local cultural contexts.Keyword: Mathematical Literacy, PISA-Equivalent Problems, Local Context, Cognitive Style
PENGARUH PENGGUNAAN CHROMEBOOK TERHADAP HASIL BELAJAR POLA BILANGAN KELAS VIII Fania Cahyaning Wulan; Azainil Azainil; Berahman Berahman; Achmad Muhtadin
SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/science.v6i3.10860

Abstract

This research is motivated by the average value of daily mathematics tests that have not reached the minimum completion criteria due to the use of digital media that has not been directed at material that requires visualization of concepts. The focus of the problem in this research is to analyze the effect of the use of Chromebooks as a cloud-based learning medium on the mathematics learning outcomes of eighth-grade students on the material of number patterns. Using a quantitative approach with an ex post facto research type, the important stages in this research were carried out without variable manipulation, but rather collecting real data in the field through the distribution of questionnaires on Chromebook utilization and the implementation of objective learning outcome tests in the form of essays. Data from 155 samples selected through cluster random sampling techniques at SMP Negeri 1 Anggana were then analyzed using descriptive statistics and simple linear regression inferences assisted by the SPSS program. The research findings indicate that the level of Chromebook utilization in mathematics learning is in the moderate category, while student learning outcomes are in the high category with an effective classical graduation rate. The results of the simple linear regression analysis confirm that there is a positive and significant influence between Chromebook utilization on students' mathematics learning outcomes with a correlation coefficient value of 0.821 and a determination coefficient of 0.675. The main conclusion proves that Chromebooks are a dominant factor that significantly contributes to variations in students' inclusive number pattern learning outcomes. ABSTRAK Penelitian ini dilatarbelakangi oleh nilai rata-rata ulangan harian matematika yang belum mencapai kriteria ketuntasan minimum akibat pemanfaatan media digital yang belum terarah pada materi yang menuntut visualisasi konsep. Fokus masalah dalam riset ini adalah menganalisis pengaruh penggunaan Chromebook sebagai media pembelajaran berbasis cloud terhadap hasil belajar matematika siswa kelas VIII pada materi pola bilangan. Menggunakan pendekatan kuantitatif dengan jenis penelitian ex post facto, tahapan penting dalam penelitian ini dilakukan tanpa manipulasi variabel, melainkan menjaring data riil di lapangan melalui penyebaran angket pemanfaatan Chromebook dan pelaksanaan tes hasil belajar objektif berbentuk esai. Data dari 155 sampel yang dipilih melalui teknik cluster random sampling di SMP Negeri 1 Anggana kemudian dianalisis menggunakan statistik deskriptif serta inferensial regresi linear sederhana berbantuan program SPSS. Temuan penelitian menunjukkan bahwa tingkat pemanfaatan Chromebook dalam pembelajaran matematika berada pada kategori sedang, sedangkan capaian hasil belajar siswa berada pada kategori tinggi dengan tingkat kelulusan klasikal yang efektif. Hasil analisis regresi linear sederhana menegaskan terdapat pengaruh positif serta signifikan antara pemanfaatan Chromebook terhadap hasil belajar matematika siswa dengan nilai koefisien korelasi sebesar 0,821 dan koefisien determinasi mencapai 0,675. Simpulan utama membuktikan bahwa Chromebook merupakan faktor dominan yang berkontribusi nyata terhadap variasi hasil belajar pola bilangan siswa secara inklusif.    
KOMPETENSI KEPRIBADIAN GURU SEBAGAI FAKTOR KUNCI DALAM PEMBENTUKAN KARAKTER PESETA DIDIK: STUDI LITERATUR Reynanda Tablita Putri; Arzahwa Putri Asoka; Achmad Muhtadin; Ikmawati
TARBIYATUL ILMU: JURNAL KAJIAN PENDIDIKAN Vol. 3 No. 7 (2026): TARBIYATUL ILMU: Jurnal Kajian Pendidikan
Publisher : CV. ADIBA AISHA AMIRA (ADISAM PUBLISHER)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.20200471

Abstract

Teacher personality competence is an essential component in education that plays a significant role in shaping students’ character. Amid the challenges of modernization and technological advancement, character development has become increasingly complex and requires teachers to serve as role models. This article aims to examine the role of teacher personality competence as a key factor in shaping students’ character through a literature review approach. This study employed a qualitative approach using a literature review method. Secondary data were collected from 10 accredited national journal articles (SINTA 1–6) published within the last five years (2021–2026) through Google Scholar and the SINTA Portal. Data were analyzed using content analysis, including identification, selection, descriptive presentation, and synthesis of findings. The results indicate that teacher personality competence supports character internalization through exemplary behavior, emotional stability, and adaptability to changing times. These findings confirm that teachers’ personality significantly influences students’ academic development and integrity in face-to-face and online learning. Therefore, strengthening teacher personality competence should be prioritized in professional development policies to improve character education sustainably.
TANGGUNG JAWAB PROFESI GURU DALAM MEMBENTUK KARAKTER PESERTA DIDIK Shelomyta Agustina Sefrina; Luk Luk Amaliya; Ikmawati; Achmad Muhtadin
JURNAL PENDIDIKAN DAN KEGURUAN Vol. 4 No. 4 (2026): Jurnal Pendidikan dan Keguruan
Publisher : CV. ADIBA AISHA AMIRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.20506662

Abstract

This study is motivated by the important role of teachers as professional educators in shaping students' character in the midst of increasingly complex societal changes. Teachers are not only responsible for delivering academic content but also act as role models, motivators, and guides in instilling moral values. This study aims to analyze the professional responsibilities of teachers in shaping students’ character. The research employs a qualitative approach using library research by analyzing relevant journals and scientific articles published between 2016 and 2026. The results and discussion indicate that teachers’ pedagogical and professional competencies play a crucial role in the success of character development, as reflected in the internalization of values such as discipline, responsibility, and integrity. Teachers also function as character architects through the stages of moral knowing, moral feeling, and moral action. However, there are challenges arising from external factors, particularly unsupportive family environments. In conclusion, teachers' professional responsibility is a key factor in determining the success of students' character development; therefore, improving teacher competencies and strengthening collaboration between schools and parents are essential to develop students with strong character.
PROFESIONALISME GURU MATEMATIKA DALAM MENGHADAPI PERKEMBANGAN TEKNOLOGI DIGITAL Dina Arsita; Anisa Ramadani; Ikmawati; Achmad Muhtadin
JURNAL PENDIDIKAN DAN KEGURUAN Vol. 4 No. 4 (2026): Jurnal Pendidikan dan Keguruan
Publisher : CV. ADIBA AISHA AMIRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.20506635

Abstract

Advances in digital technology have transformed mathematics education and require teachers to enhance their professional competence to meet the demands of the digital age. Technology is no longer merely a tool but has become an integral part of learning, as it can present abstract mathematical concepts through visualization, simulation, and interactive media. However, the implementation of digital technology still faces various challenges, such as limited teacher competencies, low digital literacy, disparities in technology access, and suboptimal pedagogical practices. This study employs a literature review method using national journal articles (2016–2025) with thematic synthesis analysis to identify relevant patterns and relationships. The results indicate that teacher professionalism focuses not only on subject matter mastery but also on the ability to integrate knowledge, content, and pedagogical technology (PCK and TPACK). Appropriate technology integration has been proven to enhance learning quality, student engagement, and conceptual understanding. However, the optimal use of technology still needs improvement. Therefore, teacher professionalism must be continuously developed, particularly in the areas of pedagogy, digital literacy, and technology integration, to create effective, innovative, and meaningful mathematics learning.
Co-Authors Abdul Basir Abbas Abdul Basir Abbas, Abdul Basir Afifa, Marwah Afriandini, Melynda Alfarizi, Muhamad Taufiq Alifia Meysa Ababil Amalia, Ayu Rizky Amanda Mardillah Amelia Indri Permatasari Amelia, Dinda Anisa Ramadani Ardati Ardati Arifian, Nisfiatul Fauziah Arzahwa Putri Asoka Atin Nuryadin Auliaul Fitrah Samsuddin Auliaul Fitrah Samsudin Aurelia Az Zahra Azainil Azainil Basir, Abdul Berahman, Berahman Bhatari Yustisia Chandra, Fariel Dwiki Dafosta, Maria Theresiana Dian Apriliani, Dian Dina Arsita Dwi Rizki Ramadhan Evelin Azura Soisong Fania Cahyaning Wulan Fania Ramadhani Haeruddin Haeruddin Haeruddin Haeruddin Haeruddin, Haeruddin Hariono, Dini Ramadhani Haryaka, Usfandi Herawati, Reski Ikmawati Ikmawati Ikmawati Ikmawati Ikmawati Ikmawati Ikmawati Ikmawati, Ikmawati Jagad, Dimaz Surya Jalung, Krismarlina Kenzu, Erika Nur Krismarlina Jalung Kurniawan Kurniawan Kurniawan Kurniawan Luk Luk Amaliya Manalu, Deby Gabriella Maulidya, Nur Fadilah Muflihah Utami Tahir Muhammad Hafizh Naufal Yahya Muhammad Hafizh Naufal Yahya Nabila Ayu Mulyadi Nanda Arista Rizki Ningrum, Rahmadina Cahya Novri, Ivan Nur Harun Ismail Nurul Fitriyah Sulaeman Petrus Fendiyanto Putri Haryani Syahar Putri Kirani Putri, Syahiida Aliyya Rahmadani, Nur Anisa Regina Bilqis Wardani Reski Herawati Reynanda Tablita Putri Rezkiyanto Taruq Allo Rusdiana Rusdiana Sartika, Serliana Dewi Septiani Rahman Shelomyta Agustina Sefrina Sinaga, Clarisa Novcarina Sinar Arisa Putri Siti Najmiah Siti Nurkhasanah Rusmiono Sugeng Tamba, Rapmauliasi Tri nurhaliza, Davi Untu, Zainuddin Untu, Zainuddin Untu Usfandi Haryaka Vandaramayu, Aurora Wardhana, Arya Kusuma Zahratul Munawarah