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All Journal Kontinu: Jurnal Penelitian Didaktik Matematika OCTOPUS : Jurnal Ilmu Perikanan Jurnal Kajian Pembelajaran Matematika QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama JPMI (Jurnal Pendidikan Matematika Indonesia) JURNAL PENDIDIKAN TAMBUSAI Symmetry: Pasundan Journal of Research in Mathematics Learning and Education Mosharafa: Jurnal Pendidikan Matematika Jurnal Pengabdian kepada Masyarakat Jurnal Inovasi Global Eduma : Mathematics Education Learning and Teaching Sustainable
Elmawati, Elmawati
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Agriculture, Biological Sciences & Forestry Arts Humanities Astronomy Earth & Planetary Sciences Economics, Econometrics & Finance Education Engineering Environmental Science Languange, Linguistic, Communication & Media Mathematics Public Health Social Sciences Other

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Peran Teknologi Informasi dalam Transformasi Pendidikan Digital di MI Elmawati, Elmawati; Aryani, Cindy Dwi; Mawarita, Mawarita; Mabruri, Mabruri
Jurnal Pendidikan Tambusai Vol. 10 No. 1 (2026)
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai, Riau, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jptam.v10i1.38064

Abstract

Transformasi Pendidikan dalam era digital memanfaatkan berbagai teknologi untuk Transformasi meningkatkan aksebilitas,efektivitas,dan kualitas pembelajaran. Pembelajaran digital memberikan pengalaman yang inovatif, Sementara analisis data dan pembelajaran mesin mendukung personalisasi pembelajaran. Pemanfaatan teknologi ini bukan hanya mengubah cara kita belajar dan mengajar, tetapi juga menciptakan lingkungan pendidikan yang lebih adaptif dan responsif diera digital. Teknologi menjadi sebuah alat pendukung yang digunakan dalam pendidikan untuk mempermudah guru dalam mengajar peserta didik dengan hasil yang ingin dicapai. Di masa seperti saat ini sering kita temui adanya penggunaan teknologi dalam pelaksanaan pembelajaran yang dilakukan oleh seorang pendidik untuk mengajar atau pelajar untuk belajar. Seiring berjalannya waktu teknologi dalam dunia pendidikan mengalami berbagai perkembangan, dimana segala hal sudah memanfaatkan teknologi untuk mempermudah segala pekerjaannya didalam dunia pendidikan.
Bibliometric Analysis: Research on Articulate Storylines in Mathematics Learning Ilham Muhammad; Elmawati Elmawati; Christina Monika Samosir; Febrinna Marchy
EduMa: Mathematics education learning and teaching Vol. 12 No. 1 (2023)
Publisher : Jurusan Tadris Matematika UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eduma.v12i1.12607

Abstract

Articulate Storyline is part of the media authoring tools that can be used in making a product, especially for teaching tools that have been combined into one that contains images, videos, text, sound, drafts, and learning animations. This study aims to capture the landscape of previous research that is relevant to the Articulate Storyline in mathematics learning in the last decade, from 2013 to 2022 using bibliometric analysis. The data taken from the Google Scholar database was refined so that it became 111 publications. The publication trend related to Articulate Storyline in mathematics learning has increased every year, starting from 2019 to 2022, the most publications occurred in 2022 with 58 documents. Publications in 2020 have been cited in more than 180 citations. The focus of research related to Adobe Flash in learning mathematics is 1) critical thinking ability and motivation; 2) understanding mathematics, technology and elementary school; 3) development and junior high school; 4) mathematics and outcomes
Research Trends in Problem Based Learning in Middle School (1998-2023): A Bibliometric Review Christina Monika Samosir; Ilham Muhammad; Febrinna Marchy; Elmawati Elmawati
Sustainable Vol. 6 No. 1 (2023): Sustainable
Publisher : Lembaga Penjaminan Mutu, IAIN Syaikh Abdurrahman Siddik Bangka Belitung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32923/kjmp.v6i1.3237

Abstract

Problem-based learning is a learning model that uses real-life problems that require authentic investigations to construct knowledge actively and collaboratively. The aim of this study was to capture the research landscape related to problem-based learning applied to students at the middle school level from 1998 to 2023. A descriptive bibliometric analysis method was used in this study. The data obtained was taken from the Scopus database. The results of the study show that publications related to problem-based learning, especially in middle schools, go up and down every year. Publications in 2003 have been cited more than any other year. The United States of America is the most influential country in this field. publications in journals related to problem-based learning research applied to middle school students are mostly at the Q1 rank, namely 45 journals. The research focus is divided into 3 namely, 1) knowledge, skills and development; 2) effect, self-efficacy, achievement and effectiveness; 3) middle school students, environment and abilities. These three research focuses can be used as a reference for future researchers to determine the focus of their research related to problem-based learning
Student's Computational Thinking Ability in Solving Sequences and Series: The Difference between Male and Female Elmawati Elmawati; Jarnawi Afgani Dahlan; Bambang Avip Priatna Marthadiputra; Ilham Muhammad
Mosharafa: Jurnal Pendidikan Matematika Vol. 13 No. 1 (2024): January
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v13i1.1987

Abstract

Berpikir komputasi telah menjadi keterampilan penting di era digital abad ke-21, yang melibatkan kemampuan memecahkan masalah, menganalisis data, dan membuat keputusan menggunakan prinsip komputasi. Berdasarkan penelitian sebelumnya, keterampilan CT dapat dipengaruhi oleh perbedaan gender. Tujuan penelitian ini yakni untuk mengkaji perbandingan kemampuan berpikir komputasi matematis siswa laki-laki dan perempuan, serta mendeskripsikan kemampuan berpikir komputasi matematis siswa ditinjau dari gender dalam menyelesaikan soal barisan dan deret. Metode penelitian yang digunakan adalah mixed method dengan desain sequential explanatory yang menekankan pada pengumpulan data kuantitatif lebih dulu kemudian data kualitatif. Penelitian ini dilakukan pada siswa kelas VIII SMP di Kota Bandung dengan melibatkan 18 orang siswa, terdiri dari 7 siswa laki-laki dan 11 siswa perempuan. Teknik pengumpulan data terdiri dari tes kemampuan berpikir komputasi dan wawancara. Hasil penelitian menunjukkan bahwa tidak terdapat perbedaan yang signifikan antara kemampuan berpikir komputasi siswa laki-laki dan perempuan. Sedangkan secara kualitatif, menunjukkan siswa laki-laki dan perempuan menyelesaikan persoalan dengan proses yang berbeda khususnya pada keterampilan dekomposisi dan abstraksi, lalu pada keterampilan pengenalan pola dan berpikir algoritmik tidak ditemukan perbedaan. Computational thinking (CT) has become an essential skill in the digital age of the 21st century, involving the ability to solve problems, analyze data and make decisions using computational principles. According to previous research, gender differences can impact CT skills. This study aimed to compare male and female students' mathematical CT abilities and describe students' mathematical CT abilities in terms of gender in solving sequence and series questions. The research method used is a mixed method with a sequential explanatory design that emphasizes collecting quantitative data first, then qualitative data. This research was conducted on class VIII students of junior high schools in Bandung City, involving 18 students, consisting of 7 male students and 11 female students. The data collection technique consisted of a CT ability test and an interview. The results revealed no statistically significant difference between male and female students' CT abilities. While qualitatively, it shows that male and female students solve problems with different processes, especially in decomposition and abstraction skills, there is no difference in pattern recognition and algorithmic thinking skills.
Co-Authors Ade Novalia Agtri Wulandari Aryani, Cindy Dwi Bambang Avip Priatna Martadiputra cakrawala Christina Monika Samosir Dadang Juandi Dian Indriani Diva Luthfi Anggara Putra Dwi Safitri, Reni Elae Saputri Fauziah S, Ananda Febrinna Marchy Hurin’ina R, Shinshina Ilham Muhammad Ilham Muhammad Jarnawi Afgani Dahlan Kesya Ivena Br Ginting Khaeriyah, Andi kristin Natalia Lalu Sandu Baya Mabruri, Mabruri Marchy, Febrinna Marchy, Febrinna Marthadiputra, Bambang Avip Priatna Martitus Wiranata Mawarita, Mawarita Muhammad, Ilham Murni Murni Nursyaidah, Zakiah Ociyo Naibaho Rahmat Tajudinnur Ridwan Bangun Riri Florentia Samosir, Christina Monika Samosir, Christina Monika Stefanny M. Simalango Swasti Maharani, Swasti Turmudi Yaya S. Kusumah Yolanika, Yolanika Zuliawati zed, Etty