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Pendampingan Himpunan Mahasiswa Program Studi Tadris Bahasa Indonesis dalam Pelaksanaan Safari Ramadan di SMAN 1 Muncar Banyuwangi: Pendampingan Himpunan Mahasiswa Program Studi Tadris Bahasa Indonesis dalam Pelaksanaan Safari Ramadan di SMAN 1 Muncar Banyuwangi Manshur, Ali; Moh. Abdul QOhar; FINA ZAIDATUL ISTIQOMAH; Diyaana Hadad; Muhammad Bahrul Ulum; Luthfiyatun Nisa
Jurnal Pengabdian Masyarakat (JUDIMAS) Vol. 3 No. 2 (2025)
Publisher : Pusat Penelitian dan Pengabdian Masyarakat STIKes Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54832/judimas.v3i2.630

The assistance of the Ramadan safari activity carried out by the HMPS Tadris Bahasa Indonesia UIMSYA Blokagung Banyuwangi is one form of implementation of the tridharma of higher education. This activity aims to provide students with provisions related to spiritual and social values. The method used in this activity is more focused on the implementation stage of the activity which includes three stages: the planning stage, implementation and evaluation. The results of this community service activity are in accordance with what is expected. This can be seen from the good response from SMAN 1 Muncar and students as participants in this activity. Mainly from the concept of the activity and the material that has been prepared and arranged for the smooth running of this year's Ramadan safari activity.

Pembelajaran Problem Based Learning Berbasis Deep Learning dengan Dukungan Gamifikasi Liveworksheet: Terobosan Kekinian untuk Peningkatan Hasil Belajar Qohar, Moh. Abdul; Susanti, Nawal Ika; Azizah, Siti Nur; Asnawi, Muhammad Hasan; Aulia, Rikha Warda
Journal of Authentic Research Vol. 5 No. 1 (2026): Februari
Publisher : LITPAM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/3kdpp814

Penelitian ini bertujuan untuk menguji efektivitas model pembelajaran Problem Based Learning (PBL) berbasis Deep Learning dengan dukungan gamifikasi Liveworksheet dalam meningkatkan hasil belajar siswa pada materi Trigonometri. Penelitian ini menggunakan pendekatan kuantitatif dengan desain eksperimen semu (quasi-experimental) pola pre-test dan post-test. Subjek penelitian melibatkan 42 siswa kelas XI MAN 4 Banyuwangi tahun ajaran 2025/2026. Analisis data dilakukan secara deskriptif, uji N-Gain untuk mengukur peningkatan hasil belajar, serta uji statistik inferensial menggunakan Independent Sample t-Test untuk menguji signifikansi perbedaan capaian antar kelompok. Hasil penelitian menunjukkan bahwa kelas eksperimen mengalami peningkatan hasil belajar yang lebih baik dengan skor rata-rata post-test sebesar 87,36 dan nilai N-Gain 0,43 (kategori sedang). Capaian ini lebih tinggi dibandingkan kelas kontrol yang memperoleh rata-rata post-test 82,40 dengan N-Gain 0,17 (kategori rendah). Hasil uji-t menunjukkan nilai signifikansi (Sig.) 0,000 < 0,05, yang mengonfirmasi bahwa perbedaan peningkatan hasil belajar tersebut signifikan secara statistik. Temuan ini membuktikan bahwa integrasi PBL, pendekatan Deep Learning, dan gamifikasi Liveworksheet menciptakan ekosistem pembelajaran yang efektif dalam memperkuat pemahaman konsep dan hasil belajar siswa dibandingkan metode konvensional. This study aims to evaluate the effectiveness of the Problem Based Learning (PBL) model based on Deep Learning supported by Liveworksheet gamification in improving student learning outcomes on Trigonometry. This study employed a quantitative approach with a quasi-experimental design using a pre-test and post-test pattern. The research subjects involved 42 grade XI students of MAN 4 Banyuwangi in the 2025/2026 academic year. Data analysis included descriptive statistics, the N-Gain test to measure the improvement of learning outcomes, and inferential statistical analysis using the Independent Sample t-Test to examine the significance of the differences in achievement between groups. The results indicated that the experimental class experienced better improvement in learning outcomes with an average post-test score of 87.36 and an N-Gain value of 0.43 (medium category). This achievement was higher compared to the control class, which obtained an average post-test score of 82.40 with an N-Gain of 0.17 (low category). The t-test results showed a significance value (Sig.) of 0.000 < 0.05, confirming that the difference in the improvement of learning outcomes is statistically significant. These findings demonstrate that the integration of PBL, the Deep Learning approach, and Liveworksheet gamification creates an effective learning ecosystem for strengthening conceptual understanding and student learning outcomes compared to conventional methods.

Developing Mathematic Learning Devices Oriented Problem Based Learning to improve Students' High Order Thinking Skill Qohar, Moh. Abdul; Susanti, Nawal Ika; Wahyu, Rahma
Jurnal Pendidikan Matematika Vol 8, No 1 (2025): Jurnal Pendidikan Matematika (Kudus)
Publisher : Universitas Islam Negeri Sunan Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/jpmk.v8i1.31373

Students demonstrate low proficiency in answering HOTS (Higher Order Thinking Skills) questions, indicating the need for a learning model that aligns with the nature and demands of such questions. One such suitable model is Problem-Based Learning (PBL), which serves as a relevant and applicable approach for the current curriculum. This study aims to develop a mathematics learning tool based on the Problem-Based Learning (PBL) model to enhance students’ higher-order thinking skills (HOTS). This research employed the 4D Model in the research and development (R&D) approach, encompassing the stage of define, design, develop, and dissemination. The sampling used a purposive sampling technique, namely 22 students of SMP Plus Darussalam Blokagung Banyuwangi. The expert validation results showed that the lesson plan (RPP) achieved an average score of 92.2%, placing it in the "highly valid" category. The learning tool's practicality earned an average of 95.4% (very practical), whereas the student worksheet's (LKS) validation yielded 90.4% (extremely viable). During the dissemination stage, the effectiveness was measured using the N-Gain method. Data were collected through test designs to measure HOTS. Using essay questions in pre-test and post-test that focused on the HOTS indicators: analysis, evaluation, and creation. The results indicated a significant improvement in students' HOTS with an average score of 0.915a (High category) for analysis, 0.675 (medium category) for evaluation, and 0.54 (low category) for creation. These findings indicated that the problem-based learning tool effectively enhances students' higher-order thinking skills (HOTS). Kemampuan siswa dalam menyelesaiakan soal soal HOTS masih sangat rendah sehingga dibutuhkan model pembelajaran yang sesuai dengan ciri ciri soal HOTS. Salah satunya adalah model pembelajaran PBL mampu menjadi pendekatan yang relevan dan aplikatif untuk kurikulum saat ini. Penelitian ini bertujuan untuk mengembangan Perangkat pembelajaran Matematika model Problem-Based Learning (PBL) dalam meningkatkan keterampilan berpikir tingkat tinggi (HOTS). Penelitian ini menggunakan Model 4D dalam pendekatan penelitian dan pengembangan (R&D) yang mencakup define, design, develop, and dissemination. Pengambilan sampel menggunakan teknik purposif sampling yaitu 22 siswa SMP Plus Darussalam Blokagung Banyuwangi. Hasil Validasi oleh Ahli memperoleh rata-rata RPP 92,2% (kategori sangat Valid), dan validasi LKS memperoleh 90,4% (Kategori sangat layak), sedangkan dalam kepraktisan perangkat mendapatkan ra-rata 95,4% (kategori sangat praktis). Pada tahap dessiminasi untuk mengukur keefektifitasnya menggunakan metode N-Gain. Data dikumpulkan menggunakan tes yang mengukur HOTS. Menggunakan soal esai dalam pre-test dan post-test, indikator HOTS—analisis, evaluasi, dan kreasi. Menghasilkan peningkatan yang signifikan dalam HOTS siswa dengan skor rata-rata 0,915 (menganalisis) kategori tinggi, 0,675 (mengevaluasi) kategori menengah, dan 0,54 (mengkreasi) kategori rendah, sehingga menunjukkan bahwa perangkat pembelajaran berbasis problem based learning yang dihasilkan secara efektif meningkatkan kemampuan berfikir tingkat tinggi siswa (HOTS).

Examining the Contribution of Baduy Ethnomathematics to Enhancing Non-Routine Problem-Solving Skills Nawal Ika Susanti; Moh. Abdul Qohar
SIMFONI: Jurnal Sains dan Sosial Multidisipliner Vol. 1 No. 1 (2025): November 2025
Publisher : Divisi Penelitian Yayasan Simfoni Ilmu Cendekia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65430/jssm.v1i1.37

This study aims to synthesize the contribution of Baduy ethnomathematics in enhancing students’ non-routine problem-solving skills. The research is motivated by the gap between formal mathematics learning, which often emphasizes routine procedures, and the need to develop higher-order thinking skills (HOTS). The method employed was a Systematic Literature Review (SLR) using the PRISMA protocol, covering 20 primary studies published between 2020 and 2025. The analysis focused on identifying mathematical concepts embedded in Baduy cultural practices, models of classroom implementation, and their relevance to Polya’s problem-solving heuristics. The findings reveal three major thematic clusters: spatial geometry and transformation (ratios in Sulah Nyanda houses, symmetry in weaving), communal arithmetic and measurement (quintal number system, non-standard units), and patterns and logical structures (customary rules, agricultural cycles). Implementation was most effective through Project-Based Learning (PjBL) and Guided Inquiry, which significantly improved students’ ability to devise strategies and validate solutions. The study concludes that integrating Baduy ethnomathematics supports all stages of Polya’s heuristics—understanding the problem, devising a plan, carrying out the plan, and looking back. Its specific contribution lies in providing a cultural cognitive infrastructure that enhances motivation, encourages non-conventional strategies, and facilitates authentic validation. These findings highlight the role of ethnomathematics not merely as contextual enrichment but as a fundamental pedagogical instrument for cultivating critical and creative thinking in mathematics education.

Pengaruh Self-Directed Learning dalam Pembelajaran Problem Based Learning Berbasis Deep Learning terhadap Kemampuan Pemecahan Masalah Matematis Siswa Anissa Ika Nurrohmah; Moh. Abdul Qohar
IEC: Journal of Educational Innovation Vol 2 No 3 (2026): Juni
Publisher : PT Cendekia Education Center

Show Abstract | Download Original | Original Source | Check in Google Scholar

Mathematical problem-solving ability is one of the essential competencies that students need to master in mathematics learning. However, many students still experience difficulties in understanding mathematical concepts and applying appropriate strategies to solve problems. This study aimed to determine the effect of Self-Directed Learning in Deep Learning-based Problem Based Learning on students' mathematical problem-solving abilities. This research employed a quantitative approach with a causal associative design. The sample consisted of 36 students of class X-5 at SMAN 1 Muncar selected through purposive sampling. Data were collected using Self-Directed Learning questionnaires, Deep Learning-based Problem Based Learning questionnaires, and mathematical problem-solving tests. The data were analyzed using descriptive statistics and multiple linear regression analysis with the assistance of IBM SPSS Statistics 26. The results showed that Self-Directed Learning significantly affected students' mathematical problem-solving abilities with a significance value of 0.005 < 0.05. Deep Learning-based Problem Based Learning also significantly affected students' mathematical problem-solving abilities with a significance value of 0.032 < 0.05. Simultaneously, both variables significantly influenced students' mathematical problem-solving abilities with a significance value of 0.000 < 0.05 and an F value of 966.260. Therefore, Self-Directed Learning and Deep Learning-based Problem Based Learning can be used as effective learning strategies to improve students' mathematical problem-solving abilities.

Efektivitas Model Pembelajaran Numbered Heads Together (NHT) Berbasis Gamifikasi Roda Putar dalam Meningkatkan Hasil Belajar Trigonometri Siswa Siti Maysaroh; Moh. Abdul Qohar
IEC: Journal of Educational Innovation Vol 2 No 3 (2026): Juni
Publisher : PT Cendekia Education Center

Show Abstract | Download Original | Original Source | Check in Google Scholar

This study aims to determine the effectiveness of the Numbered Heads Together (NHT) learning model based on spinning wheel gamification in improving trigonometry learning outcomes of class X students of MA Al-Amiriyyah Blokagung Banyuwangi. This study uses a quantitative approach with a quasi-experimental research type and a pretest-posttest control group design. The research sample consists of two classes, namely the experimental class that received learning using the NHT model based on spinning wheel gamification and the control class that received conventional learning. The data collection technique used learning outcome tests in the form of pretest and posttest. Data analysis was carried out through normality tests, hypothesis tests using the Wilcoxon Signed-Rank Test and Mann-Whitney U Test, and N-Gain analysis to determine the improvement in student learning outcomes. The results showed that the average pretest and posttest scores of the experimental class increased from 64.67 to 88.67, while the control class increased from 63.26 to 75.43. The Wilcoxon test results showed a significance value of 0.000 < 0.05 and the Mann-Whitney test results showed a significance value of 0.000 < 0.05, which means there is a significant difference in learning outcomes between the experimental class and the control class. In addition, the average N-Gain value of the experimental class was 65.54%, which is included in the fairly effective category, while the control class was 30.90%, which is included in the ineffective category. Thus, the Numbered Heads Together (NHT) learning model based on spinning wheel gamification is effective in improving students' trigonometry learning outcomes.

Penerapan Program "Edu Math Bootcamp" Berbasis Literasi Digital guna Meningkatkan Kemampuan Numerasi Siswa SLTA di Banyuwangi Moh. Abdul Qohar; Siti Nur Azizah; Nawal Ika Susanti
Jurnal Pengabdian Masyarakat Vol 2 No 1 (2026): Jurnal Pengabdian Masyarakat Universitas Islam Cordoba Banyuwangi
Publisher : LPPM Universitas Islam Cordoba Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67008/v2zgpc68

Kemampuan numerasi dan literasi digital merupakan kompetensi fundamental untuk resiliensi akademik abad ke-21, namun tingginya kecemasan matematis (math anxiety) dan minimnya kecakapan operasional komputasi pada siswa Sekolah Lanjutan Tingkat Atas (SLTA) masih menjadi residu permasalahan yang menghambat kesiapan mereka menuju pendidikan tinggi. Merespons urgensi tersebut, kegiatan Pengabdian kepada Masyarakat (PkM) ini bertujuan untuk mengimplementasikan dan mengukur efektivitas program Edu Math Bootcamp guna mengelevasi pemahaman konsep numerasi dan membekali keterampilan literasi digital komputasi bagi siswa SLTA mitra di Kabupaten Banyuwangi. Pelaksanaan program mengadopsi model Pendampingan Intensif selama empat hari menggunakan desain Mixed Method, di mana intervensi pedagogisnya mengkombinasikan pendekatan Problem-Based Learning (PBL), demonstrasi hitung cepat, simulasi langsung (hands-on) Microsoft Equation dan Excel, serta tahapan Miniclass Microteaching berkonsep tutor sebaya. Hasil kegiatan secara kuantitatif mengonfirmasi keberhasilan intervensi yang ditunjukkan oleh peningkatan kognitif dengan perolehan skor N-Gain sebesar 0,67 (kategori sedang) dan lonjakan tingkat ketuntasan klasikal yang meroket hingga 87,5%. Secara kualitatif, dinamika kolaboratif di dalam bootcamp terbukti sukses meruntuhkan kecemasan matematis, menstimulasi motivasi belajar, dan memfasilitasi internalisasi materi secara utuh melalui pergeseran paradigma menuju pembelajaran yang berpusat pada siswa (student-centered). Berdasarkan temuan tersebut, studi ini merekomendasikan institusi pendidikan menengah untuk segera mengintegrasikan pelatihan literasi perangkat lunak ke dalam kurikulum pembelajaran matematika formal sebagai langkah taktis dalam mewujudkan kesiapan akademik (academic readiness) lulusan secara paripurna.

Unraveling the Mystery of D (Discriminant): Intensive Community Service Program (PkM) for the Transformation of Conceptual Understanding of Quadratic Equations in Class X Students at SMA Negeri 1 Banyuwangi Nawal Ika Susanti; Moh. Abdul Qohar; Luthfi Qothrun Nada
CENDEKIA: Jurnal Pengabdian Masyarakat Vol. 2 No. 1 (2025): Desember 2025
Publisher : Simfoni Ilmu Cindekia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65430/jpm.v2i1.26

This Community Service (PkM) activity addressed the conceptual gap in understanding the Discriminant of Quadratic Equations among 180 Grade X students at SMA Negeri 1 Banyuwangi. Students showed high procedural ability but poor interpretation of the discriminant's meaning ($D$), leading to low learning mastery and non-routine problem-solving skills. The intervention utilized Intensive Mentoring implementing the Problem-Based Learning (PBL) model supported by conceptual visualization. The PkM involved three stages: preparation, implementation (small-group mentoring and visual demos), and evaluation. Results showed a significant Transformation of Conceptual Understanding. Quantitatively, the students' average score increased by 32.6% (from 63.5 to 84.2), and the learning mastery percentage (KKM 75) sharply rose to 85%. Qualitatively, the activity successfully fostered critical thinking and collaboration in understanding the relationship between the value of $D$, the nature of the roots, and the quadratic function graph. It is concluded that Intensive Mentoring, emphasizing visualization and PBL, is an effective pedagogical strategy to resolve conceptual difficulties with the Discriminant, offering a structured solution for enhancing mathematics learning quality.

Pembelajaran Problem Based Learning Berbasis Deep Learning dengan Dukungan Gamifikasi Liveworksheet: Terobosan Kekinian untuk Peningkatan Hasil Belajar Qohar, Moh. Abdul; Susanti, Nawal Ika; Azizah, Siti Nur; Asnawi, Muhammad Hasan; Aulia, Rikha Warda
Journal of Authentic Research Vol. 5 No. 1 (2026): Februari
Publisher : LITPAM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/3kdpp814

Penelitian ini bertujuan untuk menguji efektivitas model pembelajaran Problem Based Learning (PBL) berbasis Deep Learning dengan dukungan gamifikasi Liveworksheet dalam meningkatkan hasil belajar siswa pada materi Trigonometri. Penelitian ini menggunakan pendekatan kuantitatif dengan desain eksperimen semu (quasi-experimental) pola pre-test dan post-test. Subjek penelitian melibatkan 42 siswa kelas XI MAN 4 Banyuwangi tahun ajaran 2025/2026. Analisis data dilakukan secara deskriptif, uji N-Gain untuk mengukur peningkatan hasil belajar, serta uji statistik inferensial menggunakan Independent Sample t-Test untuk menguji signifikansi perbedaan capaian antar kelompok. Hasil penelitian menunjukkan bahwa kelas eksperimen mengalami peningkatan hasil belajar yang lebih baik dengan skor rata-rata post-test sebesar 87,36 dan nilai N-Gain 0,43 (kategori sedang). Capaian ini lebih tinggi dibandingkan kelas kontrol yang memperoleh rata-rata post-test 82,40 dengan N-Gain 0,17 (kategori rendah). Hasil uji-t menunjukkan nilai signifikansi (Sig.) 0,000 < 0,05, yang mengonfirmasi bahwa perbedaan peningkatan hasil belajar tersebut signifikan secara statistik. Temuan ini membuktikan bahwa integrasi PBL, pendekatan Deep Learning, dan gamifikasi Liveworksheet menciptakan ekosistem pembelajaran yang efektif dalam memperkuat pemahaman konsep dan hasil belajar siswa dibandingkan metode konvensional. This study aims to evaluate the effectiveness of the Problem Based Learning (PBL) model based on Deep Learning supported by Liveworksheet gamification in improving student learning outcomes on Trigonometry. This study employed a quantitative approach with a quasi-experimental design using a pre-test and post-test pattern. The research subjects involved 42 grade XI students of MAN 4 Banyuwangi in the 2025/2026 academic year. Data analysis included descriptive statistics, the N-Gain test to measure the improvement of learning outcomes, and inferential statistical analysis using the Independent Sample t-Test to examine the significance of the differences in achievement between groups. The results indicated that the experimental class experienced better improvement in learning outcomes with an average post-test score of 87.36 and an N-Gain value of 0.43 (medium category). This achievement was higher compared to the control class, which obtained an average post-test score of 82.40 with an N-Gain of 0.17 (low category). The t-test results showed a significance value (Sig.) of 0.000 < 0.05, confirming that the difference in the improvement of learning outcomes is statistically significant. These findings demonstrate that the integration of PBL, the Deep Learning approach, and Liveworksheet gamification creates an effective learning ecosystem for strengthening conceptual understanding and student learning outcomes compared to conventional methods.

ANALISIS VALIDITAS DAN RELIABILITAS SOAL ALJABAR UNTUK SISWA SEKOLAH MENENGAH PERTAMA: STUDI KUANTITATIF Moh. Abdul Qohar; Faiz Fauziyah
Jurnal Tarbiyatuna: Jurnal Kajian Pendidikan, Pemikiran dan Pengembangan Pendidikan Islam Vol. 5 No. 2 (2024): Desember 2024
Publisher : Institut Agama Islam Darussalam Blokagung Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30739/tarbiyatuna.v5i2.3635

This study aims to analyze the validity and reliability of an algebra test instrument designed for middle school students. The background of this research lies in the importance of mathematics education, particularly algebra, which serves as a foundation for other branches of mathematics. Based on the 2021 PISA data, the learning outcomes in mathematics, especially algebra, in Indonesia remain weak. Therefore, valid and reliable evaluation instruments are essential to accurately measure students' competencies. This study employs a quantitative descriptive approach with a purposive sampling of 15 ninth-grade students from MTs Al Amiriyyah. The instrument, consisting of algebra essay tests, was tested for validity using the Pearson Product Moment method and for reliability using the Cronbach's Alpha method. The results indicate that out of 10 test items, 9 items (90%) were declared valid with r_calculated > r_table (0.4409), while 1 item (10%) was invalid. The Cronbach's Alpha value of 0.924, which is greater than 0.60, indicates a very high level of reliability. According to Guilford's category, the instrument demonstrates high credibility as an evaluation tool. These findings suggest that the algebra test instrument is reliable for measuring students' competencies and provides empirical contributions to improving the quality of algebra learning evaluations. Keywords: validity, reliability, test instrument, algebra, learning evaluation.

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