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All Journal Publikasi Pendidikan Jurnal Pendidikan dan Pembelajaran IPA Indonesia Jurnal Ilmiah Pendidikan Dasar JIPM (Jurnal Ilmiah Pendidikan Matematika) Briliant: Jurnal Riset dan Konseptual Journal of Development Research Metodik Didaktik Jurnal Pendidikan : Riset dan Konseptual Jurnal Bidang Pendidikan Dasar Pendas : Jurnah Ilmiah Pendidikan Dasar Cetta: Jurnal Ilmu Pendidikan Edukasi Islami: Jurnal Pendidikan Islam IKRA-ITH ABDIMAS FONDATIA Wahana Sekolah Dasar JP2M (Jurnal Pendidikan dan Pembelajaran Matematika) JIIP (Jurnal Ilmiah Ilmu Pendidikan) CENDEKIA : Jurnal Ilmu Pengetahuan ELEMENTARY : Jurnal Inovasi Pendidikan Dasar TEACHING : Jurnal Inovasi Keguruan dan Ilmu Pendidikan JagoMIPA: Jurnal Pendidikan Matematika dan IPA Jurnal Pengabdian dan Pemberdayaan Nusantara (JPPNu) JURNAL PENDIDIKAN IPS Ruang Cendekia : Jurnal Pengabdian Kepada Masyarakat Nautical: Jurnal Ilmiah Multidisiplin Indonesia TEACHER : Jurnal Inovasi Karya Ilmiah Guru JURNAL PENGABDIAN PENDIDIKAN MASYARAKAT (JPPM) JGK (Jurnal Guru Kita) Science and Education Journal Proceedings Series of Educational Studies Journal of Innovation and Teacher Professionalism Jurnal Pembelajaran dan Riset Pendidikan KOPEMAS Edukasia Jurnal Pendidikan Abdimas Pedagogi: Jurnal Ilmiah Pengabdian kepada Masyarakat
SURAYANAH .
Universitas Negeri Malang
Religion Arts Humanities Biochemistry, Genetics & Molecular Biology Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Physics Public Health Social Sciences Other

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Pengaruh Model Pembelajaran Logan Avenue Problem Solving-Heuristic terhadap Kemampuan Literasi Sains Materi Perubahan Wujud Zat pada Siswa MI Jihan Ayu Fame Liasari; Surayanah Surayanah
FONDATIA Vol 10 No 2 (2026): JUNI
Publisher : Pendidikan Guru Madrasah Ibtidaiyah STIT Palapa Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36088/fondatia.v10i2.6154

Abstract

Scientific literacy is an important skill that elementary school students need to master in understanding and solving science-based problems. However, science learning in elementary schools is still not optimal because students experience difficulties in understanding concepts, solving problems step by step, connecting material with everyday life contexts, and have not yet been actively involved in the learning process. This condition affects students’ low scientific literacy, particularly in the material on changes in states of matter. This study aims to prove the effect of the Logan Avenue Problem Solving-Heuristic (LAPS-Heuristic) learning model on students’ scientific literacy. This study employed a quantitative approach with a quasi-experimental method and a nonequivalent control group design. The research participants consisted of an experimental class and a control class selected through the purposive sampling technique. Data were collected through scientific literacy tests and observation guidelines for the implementation of learning. The results show that the implementation of the LAPS-Heuristic learning model was in the very good category, with a percentage of 94% in the first meeting and 97% in the second meeting. The most prominent improvement in students’ scientific literacy occurred at the stage of understanding the problem, which was aligned with the content aspect, namely students’ ability to identify and understand the concept of changes in states of matter based on the phenomena presented. The hypothesis test results using the independent samples t-test showed a significance value of 0.001 < 0.05, indicating a significant difference between the experimental class and the control class. Thus, the LAPS-Heuristic learning model has a positive effect on the scientific literacy of Grade IV MI students. The implications of this study indicate that structured problem-solving-based learning can help students understand problems more meaningfully and contextually, making it suitable as an alternative for science learning in elementary schools.
Pengaruh Media Virtual Reality Pembuatan Kompos Berbasis Joyful Learning terhadap Minat Belajar IPAS SD Reynata Oktaviani; Surayanah Surayanah
FONDATIA Vol 10 No 2 (2026): JUNI
Publisher : Pendidikan Guru Madrasah Ibtidaiyah STIT Palapa Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36088/fondatia.v10i2.6267

Abstract

Science learning positions products, processes, and scientific attitudes as an integrated whole, including strengthening students’ curiosity. However, science learning in elementary schools still often fails to optimally foster learning interest. This study aims to prove the effect of joyful learning-based virtual reality media for compost-making on elementary school students’ interest in learning Natural and Social Sciences (IPAS). This study used a quantitative approach with a quasi-experimental design. The research sample consisted of 27 students in the experimental class and 27 students in the control class, selected through random sampling. Data were collected using a learning interest questionnaire and analyzed using an independent samples t-test. The results show that the significance value of the independent samples t-test was 0.001, indicating a significant effect of using joyful learning-based virtual reality media on students’ learning interest in compost-making instruction. These findings affirm that learning interest is an important factor in learning because it can influence students’ engagement and cognitive achievement. The conclusion of this study shows that joyful learning-based virtual reality media is suitable for use as a more engaging science learning solution that supports the improvement of elementary school students’ learning interest.
Pengembangan Modul Ajar IPAS Berbasis PBL Materi Nilai Budaya Reog Ponorogo untuk Siswa Kelas IV Sulistiana Dyah Kartika Putri; Surayanah Surayanah
FONDATIA Vol 10 No 2 (2026): JUNI
Publisher : Pendidikan Guru Madrasah Ibtidaiyah STIT Palapa Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36088/fondatia.v10i2.6324

Abstract

The need for teaching modules that are contextual and aligned with local culture serves as an important basis for developing Natural and Social Sciences (IPAS) learning in elementary schools, especially because the existing modules still tend to be general and insufficiently connected to students’ daily lives. This study aims to develop an IPAS teaching module based on Problem-Based Learning (PBL) on the cultural values of Reog Ponorogo to foster patriotism among Grade IV elementary school students. This study used a Research and Development (R&D) method with the ADDIE model, which includes the stages of analysis, design, development, implementation, and evaluation. The research subjects consisted of 16 Grade IV students at SD Negeri 2 Bringin. The validity of the module was tested using the Gregory formula, practicality was analyzed based on the percentage of teacher responses, while effectiveness was tested through N-gain and a paired sample t-test based on pretest and posttest data. The results showed that the students’ average score increased from 26.44 in the pretest to 38 in the posttest. The effectiveness test results showed a significance value of 0.001, and the N-gain achievement was in the very high category. These findings indicate that the PBL-based IPAS teaching module on the cultural values of Reog Ponorogo was declared valid, practical, and effective in improving students’ understanding of local cultural values and is feasible for use in fostering patriotism among Grade IV elementary school students. This study provides a theoretical contribution to the development of literature on IPAS teaching modules that integrate PBL and local wisdom. Practically, this module can be used by teachers to create learning that is more contextual, meaningful, and closely connected to students’ lives, while also opening opportunities for the application of similar approaches in different subjects and levels of education.
Tantangan Perkembangan Moral-Spiritual Di Era Digital Bagi Siswa Sekolah Dasar Qoulan Tsaqila Azhar; Nayla Zalfa Destiasha; Khairunisa Nur Haslinda; Muhammmad Fatikhun Naqiya; Surayanah Surayanah
Science and Education Journal (SICEDU) Vol 5 No 2 (2026): Science and Education Journal 2026
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/sicedu.v5i2.388

Abstract

Perkembangan teknologi digital memberikan pengaruh signifikan terhadap pembentukan nilai moral dan spiritual anak, terutama melalui penggunaan media sosial yang intensif namun tidak diimbangi dengan literasi digital yang memadai. Berbagai penelitian sebelumnya menunjukkan bahwa literasi digital mampu menekan perilaku negatif seperti cyberbullying. Namun, penelitian-penelitian ini masih bersifat parsial dan belum mengintegrasikan dimensi moral, spiritual, dan digital secara holistik. Penelitian ini bertujuan untuk menganalisis tantangan perkembangan moral-spiritual anak-anak di era digital dan merumuskan pendekatan integratif berbasis literasi digital dalam konteks pendidikan. Penelitian ini menggunakan pendekatan kualitatif dengan metode studi kepustakaan (library research) terhadap artikel ilmiah yang relevan dari pada rentang tahun 2022-2026. Data dianalisis secara deskriptif dan kritis untuk mengidentifikasi bentuk tantangan, faktor penyebab, serta strategi penanggulangannya. Hasil penelitian menunjukkan bahwa tantangan utama meliputi pergeseran nilai moral, penurunan interaksi sosial langsung, dan melemahnya internalisasi nilai spiritual. Faktor penyebabnya mencakup akses teknologi yang tidak terkontrol, rendahnya literasi digital, dan kurangnya keterlibatan orang tua. Sebagai solusi, diusulkan integrasi literasi digital berbasis etika dengan pendidikan karakter serta penguatan aktivitas spiritual. Pendekatan ini efektif sebagai strategi pencegahan untuk mengurangi perilaku negatif sekaligus memperkuat karakter anak. Oleh karena itu, memperkuat literasi digital yang diintegrasikan dengan nilai moral-spiritual merupakan kunci untuk mengatasi tantangan perkembangan anak di era digital.
Penguatan Kompetensi Guru melalui Perencanaan Pembelajaran Multilevel Berbasis Augmented Reality oleh Kolaborasi Alumni dan Mahasiswa PPG UM Lilik bin tartik; Dani Irawan; M. Anas Tohir; Surayanah Surayanah
IKRA-ITH ABDIMAS Vol. 9 No. 3 (2025): Jurnal IKRAITH-ABDIMAS Vol 9 No 3 November 2025
Publisher : Universitas Persada Indonesia YAI

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

Abstract

Revolusi industri 4.0 telah mendorong dunia pendidikan untuk bertransformasi, termasuk dalam pengembangan perangkat pembelajaran berbasis teknologi. SDN Percobaan 1 Kota Malang, sebagai mitra Program Pendidikan Profesi Guru (PPG) Universitas Negeri Malang, menghadapi tantangan rendahnya kompetensi guru dalam merancang perangkat pembelajaran inovatif yang terintegrasi dengan teknologi Augmented Reality (AR) dan Virtual Reality (VR). Kegiatan pengabdian ini bertujuan untuk meningkatkan kapasitas guru dalam menyusun perangkat pembelajaran multi-level berbasis AR/VR yang sesuai dengan prinsip diferensiasi dan Kurikulum Merdeka. Metode yang digunakan dalam program ini adalah pelatihan berbasis workshop dan pendampingan intensif dengan pendekatan learning by doing. Kegiatan dilakukan dalam 12 sesi, terdiri atas pelatihan luring, daring, dan evaluasi akhir. Materi pelatihan mencakup pengenalan konsep dasar AR/VR, eksplorasi perangkat dan perangkat lunak (seperti Unity, Metaverse Studio, Vuforia, ARCore), penyusunan media pembelajaran kontekstual, hingga praktik langsung pembuatan perangkat pembelajaran interaktif yang dapat diakses siswa pada berbagai level kemampuan. Evaluasi dilakukan secara kualitatif dan kuantitatif berdasarkan ketercapaian kompetensi guru dan kualitas produk pembelajaran yang dihasilkan. Hasil kegiatan menunjukkan bahwa guru mengalami peningkatan signifikan dalam hal literasi teknologi, kreativitas perancangan media, dan kemampuan integrasi prinsip diferensiasi dalam pembelajaran. Lebih dari 80% peserta berhasil mengembangkan perangkat pembelajaran berbasis AR/VR dengan topik sesuai mata pelajaran yang diajarkan. Umpan balik dari siswa dan rekan sejawat menunjukkan bahwa media yang dikembangkan lebih menarik, interaktif, dan memudahkan pemahaman konsep abstrak. Program ini membuktikan bahwa kolaborasi antara mahasiswa dan alumni PPG UM dapat menjadi strategi efektif dalam menguatkan kompetensi guru berbasis teknologi
ANALISIS PERMASALAHAN SOSIAL EMOSIONAL PESERTA DIDIK DAN DAMPAKNYA TERHADAP PERILAKU BELAJAR DI SMA NEGERI 4 BLITAR Intan Ardian Wardhani; Nabilah Khoirrun Nisak; Nadiva Rahma Paulina Putri; Surayanah Surayanah
CENDEKIA: Jurnal Ilmu Pengetahuan Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/cendekia.v6i3.12805

Abstract

This study was motivated by the emergence of various social-emotional problems experienced by adolescent students, such as academic anxiety, low self-confidence, difficulties in controlling emotions, and social conflicts that may affect students’ learning behavior at school. The purpose of this study was to analyze the social-emotional condition of eleventh-grade students at SMA Negeri 4 Blitar, identify the factors influencing the emergence of social-emotional problems, and examine their impact on students’ learning behavior. This study employed a mixed methods approach involving guidance and counseling teachers and eleventh-grade students as the research subjects. Data were collected through interviews and questionnaires distributed via Google Forms. Quantitative data were analyzed using percentages, while qualitative data were analyzed through data reduction, data presentation, and conclusion drawing. The findings revealed that most students demonstrated fairly good social skills in cooperating, understanding others’ feelings, and building social relationships within the school environment. However, some students still experienced academic anxiety, low self-confidence, and difficulties in regulating emotions. Family background, peer relationships, and social media use were identified as the main factors contributing to these social-emotional problems. Unstable social-emotional conditions were found to affect students’ concentration, learning motivation, and participation in classroom activities. Therefore, collaboration among schools, teachers, and parents is needed to provide social-emotional support in order to improve students’ learning development and psychological well-being. ABSTRAK Penelitian ini dilatarbelakangi oleh munculnya berbagai permasalahan sosial emosional yang dialami peserta didik remaja, seperti kecemasan akademik, rendahnya rasa percaya diri, kesulitan mengontrol emosi, serta konflik sosial yang dapat memengaruhi perilaku belajar siswa di sekolah. Penelitian ini bertujuan untuk menganalisis kondisi sosial emosional peserta didik kelas XI di SMA Negeri 4 Blitar, mengetahui faktor-faktor yang memengaruhi munculnya permasalahan sosial emosional, serta dampaknya terhadap perilaku belajar siswa. Penelitian menggunakan metode campuran (mixed methods) dengan subjek penelitian guru BK dan siswa kelas XI SMA Negeri 4 Blitar. Teknik pengumpulan data dilakukan melalui wawancara dan penyebaran angket menggunakan Google Form. Data dianalisis secara kuantitatif menggunakan persentase dan secara kualitatif melalui tahap reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa sebagian besar peserta didik memiliki kemampuan sosial yang cukup baik dalam bekerja sama, memahami perasaan orang lain, dan menjalin hubungan sosial di lingkungan sekolah. Namun, masih terdapat siswa yang mengalami kecemasan terhadap tugas dan ujian, kurang percaya diri, serta kesulitan mengendalikan emosi. Faktor keluarga, lingkungan pertemanan, dan penggunaan media sosial menjadi penyebab utama munculnya permasalahan sosial emosional tersebut. Kondisi sosial emosional yang kurang stabil berdampak pada menurunnya konsentrasi belajar, motivasi belajar, serta keterlibatan siswa dalam proses pembelajaran. Oleh karena itu, diperlukan kerja sama antara sekolah, guru, dan orang tua dalam memberikan pendampingan sosial emosional kepada peserta didik agar perkembangan belajar dan kesejahteraan psikologis siswa dapat berjalan lebih optimal.  
ANALISIS PERKEMBANGAN KOGNITIF SISWA KELAS VIII SMP DALAM PROSES PEMBELAJARAN DI SMPN 4 KOTA BLITAR Nadia Dwi Insani; Muhammad Ardiansyah; Nezhatian Adi Firmansyah; Surayanah Surayanah
TEACHING : Jurnal Inovasi Keguruan dan Ilmu Pendidikan Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/teaching.v6i3.13021

Abstract

The gap in learning characteristics of early adolescents and the presence of psychosocial anxiety barriers in students in expressing critical arguments orally are the background of this research activity. These field operational problems trigger low levels of independent thinking independence, class passivity, and inefficiency in managing the duration of academic assignments periodically. The main focus of this scientific study is to analyze the profile of student cognitive development and map the instructional barriers felt by eighth-grade students at SMPN 4 Blitar City. The steps of the quantitative approach with a descriptive survey method are operated using a closed questionnaire instrument distribution model of a four-level Likert scale criteria. Sampling was carried out using a total sampling technique that reached 27 active respondents in a structured manner. The numerical data processing procedure was executed through descriptive statistical calculations of the percentage of response distribution. The quantitative findings empirically revealed that the cognitive development of the subjects was in the good category which is in line with the characteristics of Jean Piaget's formal operational stage, where the achievement of material understanding dominated with a percentage of strongly agree at 70.3 percent. However, the aspects of courage to ask questions and independence recorded a fairly high number of disagreements at 29.6 percent. The main conclusion confirms that contextual problem conditioning has proven to be reliable in boosting students' academic resilience. ABSTRAK Kesenjangan karakteristik belajar remaja awal serta adanya hambatan kecemasan psikososial siswa dalam mengekspresikan argumen kritis secara lisan melatarbelakangi kegiatan penelitian ini. Masalah operasional lapangan tersebut memicu rendahnya tingkat kemandirian berpikir mandiri, kepasifan kelas, serta inefisiensi pengelolaan durasi pengerjaan tugas akademik secara berkala. Fokus utama kajian ilmiah ini adalah menganalisis profil perkembangan kognitif siswa serta memetakan hambatan instruksional yang dirasakan siswa kelas delapan di SMPN 4 Kota Blitar. Langkah-langkah pendekatan kuantitatif dengan metode survei deskriptif ini dioperasikan menggunakan penyebaran instrumen kuesioner angket tertutup model kriteria skala Likert empat tingkat. Penarikan sampel dijalankan menggunakan teknik total sampling yang menjangkau sejumlah 27 responden aktif secara terstruktur. Prosedur pengolahan data numerik dieksekusi melalui penghitungan statistik deskriptif persentase sebaran jawaban. Temuan kuantitatif secara empiris menyingkap bahwa perkembangan kognitif subjek berada pada kategori baik yang selaras dengan karakteristik tahap operasional formal Jean Piaget, di mana capaian pemahaman materi mendominasi pada persentase sangat setuju sebesar 70,3 persen. Namun, aspek keberanian bertanya dan kemandirian mencatatkan angka penolakan tidak setuju yang cukup tinggi sebesar 29,6 persen. Simpulan utama menegaskan bahwa pengondisian masalah kontekstual terbukti andal mendongkrak ketahanan akademik siswa.    
Implementasi Pembelajaran Kooperatif Tipe TGT Materi Daur Hidup Hewan pada Siswa Kelas III Sekolah Dasar Siti Robiah Adawiyah; Surayanah Surayanah
Jurnal Pembelajaran dan Riset Pendidikan Vol. 6 No. 2 (2026): Volume 6, Nomor 2, April 2026
Publisher : Lembaga Penelitian dan Pengabdian Universitas Nahdlatul Ulama Blitar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28926/jprp.v6i2.2657

Abstract

Peneltian ini dilatarbelakangi oleh rendahnya partisipasi aktif siswa dalam pembelajaran di kelas. Tujuannya adalah mendeskripsikan implementasi model pembelajaran kooperatif tipe Team Games Tournament (TGT) pada materi daur hidup hewan. Penelitian menggunakan pendekatan kualitatif dengan subjek 20 siswa kelas III SDN Kaweron 01. Data dikumpulkan melalui observasi, wawancara, dan dokumentasi, kemudian dianalisis secara deskriptif kualitatif. Hasil penelitian menunjukkan bahwa persiapan pembelajaran, termasuk penyusunan RPP dan media permainan, telah dilakukan dengan baik. Pelaksanaan TGT yang meliputi penyajian materi, pembentukan tim, kerja sama kelompok, permainan, turnamen, dan pemberian apresiasi berjalan efektif. Dampaknya menunjukkan hasil yang positif. Siswa menjadi lebih aktif dalam pembelajaran dan menunjang keterampilan kolaborasi melalui kerja sama dalam kelompok, serta mendukung pemahaman siswa terhadap materi daur hidup hewan. Meskipun demikian, masih terdapat kendala seperti dominasi siswa tertentu, siswa pasif, dan keterbatasan waktu. Secara keseluruhan, TGT efektif meningkatkan kualitas pembelajaran sekaligus mengasah keterampilan abad ke-21, khususnya keterampilan kolaborasi siswa di sekolah dasar. Kata Kunci: Daur Hidup Hewan, Pembelajaran Kooperatif,Team Games Tournament
Penerapan Pembelajaran Deep Learning dengan Permainan Dakon Materi Perkalian 1 - 10 pada Siswa Kelas 4 UPT SD Negeri Panggungrejo 01 Siti Purnawati; Surayanah Surayanah
Jurnal Pembelajaran dan Riset Pendidikan Vol. 6 No. 3 (2026): Volume 6, Nomor 3, Juli 2026
Publisher : Lembaga Penelitian dan Pengabdian Universitas Nahdlatul Ulama Blitar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28926/jprp.v6i3.2666

Abstract

Salah satu kemampuan krusial yang harus dimiliki siswa kelas IV adalah menguasai operasi hitung perkalian dari angka satu hingga sepuluh. Pelaksanaan penelitian mini ini dirancang untuk menguraikan bagaimana metode pembelajaran deep learning diterapkan lewat permainan tradisional Dakon dalam menyampaikan materi perkalian 1-10 di kelas IV UPT SD Negeri Panggungrejo 01. Rendahnya pemahaman peserta didik terhadap esensi perkalian yang selama ini lebih sering diajarkan dengan cara menghafal tabel tanpa pemaknaan yang lebih dalam menjadi alasan mendasar di balik diadakannya penelitian mini ini. Metode penelitian dalam mini riset ini menerapkan pendekatan deskriptif kualitatif yang meliputi observasi awal kemudian pelaksanaan pembelajaran menggunakan media Dakon serta evaluasi yang dilakukan melalui tes dan wawancara. Temuan dari penelitian tersebut mengindikasikan bahwa implementasi deep learning melalui permainan Dakon berhasil meningkatkan pemahaman siswa terhadap konsep perkalian sehingga siswa menjadi lebih aktif dan antusias serta mampu menjelaskan perkalian sebagai bentuk penjumlahan berulang.
PROYEK MEDIA PEMBELAJARAN MATEMATIKA BERBASIS AUGMENTED REALITY BERBANTUAN ASSEMBLR EDU BAGI GURU SD Sigit Wibowo; Surayanah Surayanah; Yuniawatika Yuniawatika; Ahmad Syawaludin; Danang Listiawan; Rifqi Al Farizza; Isnatul Kurnia
Jurnal Pengabdian Pendidikan Masyarakat (JPPM) Vol 6 No 2 (2025): Jurnal Pengabdian Pendidikan Masyarakat (JPPM), Vol 6 No 2 (Oktober 2025)
Publisher : LPPM UNIVERSITAS MUHAMMADIYAH MUARA BUNGO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52060/jppm.v6i2.3027

Abstract

The limited skills of teachers in developing digital learning media have become a critical issue in today’s rapidly evolving educational landscape. The Teacher Working Group (KKG) serves as a platform where teachers can share experiences, enhance competencies, develop innovative teaching methods and media, and participate in training to improve educational quality. Meanwhile, Augmented Reality (AR) holds great potential to enhance the quality of mathematics instruction. The purpose of this Community Service (PkM) activity was to provide elementary school teachers with knowledge and understanding of AR-based media and the Assemblr Edu application, as well as to improve their skills in developing digital learning tools. This program employed a participatory, training-based approach through socialization and project-based learning methods. Data were collected using observation, documentation, and questionnaires. The activity began with an introduction to the fundamental concepts of AR and Assemblr Edu, including key features and their application in educational settings. It was followed by intensive project-based training with ongoing mentoring, enabling teachers to produce final projects in the form of AR-based learning media. The effectiveness of the program was measured using five indicators evaluated on a Likert scale. The results indicated a substantial improvement in teachers' skills in developing AR-based learning media, with an average score rising from 52.83% before the training to 84.54% afterward—an increase of 31.71%. This improvement was supported by the high level of enthusiasm demonstrated by participants throughout the training sessions. Overall, the results demonstrate that the training was highly effective in enhancing teachers’ knowledge, technical abilities, and reflective capacity to integrate AR technology into a more interactive and meaningful teaching process.
Co-Authors Abidah, Dina Nur Agung Wahid Surya Dadari Ahmad Saifudin Ahmad Syawaludin Ahmad Syawaludin Ahzalia Zulfiqi Fadhillah Aisyah Hanif Fauziah Al Farizza, Rifqi Amalia, Fany Febriana Ananda Zahra Anandha Noviyanti Putri Anggraini, Dhaina Listia Dwi Bintarti, Lilik Cahyani, Fitriana Kurnia Cahyaningrum, Elaesa Putri Indah Cholida, Nur Danang Listiawan Dani Irawan Dinmas Surya Birru Walidain Elvia Ardianti Ningrum Elvia Esti Untari Faadilah, Fatwa Febianti, Naina Fitri Fikriyah, I'anah El Gabby Andriana Puspitasari Hardhita, Rizki Septa Henny Pusporini Hidayah, Farihatul I Wayan Dasna I Wayan Sadia I Wayan Suastra Ibrahim Sani Ali Manggala Ika Febriana Wati Imam Rofiki Imandia Nisai Nabila Imel Rahmatul Alami Intan Ardian Wardhani Isnatul Kurnia Jannah, Aisyahna Rizqita Nur Jihan Ayu Fame Liasari Kamila Salma Farikha Keisya Dini Milan Sari Kelvin Yayang Andaresta Kelvin Khairunisa Nur Haslinda Khusnul Khotimah khusnul khotimah Kirana, Rida Nanda Kurnia, Isnatul Kurniawan, Fika Habib Latifah, Lia Lestariningsih Lestariningsih Lestariningsih Lestariningsih Lewa Karma Lilik bin tartik Lilik Bintartik Listiawan, Danang Luqmana, Annisa Anggun M. Anas Thohir M. Anas Tohir M. Zainuddin M. Zainuddin Mahmada Assyifa Marsanda Avilia Putri Martha Eka Ayu Pratiwi Maulidiawati, Tasya Merista Ayu Az-zahra Miftakhul Hanifa Mirayanti Mirayanti Mirayanti Mirayanti, Mirayanti Mohammad Zainuddin, Mohammad Mohammad Zainudin Muchammad Survy Nur Huda Muhammad Ardiansyah Muhammad Fathikun Naqiya Muhammad Muson Muhammad Yahya Maulida Fahmi Muhammad Zainuddin Muhammmad Fatikhun Naqiya Nabila El Shafira Aghnia Kusumaningrum Nabilah Khoirrun Nisak Nadia Dwi Insani Nadine Qothrunnada Dwihanti Nadiva Rahma Paulina Putri Najwa Salsabila Putri Purwagita Naswa Tatbita Salsa Bila Naswa Nayla Zalfa Destiasha Nezhatian Adi Firmansyah Ni Luh Sakinah Nuraini Nisaa, Roisatun Nur'aini, Ayunda Sekar Oksa Falaza Oktaviani Adhi Suciptaningsih Oktaviani, Reynata Pramudya, Stansa Senia Puguh Darmawan Putpitasari, Devi Restu Putra, Kevin Ravendra Henitto Putri, Marsanda Avilia Putri, Melvina Khahanaya Qoulan Tsaqila Azhar Rahmadani, Hesti Rahmawati, Isna Rizkita Ramadhani, Octa Ramila, Audiza Asssyifa Ramila, Audiza Assyifa Ratna Lestari Reynata Oktaviani Rifatul Mahfida Rifqi Al Farizza Rika Mellyaning Khoiriya Rizky, Teddyanti Ummi Salsabilla, Khurun Lailatus Salma Sani, Mutiara Setyaningrum, Lailatul Nur Abidah Sigit Wibowo Sigit Wibowo Siregar Trisnanda Aprilio Siti Mas’ula Siti Purnawati Siti Robiah Adawiyah Slamet Arifin Sri Rahyuni Sri Untari Sulistiana Dyah Kartika Putri Sulthan Ali Hakim Surayana Surayana Talitha Salsabila Yohannes Kurniawan Barus Yuniawatika Yuniawatika Yuniawatika Yuspitasari, Meirin Dwi Zainuddin, M Zainudin, M Zainudin, Mohammad