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All Journal AKSIOMA: Jurnal Program Studi Pendidikan Matematika Journal of Language and Literature ADMA: Jurnal Pengabdian dan Pemberdayaan Masyarakat JOEL: Journal of Educational and Language Research
Hendra Susanto
Universitas Sains Cut Nyak Dhien
Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Mathematics Nursing Social Sciences Other

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Sosialisasi Pemanfaatan Teknologi Digital Marketing untuk Meningkatkan Pendapatan UMKM Uci Dwi Cahya; Muttaqin Muttaqin; Hendra Susanto
ADMA : Jurnal Pengabdian dan Pemberdayaan Masyarakat Vol 4 No 1 (2023): ADMA: Jurnal Pengabdian dan Pemberdayaan Masyarakat
Publisher : LPPM Universitas Bumigora

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30812/adma.v4i1.3013

Abstract

The information of technology is important role as a solution to overcome problems in the field of product marketing. The presence of technology as a means of digital marketing today is helping people's needs, how much activity is spent using digital technology to fulfill their daily needs. The participants are required to be able to adjust to the conditions and developments of current transactions. The aim of this PKM program is to socialize technology as a means of product promotion so that the participants in PondokKemuningKecamatanLangsa Lama can increase the number of sales through digital marketing, and participants can adapt to new habits, namely digital marketing. The method used in this PKM uses 3 stages, namely the planning stage, the discussion stage, and the implementation stage. The results of the PKM activities regarding digital marketing socialization to participants in PondokKemuning, KecamatanLangsa Lama, it can be seen from the participants actors who were very enthusiastic about the presentation of digital marketing materials and training. This activity has a positive impact on participans actors, to increase the knowledge and understanding of participant actors about digital product marketing and increase confidence in marketing their products online.
The Impact of 21st Century in Education as a Learning Revolution Uci Dwi Cahya; Weni Astari; Hendra Susanto
Humanitatis : Journal of Language and Literature Vol 10 No 1 (2023): Humanitatis: Journal of Language and Literature
Publisher : LPPM Universitas Bumigora Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30812/humanitatis.v10i1.3034

Abstract

The study reveals to impact of 21st century education as a learning revolution. The research focus is directed at four sub variables; lesson planning; implementation of learning; learning assessment; and learning supervision. In this study, collecting data from various sources, the impact of 21st century education as a learning revolution are included in the category of several changes that must be made, such as: Planning the concept of conventional education; understanding education as an important part of efforts to create changes for better management of the life of the nation and state; Creating education that can adapt to the changing nature of globalization; Respond positively to the current changes in globalization and then direct them towards the concept of sustainable management, and create the concept of sustainable education. The results are expected to be input for other, regarding the real conditions in the field related to the impact of 21st century education as a learning revolution so that it can be taken into consideration in implementing the learning revolution in the 21st century. The impact of 21st century education in the learning revolution. This study is a literature review using a qualitative approach. Schools are part of the population in this study, and the sample uses a saturated sampling technique. Data were analyzed using a simple regression technique. The results of the study show that 90% of the impact of 21st century education influences the learning revolution. Positively changes in the flow of globalization then direct it to the concept of sustainable education management, thereby creating the concept of 21st century education.
KEMAMPUAN PEMAHAMAN MATEMATIS SISWA MELALUI MODEL PROBLEM BASED LEARNING (PBL) BERBANTUAN GEOGEBRA Hendra Susanto
JOEL: Journal of Educational and Language Research Vol. 2 No. 3: Oktober 2022
Publisher : Bajang Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53625/joel.v2i3.3835

Abstract

Peserta didik belum terbiasa dengan permasalahan kontekstual yang berkaitan dengan matematika. Hal ini berdampak terhadap pemahaman matematis siswa, karena pemahaman matematis merupakan landasan penting untuk berpikir dalam menyelesaikan permasalahan matematika maupun permasalahan sehari-hari. Begitupula dengan penerapan IT yang begitu penting untuk menumbuhkan minat dan wawasan siswa, misalnya seperti geogebra yang dapat membantu menumbuhkan kemampuan matematis siswa melalui ilustrasi yang ditampilkan dalam software tersebut. Penelitian ini bertujuan untuk mengetahui bagaimana pemahaman matematis siswa pada materi bangun ruang dengan model PBL berbantuan Geogebra di SMA Negeri 1 Banda Aceh. Subjek dalam penelitian ini yaitu 5 orang siswa yang dipilih berdasarkan skor pemahman matematis. Instrumen yang digunakan yaitu tes pemahaman matematis. Data dianalisis berdasarkan indikator-indikator pemahaaman matematis. Hasil penelitian ini menunjukkan terdapat 1 orang berada pada kategori sangat tinggi, 2 orang pada kategori tinggi, dan 2 orang berada pada kategori cukup, hasil rata-rata skor 76. Dari beberapa siswa yang dijadikan sampel pada penelitian ini terlihat bahwa sebahagian besar siswa sudah mampu menguasai soal yang memuat semua indikator pemahaman matematis sehingga dapat disimpulkan bahwa pemahaman matematis siswa sudah baik. Kajian implikasi dari penelitian ini yaitu pembelajaran dengan model PBL berbantuan geogebra dapat dijadikan sebagai alternatif/inovasi dalam pembelajaran yang dapat menumbuhkan pemahaman matematis siswa.
DEVELOPMENT OF A REALISTIC MATHEMATICS EDUCATION MODULE BASED ON COASTAL CULTURE TO IMPROVE NUMERATION LITERACY Hendra Susanto; Farahdiba Thahura
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 15, No 1 (2026)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v15i1.14348

Abstract

Despite high cognitive potential from fish consumption, coastal students face boring traditional modules; thus, a culture-based RME-AI module was developed to enhance numeracy skills. This study aims to analyze the level of validity, practicality, and effectiveness of the Realistic Mathematics Education (RME) learning module based on coastal culture with the Gemini application and how the module can improve the numeracy literacy skills of fifth grade students. The RME module development leverages students' environmental reality to facilitate mathematical learning, effectively bridging pedagogical gaps to achieve superior educational goals through contextual experiences and meaningful conceptual mastery. So that with this module it can help students in improving numeracy literacy skills. The RME-based module is said to be suitable for use if it meets three criteria: valid, practical, and effective. Based on the results of the research analysis, 1) the module was declared very valid after being revised with a percentage of 89.00%, 2) the module was declared practical with an average student response questionnaire result of 84.00% in the field test. Furthermore, 3) the normalized gain test was used to determine how effective the RME learning module was in improving students' numeracy literacy skills. The gain test results showed a value of 0.35 which indicates moderate. This means that the RME learning module based on coastal culture is effective in improving students' numeracy literacy skills. The implications suggest integrating local wisdom bridges abstract-reality gaps, while Gemini AI offers scalable, culturally-responsive models that significantly enhance student engagement and long-term retention of numeracy skills.
Co-Authors Farahdiba Thahura Muttaqin Muttaqin Uci Dwi Cahya Weni Astari