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All Journal Transformasi: Jurnal Pengabdian Masyarakat EDU-MAT: Jurnal Pendidikan Matematika QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Jurnal Dimensi Pendidikan dan Pembelajaran Jurnal SOLMA Jurnal Ilmiah Soulmath : Jurnal Edukasi Pendidikan Matematika Jurnal Cendekia : Jurnal Pendidikan Matematika EDUPEDIA JISIP: Jurnal Ilmu Sosial dan Pendidikan Laplace : Jurnal Pendidikan Matematika ANARGYA: Jurnal Ilmiah Pendidikan Matematika Dedication : Jurnal Pengabdian Masyarakat Journal of Education and Learning Mathematics Research (JELMaR) Mafaza : Jurnal Pengabdian Masyarakat Dedication : Jurnal Pengabdian Masyarakat Komunita: Jurnal Pengabdian dan Pemberdayaan Masyarakat Berbakti
Nurhidayah, Dwi Avita
Universitas Muhammadiyah Ponorogo
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Economics, Econometrics & Finance Education Environmental Science Health Professions Law, Crime, Criminology & Criminal Justice Mathematics Public Health Social Sciences Other

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Pendampingan Kurikulum ISMUBA di SD dan MI Muhammadiyah Kabupaten Ponorogo Dwi Avita Nurhidayah; Wahyudi, Wahyudi; Ardhana Januar Mahardhani; Singkir Hudijono
BERBAKTI: Jurnal Pengabdian Kepada Masyarakat Vol. 1 No. 05 (2025): ISSUE JUNI
Publisher : PT. Mifandi Mandiri Digital

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Abstract

Pendidikan karakter merupakan fondasi pendidikan bagi kemajuan manusia, oleh karena itu pendidikan karakter harus ada di setiap level Pendidikan. Pengembangan pendidikan karakter sangat penting untuk siswa jenjang dasar seperti karakter keimanan, ketakwaan, dan ketrampilan sosial yang baik. Keberadaan kurikulum ISMUBA (Ilmu Pengetahuan Sosial dan Bahasa Arab) dalam mata pelajaran khusus di Pendidikan Muhammadiyah akan menjadi ciri dari keberadaan Lembaga Pendidikan Muhammadiyah. Kegiatan pengabdian ini dilaksanakan dalam bentuk pendampingan kepada 20 guru SD dan MI Muhammadiyah yang ada di Kabupaten Ponorogo. Hasil yang didapatkan dari kegiatan pengabdian ini bahwa kegiatan pendampingan yang dilakukan membawa dampak yang positif untuk guru di SD dan MI Muhammadiyah, hal ini diketahui dari peningkatan pemahaman guru tentang ISMUBA dan pelaksanaannya di sekolah masing-masing. Selain itu kegiatan ini membawa dampak positif yaitu terbentuknya komunikasi Guru ISMUBA SD dan MI Muhammadiyah Kabupaten Ponorogo, akan dibuat modul/buku ajar sebagai bahan implementasi ISMUBA di SD dan MI Muhammadiyah Kabupaten Ponorogo, dan adanya pendampingan imbas implementasi modul atau buku ajar sebagai bahan implementasi ISMUBA di SD dan MI Muhammadiyah Kabupaten Ponorogo yang dikemas dalam bentuk kelompok kerja guru.
URGENSI LITERASI NUMERASI BAGI SISWA SD DALAM MENGHADAPI LEMAHNYA PEMAHAMAN KONSEP MATEMATIKA: KAJIAN BERBASIS LITERATUR Ersa Apriyolasani; Dwi Avita Nurhidayah; Wahyudi Wahyudi
EDUPEDIA Vol 10 No 1 (2026): April
Publisher : Universitas Muhammadiyah Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24269/ed.v10i1.3660

Abstract

This article aims to discuss the importance of improving numeracy literacy skills for elementary school students in addressing the difficulties of understanding mathematical concepts, while considering the use of gadgets as a hindering factor. The objects of this study are the state of numeracy literacy and mathematical concept comprehension among elementary school students in Indonesia, particularly in the context of uncontrolled gadget usage at home. This study employed a literature review method, sourcing data from Sinta-accredited national journals, Scopus and Web of Science-indexed international journals, as well as official reports from the Ministry of Education and Culture (Kemdikbud), OECD, and PISA published within the last ten years. Data were systematically collected from various databases, such as Google Scholar, ERIC, Garuda, and Sinta, and subsequently analyzed using content analysis and thematic synthesis. The findings indicate a strong and reciprocal relationship between numeracy literacy and mathematical concept understanding, serving as a predictor of long-term academic success, as confirmed by Jordan et al. (2022) and supported by the findings of Purwaningrum et al. (2023) in the Edupedia journal. Meanwhile, the uncontrolled use of gadgets was found to undermine students' foundational numeracy skills in several ways: by consuming independent study time, reducing working memory, substituting numeracy tasks with entertainment media, and diminishing students' intrinsic learning motivation. This study asserts that improving numeracy comprehension is a critical necessity in education. Achieving this requires collaboration among various stakeholders. Teachers must employ instructional methods that are relevant to daily life contexts. Parents should also actively guide their children's learning and regulate their screen time. Furthermore, the government and policymakers must improve the curriculum and facilitate continuous professional development for teachers.
AI Hallucination dalam Pembelajaran Aljabar : Systematic Literature Review untuk Berpikir Kritis dan Literasi Numerasi Filda Indriya Laili; Wahyudi; Dwi Avita Nurhidayah
ANARGYA: Jurnal Ilmiah Pendidikan Matematika Vol. 9 No. 1 (2026)
Publisher : Universitas Muria Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24176/anargya.v9i1.17086

Abstract

The use of Artificial Intelligence (AI) without careful evaluation can lead to cognitive dependency and diminish students’ critical thinking skills. One emerging phenomenon is AI hallucination. This study highlights the dual role of AI hallucinations as both a cognitive risk and a pedagogical opportunity to enhance students’ critical thinking skills and numeracy literacy. The method employed is a Systematic Literature Review (SLR) using the PRISMA framework. Data were analyzed using thematic analysis techniques on articles from the Google Scholar, ERIC, and DOAJ databases published between 2021 and 2026. The search process yielded 842 articles, which were then selected based on inclusion and exclusion criteria, resulting in 21 relevant articles. Research findings indicate that AI hallucinations can be used as a reflective learning tool, encouraging students to identify errors, evaluate solution steps, and reconstruct their mathematical understanding. This process contributes to improved critical thinking skills, strengthens conceptual understanding of algebra, and enhances students’ numeracy literacy. Therefore, AI is not merely a tool but also a pedagogical instrument that supports analytical and evaluative learning. This research implies the need for a transformation in mathematics teaching practices, where educators no longer position AI as a provider of instant answers but rather make it the subject of critical evaluation through instructional designs that require students to actively verify their work
Penguatan Paradigma Pembelajaran Mendalam (Deep learning) bagi Guru Matematika Tingkat Madrasah Tsanawiyah di Kabupaten Ponorogo Arta Ekayanti; Dwi Avita Nurhidayah; Sutrisno
KOMUNITA: Jurnal Pengabdian dan Pemberdayaan Masyarakat Vol 5 No 1 (2026): Februari
Publisher : PELITA NUSA TENGGARA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.60004/komunita.v5i1.425

Abstract

Kegiatan pengabdian kepada masyarakat ini bertujuan untuk meningkatkan kompetensi pedagogik guru matematika Madrasah Tsanawiyah (MTs) di Kabupaten Ponorogo melalui penerapan pendekatan deep learning dalam pembelajaran matematika. Kegiatan dilaksanakan oleh tim dosen Fakultas Keguruan dan Ilmu Pendidikan Universitas Muhammadiyah Ponorogo dalam bentuk lokakarya interaktif yang melibatkan 50 guru MTs sebagai peserta. Metode pelaksanaan meliputi pemaparan materi, diskusi reflektif, serta sharing session pengalaman praktik mengajar. Materi utama membahas transformasi paradigma pembelajaran dari hafalan menuju pemahaman mendalam dengan strategi seperti problem-based learning, project-based learning, dan pendekatan STEM. Hasil kegiatan menunjukkan peningkatan pemahaman guru terhadap konsep dan implementasi deep learning dalam pembelajaran matematika serta tumbuhnya kesadaran reflektif untuk menerapkan pembelajaran bermakna di kelas. Para guru juga berperan aktif sebagai narasumber lapangan, berbagi praktik baik dan tantangan yang mereka hadapi di sekolah. Kegiatan ini berhasil menumbuhkan kolaborasi antara perguruan tinggi dan guru sebagai mitra sejajar dalam upaya membangun budaya pembelajaran inovatif di Ponorogo
Implementation of Deep Learning in Mathematics Education at MTs:: An Impact Analysis on Student Engagement and Conceptual Understanding Dwi Avita Nurhidayah; Sutrisno Sutrisno; Arta Ekayanti
JURNAL DIMENSI PENDIDIKAN DAN PEMBELAJARAN Vol 13 No 2 (2025): Juli
Publisher : Universitas Muhammadiyah Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24269/dpp.v13i2.12489

Abstract

Many students struggle to grasp mathematical concepts due to conventional, rote-based learning approaches. Furthermore, teachers are often limited in integrating modern learning technologies such as deep learning due to a lack of knowledge and infrastructure. This Community Service activity emerged in response to these challenges, encouraging the transformation of mathematics education through a technology-based deep learning approach. This research aims to introduce and implement deep learning in mathematics instruction at MTs (Islamic junior high school), focusing on increasing in-depth understanding, student engagement, and teacher readiness to use innovative learning approaches. This research used a qualitative approach with a community service approach. Data collection techniques included participant observation, in-depth interviews with teachers and students, and documentation of activities. Data were analyzed thematically to identify patterns and meanings from participants' experiences during the program. The results showed a significant increase in student engagement and confidence in solving mathematics problems. Teachers said the deep learning approach helped them design meaningful and engaging lessons. Students became more active in discussions, more easily grasped abstract concepts, and demonstrated higher learning motivation. Furthermore, several teachers have begun integrating project-based learning and reflection into their mathematics classrooms. These findings demonstrate that deep learning is not just a trend, but a relevant and practical approach to improving the quality of mathematics learning in MTs (Islamic junior high school). The results of this research will form the basis for developing deep learning-based learning modules that can be used across schools.
The Role of Mathematics Goes to School in Efforts to Improve Numeracy Literacy of Grade X Students at MA Muhammadiyah 2 Yanggong Ananda Eriana; Wahyudi Wahyudi; Dwi Avita Nurhidayah
JURNAL DIMENSI PENDIDIKAN DAN PEMBELAJARAN Vol 14 No 1 (2026): Januari
Publisher : Universitas Muhammadiyah Ponorogo

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Abstract

The level of numeracy literacy among Indonesian students is relatively low, as shown in PISA 2023, which makes it difficult for students to connect mathematical concepts to everyday life. This is also evident at MA Muhammadiyah 2 Yanggong, where students are often trapped in memorizing unclear formulas without understanding the meaning of the problems they encounter. This study aims to explain the implementation of the Mathematic Goes to School (MGTS) program, a work program of HMPS Pendidikan "Delta", as an effort to improve students' numeracy literacy through contextual learning. This study applies a qualitative approach with an intrinsic case study. Participants in this study were grade X students of MA Muhammadiyah 2 Yanggong, in the 2024/2024 academic year. Data were collected through direct observation, student reflections, and documentation, which were then analyzed using the Miles and Huberman model, comprising data reduction, data presentation, and conclusion drawing. The results show that the MGTS program successfully changed the way students learn, from simply calculating to analyzing and solving problems. Despite the limited timeframe, this program has proven effective in transforming students' learning attitudes, making them more critical and active. The collaboration between students as peer mentors and the school, using a realistic approach, has had a positive impact on strengthening students' numeracy literacy at the secondary level.
Co-Authors Ananda Eriana Ardhana Januar Mahardhani Arta Ekayanti Asrori, Muhammad Abdul Roziq Atiek Mustikawati, Diyah Avida Chilvy Zulbryanti Dian Kristiana Dita Febriyanti Eko Aris Setiawan Ersa Apriyolasani Filda Indriya Laili Ikmawati, Egidia Intan Sari Rufiana Jumadi Jumadi Mahardhani, Ardhana Januar Purwaningrum, Titis Sastro, Wahyudi Singkir Hudijono Sumaji Sutrisno Sutrisno Sutrisno Tri Khoirul Jannah Khoirul Jannah Wahyudi Wahyudi Sastro Wahyudi Wahyudi Wahyudi Wahyudi Wahyudi Wahyudi Yuli Ratnasari