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All Journal Jurnal Pengabdian Masyarakat Bangsa Journal of Pedagogi
Rumani, Risza Presty
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Pelatihan Pembuatan Media Pembelajaran Matematika Menggunakan Platform Kodular Guna Meningkatkan Keterampilan Mengajar Guru Rusmining, Rusmining; Asidik, Windi Aprilia; Rumani, Risza Presty
Jurnal Pengabdian Masyarakat Bangsa Vol. 2 No. 11 (2025): Januari
Publisher : Amirul Bangun Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59837/jpmba.v2i11.2004

Abstract

Kegiatan pengabdian kepada masyarakat ini bertujuan untuk meningkatkan keterampilan mengajar guru melalui pelatihan keterampilan bagi guru matematika dalam membuat media pembelajaran menggunakan platform Kodular. Metode yang digunakan dalam kegiatan pengabdian ini yaitu metode pelatihan dan pendampingan. Metode pelatihan yaitu berupa pemberian materi terkait platform Kodular serta praktik pembuatan media pembelajaran matematika dengan platform Kodular. Dilanjutkan dengan metode pendampingan yaitu mendampingi dan membimbing para guru matematika dalam membuat dan mengembangkan media pembelajaran matematika dengan platform Kodular. Hasil dari kegiatan pengabdian ini dapat disimpulkan yaitu mampu meningkatkan keterampilan guru dalam membuat dan mengembangkan media pembelajaran matematika khususnya dengan platform Kodular.
Learning Fatigue in Online Education: Cognitive Burnout in the Digital Learning Era Rumani, Risza Presty
Journal of Pedagogi Vol. 3 No. 2 (2026): Journal of Pedagogi - April
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/d9xjwh96

Abstract

This study examines learning fatigue in online education, a growing issue in the digital era characterized by cognitive overload, Zoom fatigue, and decreased learning performance. As online learning becomes more prevalent, understanding the mechanisms and contributing factors of fatigue is essential for improving instructional effectiveness. This research employs a qualitative approach using a Systematic Literature Review (SLR), analyzing recent peer-reviewed journal articles from databases such as Scopus, Web of Science, and Google Scholar. Data were collected through a structured screening process based on relevance and quality, and analyzed using thematic and content analysis to identify key patterns related to cognitive, technological, pedagogical, and psychosocial dimensions. The findings reveal that learning fatigue is primarily driven by excessive cognitive load, prolonged videoconferencing demands, poor instructional design, and emotional stress. These factors negatively affect attention, motivation, and academic performance. However, mitigation strategies such as optimizing video settings, implementing active learning approaches, balancing cognitive load, supporting self-regulated learning, and fostering social-emotional support can effectively reduce fatigue. The study concludes that addressing learning fatigue requires a holistic and integrated instructional design that aligns cognitive, technological, pedagogical, and psychosocial aspects to create sustainable and engaging online learning environments.
Reconfiguring Educational Epistemology in the Age of Artificial Intelligence: Between Knowledge Authority and Learning Automation Rumani, Risza Presty
Journal of Pedagogi Vol. 3 No. 2 (2026): Journal of Pedagogi - April
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/2cbn0384

Abstract

This study examines the epistemological transformation of education in the era of artificial intelligence (AI), focusing on the shifting authority of knowledge, the automation of learning processes, and their implications for educational practices. As AI increasingly mediates how knowledge is produced, validated, and accessed, traditional human-centered epistemic structures are being redefined. This research employs a qualitative approach using a Systematic Literature Review (SLR), analyzing recent peer-reviewed journal articles from databases such as Scopus, Web of Science, and Google Scholar. Data were collected through a rigorous screening process based on relevance and methodological quality, and analyzed using thematic and content analysis to identify key patterns across epistemological, technological, and ethical dimensions. The findings reveal that knowledge authority is becoming distributed between humans and algorithmic systems, while AI-driven automation enhances efficiency and personalization but risks reducing critical engagement and conceptual depth. Additionally, the emergence of data-driven and opaque knowledge systems requires new competencies, including AI literacy and epistemic awareness. The study concludes that a comprehensive reconfiguration of educational epistemology is necessary, emphasizing the integration of technological innovation with critical thinking, ethical responsibility, and epistemic justice to ensure meaningful and sustainable learning in the AI era
Co-Authors Asidik, Windi Aprilia rusmining, rusmining