Article Per Year (5 Year)
p-Index From 2020 - 2025
1.084
P-Index
This Author published in this journals
All Journal Al-Jabar : Jurnal Pendidikan Matematika Jurnal Pembelajaran Prospektif SELAPARANG: Jurnal Pengabdian Masyarakat Berkemajuan JPMI (Jurnal Pendidikan Matematika Indonesia) GANDRUNG: Jurnal Pengabdian Kepada Masyarakat IJPD (International Journal Of Public Devotion)
Winarji, Agus
Unknown Affiliation
Agriculture, Biological Sciences & Forestry Humanities Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Medicine & Pharmacology Nursing Physics Public Health Social Sciences Other

Published : 8 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 8 Documents
Search

 1 
Pelatihan pengajuan Hak Kekayaan Intelektual (HaKI) bagi dosen, mahasiswa dan calon guru Mirza, Ade; Meldi, Nadya Febriani; Pasaribu, Revi Lestari; Fitriawan, Dona; Yusmin, Edy; Ahmad, Dian; Novianti, Metia; Rustam, Rustam; Munaldus, Munaldus; Winarji, Agus
SELAPARANG: Jurnal Pengabdian Masyarakat Berkemajuan Vol 9, No 2 (2025): March
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/jpmb.v9i2.29596

Abstract

Abstrak Tujuan kegiatan pengabdian kepada masyarakat untuk meningkatkan pengetahuan mengenai HKI dan dokumen serta prosedur pengajuan HKI bagi Dosen, Mahasiswa dan Calon Guru. Pengabdian ini dilaksanakan dalam bentuk pelatihan dan demonstrasi pegajuan HKI yang bermitra dengan Universitas Oesman Sapta Oedang Pontianak Kalimantan Barat dan dilaksanakan ditempat tersebut. Untuk pengumpulan data, teknik dan instrumen yang dipilih berupa teknik kuisioner dengan instrumen kuisioner yang disebar melalui google form sebagai alatnya dan dokumen-dokumen untuk mengetahui peningkatan pengetahuan peserta sebelum dan setelah mengikuti pelatihan. Peserta dari pelatihan ini merupakan 17 Dosen dan 34 Mahasiswa dari Univesitas Oesman Sapta Oedang yang tersebar dari 5 program studi yang berbeda serta calon guru dari Universitas Tanjungpura dengan rincian kegiatan sebagai berikut. Demikian diperoleh hasil pelatihan yaitu meningkat sebesar 83.40% pada kategori tahu sampai sangat tahu tentang pemahaman peserta mengenai urgensi memiliki HKI pada produk atau ide kreatif dan invatif, jenis-jenis HKI, dokumen yang diperlukan saat pengajuan, prosedur pengajuan. Selain itu untuk pemahaman diperolah 54% pada kategori sangat tahu tentang pemahaman dan kebermanfaatan 63% diperoleh pada kebermanfaatan. Kata kunci: hak kekayaan intelektual; dosen, mahasiswa; calon guru profesional Abstract The purpose of community service activities is to increase knowledge about IPR and documents and procedures for submitting IPR for Lecturers, Students and Prospective Teachers. This service is carried out in the form of training and demonstration of IPR submission in partnership with Oesman Sapta Oedang University, Pontianak, West Kalimantan and carried out at the location. For data collection, the techniques and instruments chosen are questionnaire techniques with questionnaire instruments distributed via Google Form as the tool and documents to determine the increase in participants' knowledge before and after participating in the training. Participants in this training were 17 Lecturers and 34 Students from Oesman Sapta Oedang University spread across 5 different study programs and prospective teachers from Tanjungpura University with the following details of the activities. Thus, the results of the training were obtained, namely an increase of 83.40% in the category of knowing to very knowing about participants' understanding of the urgency of having IPR on creative and innovative products or ideas, types of IPR, documents required when submitting, and submission procedures. In addition, for understanding, 54% were obtained in the category of very knowledgeable about understanding and 63% were obtained in the category of usefulness. Keywords: intellectual property rights; lecturers; students; prospective professional teachers
Moral Message-Based Deep Learning in Mathematics Instruction for Mathematics MGMP Teachers of Kubu Raya Basuni, Bistari; Mikraj, Hamdani; Rustam, Rustam; Ahmad, Dian; Zubaidah, Zubaidah; Winarji, Agus; Nurfadilah, Nurfadilah; Pasaribu, Revi Lestari; Jamilah, Jamilah; Junarti, Junarti
International Journal of Public Devotion Vol 8, No 1 (2025): January - July 2025
Publisher : STKIP Singkawang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26737/ijpd.v8i1.4722

Abstract

The seminar titled "Deep Learning Based on Moral Messages in Mathematics Learning" was conducted for mathematics teachers in the MGMP (Subject Teacher Forum) of Kubu Raya Regency as a response to the need for enhancing the quality of learning that emphasizes not only cognitive but also affective aspects. The concept of deep learning in this seminar was emphasized through three core principles: awareness, meaningfulness, and enjoyment. These principles aim to create reflective, contextual learning experiences that motivate students to think critically and develop deep, lasting understanding. In addition, the integration of moral messages in mathematics learning referred to Thomas Lickona’s theory, which includes moral knowing, moral feeling, and moral action as a comprehensive foundation for character education. Attended by 31 junior high school mathematics teachers, the seminar ran smoothly and was met with high enthusiasm. Questionnaire results showed that 93.7% of teachers agreed on the importance of deep conceptual understanding in learning, while 87.5% emphasized the importance of discipline and mutual respect in classroom interactions. These findings indicate strong teacher support for a holistic learning approach that fosters both conceptual mastery and moral character development among students.Deep Learning Berbasis Pesan Moral dalam Pembelajaran Matematika bagi Guru MGMP Matematika Kubu RayaABSTRAKSeminar bertajuk "Deep Learning Berbasis Pesan Moral dalam Pembelajaran Matematika" diselenggarakan untuk guru MGMP Matematika Kabupaten Kubu Raya sebagai respons terhadap kebutuhan peningkatan kualitas pembelajaran yang tidak hanya berfokus pada aspek kognitif, tetapi juga afektif. Konsep deep learning dalam seminar ini ditekankan melalui tiga prinsip utama, yaitu berkesadaran, bermakna, dan menggembirakan. Ketiganya bertujuan menciptakan pengalaman belajar yang reflektif, kontekstual, dan memotivasi siswa untuk berpikir kritis serta membangun pemahaman yang mendalam. Di sisi lain, penguatan pesan moral dalam pembelajaran matematika mengacu pada teori Thomas Lickona yang mencakup pengetahuan, perasaan, dan tindakan moral sebagai satu kesatuan dalam pembentukan karakter siswa. Seminar ini diikuti oleh 31 guru dan berlangsung lancar serta penuh antusiasme. Hasil angket menunjukkan bahwa 93,7% guru menyatakan pentingnya pemahaman konsep secara mendalam dalam pembelajaran, sementara 87,5% guru menilai sikap disiplin dan saling menghargai dalam lingkungan kelas sebagai aspek penting yang perlu ditanamkan. Temuan ini mengindikasikan bahwa guru sangat mendukung pendekatan pembelajaran yang holistik, yang tidak hanya menumbuhkan pemahaman konsep, tetapi juga membentuk karakter peserta didik secara menyeluruhKata Kunci :Deep Learning; Pesan Moral; Pembelajaran Matematika
Merdeka Curriculum and the Dimension of Faith: The Influence of Memorizing the Qur'an on Mathematics Learning Outcomes Meldi, Nadya Febriani; Mirza, Ade; T, Ahmad Yani; Pasaribu, Revi Lestari; Winarji, Agus; noviatni, metia
JPMI (Jurnal Pendidikan Matematika Indonesia) Vol 10, No 2 (2025): Volume 10 Number 2, September 2025
Publisher : STKIP Singkawang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26737/jpmi.v10i2.6879

Abstract

The Merdeka Curriculum emphasizes flexible, student-centered learning, incorporating the dimension of Faith, Piety to God Almighty, and Noble Character, which integrates religious values into education. One manifestation of this is memorizing the Qur'an, which not only strengthens spirituality but also enhances memory and cognitive consistency. This study analyzes the relationship between the quantity of Qur'an memorization and mathematics learning outcomes at SIGM As-Sakinah. Data were collected from the final semester tasmi’ assessments for the 2023/2024 academic year and students' average midterm and final exam scores in mathematics. Prerequisite tests confirmed that the data were normally distributed and linear. Simple linear regression and ANOVA tests using SPSS 24 yielded an R value of 0.639 and an R² of 40.8%, indicating that the amount of memorization contributes to mathematics learning outcomes. The ANOVA test produced an F-value of 9.667 with a significance level of 0.008 (p < 0.05), confirming a significant relationship between variables. The regression equation Y=64.119+2.709XY = 64.119 + 2.709XY=64.119+2.709X suggests that each additional juz memorized increases mathematics learning outcomes. These findings affirm that Qur'an memorization positively contributes to students' cognitive development.Kurikulum Merdeka Dan Dimensi Keimanan: Pengaruh Hapalan Al-Qur’an Terhadap Hasil Belajar MatematikaABSTRAKKurikulum Merdeka menekankan pembelajaran fleksibel dan berpusat pada peserta didik, dengan dimensi Beriman, Bertakwa kepada Tuhan Yang Maha Esa, dan Berakhlak Mulia yang mengintegrasikan nilai-nilai keagamaan dalam pendidikan. Salah satu bentuknya adalah menghafal Al-Qur’an, yang tidak hanya memperkuat spiritualitas tetapi juga melatih daya ingat dan konsistensi kognitif. Penelitian ini menganalisis hubungan antara jumlah hafalan Al-Qur’an dengan hasil belajar matematika di SIGM As-Sakinah. Data diperoleh dari hasil tasmi’ hafalan akhir semester ganjil serta nilai rata-rata UTS dan UAS matematika. Uji prasyarat menunjukkan data berdistribusi normal dan linear. Analisis regresi linear sederhana dan uji ANOVA menggunakan SPSS 24 menunjukkan nilai R = 0.639 dan R² = 40.8%, yang berarti jumlah hafalan berkontribusi terhadap hasil belajar matematika. Uji ANOVA menghasilkan nilai F = 9.667 dengan signifikansi 0.008 (p < 0.05), mengonfirmasi hubungan signifikan antara variabel. Persamaan regresi Y=64.119+2.709X menunjukkan bahwa setiap tambahan satu juz hafalan meningkatkan hasil belajar matematika. Temuan ini menegaskan bahwa aktivitas menghafal Al-Qur’an dapat berkontribusi positif terhadap perkembangan kognitif peserta didikKata Kunci :Kurikulum Merdeka; Dimensi beriman; Hafalan Al-Qur’an; Hasil belajar matematika; Regresi linear
EFEKTIVITAS PENERAPAN MODEL PROBLEM BASED LEARNING PADA PEMBELAJARAN MATERI BANGUN RUANG SISI DATAR Aprilia, Angela Florisa; Bistari, Bistari; Lestari, Revi; Winarji, Agus; Novianti, Metia
Jurnal Pembelajaran Prospektif Vol 10, No 1 (2025)
Publisher : Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jpp.v10i1.91396

Abstract

Penelitian ini bertujuan untuk mengetahui efektivitas penerapan model Problem-Based Learning (PBL), khususnya pada materi bangun ruang sisi datar di kelas VIII SMP Negeri 2 Mandor. Metode penelitian yang digunakan adalah metode eksperimen dengan jenis penelitian studi kasus. Subjek penelitian ini adalah 30 siswa kelas VIII A SMP Negeri 2 Mandor. Teknik pengumpulan data yang digunakan meliputi tes tertulis, teknik observasi, dan teknik komunikasi tidak langsung. Instrumen pengumpulan data dalam penelitian ini mencakup lembar observasi pelaksanaan pembelajaran, lembar observasi aktivitas belajar siswa, soal tes, angket respons siswa, serta angket proses pembelajaran komunikatif. Hasil penelitian menunjukkan bahwa penerapan model Problem-Based Learning dalam pembelajaran guru pada materi bangun ruang sisi datar memperoleh skor 3,27 yang dikategorikan baik. Aktivitas siswa selama penerapan model Problem-Based Learning dalam pembelajaran materi bangun ruang sisi datar mencapai 61,28%, yang diklasifikasikan sebagai aktif. Namun, hasil belajar siswa secara klasikal belum mencapai ketuntasan dengan skor 66%. Respons siswa terhadap penerapan model Problem-Based Learning dalam pembelajaran bangun ruang sisi datar mencapai 71,30%, yang dikategorikan positif, sementara proses pembelajaran komunikatif siswa terhadap penerapan model Problem-Based Learning dalam pembelajaran bangun ruang sisi datar mencapai 71%, juga dikategorikan positif. Dari hasil penelitian ini, disimpulkan bahwa penerapan model Problem-Based Learning belum efektif digunakan dalam pembelajaran materi bangun ruang sisi datar di kelas VIII SMP Negeri 2 Mandor.
Mathematics Learning Based on Lesson Study Using the Reciprocal Teaching Model in the Mathematical Statistics Course Yani T, Ahmad; Winarji, Agus; Awaliyah, Ilka Nur; Anggraini, Wahyu; Lestari, Meli
JPMI (Jurnal Pendidikan Matematika Indonesia) Vol 11, No 1 (2026): Volume 11 Number 1, March 2026
Publisher : STKIP Singkawang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26737/jpmi.v11i1.7928

Abstract

This qualitative descriptive study aims to describe the implementation of mathematics learning based on Lesson Study using the Reciprocal Teaching model in the Mathematical Statistics course at FKIP Untan and ISBI Singkawang. The research focuses on improving students’ ability to write definitions and theorems symbolically through collaborative interactions among lecturers, students, and classroom contexts. The research procedure followed the Lesson Study cycle (plan–do–see), with data collected through interviews, observations, field notes, and assessments. Data were analyzed using the Miles and Huberman model, involving data reduction, presentation, and conclusion drawing. The results show that implementing Lesson Study with Reciprocal Teaching fosters dialogic, collaborative, and continuous learning. In the plan stage, collaborative planning produced a learning design incorporating the strategies of predicting, questioning, clarifying, and summarizing, aligned with students’ characteristics. The do stage revealed active student engagement in group discussions, SPSS practice, and symbolic writing of concepts, although some misconceptions regarding probability, distribution, and variance were still observed. The see stage provided a space for collaborative reflection to identify strengths—such as increased participation, mathematical communication, and conceptual understanding and weaknesses, including uneven participation and limited time allocation. The study concludes that integrating Lesson Study with the Reciprocal Teaching model effectively enhances students’ ability to write definitions and theorems symbolically while strengthening their understanding of Mathematical Statistics concepts. This model is recommended as an innovative strategy for preparing prospective teachers capable of managing reflective, interactive, and meaningful learning.Pembelajaran Matematika Berbasis Lesson Study Dengan Menggunakan Model Reciprocal Teaching Pada Mata Kuliah Statistika MatematikaABSTRAKPenelitian deskriptif kualitatif ini bertujuan untuk mendeskripsikan implementasi pembelajaran matematika berbasis Lesson Study dengan menggunakan model Reciprocal Teaching pada mata kuliah Statistika Matematika di FKIP Untan dan ISBI Singkawang. Fokus penelitian diarahkan pada peningkatan kemampuan mahasiswa dalam menuliskan definisi dan teorema secara simbolik melalui interaksi kolaboratif antara dosen, mahasiswa, dan konteks kelas. Prosedur penelitian mengikuti siklus Lesson Study (plan–do–see) dengan teknik pengumpulan data berupa wawancara, observasi, catatan lapangan, dan asesmen. Analisis data dilakukan dengan model Miles dan Huberman melalui reduksi, penyajian, serta penarikan kesimpulan. Hasil penelitian menunjukkan bahwa implementasi Lesson Study dengan Reciprocal Teaching mampu menciptakan pembelajaran yang dialogis, kolaboratif, dan berkesinambungan. Pada tahap plan, perencanaan kolaboratif menghasilkan rancangan pembelajaran dengan strategi predicting, questioning, clarifying, dan summarizing yang sesuai dengan karakteristik mahasiswa. Tahap do memperlihatkan keterlibatan aktif mahasiswa dalam diskusi kelompok, praktik penggunaan SPSS, dan penulisan konsep secara simbolik, meskipun masih ditemukan miskonsepsi terkait peluang, distribusi, dan variansi. Tahap see memberikan ruang refleksi kolaboratif untuk mengidentifikasi kelebihan berupa peningkatan partisipasi, komunikasi matematis, dan pemahaman konseptual, serta kelemahan berupa distribusi partisipasi yang belum merata dan keterbatasan waktu. Kesimpulan penelitian menegaskan bahwa integrasi Lesson Study dengan Reciprocal Teaching efektif meningkatkan kemampuan menulis definisi dan teorema dalam bentuk simbolik, sekaligus memperkuat pemahaman konsep Statistika Matematika. Model ini direkomendasikan sebagai strategi inovatif untuk menyiapkan calon guru yang mampu mengelola pembelajaran reflektif, interaktif, dan bermakna.Kata Kunci :Lesson Study; Model Reciprocal Teaching; Statistika Matematika
Workshop on Teaching Module Development on Merdeka Curriculum in Elementary, Junior High, and Senior High Schools, Toba District, Sanggau Regency Dona Fitriawan; Hartoyo, Agung; Mirza, Ade; Yusmin, Edy; Siregar, Nurfadilah; R, Zubaidah; Yani T, Ahmad; Jamiah, Yulis; Lestari Pasaribu, Revi; Winarji, Agus; Novianti, Metia; Febriani Meldi, Nadya
GANDRUNG: Jurnal Pengabdian Kepada Masyarakat Vol. 6 No. 1 (2025): GANDRUNG: Jurnal Pengabdian Kepada Masyarakat
Publisher : Fakultas Olahraga dan Kesehatan, Universitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/gandrung.v6i1.4285

Abstract

The purpose of this workshop and mentoring program in general is to support government programs related to the Implementation of Merdeka Curriculum. The specific objectives are: 1) participants' understanding of the teaching modules in the independent curriculum; 2) participants' understanding of the profile of Pancasila students in the independent curriculum. This activity was carried out in the form of in service for 4 days, namely from Monday to Thursday, January 24 to 28, 2024. This activity was carried out in SD, SMP, SMA Toba Sanggau Regency. The outputs of this activity include softcopy and hardcopy of the results of service activities. Some supporting materials that need to be informed and discussed by participants as refresher material for those who have received from other sources, increase knowledge for those who do not have it, expand the horizons of knowledge for those who want to develop themselves. The materials are: Teaching Materials, Flow of Learning Objectives, Profile of Pancasila Students, Assessment, Follow-up Evaluation of Merdeka Curriculum. Participants in this service activity are all teachers involved in MGMP at the elementary, junior high, and high school levels in the Toba sub-district of Sanggau Regency. The number of teachers who participated in this activity from the beginning to the end of the activity amounted to approximately 100 MGMP teacher participants in Toba District, Ketapang Regency. The result of this service activity is the formation of a draft teaching material on the independent curriculum approved by MGMP in SD, SMP, SMA Toba, Sanggau Regency. Furthermore, the real result is the ease of access for teachers in managing teaching materials and the continuous collaboration between MGMP teachers in Toba sub-district and mathematics education lecturers at FKIP Tanjungpura University. The product obtained is a set of teaching materials on the independent curriculum suitable for school teachers and published in a publication article to an accredited national journal.
Basic geometry skills VLOKS model and alternative learning methods for prospective elementary school teachers in Khatulistiwa City Bistari; Rustam; Fitriawan, Dona; Winarji, Agus
Al-Jabar: Jurnal Pendidikan Matematika Vol 16 No 2 (2025): Al-Jabar: Jurnal Pendidikan Matematika
Publisher : Universitas Islam Raden Intan Lampung, INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ajpm.v16i2.28737

Abstract

Purpose: Prospective elementary teachers often experience difficulty connecting visual representations with conceptual understanding, resulting in fragmented reasoning about geometric properties. This study aims to examine pre-service teachers’ geometric reasoning using the VLOKS model, with a specific focus on the visual and literal dimensions that frequently hinder the transition from perceptual recognition to conceptual comprehension. Method: A descriptive qualitative design was implemented involving 199 students from the Primary Teacher Education Program at Universitas Tanjungpura. Data were collected through a 12-item diagnostic test, semi-structured interviews, participatory observations, and focus group discussions. Thematic analysis was conducted through data reduction, display, and verification, supported by triangulation of methods and sources to ensure credibility in interpreting students’ visual, literal, operational, correlational, and spatial reasoning processes. Findings: The study found that students’ visual reasoning was largely limited to surface-level recognition of shapes, with little progression toward analytical interpretation. Literal reasoning showed substantial difficulty, particularly in translating verbal descriptions into accurate geometric representations. While operational skills appeared moderately developed, correlational reasoning and spatial visualization were relatively weak, indicating that students struggled to integrate multiple geometric ideas into coherent conceptual structures. Significance: The results underscore that pre-service teachers’ geometric reasoning remains predominantly visual and descriptive, lacking depth in relational and representational understanding. The VLOKS model offers a systematic framework for diagnosing these reasoning gaps and guiding pedagogical interventions. Strengthening the visual and literal dimensions through multi-representational learning, contextual visualization, and reflective reasoning can enhance conceptual understanding and improve teacher readiness in geometry instruction
Exploring the implementation of lesson study combined with contextual learning to improve mathematics understanding among pre-service elementary teachers Yani T, Ahmad; Winarji, Agus; Meldi, Nadya Febriana; Novianti, Metia; Mirza, Ade
Al-Jabar: Jurnal Pendidikan Matematika Vol 16 No 2 (2025): Al-Jabar: Jurnal Pendidikan Matematika
Publisher : Universitas Islam Raden Intan Lampung, INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ajpm.v16i2.29067

Abstract

Purpose: This study seeks to explain how the integration of Lesson Study and Contextual Teaching and Learning supports pre-service elementary teachers in developing deeper conceptual understanding of mathematics and cultivating reflective teaching habits. The focus lies in examining how the combined approach encourages meaningful engagement with geometric and measurement concepts through real-life contexts. Method: A descriptive qualitative design was applied by following the Lesson Study cycle of collaborative planning, classroom implementation, and reflective discussion. Data were gathered through observations, semi-structured interviews, field notes, and assessments conducted during the Geometry and Measurement course. The analysis used the Miles and Huberman framework to identify, organize, and interpret emerging patterns in students’ learning behavior. Findings: The integration of Lesson Study and contextual strategies led to more active participation, stronger collaboration, and clearer conceptual reasoning among pre-service teachers. Contextual problems helped students connect abstract geometric ideas with real situations, while the reflective phase allowed misconceptions to become learning opportunities. Both lecturers and students demonstrated noticeable professional growth as they engaged in continuous cycles of inquiry and refinement. Significance: The study highlights that combining structured reflection with contextual learning can enhance mathematical engagement and strengthen conceptual understanding among future teachers. This integrated model offers a promising pathway for preparing reflective, skillful, and context-aware mathematics educators at the higher-education level.
Co-Authors Ade Mirza Agung Hartoyo Ahmad Yani T Aprilia, Angela Florisa Awaliyah, Ilka Nur Bistari Dian Ahmad BS Dona Fitriawan Edy Yusmin Febriani Meldi, Nadya Jamilah Jamilah Junarti Junarti Lestari Pasaribu, Revi Lestari, Meli Lestari, Revi Meldi, Nadya Febriana Meldi, Nadya Febriani Metia Novianti Mikraj, Hamdani Munaldus . noviatni, metia Nurfadilah Nurfadilah Nurfadilah Siregar Pasaribu, Revi Lestari Rustam Rustam Rustam Wahyu Anggraini, Wahyu Yulis Jamiah Zubaidah R, Zubaidah