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PELATIHAN PEMBUATAN BAHAN AJAR DAN ASESMEN DIGITAL BERBASIS BUDAYA JAMBI BERBANTUAN AI-AR Sabil, Husni; Huda, Nizlel; Siregar, Masyunita; Novferma, Novferma
Jurnal Pengabdian Masyarakat Khatulistiwa Vol 8, No 2 (2025): NOPEMBER
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/jpmk.v8i2.5566

Abstract

ABSTRACTThe digital transformation in education requires teachers to possess strong digital literacy and the ability to integrate technology with local culture to create meaningful learning experiences. This community service aimed to enhance teachers’ competence in developing digital teaching materials and assessments based on Jambi culture assisted by Artificial Intelligence (AI) and Augmented Reality (AR). The training was conducted using a participatory empowerment approach combined with a Project-Based Learning (PBL) model through four stages: socialization, hands-on workshop, implementation, and mentoring. Twenty teachers of the Junior High School Mathematics Teacher Working Group (MGMP) in Muaro Jambi participated in the program. Data were collected through observation, pre–post tests, interviews, and document analysis. The results showed a significant improvement in teachers’ competence, with the average score increasing from 63.2 to 88.5 (g = 0.68, high category). Teachers successfully produced interactive digital teaching materials that integrate Jambi’s cultural values using AI–AR tools such as Canva AI, ChatGPT, and Assemblr EDU. The program contributed to the development of the Techno-Cultural Pedagogy model, which integrates technology, pedagogy, and cultural knowledge to support digital transformation in education.Keywords: Digital Literacy, AI–AR, Teacher Training, Jambi CultureABSTRAKTransformasi digital dalam dunia pendidikan menuntut guru memiliki literasi digital yang kuat serta kemampuan mengintegrasikan teknologi dengan budaya lokal untuk menciptakan pembelajaran yang bermakna. Kegiatan pengabdian ini bertujuan meningkatkan kompetensi guru dalam mengembangkan bahan ajar dan asesmen digital berbasis budaya Jambi berbantuan Artificial Intelligence (AI) dan Augmented Reality (AR). Pelatihan dilaksanakan dengan pendekatan participatory empowerment dan model Project-Based Learning (PBL) melalui empat tahap, yaitu sosialisasi, pelatihan praktik, implementasi, serta pendampingan. Peserta kegiatan terdiri atas 20 guru MGMP Matematika SMP Kabupaten Muaro Jambi. Data dikumpulkan melalui observasi, tes pre–post, wawancara, dan analisis dokumen. Hasil menunjukkan peningkatan signifikan pada kompetensi guru dengan rata-rata skor meningkat dari 63,2 menjadi 88,5 (g = 0,68; kategori tinggi). Guru berhasil menghasilkan bahan ajar digital interaktif yang mengintegrasikan nilai budaya Jambi dengan dukungan aplikasi AI–AR seperti Canva AI, ChatGPT, dan Assemblr EDU. Kegiatan ini berkontribusi pada pengembangan model Techno-Cultural Pedagogy yang memadukan teknologi, pedagogi, dan budaya untuk mendukung transformasi digital pendidikan.Kata Kunci : Literasi Digital, AI–AR, Pelatihan Guru, Budaya Jambi
PELATIHAN PEMBUATAN SERIOUS GAME EDUKASI BERBASIS ETNOMATEMATIKA ANYAMAN TRADISIONAL JAMBI UNTUK MENINGKATKAN LITERASI TEKNOLOGI GURU Syafmen, Wardi; Simatupang, Gugun Manosor; Ismiatun, Asih Nur; Novferma, Novferma
Jurnal Pengabdian Masyarakat Khatulistiwa Vol 8, No 2 (2025): NOPEMBER
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/jpmk.v8i2.5418

Abstract

ABSTRACTThis community service activity was designed to improve teachers’ digital literacy and their ability to integrate local culture into mathematics learning. The program was implemented through five stages: preparation, socialization, workshop, evaluation, and mentoring, involving 25 mathematics teachers from MGMP Muaro Jambi/Rayon Jaluko. The method combined workshops and structured mentoring supported by pretest–posttest, observation, product assessment, and satisfaction surveys. The results showed a significant increase in teachers’ technology literacy, with the average pretest score of 45.6 rising to 82.4 in the posttest. Teachers successfully developed 20 prototypes of serious games that integrated mathematical concepts with local weaving motifs such as Tikal and Pucuk Rebung. In addition, 92% of participants expressed high satisfaction with the program. These findings confirm that the training not only improved teachers’ digital competencies but also supported the preservation of Jambi’s cultural heritage through innovative and interactive learning media.Keywords: Serious game, ethnomathematics, digital literacy, weaving, teacher trainingABSTRAKKegiatan pengabdian masyarakat ini dirancang untuk meningkatkan literasi digital guru serta kemampuan mengintegrasikan budaya lokal dalam pembelajaran matematika. Program dilaksanakan melalui lima tahapan, yaitu persiapan, sosialisasi, workshop, evaluasi, dan pendampingan, dengan melibatkan 25 guru matematika MGMP Muaro Jambi/Rayon Jaluko. Metode yang digunakan berupa workshop dan pendampingan terstruktur dengan instrumen pretest–posttest, observasi, penilaian produk, serta angket kepuasan. Hasil kegiatan menunjukkan adanya peningkatan signifikan pada literasi teknologi guru, di mana skor rata-rata pretest 45,6 meningkat menjadi 82,4 pada posttest. Guru berhasil menghasilkan 20 prototipe serious game yang mengintegrasikan konsep matematika dengan motif anyaman lokal seperti Tikal dan Pucuk Rebung. Selain itu, 92% peserta menyatakan sangat puas terhadap program yang diikuti. Temuan ini menegaskan bahwa pelatihan tidak hanya meningkatkan kompetensi digital guru, tetapi juga berkontribusi pada pelestarian budaya Jambi melalui media pembelajaran inovatif dan interaktif.Kata Kunci: Serious game, etnomatematika, literasi digital, anyaman, pelatihan guru
PELATIHAN PEMBUATAN GAMIFIKASI BERBASIS AR TERINTEGRASI KEARIFAN LOKAL UNTUK MENINGKATKAN ENGAGEMENT SISWA Haryanto, Haryanto; Romundza, Febbry; Hendra, Hendra; Novferma, Novferma
Jurnal Pengabdian Masyarakat Khatulistiwa Vol 8, No 2 (2025): NOPEMBER
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/jpmk.v8i2.5444

Abstract

ABSTRACTThe limited ability of teachers to utilize technology has made learning at SMA Negeri 8 Muaro Jambi less interactive and reduced student engagement. This community service activity aimed to improve teachers’ competence in developing gamification-based learning media integrated with Augmented Reality (AR) and local wisdom. The method used was participatory training carried out through five stages, namely preparation, socialization, workshops, evaluation, and mentoring. Evaluation results showed an increase in teachers’ understanding from an average score of 45.6% to 82.4%, accompanied by media products incorporating Jambi cultural elements. Classroom implementation also improved student achievement from 52% to 87%, with more than 85% of students finding the learning more engaging and interactive, and 90% of teachers expressing satisfaction. This program proved effective in enhancing teachers’ digital literacy as well as student engagement through innovative learning based on technology and local culture.Keywords: Gamification, Augmented Reality, Local Wisdom, Student Engagement ABSTRAKKeterbatasan guru dalam memanfaatkan teknologi menyebabkan pembelajaran di SMA Negeri 8 Muaro Jambi kurang interaktif dan menurunkan keterlibatan siswa. Kegiatan pengabdian ini bertujuan meningkatkan kompetensi guru dalam mengembangkan media pembelajaran berbasis gamifikasi dan Augmented Reality (AR) yang terintegrasi kearifan lokal. Metode yang digunakan adalah pelatihan partisipatif melalui dilaksanakan melalui lima tahapan, yaitu persiapan, sosialisasi, workshop, evaluasi, dan pendampingan. Hasil evaluasi menunjukkan peningkatan pemahaman guru dari skor rata-rata 45,6% menjadi 82,4%, disertai produk media yang memuat unsur budaya Jambi. Implementasi di kelas juga meningkatkan capaian siswa dari 52% menjadi 87%, dengan lebih dari 85% siswa merasa pembelajaran lebih menarik dan interaktif, serta 90% guru menyatakan puas. Program ini terbukti efektif dalam meningkatkan literasi digital guru sekaligus engagement siswa melalui pembelajaran inovatif berbasis teknologi dan budaya lokal.Kata Kunci: Gamifikasi, Augmented Reality, Kearifan Lokal, Engagement Siswa
PELATIHAN PEMBUATAN E-COMATS BERBASIS ETHNOMATHEMATICS BERBANTUAN AR UNTUK MENINGKATKAN LITERASI TEKNOLOGI GURU Novferma, Novferma; Huda, Nizlel; Destrinelli, Destrinelli; Arisha, Bella; Hidayah, Nurul
Jurnal Pengabdian Masyarakat Khatulistiwa Vol 8, No 2 (2025): NOPEMBER
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/jpmk.v8i2.5436

Abstract

ABSTRACTThe limited technological literacy and teachers’ ability to integrate digital learning media remain major challenges in implementing the Merdeka Curriculum. Addressing this issue, this study introduced the development of E-COMATS (Ethnomathematics Comic Augmented Reality for Teaching and Learning) grounded in local cultural contexts, specifically Rumah Adat Kajang Leko. The objective was to train junior high school teachers to design interactive ethnomathematics-based media using Augmented Reality (AR) in order to foster deep learning and enhance digital competence. The program was conducted as community service in an onsite workshop at SMAN 8 Muaro Jambi, engaging lecturers, students, and partner teachers. A hands-on approach was applied, starting from the introduction of ethnomathematics concepts, E-COMATS design, AR feature integration, to the production of ready-to-use media. Findings revealed that more than 85% of teachers successfully produced AR-supported E-COMATS independently, while questionnaire results showed an increase in technological literacy with an average score of 4.35 out of 5. Participants perceived the developed media as relevant, innovative, and applicable in classroom practices. These results indicate that ethnomathematics-based E-COMATS training supported by AR is effective in improving teachers’ digital literacy and strengthening the integration of local culture into mathematics learning.Keywords: Augmented Reality, E-COMATS, Ethnomathematics, Junior High School Teachers, Technological Literacy ABSTRAKRendahnya literasi teknologi dan kemampuan guru dalam mengintegrasikan media pembelajaran digital masih menjadi tantangan utama dalam penerapan Kurikulum Merdeka. Untuk menjawab permasalahan tersebut, penelitian ini mengembangkan E-COMATS (Ethnomathematics Comic Augmented Reality for Teaching and Learning) berbasis konteks budaya lokal, yaitu Rumah Adat Kajang Leko. Tujuan kegiatan adalah melatih guru SMP agar mampu merancang media pembelajaran interaktif berbasis ethnomathematics dengan dukungan teknologi Augmented Reality (AR), sehingga dapat mendorong pembelajaran mendalam sekaligus meningkatkan kompetensi digital guru. Program dilaksanakan sebagai kegiatan pengabdian melalui workshop luring di SMAN 8 Muaro Jambi dengan melibatkan dosen, mahasiswa, dan guru mitra. Metode yang digunakan adalah praktik langsung mulai dari pengenalan konsep ethnomathematics, perancangan E-COMATS, integrasi fitur AR, hingga menghasilkan media siap pakai. Hasil menunjukkan lebih dari 85% guru berhasil menyelesaikan produk E-COMATS berbantuan AR secara mandiri, sedangkan hasil kuesioner memperlihatkan peningkatan literasi teknologi dengan skor rata-rata 4,35 dari skala 5. Guru menilai media yang dikembangkan relevan, inovatif, dan aplikatif dalam pembelajaran. Dengan demikian, pelatihan E-COMATS berbasis ethnomathematics berbantuan AR terbukti efektif dalam meningkatkan literasi digital guru sekaligus memperkuat integrasi budaya lokal dalam pembelajaran matematika.Kata Kunci: Augmented Reality, E-COMATS, Ethnomathematics, Guru SMP, Literasi Teknologi
The Effect Of Wegos Assisted By Tiktok With The Problem-Based Learning Model To Improve Students' Mathematical Problem-Solving Skills Statistics Material For Eighth Grade Junior High School Widyaningrum, Indira Maisyrisa; Simatupang, Gugun M; Ramalisa, Yelli; Novferma, Novferma
OMEGA: Jurnal Keilmuan Pendidikan Matematika Vol. 4 No. 3 (2025): OMEGA
Publisher : Program Studi Pendidikan Matematika, Fakultas Keguruan Dan Ilmu Pendidikan, Universitas Alwashliyah Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47662/jkpm.v4i3.1099

Abstract

The mathematical problem-solving ability of junior high school students is still low, requiring contextual and innovative learning methods. This study aims to improve the problem-solving skills of eighth-grade students at SMP Negeri 10 Kota Jambi in statistics through Problem Based Learning (PBL) supported by Wegos media and TikTok videos. A quantitative approach with a quasiexperimental Nonrandomized Control Group Pretest-Posttest Design was applied. The sample consisted of an experimental class using PBL with Wegos and TikTok and a control class using conventional methods. Data were obtained from pretests and posttests, analyzed using the Shapiro-Wilk test, Mann-Whitney test, and Effect Size. The results showed a significant difference, with the experimental class achieving moderate improvement and a large effect size. As a result, PBL supported by Wegos and TikTok is effective in improving students’ mathematical problemsolving skills. 
PELATIHAN PEMBUATAN MEDIA MOBILE LEARNING BERBASIS TIKTOK BERILUSTRASI BUDAYA LOKAL BERBANTUAN AI Simatupang, Gugun Manosor; Syafmen, Wardi; Ismiatun, Asih Nur; Novferma, Novferma; Romundza, Febbry
Jurnal Pengabdian Masyarakat Khatulistiwa Vol 8, No 2 (2025): NOPEMBER
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/jpmk.v8i2.5643

Abstract

ABSTRACTThis study aims to improve teachers’ competence in developing mobile learning media using TikTok supported by Artificial Intelligence (AI) to create contextual visual learning materials. The training was conducted at SMP Negeri 6 Muaro Jambi with 20 participating teachers. A participatory workshop model was applied through orientation, demonstration, guided practice, and independent production stages. Data were collected through performance assessments, observation, and response questionnaires. The results show a significant increase in teachers’ skills: the mean score for media design improved from 62.5 to 83.0, TikTok-based instructional use from 58.0 to 86.5, and AI-based visual creation from 55.0 to 88.0. Teacher motivation and readiness to apply the media in class also increased, reflected by a positive response score of 3.6 on a 4-point scale. Classroom trials showed an increase in student engagement from 56% to 84% and participation from 48% to 73%. These findings indicate that AI-assisted TikTok-based mobile learning media is effective in enhancing teacher creativity, classroom interaction, and student learning engagement.Keywords: mobile_learning; tiktok; local_culture; artificial_intelligence; teacher_training ABSTRAKPenelitian ini bertujuan untuk meningkatkan kompetensi guru dalam mengembangkan media mobile learning dengan memanfaatkan TikTok yang didukung oleh Kecerdasan Buatan (AI) untuk menghasilkan materi pembelajaran visual yang kontekstual. Pelatihan dilaksanakan di SMP Negeri 6 Muaro Jambi dengan melibatkan 20 orang guru sebagai peserta. Model pelatihan yang digunakan adalah workshop partisipatif yang terdiri dari tahap orientasi, demonstrasi, latihan terbimbing, dan produksi mandiri. Data dikumpulkan melalui penilaian kinerja, observasi, dan angket respons. Hasil penelitian menunjukkan adanya peningkatan kemampuan guru yang signifikan: nilai rata-rata kemampuan desain media meningkat dari 62,5 menjadi 83,0, pemanfaatan TikTok sebagai media pembelajaran meningkat dari 58,0 menjadi 86,5, dan kemampuan pembuatan visual berbasis AI meningkat dari 55,0 menjadi 88,0. Motivasi dan kesiapan guru untuk menerapkan media di kelas juga meningkat, yang tercermin dari skor respons positif sebesar 3,6 dari skala 4. Uji coba kelas menunjukkan peningkatan keterlibatan siswa dari 56% menjadi 84% dan partisipasi dari 48% menjadi 73%. Temuan ini menunjukkan bahwa media mobile learning berbasis TikTok berbantuan AI efektif dalam meningkatkan kreativitas guru, interaksi pembelajaran, dan keterlibatan belajar siswa.Kata Kunci: mobile_learning; tiktok; budaya_lokal; kecerdasan_buatan; pelatihan_guru
PENGEMBANGAN MEDIA KOMIK MATEMATIKA BERBASIS ETHNOMATHEMATICS MENGGUNAKAN MODEL PROBLEM BASED LEARNING UNTUK MENINGKATKAN LITERASI MATEMATIS Khalid, M. Hafiz; Sabil, Husni; Novferma, Novferma; Romundza, Febbry; Harizon, Harizon
VOX EDUKASI: Jurnal Ilmiah Ilmu Pendidikan Vol 16, No 2 (2025): NOPEMBER
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/ve.v16i2.5552

Abstract

ABSTRAKPenelitian ini dilatarbelakangi oleh rendahnya literasi matematis siswa SMP, khususnya dalam memahami, menafsirkan, serta menyelesaikan permasalahan matematika dalam konteks kehidupan nyata. Media pembelajaran yang digunakan di sekolah dinilai belum mampu mengaitkan konsep matematika dengan budaya lokal serta belum memfasilitasi keterampilan pemecahan masalah. Penelitian ini bertujuan untuk: (1) mengembangkan media komik matematika berbasis ethnomathematics melalui model Problem Based Learning (PBL) pada materi Teorema Pythagoras, dan (2) mendeskripsikan kualitas produk ditinjau dari aspek kevalidan, kepraktisan, dan keefektifan dalam meningkatkan literasi matematis siswa SMP. Metode penelitian yang digunakan adalah Research and Development dengan model ADDIE yang meliputi tahap analysis, design, development, implementation, dan evaluation. Subjek penelitian adalah siswa kelas VIII SMP Negeri 19 Kota Jambi. Instrumen penelitian terdiri atas angket validasi ahli materi dan ahli desain, angket kepraktisan guru dan siswa, serta tes literasi matematis. Data dianalisis secara deskriptif kuantitatif dengan uji keefektifan menggunakan perhitungan N-Gain. Hasil penelitian menunjukkan bahwa produk komik matematika berbasis budaya Jambi yang dikembangkan memiliki kualitas sangat valid dengan skor 88%, praktis dengan skor 85%, serta efektif meningkatkan literasi matematis siswa. Rata-rata nilai pretest sebesar 56.4 meningkat menjadi 78,39 pada posttest dengan nilai N-Gain sebesar 0,74 (kategori tinggi). Integrasi unsur budaya Jambi seperti rumah adat, makanan khas, dan kerajinan lokal dalam alur komik berbasis PBL mampu menciptakan pembelajaran yang kontekstual, menarik, dan bermakna bagi siswa. Dengan demikian, komik matematika berbasis ethnomathematics dapat digunakan sebagai media pembelajaran inovatif  untuk meningkatkan literasi matematis siswa SMP. Kata Kunci: komik matematika, ethnomathematics, Problem Based Learning, literasi matematis, budaya JambiABSTRACTThis research was motivated by the low level of students’ mathematical literacy, particularly in understanding, interpreting, and solving mathematical problems in real-life contexts. Learning resources used in schools have not yet connected mathematical concepts to local culture, nor have they supported students’ problem-solving skills. This study aims to: (1) develop a mathematics comic based on ethnomathematics through the Problem Based Learning (PBL) model for the Pythagorean Theorem, and (2) describe the quality of the developed product in terms of its validity, practicality, and effectiveness in improving students’ mathematical literacy. This research employed a Research and Development (R&D) approach using the ADDIE model, consisting of analysis, design, development, implementation, and evaluation stages. The subjects were eighth-grade students at SMP Negeri 19 Kota Jambi. Data were collected through material and design expert validation sheets, teacher and student practicality questionnaires, and a mathematical literacy test. The data were analyzed using descriptive quantitative techniques, and effectiveness was measured through the N-Gain formula. The results show that the developed comic meets the criteria of being highly valid with a score of 88%, practical with a score of 85%, and effective in improving students’ mathematical literacy. The students’ average pre-test score of 20.53 increased to 78.39 on the post-test, with an N-Gain score of 0.74, categorized as high. The integration of Jambi cultural elements—such as traditional houses, local cuisine, and handicrafts—within the PBL-based comic storyline successfully created a contextual, engaging, and meaningful learning experience for students. Therefore, the ethnomathematics-based mathematics comic is considered suitable as an innovative learning medium in the Merdeka Curriculum to enhance students’ mathematical literacy.Keywords: mathematics comic, ethnomathematics, Problem Based Learning, mathematical literacy, Jambi culture
DEVELOPMENT OF CULTURE-BASED AR-ASSISTED COMICS BOOK TO ENHANCE LEARNING MOTIVATION Mujahidawati, Mujahidawati; Sabil, Husni; Syaiful, Syaiful; Novferma, Novferma; Harizon, Harizon; Romundza, Febbry; Umam, M Afifuddin Khotibul
Jurnal Ilmiah Ilmu Terapan Universitas Jambi Vol. 9 No. 4 (2025): Volume 9, Nomor 4, December 2025
Publisher : LPPM Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/jiituj.v9i4.50240

Abstract

The research aims to develop, validate, and evaluate Bucomath, a culture-based mathematics comic book integrated with Augmented Reality (AR), designed to provide a contextual, interactive, and culturally relevant learning experience. Using a ADDIE model, the study involved 37 ninth-grade students and collected data through expert validation sheets, teacher and student practicality questionnaires, classroom observations, pre–post motivation scales, and structural equation modeling using SmartPLS 4. The results indicate that Bucomath achieved very high validity (83.22%) in both content and design aspects, along with strong practicality ratings from teachers and students (88.22%). The effectiveness analysis revealed a substantial improvement in learning motivation, with an N-Gain score of 0.73 categorized as high, while PLS-SEM results showed that Engagement (R² = 0.64) significantly mediated the influence of Perceived Usefulness and Perceived Enjoyment on Learning Interest (R² = 0.71), with all path coefficients statistically significant (p < 0.05). These findings suggest that the combination of cultural narratives such as Jambi traditional architecture and batik geometry with AR-based 3D visualization successfully transforms abstract mathematical concepts into concrete and emotionally engaging learning experiences. In conclusion, Bucomath demonstrates that integrating local cultural identity with immersive AR technology has strong pedagogical potential to enhance students’ intrinsic motivation, cognitive engagement, and positive attitudes toward mathematics. The implications of this study highlight that culturally responsive AR media can serve as a scalable and inclusive model for future digital learning innovations, supporting not only mathematical understanding but also cultural appreciation and identity-affirming education across diverse learning environments.
Integrating Pancasila Values into Ethnomathematics: A Project-Based Approach to Strengthening Problem-Solving Skills Kamid; Asrial; Maison; Novferma
Edumatica : Jurnal Pendidikan Matematika Vol 15 No 3 (2025): Edumatica: Jurnal Pendidikan matematika (Desember 2025)
Publisher : Department of Mathematics Education, Faculty of Teacher Training and Education, Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/edumatica.v16i3.48309

Abstract

This study investigated the integration of Pancasila values into ethnomathematics-based learning through a project-based learning approach to enhance students’ problem-solving skills. A quasi-experimental design with a pretest–posttest non-equivalent control group was conducted at SMAN 8 Muaro Jambi, involving 62 grade XI students. The instruments consisted of a mathematical problem-solving test, observation sheets, and rubrics for assessing Pancasila values during learning activities. Data were analyzed using paired and independent sample t-tests, normalized gain (N-Gain), and effect size. The findings revealed that the posttest mean score of the experimental class, taught by using the PjBL integrated with ethnomathematics contexts including weaving patterns and local architectuaral designs,was significantly higher than that of the control one (78.94 compared to 69.48). The N-gain of the experimental group (0.61) belonged to medium-high, while that of the control group was only 0.32. Cohen’s d for effect size was 0.82, which was classified as a large effect. Qualitative results also described that collaboration, tolerance, and responsibility in the experimental class were higher, which indicated the implementation of Pancasila values in project activities. The results of this study show that an integration of ethnomathematics and Pancasila values in PjBL can enhance the both student’s problem-solving skills and character.
Co-Authors -, Maison Afrida Afrida Ari Frianto Asih Nur Ismiatun, Asih Nur Asrial Bella Arisha, Bella Destrinelli Destrinelli Destrinelli Destrinelli, Destrinelli Dewi Iriani Dewi Iriani Dewi Iriani Diniyah Putri effendi, zaimi Erin Setiana evtita evtita evtita, evtita Harizon Harizon Harizon Harizon Haryanto Haryanto Hendra Hendra Husni Sabil Ika Wati Ika Wati Ilham Falani Indah Pristy Yenzi Isramiharti Isramiharti Jefri Marzal Kamid Kamid Khalid, M. Hafiz M. Afifuddin Khotibul Umam Miharti, Izra Mujahidawati Mujahidawati Mujahidawati Mujahidawati, Mujahidawati Mulyadi, Fidella Justine Nadhiya, Bayva Nainggolan, Iska Barbara Nizlel Huda Nurmala Dewi, Nurmala NURUL HIDAYAH Romundza, Febbry Roseli Theis Sasih, Agustin Wela Sihotang, Maria Ronauli Silfiani Indri Silfiani Indri Simatupang, Gugun M Simatupang, Gugun Manosor Siregar, Masyunita Syaiful . Syaiful Syaiful Syifaurrahmadania Syifaurrahmadania Tria Gustiningsi Umam, M Afifuddin Khotibul Umam, M. Afifuddin Khotibul Wahyu Fitroh Wardi Syafmen Wardi Syafmen Widyaningrum, Indira Maisyrisa Yelli Ramalisa Yenzi, Indah Pristy zaimi effendi