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PELATIHAN PEMBUATAN MEDIA MOBILE LEARNING BERBASIS TIKTOK BERILUSTRASI BUDAYA LOKAL BERBANTUAN AI Gugun Manosor Simatupang; Wardi Syafmen; Asih Nur Ismiatun; Novferma Novferma; Febbry Romundza
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
Implementation of WEGOS with TikTok in Problem-Based Differentiated Learning to Enhance Self-Efficacy Gugun Manosor Simatupang; Mujahidawati Nur Mujahidawati; Febbry Romundza; Novferma Novferma
Vidya Karya Vol 41, No 1 (2026): APRIL 2026
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jvk.v41i1.25657

Abstract

This study investigated the effectiveness of implementing WEGOS (Web Google Sites) integrated with TikTok within a Differentiated Learning framework to improve students' academic self-efficacy. A quasi-experimental pretest-posttest control group design was conducted involving 84 second-year students of the Mathematics Education Study Program at the University of Jambi. The experimental group received instruction via WEGOS (Web Google Sites) supported by TikTok-based learning videos in differentiated problem-solving activities, while the control group received conventional instruction. Data were collected using an adapted Academic Self-Efficacy Scale consisting of 20 Likert-type items. The results showed that the experimental group achieved a higher mean posttest score (84.21) compared to the control group (74.35), with a statistically significant difference (p < 0.05). The calculated effect size (Cohen's d = 0.95) indicated a substantial practical impact. These findings suggest that integrating a structured web-based learning environment and short-form social media content in differentiated problem-based learning significantly strengthens students' self-confidence in managing academic tasks. This study contributes to the development of technology-supported differentiated pedagogy in higher education and highlights the importance of aligning digital tools with intentional instructional design to support affective learning outcomes.
Implementing Jambi Culture-Based Interactive E-Book with Toontastic 3D Animation Using RME to Improve Learning Interest Mujahidawati Mujahidawati; Asih Nur Ismiatun; Syaiful Syaiful; Novferma Novferma; Febbry Romundza
Vidya Karya Vol 41, No 1 (2026): APRIL 2026
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jvk.v41i1.25672

Abstract

This study aims to examine the effectiveness of implementing a Jambi culture-based interactive e-book integrated with FILATOD, a Toontastic 3D animation-based learning medium, using the Realistic Mathematics Education (RME) approach to improve students’ learning interest in mathematics. This study employed a quasi-experimental design with a pretest–posttest control group involving 64 students of SMPN 7 Muaro Jambi. Data were collected using a learning interest questionnaire and classroom observation sheets. The results showed that the experimental group experienced a significant increase in learning interest, with the mean score improving from 66.31 in the pretest to 84.47 in the posttest, while the control group increased from 65.84 to 72.06. Independent-samples t-test analysis indicated a significant difference between the two groups (p < 0.05), with a very large effect size (d = 1.28). These findings demonstrate that integrating Jambi cultural contexts, Toontastic 3D animation, and RME specifically improves students’ learning interest by connecting mathematical concepts to familiar local experiences, presenting contextual problems through engaging animated narratives, and guiding students to construct mathematical understanding from realistic situations. The combination of these three elements strengthens students’ attention, curiosity, enjoyment, participation, and persistence during mathematics learning. Therefore, culturally contextualized digital learning media supported by animation and RME can serve as an innovative instructional strategy to enhance students’ affective engagement and improve the quality of mathematics learning.
MODEL REFLEKTIF MICRO-TEACHING BERBASIS C-NAR UNTUK MENUMBUHKAN BUDAYA PENINGKATAN MUTU BERKELANJUTAN PADA MAHASISWA PPG PRAJABATAN Destrinelli Destrinelli; Rosinta Norawati; Suci Hayati; Resyarusyda Parandrengi; Novferma Novferma
Daiwi Widya Vol 13, No 1 (2026)
Publisher : Universitas Panji Sakti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37637/dw.v13i1.2897

Abstract

Penelitian ini bertujuan mengembangkan model micro-teaching reflektif berbasis Collaborative Nested Action Research (C-NAR) untuk menumbuhkan budaya Continuous Quality Improvement (CQI) pada mahasiswa PPG Prajabatan, khususnya dalam praktik pengalaman lapangan. Model C-NAR dirancang untuk membantu mahasiswa mengevaluasi praktik mengajar secara sistematis, reflektif, kolaboratif, dan berkelanjutan, sekaligus mendorong dosen pembimbing lapangan dan guru pamong meningkatkan kualitas pembimbingan. Penelitian ini menggunakan pendekatan Research and Development (R&D) dengan model ADDIE yang meliputi tahap Analysis, Design, Development, Implementation, dan Evaluation. Data dikumpulkan melalui angket, observasi, dan wawancara. Subjek penelitian adalah mahasiswa PPG Prajabatan Universitas Jambi, dosen pembimbing lapangan, dan guru pamong. Hasil penelitian menunjukkan bahwa model micro-teaching reflektif berbasis C-NAR memperoleh kategori sangat valid dari ahli desain pembelajaran sebesar 93,8% dan ahli pembelajaran micro-teaching sebesar 91,2%. Model ini mengintegrasikan Penelitian Tindakan Bimbingan (PTB) dan Penelitian Tindakan Kelas (PTK) melalui siklus Design, Implementation, Observation, and Reflection (DIOR). Model yang dikembangkan membantu mahasiswa melakukan refleksi mendalam, menyusun rencana tindak lanjut, dan membangun budaya peningkatan mutu pembelajaran secara berkelanjutan.
Portrait of Students' Emotions in Mathematics Learning at SMP Negeri 7 Muaro Jambi Dwi Intan Saputri; Marpiratun Ilma; Munawaroh Munawaroh; Novferma Novferma; Wardi Syafmen
FARABI: Jurnal Matematika dan Pendidikan Matematika Vol 9 No 1 (2026): FARABI: Jurnal Matematika dan Pendidikan Matematika
Publisher : Program Studi Pendidikan Matematika FKIP UNIVA Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47662/farabi.v9i1.1436

Abstract

This study aims to describe the portrait of students' emotions in mathematics learning at SMP Negeri 7 Muaro Jambi. This research employed a quantitative descriptive approach involving 29 eighth-grade students as respondents. The instrument used was a Likert scale questionnaire consisting of 25 statements covering five main indicators: enthusiasm and interest in learning mathematics, self-confidence, resilience in facing difficulties, fear and anxiety, and negative emotions in mathematics learning. The data processing results showed that the overall average score of students' emotions was 80.90 out of a maximum score of 125, or 64.72%, which falls into the Moderately Positive category. The indicator of enthusiasm and interest in learning mathematics obtained the highest average score of 23.17 (77.23%), while the indicators of self-confidence and fear and anxiety toward mathematics were still in the less positive category. As many as 48.28% of students were in the Positive to Very Positive category, while 13.79% of students were still in the Less Positive category. This study concludes that although students have fairly good enthusiasm, efforts are still needed to strengthen positive emotions and reduce students' anxiety in mathematics learning.
Analisis Keaktifan dan Motivasi Belajar Pada Pembelajaran Matematika Di SD Negeri 87 Kota Jambi Cinta Trida Anastasya; Dea Rahmadany; Nadyn Ayu Liestiany; T. Jovanes Apnoel Agape; Novferma Novferma; Wardi Syafmen
FARABI: Jurnal Matematika dan Pendidikan Matematika Vol 9 No 1 (2026): FARABI: Jurnal Matematika dan Pendidikan Matematika
Publisher : Program Studi Pendidikan Matematika FKIP UNIVA Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47662/farabi.v9i1.1446

Abstract

This study aims to analyze the activeness and motivation of students in learning mathematics with a constructivist approach in class IV B of SD Negeri 87 Jambi City. This study uses a quantitative descriptive method with 14 students as research subjects. The instrument used is a questionnaire on activeness and motivation of learning consisting of 25 statements based on five indicators, namely believing in being able to solve mathematics problems, actively asking and answering questions, not giving up easily when experiencing difficulties, daring to discuss and cooperate, and having enthusiasm and interest in learning mathematics. Data analysis was carried out using percentage techniques. The results showed that the classical percentage of students' activeness and motivation of learning reached 65.43% with a good category. The percentage of each indicator is believing in being able to solve mathematics problems by 66%, actively asking and answering questions by 64%, not giving up easily when experiencing difficulties by 65%, daring to discuss and cooperate by 67%, and having enthusiasm and interest in learning mathematics by 64.96%. The results of the study showed that the highest indicator was the courage to discuss and collaborate at 67%, while the lowest indicator was active in asking and answering questions at 64%. These findings indicate that the constructivist approach can increase student participation in mathematics learning. The results also indicate that the constructivist approach can encourage active student involvement and increase motivation to learn mathematics. Thus, the constructivist approach can be an effective learning alternative in elementary schools.
Self-Efficiacy Siswa dalam Pembelajaran Matematika Riri Ramadhani Fitri; Keysha Aurelia; Alya Devita Putri; Fathir Aziva Azra; Novferma Novferma; Husni Sabil
FARABI: Jurnal Matematika dan Pendidikan Matematika Vol 9 No 1 (2026): FARABI: Jurnal Matematika dan Pendidikan Matematika
Publisher : Program Studi Pendidikan Matematika FKIP UNIVA Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47662/farabi.v9i1.1449

Abstract

Self-efficacy is an affective aspect that plays an important role in mathematics learning because it influences students' confidence in their ability to understand material, complete assignments, face learning difficulties, and achieve optimal learning outcomes. A good level of self-efficacy can encourage students to be more active, diligent, and confident during the learning process. However, differences in the level of self-confidence between students remain a factor that influences success in learning mathematics. This study aims to describe students' levels of self-efficacy in mathematics learning. The study used a descriptive quantitative method with 27 students as research subjects. The instrument used was a self-efficacy questionnaire consisting of 25 statements using a Likert scale with answer options: Very Appropriate (SS), Appropriate (S), Undecided (R), Not Appropriate (TS), and Very Not Appropriate (STS). The instrument was compiled based on six indicators, namely confidence in understanding mathematics material, confidence in completing assignments or problems, persistence in facing learning difficulties, confidence in asking questions and discussing, confidence in achieving good learning outcomes, and the ability to find solutions when experiencing difficulties in learning mathematics. Data were collected through questionnaires and analyzed using descriptive analysis based on the category of self-efficacy level. The results showed that 6 students (22.2%) were in the very high category, 16 students (59.3%) in the high category, and 5 students (18.5%) in the moderate category. These findings indicate that students generally have a high level of self-efficacy in learning mathematics. The implication of this research is the need for learning strategies that can maintain and increase student confidence and engagement in the mathematics learning process.
Analysis of Mathematical Misconceptions and Creative Thinking Skills among Seventh Grade Junior High Students Dini Khirani; Zulfa Alya Nabilah Asha; Nazura Pretty Wafirah; Wita Tri Andini; Novferma Novferma; Husni Sabil
FARABI: Jurnal Matematika dan Pendidikan Matematika Vol 9 No 1 (2026): FARABI: Jurnal Matematika dan Pendidikan Matematika
Publisher : Program Studi Pendidikan Matematika FKIP UNIVA Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47662/farabi.v9i1.1447

Abstract

This study aims to analyze the misconceptions experienced by seventh-grade students at SMP N 7 Muaro Jambi in learning mathematics, particularly on fractions, and to assess their mathematical creative thinking skills. The study employed a descriptive mixed-method approach using an essay test consisting of ten questions based on the Merdeka Curriculum. The participants were 30 seventh-grade students. The variables measured included four indicators of mathematical creative thinking skills: fluency, flexibility, originality, and elaboration. The data were analyzed descriptively to identify students’ levels of creative thinking skills and the types of misconceptions they experienced. The results showed that the average score of students’ mathematical creative thinking skills was 26.33, with the following distribution: 10% very creative, 3.33% creative, 3.33% fairly creative, 3.33% less creative, and 80% not creative. The most common misconceptions were found in addition and subtraction of fractions with different denominators and in converting mixed fractions into improper fractions. These findings indicate that most students still have difficulties understanding fundamental fraction concepts and applying creative problem-solving strategies. Therefore, mathematics instruction should emphasize conceptual understanding, provide varied learning activities, and encourage the continuous development of students’ mathematical creative thinking skills.
PENGEMBANGAN MEDIA PEMBELAJARAN KOMIK MATEMATIKA BERBASIS ETNOMATEMATIKA DALAM MENUNJANG PEMBELAJARAN BERDIFERENSIASI UNTUK MENINGKATKAN MINAT BELAJAR SISWA Rita Ningsih; Wardi Syafmen; Novferma
Prismatika: Jurnal Pendidikan dan Riset Matematika Vol. 8 No. 2 (2026): Prismatika: Jurnal Pendidikan dan Riset Matematika
Publisher : Universitas Insan Budi Utomo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33503/prismatika.v8i2.3133

Abstract

This study aims to develop a learning medium in the form of an ethnomathematics-based mathematics comic to support differentiated instruction and increase students’ interest in learning. This research is a type of development study using the ADDIE model (Analyze, Design, Development, Implementation, and Evaluation). The subjects of this study include Mathematics Education lecturers at the University of Jambi as expert team, a mathematics teacher in the individual trial, 9 students of class IX B in the small group trial, and all students of class IX A at SMP Negeri 1 Kota Jambi in the field trial. The results of the study indicate that the ethnomathematics-based mathematics comic learning media meets the criteria of being valid, practical, and effective. The validity of the mathematics comic is based on the results of material and design validation questionnaires, showing percentages of 84% for the material aspect and 86.8% for the design aspect, both categorized as very valid. The level of practicality is determined from practicality questionnaires completed by teachers and students, with percentages of 92.04% and 92.7%, respectively, which fall into the very practical category. The effectiveness level of the mathematics comic, based on students’ learning interest questionnaires analyzed using the N-Gain score, shows a percentage of 64.88%, categorized as moderately effective. Therefore, the ethnomathematics-based mathematics comic learning media is suitable for use in the learning process as it meets the criteria of being valid, practical, and effective.
ANALISIS MOTIVASI BELAJAR MATEMATIKA SISWA PADA MATERI ALJABAR DI KELAS X MAN 2 MODEL KOTA JAMBI naifa naii; Marta Vella; Irawan Irawan; Ayu Ayu Puji Lestari; Novferma Novferma; Husni Husni
AL JABAR: Jurnal Pendidikan dan Pembelajaran Matematika Vol. 5 No. 3 (2026): Juli
Publisher : LPPM Institut Ahmad Dahlan Probolinggo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46773/60r7n608

Abstract

Penelitian ini bertujuan untuk menganalisis motivasi belajar matematika siswa pada materi aljabar dikelas X MAN 2 Model Kota Jambi. Penelitian ini menggunakan pendekatan kuantitatif dengan desian penelitian deskriptif bertujuan untuk mengidentifikasi dan menggambarkan kondisi aktual motivasi belajar matematika khususnya pada materi aljabar berdasarkan hasil pengisian angket dengan sampel sebanyak 23 siswa kelas X. Instrumen penelitian ini berupa angket motivasi belajar dengan menggunakan angket skala likert, sedangkan analisis data menggunakan uji teknik presentase dengan bantuan Excel. Hasil penelitian menunjukkan adanya peningkatan motivasi belajar matematika siswa pada materi aljabar sebesar 74,22% temuan ini menunjukkan kriteria interprestasi motivasi belajar siswa berada pada kategori motivasi belajar tinggi. Oleh karna itu, dapat kita simpulkan bahwa peningkatan pada analisis motivasi belajar matematika siswa sangat positif sehingga berpengaruh sangat signifikan dalam keinginan siswa, respon, motivasi belajar, dan self regulated learning.
Co-Authors -, Maison Afrida Afrida Alya Devita Putri Anika Pratiwi Ari Frianto Asih Nur Ismiatun Asih Nur Ismiatun Asni Johari Asrial Ayu Ayu Puji Lestari Bella Arisha Cinta Trida Anastasya Dea Rahmadany Destrinelli Destrinelli Dewi Iriani Dewi Iriani Dewi Iriani Dini Khirani Diniyah Putri Dwi Intan Saputri effendi, zaimi Erin Setiana evtita evtita evtita, evtita Fathir Aziva Azra Febbry Romundza Fidella Justine Mulyadi Fitriani Lianti Harizon Harizon Harizon Harizon Haryanto Haryanto Hendra Hendra Husni Husni Husni Nabil Husni Sabi Husni Sabil Ika Wati Ika Wati Ilham Falani Indah Pristy Yenzi Indira Maisyrisa Widyaningrum Irawan Irawan Isramiharti Isramiharti Jefri Marzal Kamid, Kamid Keysha Aurelia Khalid, M. Hafiz Laily, L4ily M. Afifuddin Khotibul Umam Maria Ronauli Sihotang Marpiratun Ilma Marta Vella Masyunita Siregar Miharti, Izra Mujahidawati Mujahidawati Mujahidawati Nur Mujahidawati Mujahidawati, Mujahidawati Mulyadi, Fidella Justine Munawaroh Munawaroh Nadhiya, Bayva Nadyn Ayu Liestiany naifa naii Naila Nur Fathimah Nainggolan, Iska Barbara Naswir, Naswir Nazura Pretty Wafirah Neisya Anggraini Nizlel Huda Norawati, Rosinta Nurmala Dewi, Nurmala Nurul Aulia Nurul Hidayah Resyarusyda Parandrengi Riri Ramadhani Fitri Rita Ningsih Romundza, Febbry Roseli Theis Sasih, Agustin Wela Silfia Delfina Silfiani Indri Silfiani Indri Silvia Putri Anggraini Silvy Niara Sasky Simatupang, Gugun M Simatupang, Gugun Manosor Siregar, Masyunita Stella Regina Hutahaean Suci Hayati Suci Putri Warman Supian Syaiful . Syaiful Syaiful Syifaurrahmadania Syifaurrahmadania T. Jovanes Apnoel Agape Tria Gustiningsi Umam, M Afifuddin Khotibul Umam, M. Afifuddin Khotibul Upik Yelianti Wahyu Fitroh Wardi Syafmen Wardi Syafmen Wardi Syafmen Winati Diyah Wahyu Fatikasari Wita Tri Andini Yelli Ramalisa Yenzi, Indah Pristy Yola Wulandari Zahrotul Munawaroh zaimi effendi Zulfa Alya Nabilah Asha