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All Journal Didaktika: Jurnal Kependidikan JURNAL PENGABDIAN PENDIDIKAN MASYARAKAT (JPPM)
Kurnia, Isnatul
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Religion Humanities Computer Science & IT Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Library & Information Science Mathematics Public Health Social Sciences Other

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PROYEK MEDIA PEMBELAJARAN MATEMATIKA BERBASIS AUGMENTED REALITY BERBANTUAN ASSEMBLR EDU BAGI GURU SD Wibowo, Sigit; Surayanah, Surayanah; Yuniawatika, Yuniawatika; Syawaludin, Ahmad; Listiawan, Danang; Al Farizza, Rifqi; Kurnia, Isnatul
Jurnal Pengabdian Pendidikan Masyarakat (JPPM) Vol 6 No 2 (2025): Jurnal Pengabdian Pendidikan Masyarakat (JPPM), Vol 6 No 2 (Oktober 2025)
Publisher : LPPM UNIVERSITAS MUHAMMADIYAH MUARA BUNGO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52060/jppm.v6i2.3027

Abstract

The limited skills of teachers in developing digital learning media have become a critical issue in today’s rapidly evolving educational landscape. The Teacher Working Group (KKG) serves as a platform where teachers can share experiences, enhance competencies, develop innovative teaching methods and media, and participate in training to improve educational quality. Meanwhile, Augmented Reality (AR) holds great potential to enhance the quality of mathematics instruction. The purpose of this Community Service (PkM) activity was to provide elementary school teachers with knowledge and understanding of AR-based media and the Assemblr Edu application, as well as to improve their skills in developing digital learning tools. This program employed a participatory, training-based approach through socialization and project-based learning methods. Data were collected using observation, documentation, and questionnaires. The activity began with an introduction to the fundamental concepts of AR and Assemblr Edu, including key features and their application in educational settings. It was followed by intensive project-based training with ongoing mentoring, enabling teachers to produce final projects in the form of AR-based learning media. The effectiveness of the program was measured using five indicators evaluated on a Likert scale. The results indicated a substantial improvement in teachers' skills in developing AR-based learning media, with an average score rising from 52.83% before the training to 84.54% afterward—an increase of 31.71%. This improvement was supported by the high level of enthusiasm demonstrated by participants throughout the training sessions. Overall, the results demonstrate that the training was highly effective in enhancing teachers’ knowledge, technical abilities, and reflective capacity to integrate AR technology into a more interactive and meaningful teaching process.
Efektivitas Pendekatan Etnomatematika Berbasis Culturally Responsive Teaching terhadap Kemampuan Berpikir Komputasi Sigit Wibowo; Yuniawatika, Yuniawatika; Farizza, Rifqi Al; Kurnia, Isnatul; Nata, Muhamad Candra Ari
Didaktika: Jurnal Kependidikan Vol. 14 No. 4 Nopember (2025): Didaktika Jurnal Kependidikan
Publisher : South Sulawesi Education Development (SSED)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/27454312.3189

Abstract

Penelitian ini bertujuan untuk menganalisis efektivitas pendekatan etnomatematika berbasis Culturally Responsive Teaching (CRT) terhadap kemampuan berpikir komputasi siswa sekolah dasar. Latar belakang penelitian ini berangkat dari rendahnya kemampuan berpikir komputasi siswa Indonesia yang ditandai dengan kesulitan menguraikan masalah, mengenali pola, dan menyusun langkah algoritmik dalam pembelajaran matematika. Penelitian menggunakan metode kuantitatif dengan desain eksperimen semu (quasi-experimental design) tipe Nonequivalent Control Group Design. Sampel penelitian melibatkan 121 siswa kelas V SD di Gugus 1 Kecamatan Ngajum, Kabupaten Malang, yang terdiri atas 61 siswa kelas eksperimen dan 60 siswa kelas kontrol. Kelas eksperimen mengikuti pembelajaran matematika berbasis etnomatematika melalui permainan tradisional yang diintegrasikan dengan prinsip CRT, sedangkan kelas kontrol mengikuti pembelajaran konvensional berbasis Technological Pedagogical Content Knowledge (TPACK). Data dikumpulkan melalui wawancara, dokumentasi, dan tes kemampuan berpikir komputasi yang mencakup empat indikator: decomposition, pattern recognition, abstraction, dan algorithmic thinking. Analisis data dilakukan menggunakan independent sample t-test dengan bantuan SPSS 25.0. Hasil penelitian menunjukkan adanya perbedaan signifikan antara kelompok eksperimen dan kontrol (p < 0,05), dengan peningkatan skor rata-rata sebesar 5,64 pada kelas eksperimen dan 3,3 pada kelas kontrol. Temuan ini mengindikasikan bahwa integrasi konteks budaya lokal dalam pembelajaran matematika mampu meningkatkan keterlibatan, motivasi, serta kemampuan berpikir logis dan sistematis siswa. Pendekatan etnomatematika berbasis CRT terbukti efektif dalam mengembangkan kemampuan berpikir komputasi sekaligus menumbuhkan kesadaran budaya dan rasa identitas siswa. Penelitian ini merekomendasikan penerapan model pembelajaran responsif budaya sebagai alternatif strategis dalam pendidikan matematika untuk memperkuat literasi komputasi abad ke-21 di sekolah dasar.
Co-Authors Ahmad Syawaludin Al Farizza, Rifqi Farizza, Rifqi Al Listiawan, Danang Nata, Muhamad Candra Ari Sigit Wibowo Sigit Wibowo SURAYANAH . Yuniawatika