Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
P-Index
This Author published in this journals
All Journal Jurnal Pengabdian kepada Masyarakat Nusantara International Journal of Technology and Education Research
Arianto, Halil
Unknown Affiliation
Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Social Sciences Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Pelatihan Desain Perangkat Pembelajaran Berbasis Augmented Reality untuk Pembelajaran Mendalam Bagi Guru Matematika SMP Asfyra, Intan Buhati; Rumite, Wayan; Syamsinar, Syamsinar; Arianto, Halil; Kalla, Nuratika Rahmat
Jurnal Pengabdian kepada Masyarakat Nusantara Vol. 6 No. 4 (2025): Edisi Oktober - Desember
Publisher : Lembaga Dongan Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55338/jpkmn.v6i4.7138

Abstract

Pembelajaran matematika di SMP masih banyak menghadapi kendala karena materi sering disajikan secara abstrak dan kurang dikaitkan dengan pengalaman nyata siswa. Untuk membantu guru mengatasi hal tersebut, kegiatan pengabdian ini dirancang dengan tujuan meningkatkan keterampilan mereka dalam menyusun perangkat pembelajaran berbasis Augmented Reality (AR). Kegiatan dilakukan di Kabupaten Maros dengan melibatkan 30 guru matematika SMP melalui pendekatan service learning yang memadukan teori dan praktik secara langsung. Selama satu bulan pelatihan, peserta mengikuti penyampaian materi, praktik merancang RPP berbasis AR, serta evaluasi perangkat pembelajaran melalui Google Classroom. Hasilnya, 26 guru (85%) mampu menghasilkan RPP yang sesuai standar dan terintegrasi AR pada materi geometri, sementara 4 guru (15%) masih mengalami kesulitan teknis, terutama dalam mengoperasikan aplikasi AR. Beberapa guru menyampaikan bahwa mereka baru pertama kali mengenal AR dan merasa sangat terbantu karena visualisasi objek tiga dimensi membuat konsep geometri lebih mudah diajarkan. Pelatihan ini tidak hanya memperluas wawasan guru tentang teknologi pembelajaran, tetapi juga menumbuhkan kepercayaan diri mereka untuk mencoba pendekatan baru. Dengan demikian, pendampingan guru dalam merancang perangkat berbasis AR terbukti mampu meningkatkan kompetensi pedagogis sekaligus membuka peluang tercapainya pembelajaran mendalam yang lebih interaktif, kontekstual, dan bermakna.
The Relationship Between Math Anxiety and Cognitive Flexibility on Students’ Mathematical Critical Thinking Ability Arianto, Halil; Wayan Rumite
International Journal of Technology and Education Research Vol. 4 No. 02 (2026): International Journal of Technology and Education Research (IJETER)
Publisher : International journal of technology and education research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63922/ijeter.v4i02.3443

Abstract

Mathematical critical thinking is an essential skill that supports students in solving complex problems and making logical decisions in learning mathematics. However, students’ ability to think critically is often influenced by both emotional and cognitive factors. This study aims to examine the relationship between math anxiety and cognitive flexibility on students’ mathematical critical thinking ability. This research employed a quantitative approach with a correlational design involving junior high school students selected through purposive sampling. Data were collected using a math anxiety questionnaire, a cognitive flexibility scale, and a mathematical critical thinking test. The data were analyzed using descriptive statistics, Pearson correlation, and multiple regression analysis. The results show that students’ math anxiety is at a moderate level (M = 68.45; SD = 8.72), cognitive flexibility is at a moderate–high level (M = 74.12; SD = 7.95), and mathematical critical thinking ability is at a moderate level (M = 70.36; SD = 9.10). Furthermore, math anxiety has a significant negative correlation with mathematical critical thinking ability (r = -0.52, p < 0.05), while cognitive flexibility has a significant positive correlation (r = 0.61, p < 0.05). The results of multiple regression analysis indicate that math anxiety (β = -0.41, p < 0.05) and cognitive flexibility (β = 0.48, p < 0.05) simultaneously influence students’ mathematical critical thinking ability. These findings suggest that students with lower levels of anxiety and higher cognitive flexibility tend to demonstrate better critical thinking skills in mathematics. Therefore, improving students’ mathematical critical thinking requires both reducing math anxiety and enhancing cognitive flexibility through appropriate instructional strategies.
Co-Authors Intan Buhati Asfyra Kalla, Nuratika Rahmat Syamsinar Wayan Rumite