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All Journal QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Haumeni Journal of Education Pelita: Jurnal Pengabdian kepada Masyarakat Media Pendidikan Matematika EDUCATIONAL JOURNAL (General and Specific Research)
Frenza Fairuz Firmansyah
Universitas Jember
Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Social Sciences Other

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PENGEMBANGAN SMARTMATH POP-UP BOOK DILENGKAPI AUGMENTED REALITY SEBAGAI TRANSFORMASI PEMBELAJARAN INTERACTIVE 3D-LEARNING MATEMATIKA SISWA SLB Nabiilah Rajwaa Zaahirah; Nazwa Febri Wulandari; Frenza Fairuz Firmansyah
Haumeni Journal of Education Vol 5 No 2 (2025): Edisi Khusus
Publisher : Universitas Nusa Cendana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35508/haumeni.v5i2.24095

Abstract

Di era digital saat ini beberapa sekolah masih kekurangan fasilitas teknologi yang menunjang pendidikan. Permasalahan ini berdampak pada proses belajar siswa, khususnya siswa berkebutuhan khusus yang memerlukan media inovatif dan interaktif sebagai penunjang. Kurikulum yang belum sepenuhnya adaptif dan minimnya penggunaan teknologi bantu menjadi kendala bagi siswa SLB dalam proses pembelajaran. Salah satu inovasi dan alternatif yang tepat adalah media pembelajaran SmartMath Pop-Up Book dilengkapi Augmented Reality yang dapat dimanfaatkan untuk meningkatkan pemaham belajar siswa SLB. Media ini menampilkan bentuk visual yang menarik dan interactive 3D learning, media ini juga menyajikan elemen digital dalam bentuk AR melalui scan QR Code yang mempermudah penggunanya. Penelitian ini bertujuan untuk mengidentifikasi kelayakan serta keefektifan media SmartMath Pop-Up Book untuk siswa SLB. Metode yang digunakan dalam penelitian ini adalah pendekatan kuantitatif melalui pemberian Pre-Test, Post-Test, kuisioner, dan wawancara. Hasil penelitian menunjukkan bahwa pemahaman siswa SLB akan materi matematika dasar seperti berhitung dan bangun datar mengalami peningkatan setelah penggunaan media belajar SmartMath Pop-Up Book. Oleh karenanya, peneliti memberikan rekomendasi agar SmartMath Pop-Up Book dapat lebih dikembangkan bahkan diterapkan untuk pembelajaran lainnya, serta pendidik diberikan pelatihan ringan untuk memaksimalkan penggunaan media ajar SmartMath Pop-Up Book ini.
PENINGKATAN MOTIVASI BELAJAR SISWA DALAM PEMBELAJARAN GEOMETRI PYTHAGORAS MELALUI ANALISIS PROBLEMATIKA DAN STRATEGI PERBAIKAN PEMBELAJARAN Adillia Natasya Saputri; Abi Suwito; Frenza Fairuz Firmansyah; Susanto
EDUCATIONAL JOURNAL : General and Specific Research Vol. 5 No. 3 (2026): Educational Journal (General and Specific Research)
Publisher : CV. ADIBA AISHA AMIRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.20389705

Abstract

This study aims to analyze the various problems experienced by students in learning geometry and to examine improvement efforts that can enhance students’ learning motivation. Based on the results of the study, it was found that many students experience difficulties in understanding basic geometry concepts. These difficulties are reflected in students’ low ability to recognize shapes, understand relationships between geometric figures, and apply formulas correctly in problem-solving. In addition, students often make errors in using principles and procedures for solving geometry problems. Another dominant difficulty is students’ limited ability to understand word problems, which makes it difficult for them to translate problems into mathematical forms. The factors causing these learning difficulties originate not only from cognitive aspects, but are also influenced by emotional factors, the learning environment, and students’ low motivation in participating in the learning process. Therefore, effective improvement efforts are needed, such as strengthening mathematical communication, implementing active learning methods, and providing opportunities for students to explore and express mathematical ideas independently. With appropriate and engaging learning strategies, students’ learning motivation can increase, leading to a better understanding of geometry concepts and improved learning outcomes.
Development of STEAM-Based Learning with a Deep Learning Approach to Enhance Critical Thinking Skills on Circle Material Lutfiana Ramadani; Abi Suwito; Susanto Susanto; Arika Indah Kristiana; Frenza Fairuz Firmansyah
QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Vol. 18 No. 1 (2026): Qalamuna - Jurnal Pendidikan, Sosial, dan Agama
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Program Pascasarjana IAI Sunan Giri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/qalamuna.v18i1.9750

Abstract

This study aims to develop STEAM-based mathematics learning tools integrated with a deep learning approach to enhance junior high school students’ critical thinking skills on circle material. The study employed the 4D development model consisting of Define, Design, Develop, and Disseminate stages. The developed products included a Module Implementation Plan (RPM), teaching materials, interactive learning media, Student Worksheets (LKM), and critical thinking assessment instruments. The novelty of this study lies in the systematic integration of STEAM principles and deep learning into all learning components specifically designed for circle material at the junior high school level. The validity of the tools was assessed by expert validators, while practicality was evaluated through observations of learning implementation, student activities, and student responses. Effectiveness was examined using the N-Gain test. The results showed that the developed tools were valid (mean score = 3.76), practical, and effective, with students demonstrating active participation, positive responses, and a moderate improvement in critical thinking skills (N-Gain = 0.60).
Aktivasi MPCK Guru Matematika dalam Pembelajaran Geometri: Studi Komparatif pada Guru yang Telah dan Belum Mengikuti PPG Muhamad Badrul Mutammam; Evi Novita Wulandari; Frenza Fairuz Firmansyah; Ngizatul Afifah; Shima Kunaza Fazira; Arin Berliana Angrenani
Media Pendidikan Matematika Vol. 14 No. 1 (2026): J-MPM
Publisher : Program Studi Pendidikan Matematika, FSTT, Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study aims to describe and compare the activation of mathematics teachers' Mathematics Pedagogical Content Knowledge (MPCK) in geometry instruction in two observed cases: one teacher who had participated in the Professional Teacher Education Program (PPG) and one teacher who had not participated in PPG. This study used a comparative qualitative case study design involving two junior high school mathematics teachers with more than ten years of teaching experience. Both teachers taught the same topic, namely cubes in flat-sided solid geometry, in two different Grade 8 classes with 36 students in each class. Data were collected through video-based classroom observations, analysis of lesson plans and students' worksheets, and semi-structured interviews. The video data were transcribed, segmented into instructional episodes, coded using MPCK indicators, and triangulated with document and interview data. The findings show that the teacher who had participated in PPG displayed more varied MPCK activation, particularly in the use of concrete and visual representations, mathematical communication, classroom discussion, formative responses, and responses to students' misconceptions about edges, faces, cube nets, and surface area. In the observed cases, participation in PPG may be associated with more varied MPCK activation; however, this relationship cannot be interpreted causally because the study involved only two teachers in a limited context. The findings also indicate that Mathematical Content Knowledge (MCK) functions as an important foundation for MPCK, but MPCK becomes visible when content knowledge is transformed into representations, guiding questions, discussion, and formative feedback that support students' conceptual understanding
Sosialisasi dan Pendampingan Penerapan Pembelajaran Mendalam bagi Guru-Guru Matematika SMP di Lumajang Didik Sugeng Pambudi; Frenza Fairuz Firmansyah; Dwi Purwanti; Muhammad Safak; Sochif Prasetiya
Pelita: Jurnal Pengabdian kepada Masyarakat Vol. 6 No. 2 (2026): Pelita: Jurnal Pengabdian kepada Masyarakat
Publisher : Perkumpulan Kualitama Edukatika Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51651/pjpm.v6i2.577

Abstract

Deep Learning is recommended by the Ministry of Primary and Secondary Education for implementation in the learning process at schools. This community service activity aimed to provide information and guidance on the implementation of Deep Learning to junior high school mathematics teachers at the Lumajang Mathematics Teachers’ Working Group (MGMP). The activity was conducted on 9 October 2025 with 52 mathematics teachers at the Lumajang Junior High School Mathematics Teachers’ Working Group (MGMP). The methods used included information sharing, discussion, teaching practice, observation, and the distribution of questionnaires. The results of the activity were very positive, with all participants understanding the three main principles of Deep Learning, namely (1) Mindful Learning, (2) Meaningful Learning, and (3) Joyful Learning. Each group of teachers produced a lesson plan for a mathematics lesson in Junior High School. From the results of teaching demo in the classroom, some of participants were found to be able to apply the Deep Learning approach effectively. This was evident from (1) teachers explaining the material using video that captured the students’ interest, (2) teachers applying the three main principles of Deep Learning effectively, (3) students actively participating in group discussions and presenting the results of these discussions in front of the class, and (4) students understanding the material well. The questionnaire results showed that all teachers stated that such mentoring activities need to be continued in order to enhance teachers’ professionalism.
Co-Authors Abi Suwito Adillia Natasya Saputri Arika Indah Kristiana Arin Berliana Angrenani Didik Sugeng Pambudi Dwi Purwanti Evi Novita Wulandari Lutfiana Ramadani Muhamad Badrul Mutammam Muhammad Safak Nabiilah Rajwaa Zaahirah Nazwa Febri Wulandari Ngizatul Afifah Shima Kunaza Fazira Sochif Prasetiya Susanto, Susanto