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All Journal Information Technology Education Journal Nusantara Journal of Multidisciplinary Science
Hamriani
Universitas Negeri Makassar
Religion Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media

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Pengembangan LKPD Matematika Berbasis Deep Learning Untuk Meningkatkan Kemampuan Literasi Numerasi Dan Berpikir Kritis Siswa Sekolah Dasar Jamaluddin; Hamriani; Sri Hudaya
Nusantara Journal of Multidisciplinary Science Vol. 3 No. 9 (2026): NJMS - April 2026
Publisher : PT. Inovasi Teknologi Komputer

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Abstract

Rendahnya capaian literasi numerasi dan berpikir kritis siswa sekolah dasar di Indonesia menjadi persoalan mendesak yang memerlukan solusi inovatif berbasis bahan ajar. Penelitian ini bertujuan mengkaji kelayakan dan efektivitas Lembar Kerja Peserta Didik (LKPD) matematika berbasis deep learning dalam meningkatkan kemampuan literasi numerasi dan berpikir kritis siswa sekolah dasar. Metode yang digunakan adalah Systematic Literature Review (SLR) dengan protokol PRISMA, melalui penelusuran basis data Google Scholar, ERIC, dan Semantic Scholar. Dari 309 artikel yang teridentifikasi, sebanyak 10 artikel memenuhi kriteria inklusi dan dianalisis secara mendalam. Hasil kajian menunjukkan bahwa LKPD berbasis deep learning secara konsisten menghasilkan tingkat validitas 77–90%, kepraktisan 84–100%, dan efektivitas yang dikonfirmasi melalui peningkatan N-Gain serta uji statistik yang signifikan. Pendekatan deep learning yang menekankan pembelajaran meaningful, mindful, dan joyful terbukti mampu meningkatkan literasi numerasi dan berpikir kritis siswa secara simultan. Penelitian ini menyimpulkan bahwa LKPD matematika berbasis deep learning merupakan inovasi bahan ajar yang valid, praktis, dan efektif untuk diterapkan di sekolah dasar
The Effectiveness of Augmented Reality Historical Site Learning on Students’ Digital Literacy and Learning Motivation: An Experimental Study Nur Qodriah Syafitri; Nur Afina Inaya Devi; Ince Nisa’ul Khumairah Shaleh; Alfian Jimran; Hamriani; Alma Paramita
Information Technology Education Journal Vol. 3, No. 1, Januari (2024)
Publisher : Jurusan Teknik Informatika dan Komputer

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59562/intec.v3i1.02423

Abstract

This study investigates the effectiveness of Augmented Reality (AR) historical sites in enhancing digital literacy and learning motivation among secondary school students. Despite the increasing integration of technology in education, the impact of AR on students’ engagement with history content and their ability to navigate digital tools remains underexplored. This research addresses this gap by examining how AR-based interventions support meaningful learning and promote interest in history. An experimental study was conducted with 120 secondary school students divided into control and experimental groups. The experimental group engaged with AR historical sites through mobile and tablet applications, combined with interactive timelines, while the control group used traditional learning methods. Pre- and post-tests measured digital literacy and learning motivation, and questionnaires assessed user experience and engagement. Statistical analyses, including paired t-tests and ANCOVA, were performed to evaluate differences between groups. The results indicate that students in the AR-based learning group showed a significant increase in digital literacy scores (mean increase = 18%, p < 0.01) and learning motivation (mean increase = 21%, p < 0.01) compared to the control group. Students reported higher engagement and improved ability to navigate and interpret historical content through AR visualizations and interactive timelines. This study demonstrates the potential of AR for history education, suggesting that immersive technologies can strengthen both content understanding and digital competencies. Limitations include the study’s short intervention period and single-school sample, limiting generalizability. The study contributes empirical evidence supporting AR integration in history classrooms, highlighting its role in fostering digital literacy and motivation. Future research may explore longitudinal impacts, scalability across diverse curricula, and integration with collaborative learning strategies.
Co-Authors Alfian Jimran Alma Paramita Ince Nisa’ul Khumairah Shaleh jamaluddin Nur Afina Inaya Devi Nur Qodriah Syafitri Sri Hudaya