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All Journal Jurnal Tadris IPA Indonesia JISEI: Journal of Islamic Studies and Educational Innovation Indonesian Mathematics Education Journal
Retno Widyaningrum
UIN Kiai Ageng Muhammad Besari Ponorogo
Religion Chemistry Education Environmental Science Languange, Linguistic, Communication & Media Physics Social Sciences Other

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Pengembangan E-LKPD Berbasis Project Collaborative dengan Teknik Argument Mapping untuk Meningkatkan Kemampuan Berpikir Logis Nida Maula; Retno Widyaningrum
Jurnal Tadris IPA Indonesia Vol. 5 No. 2 (2025)
Publisher : Tadris IPA UIN Kiai Ageng Muhammad Besari Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/jtii.v5i2.5135

Abstract

Pesatnya perkembangan ilmu pengetahuan dan teknologi (IPTEK) menuntut dunia pendidikan untuk membekali peserta didik dengan keterampilan abad ke-21. Salah satu keterampilan yang sangat penting adalah kemampuan berpikir logis, yaitu kemampuan untuk menganalisis informasi, menghubungkan bukti, dan menarik kesimpulan yang masuk akal. Kemampuan ini sangat dibutuhkan dalam pembelajaran Ilmu Pengetahuan Alam (IPA) karena siswa diharapkan mampu memecahkan masalah dan mengambil keputusan berdasarkan fakta. Namun, hasil observasi awal di kelas VIII SMPN 1 Mlarak menunjukkan bahwa kemampuan berpikir logis siswa masih tergolong rendah. Hal ini menjadi dasar perlunya solusi inovatif dalam proses pembelajaran. Salah satu solusi yang ditawarkan dalam penelitian ini adalah pengembangan E-LKPD berbasis project collaborative dengan teknik argument mapping. Tujuan penelitian ini adalah untuk mengembangkan E-LKPD yang terbukti valid, praktis, dan efektif dalam meningkatkan kemampuan berpikir logis siswa. Penelitian ini menggunakan metode Research and Development (R&D) dengan model pengembangan Borg and Gall. Validasi produk dilakukan oleh tiga orang ahli, sedangkan uji coba dilakukan dalam dua tahap: skala terbatas melibatkan 20 siswa dan skala luas sebanyak 34 siswa. Data dikumpulkan melalui angket dan tes, kemudian dianalisis secara deskriptif kualitatif dan kuantitatif. Hasil penelitian menunjukkan bahwa E-LKPD memiliki tingkat validitas sangat tinggi (0,92–1), kepraktisan yang sangat baik menurut guru dan siswa, serta efektivitas yang cukup baik dengan nilai N-Gain 0,31 (skala terbatas) dan 0,49 (skala luas). Dengan demikian, E-LKPD yang dikembangkan dinyatakan layak dan cukup efektif digunakan untuk meningkatkan kemampuan berpikir logis siswa.
Efektivitas Penerapan Model Pembelajaran Problem Based Learning (PBL) Berbasis Etnomatematika untuk Meningkatkan Kemampuan Pemecahan Masalah Matematis Retno Widyaningrum; Syaula Fitriyah Rani
Indonesian Mathematics Education Journal Vol. 2 No. 2 (2025)
Publisher : UIN Kiai Ageng Muhammad Besari Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/imej.v2i2.54

Abstract

Problem solving ability is an important competency that elementary school students must have because it is useful in everyday life. However, this ability is still an obstacle in learning mathematics. Many students have difficulty in solving problems on the surface area of ​​a cube that is packaged in story problems. In an effort to overcome this, researchers conducted research on mathematics learning using the PBL learning model based on ethnomathematics. This study aims to describe the implementation of the PBL learning model based on ethnomathematics, describe students' problem solving abilities after the PBL learning model based on ethnomathematics is applied, and to describe the effectiveness of the PBL learning model based on ethnomathematics to improve problem solving abilities. This study uses a quantitative approach with a quasi-experimental type. The sampling technique uses simple random sampling, and data is collected through observation and testing. The results of the study showed (1) the implementation of the PBL model based on ethnomathematics reached 84% at the first meeting and 94% at the second meeting. (2) students' mathematical problem solving abilities increased after being given the PBL learning model with an average score of 86.11. (3) The Ancova test showed a significant difference between the control and experimental classes. In the N-Gain test, the control class obtained a result of 17% and the experimental class 64%. So it can be concluded that the Problem Based Learning model based on ethnomathematics is quite effective in improving students' mathematical problem solving abilities
AI-Driven Augmented Reality Learning Based on Big Data in Islamic History Education: A Transformation Model from Conventional to Visual-Immersive Approaches Ilham Rosyadi; Retno Widyaningrum
JISEI: Journal of Islamic Studies and Educational Innovation Vol. 2 No. 3 (2026): JISEI: Journal of Islamic Studies and Education Innovation (September 2026)
Publisher : LP3M Pascasarjana STAI Ibnurusyd

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61094/jisei.v2i3.226

Abstract

History teaching in Islamic Education remains dominated by conventional lecture-based approaches that position students as passive recipients of information. This approach reduces learning engagement, limits historical imagination, and does not align with the characteristics of the digital generation, who are accustomed to interactive and visual learning experiences. This study employs a conceptual qualitative approach using a literature review design and theoretical analysis grounded in constructivism, multimedia learning, and experiential learning. Data were collected from books and scholarly articles on Artificial Intelligence (AI), Augmented Reality (AR), Big Data, and digital transformation in education, then analyzed thematically to develop an integrative conceptual model. The findings indicate that AI enables personalized learning through learning analytics, AR provides immersive visualization of historical events, and Big Data supports evidence-based instructional decision-making. These technologies collectively form an AI-Driven Augmented Reality Learning model based on Big Data that transforms history education from a textual and narrative approach into a visual, immersive, adaptive, interactive, and contextual learning experience. The proposed model also redefines teachers as facilitators and designers of technology-enhanced learning while emphasizing the importance of adequate digital infrastructure and digital literacy to ensure effective implementation in Islamic Education.
Co-Authors Ilham Rosyadi Nida Maula Syaula Fitriyah Rani