Ndrumi : Jurnal Ilmu Pendidikan dan Humaniora

PENGEMBANGAN BAHAN AJAR BERNUANSA ALAT MUSIK TRADISIONAL GAMELAN JAWA PADA MATERI LINGKARAN UNTUK MENINGKATKAN KEMAMPUAN PEMECAHAN MASALAH MATEMATIS DENGAN MODEL PROBLEM BASED LEARNING

2026-03-10T22:44:15+07:00

This study aims to develop mathematics teaching materials incorporating the traditional Javanese gamelan cultural context in the topic of circles to improve students’ mathematical problem-solving skills through the Problem Based Learning (PBL) model. The research employed a Research and Development (R&D) approach using the ADDIE development model, which consists of analysis, design, development, implementation, and evaluation stages. The research subjects included eighth-grade junior high school students, mathematics teachers, and instructional design and content experts. Data were collected using expert validation sheets, teacher and student response questionnaires, classroom observation sheets, and mathematical problem-solving ability tests. The data were analyzed using qualitative and quantitative descriptive techniques, including N-Gain analysis to measure improvements in students’ problem-solving abilities. The results indicate that the developed teaching materials are valid and practical for classroom use. Furthermore, the implementation of gamelan-based teaching materials integrated with the PBL model was proven effective in enhancing students’ mathematical problem-solving skills in circle topics. The integration of local cultural contexts into mathematics learning increases student engagement, strengthens conceptual understanding, and creates meaningful and contextual learning experiences. Therefore, the developed teaching materials are suitable as an innovative alternative for mathematics instruction at the junior high school level.

PENGARUH PENGGUNAAN GAME EDUCAPLAY UNTUK MENINGKATKAN MOTIVASI BELAJAR DAN KEMAMPUAN KOGNITIF PESERTA DIDIK SMP NEGERI 1 ENDE PADA MATERI USAHA DAN ENERGI

2026-03-10T22:46:29+07:00

This study aims to analyze the effect of using the Educaplay game on students’ learning motivation and cognitive abilities at SMP Negeri 1 Ende on the topic of Work and Energy. The research employed a one-group pretest–posttest design involving 20 students as the sample. The instruments used in this study were a learning motivation questionnaire and a cognitive ability test. The results showed that after the implementation of the Educaplay game, students’ learning motivation was categorized as high, with an average percentage of 80.2%. In addition, students’ cognitive abilities improved significantly, as indicated by the increase in the mean pre-test score of 58.00 to a mean post-test score of 87.00. The t-test analysis revealed a Sig. (2-tailed) value of 0.000 < 0.05, indicating a significant difference between the pre-test and post-test scores. Therefore, it can be concluded that the use of the Educaplay game has a positive and significant effect on students’ learning motivation and cognitive abilities.

PENGARUH MODEL PROBLEM BASED LEARNING (PBL) TERINTEGRASI KAHOOT TERHADAP PEMAHAMAN KONSEP FISIKA SISWA MAN ENDE

2026-03-10T22:46:07+07:00

This study aims to determine the effect of implementing the Problem Based Learning (PBL) model integrated with Kahoot! on students’ understanding of physics concepts in Grade XI Science at MAN Ende. The study was motivated by students’ low conceptual understanding, reflected in their difficulty relating physics material to real-life contexts and their limited active participation in classroom learning. This research employed a quasi-experimental method using a one group posttest-only design. The participants were 25 students in the 2025/2026 academic year. The research instrument consisted of 30 multiple-choice questions, including 10 Kahoot-based items and 20 printed items. Data were analyzed using descriptive statistics, a normality test, and a one-sample t-test. The results showed an increase in the mean score from 63.2 to 90.6, with Sig. (2-tailed) < 0.05, indicating a significant positive effect on students’ conceptual understanding of physics.

STRATEGI PEMBELAJARAN BERBASIS KESADARAN DIRI (SELF-AWARENESS LEARNING) PADA PESERTA DIDIK ERA DIGITAL

2026-03-10T22:45:15+07:00

Digital transformation poses challenges to students’ self-regulation, metacognition, and emotional stability within distraction-rich learning environments. This study aims to formulate an integrative and contextual Self-Awareness Learning strategy for the digital era. A qualitative approach with a systematic literature review (SLR) design was employed, guided by the PRISMA 2020 framework. Data sources included peer-reviewed journal articles, academic books, and educational policy documents addressing self-regulated learning, metacognition, social-emotional learning, and digital learning. Data were analyzed using thematic analysis, and trustworthiness was ensured through credibility, dependability, and confirmability procedures. The synthesis produced a five-component conceptual model: Cognitive Awareness, Metacognitive Regulation, Emotional Awareness, Reflective Integration, and Digital Adaptation Layer. The findings emphasize that effective learning requires the systemic integration of reflective epistemic processes and digital adaptability. The study recommends implementing structured reflective cycles in formal instructional design.

STRATEGI PEMBELAJARAN DALAM MENGATASI KRISIS ATENSI PESERTA DIDIK DI ERA DIGITAL

2026-03-10T22:44:45+07:00

This study was motivated by the growing concern over students’ attention deficits in the digital era, which have been exacerbated by the pervasive presence of technological distractions during learning activities. Devices such as smartphones, tablets, and constant access to social media platforms create competing stimuli that fragment students’ focus, reduce engagement, and limit their capacity to process and retain information effectively. In response to this issue, the study aimed to identify and synthesize effective learning strategies that can mitigate attention crises and enhance the quality of learning in digitally saturated environments. To achieve this objective, the research employed a Systematic Literature Review (SLR) method. Journal articles were systematically retrieved from reputable databases, including Google Scholar, ERIC, and Garuda, ensuring a comprehensive and credible selection of literature. The research instrument consisted of article documentation sheets, which facilitated consistent data extraction and comparison. Articles were carefully screened and selected based on predetermined inclusion and exclusion criteria to maintain relevance and reliability. The collected data were then subjected to thematic analysis, allowing the classification of learning strategies according to their effectiveness in promoting students’ attention and engagement. The findings indicate that active learning strategies, structured management of digital distractions, and activity-based learning models are particularly effective in enhancing students’ focus during learning sessions. These approaches encourage meaningful participation, sustain engagement, and promote self-regulation among learners. Accordingly, teachers are advised to design interactive, technology-mediated learning experiences that are structured and intentional, enabling students to overcome attention challenges while fostering deeper understanding and long-term retention of knowledge.

IMPLEMENTASI PENDEKATAN DEEP LEARNING DALAM MENGEMBANGKAN KEMAMPUAN BERPIKIR KRITIS MATEMATIKA SD NEGERI JOMBOR 01

2026-03-10T22:45:41+07:00

This study aims to describe the implementation of the Deep Learning approach in developing critical thinking skills in mathematics at Jombor 01 Public Elementary School. The study used a descriptive qualitative approach. Data were obtained through observation, interviews, and documentation, then analyzed using the Miles and Huberman model which includes data reduction, data presentation, and conclusion drawing. Data validity was carried out through technical triangulation. The results showed that the implementation of Deep Learning was carried out through the stages of understanding, applying, and reflecting. Learning assisted by multiplication domino cards encouraged active student involvement in discussions, problem solving, and learning reflection. Students' critical thinking skills developed through activities analyzing information, determining solution strategies, providing logical reasons, and evaluating results. Supporting factors included teacher competence, the use of concrete media, and student participation, while inhibiting factors included time constraints and differences in student abilities. These findings indicate that the Deep Learning approach is effective in improving the quality of mathematics learning in elementary schools.