The rapid development of science and technology necessitates fundamental transformations in education, particularly through learning innovations that accommodate diverse learning styles, enhance active student engagement, and stimulate intrinsic motivation in mathematics learning. This study aims to examine the effectiveness of the SAVI (Somatic, Auditory, Visual, Intellectual) learning model assisted by Macromedia Flash in improving geometry learning outcomes among eighth-grade students. The research employed a quasi-experimental pretest-posttest design with a control group. A total of 55 students were selected through cluster random sampling and divided into an experimental group (SAVI + Macromedia Flash) and a control group (conventional learning). Learning motivation was measured using a validated questionnaire and categorized into high, medium, and low levels. Macromedia Flash was chosen as a digital medium for its ability to visualize abstract geometric concepts interactively and attractively, thereby facilitating students' understanding of complex material. Data were analyzed using two-way ANOVA to assess the effects of the learning model, motivation level, and their interaction on geometry learning outcomes. The results showed that the SAVI model assisted by Macromedia Flash was significantly more effective in improving geometry learning outcomes than conventional methods (p < 0.05). However, no significant effects were found for motivation level or its interaction with the learning model on learning outcomes. These findings confirm that SAVI-based learning innovations integrated with digital multimedia can optimize geometry learning outcomes evenly, regardless of students' initial motivation levels. This study highlights the practical value of interactive, technology-based approaches in advancing mathematics education.
Kompetisi Sains Nasional (KSN) SMA adalah ajang kompetisi tahunan di bidang sains yang diikuti oleh siswa-siswi SMA di seluruh Indonesia. KSN sebelumnya dikenal sebagai Olimpiade Sains Nasional (OSN). KSN diselenggarakan secara berjenjang mulai dari tingkat sekolah, kabupaten/kota, provinsi, nasional, hingga internasional. Adapun maksud diadakannya KSN adalah untuk meningkatkan mutu pendidikan, khususnya dalam bidang sains, melalui kompetisi yang sehat dan terstruktur (Undang-Undang Nomor 20 Tahun 2003 tentang Sistem Pendidikan Nasional). Pengabdian Kemitraan Masyarakat ini dilaksanakan dengan pertimbangan, SMA Negeri 1 Kebumen sebagai sekolah unggulan dengan banyak prestasi dan seringkali meraih juara dalam berbagai ajang kompetisi termasuk KSN. Adapun cabang KSN yang dilombakan tahun ini meliputi Matematika, Fisika, Kimia, Informatika/Komputer, Biologi, Astronomi, Ekonomi, dan Kebumian (Panduan Olimpiade Sains Nasional 2025, 2025). SMA Negeri 1 Kebumen mengirimkan siswanya untuk mengikuti keseluruhan cabang KSN tersebut. Informasi yang diperoleh dari guru pembina KSN SMA Negeri 1 Kebumen bahwa siswa peserta KSN mengalami kesulitan pada materi Matematika Dasar hampir di semua cabang. Sehingga memerlukan pendampingan dalam penguatan ketrampilan materi Matematika Dasar Tersebut. Kegiatan pengabdian berbentuk pelatihan yang dilaksanakan dalam waktu 2 hari. Kegiatan dilakukan tim dosen dengan melibatkan 2 mahasiswa semester 8. Mahasiswa bertugas membantu pelaksanaan pengabdian sejak dari persiapan sampai pelaporan. Kegiatan pelatihan mencakup pendalaman materi mengenai turunan, integral, aljabar, trigonometri, aritmatika dan geometri, geometri bola, kalkulus, bilangan, dan kombinatorika.
Discipline is a crucial aspect that supports the success of the learning process, particularly in vocational education, which demands a balance between academic ability, practical skills, and work attitude. In the Light Vehicle Engineering (TKR) Competency program, students are not only required to understand the learning material, but also to adhere to regulations, be responsible in completing assignments, and implement Occupational Safety and Health (K3) procedures. This study aims to determine the level of discipline, academic achievement, and the relationship between discipline and academic achievement of students in the Light Vehicle Engineering (TKR) Competency program at SMK Muhammadiyah Lemahabang, Cirebon Regency. This study used a quantitative approach with a correlational approach. The study population consisted of 35 students of grade XI TKR 6, and the entire population was used as a sample using a saturated sampling technique. Data were obtained through a discipline questionnaire and documentation of student academic achievement scores. Data analysis was conducted using descriptive statistics, prerequisite analysis tests, Pearson Product Moment correlation, and the coefficient of determination using IBM SPSS Statistics. The results of the study indicate that student discipline is in the good category with an average score of 112.34, while student academic achievement is in the good category with an average score of 83.74. The correlation test results show a correlation coefficient of 0.941 with a significance level of 0.000, and a coefficient of determination of 0.885. These results indicate a positive and significant relationship between discipline and student academic achievement, with discipline contributing 88.5% to academic achievement.
Critical thinking skills remain an urgent necessity in mathematics education, particularly in 21st-century learning contexts. Conventional teaching practices have proven insufficient in promoting these skills, requiring innovative approaches that integrate technology and culture. This study examines the effectiveness and practicality of mathematics learning integrating Ethnomathematics, Augmented Reality (AR), Artificial Intelligence (AI), and Deep Learning (DL).Employing a mixed-method design with sequential explanatory approach, the research involved junior high school students in Purworejo, Indonesia. The quantitative phase applied a quasi-experimental one-group pretest-posttest design to measure critical thinking improvement, while the qualitative phase explored teachers' and students' perceptions through interviews, observations, and response questionnaires. Quantitative results showed a significant increase in students' critical thinking ability (t = 4.126, p < 0.05) with an N-Gain score of 73%, categorized as high. Qualitative findings revealed positive responses: teachers considered the model innovative, feasible, and aligned with curriculum goals, while students reported higher engagement, clearer understanding of abstract concepts, and stronger motivation to learn mathematics. The integration proved most effective in enhancing interpretation and evaluation skills among critical thinking components. The integration of Ethnomathematics, AR, AI, and DL proved both effective and practical in fostering critical thinking. These findings demonstrate the potential of culture-based learning combined with advanced technological support to prepare students for future challenges.
Accurate pronunciation is essential for intelligible oral communication, yet English consonants absent from the Indonesian phonological system remain challenging for English as a Foreign Language (EFL) learners. This study investigated pronunciation errors involving the English dental fricatives (/θ/ and /ð/) and postalveolar affricates (/tʃ/ and /dʒ/) among 21 Indonesian vocational high school students and examined the factors contributing to these errors. A descriptive mixed-methods design within the Error Analysis framework was employed. Quantitative data were collected through a 40-word pronunciation test, while qualitative data were obtained from written interviews. The findings identified 557 pronunciation errors, with /θ/ producing the highest error rate (33.39%), followed by /ð/ (23.34%), /dʒ/ (21.54%), and /tʃ/ (20.83%). The interview results indicated that interlingual transfer from Indonesian and Javanese was the primary factor underlying students' pronunciation difficulties, while low learning motivation and limited pronunciation practice also contributed to the errors. These findings highlight the need for explicit and systematic pronunciation instruction for English consonants that have no equivalents in learners' first-language phonological systems.
