Publication Search

This Community Partnership Program (PKM) aims to improve the competence of mathematics teachers at Madrasah Tsanawiyah (MTs) in Lumajang Regency in developing ethnomathematics-based teaching materials integrated with Augmented Reality (AR) technology. This program was initiated due to the minimal use of local culture in mathematics learning and the low ability of teachers to develop innovative teaching materials. The activity was carried out in four main stages: socialization, training, technology application, and mentoring and evaluation. The training included an introduction to the concept of ethnomathematics, the preparation of differentiated teaching materials, and the creation of AR-based learning media using Unity 3D, Blender, Geogebra, and Vuforia. The results of the activity showed an increase in teachers' understanding of the concept of ethnomathematics and their ability to integrate the local cultural values of Lumajang into mathematics learning. In addition, teachers successfully produced contextual AR-based interactive teaching materials in line with the spirit of the Merdeka Curriculum. This activity also strengthened collaboration between lecturers, students, and teachers of the MTs Wilker III Mathematics MGMP and became a model for continuous training in the development of innovative learning media based on local wisdom and digital technology.

In the learning process, educators often face challenges in helping students achieve optimal learning outcomes. One of the contributing factors is the dominance of teacher-centered learning models, which frequently leads to low student engagement and reduced motivation. This condition affects students’ curiosity, particularly in Science learning, which requires active participation and exploration. Therefore, innovative teaching materials are needed to encourage student involvement while simultaneously stimulating their curiosity. One alternative that can be utilized is the Student Worksheet (Lembar Kerja Peserta Didik/LKPD), which can be designed systematically and contextually to support active learning. This study aims to determine the effectiveness of using LKPD in enhancing students’ curiosity in Grade VII Science learning at SMPN 1 Sanrobone. The research employed a Classroom Action Research (CAR) approach carried out in two cycles, each consisting of planning, implementation, observation, and reflection stages. The findings indicate a significant increase in students’ curiosity after the implementation of LKPD, as shown by improvements in questioning behavior, interest in the material, and the ability to observe and explore scientific phenomena. Based on these results, it can be concluded that the use of LKPD is effective in fostering students’ curiosity and contributes to a more interactive and meaningful Science learning experience.

The spirituality of today’s church youth encounters multidimensional challenges, particularly the pervasive influence of digital culture, the gradual decline in interest toward spiritual disciplines, and the weakening of involvement in ecclesial ministry. Such dynamics often create a gap between theological knowledge and lived faith experiences. This Community Service (PkM) initiative was designed to respond to these issues by implementing an interactive model aimed at enhancing the spiritual understanding of the youth at GKSI Trimorejo Congregation. The model emphasizes participatory learning processes, in which youth are not merely passive recipients of teaching but active contributors to collective faith formation. The methodological framework consisted of three main stages: initial observation to identify needs and spiritual conditions; preparation of training modules contextualized with the congregation’s realities; and the implementation of interactive activities such as group discussions, thematic Bible studies, role-play, and collective reflection. Evaluation strategies integrated both quantitative and qualitative approaches, including pre-tests and post-tests to measure cognitive growth, alongside participatory interviews to capture experiential insights. The findings reveal a notable increase in youth comprehension of biblical principles, heightened enthusiasm and participation in church programs, and the establishment of a more cohesive spiritual learning community. Furthermore, the process encouraged a deeper sense of belonging and responsibility among the participants toward their ecclesial environment. In conclusion, the interactive model demonstrates significant effectiveness in fostering youth spirituality and may serve as a viable alternative strategy for churches encountering similar challenges within contemporary contexts of ministry.