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All Journal Edunesia : jurnal Ilmiah Pendidikan Jurnal Pengabdian Masyarakat Indonesia
Windi Febriana Putri
Universitas Negeri Semarang
Humanities Education Engineering Languange, Linguistic, Communication & Media Mathematics Public Health Social Sciences Other

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Kelas Inspirasi sebagai Strategi Penguatan Literasi Karier di Sekolah Dasar: Program Refleksi dan Kolaborasi Komunitas di Tangerang Selatan, Banten Windi Febriana Putri; Diana Diana; Achyarul Mabruri
Jurnal Pengabdian Masyarakat Indonesia Vol 5 No 5 (2025): JPMI - Oktober 2025
Publisher : CV Infinite Corporation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52436/1.jpmi.4226

Abstract

Pengenalan profesi sejak dini merupakan bagian penting dalam penguatan literasi karier siswa sekolah dasar. Keterbatasan sumber daya dan minimnya paparan terhadap dunia kerja menjadi tantangan bagi sekolah dalam menghadirkan pembelajaran kontekstual tentang ragam profesi. Program Kelas Inspirasi Tangerang 5 hadir sebagai bentuk pengabdian masyarakat yang melibatkan kolaborasi antara sekolah, relawan profesional, fasilitator, dan dokumentator. Kegiatan ini dilaksanakan pada delapan sekolah dasar negeri di Kota Tangerang Selatan dan melibatkan 87 relawan pengajar dari delapan bidang profesi, 25 fasilitator, serta 41 dokumentator. Metode pelaksanaan menggunakan pendekatan partisipatif dengan menyelenggarakan sesi berbagi inspirasi, demonstrasi alat kerja, serta refleksi bersama guru dan kepala sekolah. Hasil kegiatan menunjukkan adanya peningkatan antusiasme siswa dalam mengeksplorasi cita-cita, penguatan hubungan antara sekolah dan komunitas, serta potensi keberlanjutan kolaborasi pendidikan yg dibuktikan dengan pernyataan 8 sekolah yang 100% siap melanjutkan kegiatan melalui program Back to School. Temuan ini menunjukkan bahwa keterlibatan komunitas profesional secara langsung dapat menjadi strategi penguatan literasi karier dan praktik baik dalam mendukung implementasi kurikulum berbasis pengalaman.
Conceptual Framework of an AI-Based Adaptive Formative Assessment to Support Differentiated Elementary Science Learning Windi Febriana Putri; Diana Diana; Ellianawati Ellianawati; Decky Avrilianda
Edunesia : Jurnal Ilmiah Pendidikan Vol. 7 No. 2 (2026)
Publisher : Research, Training and Philanthropy Institution Natural Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51276/edu.v7i2.1574

Abstract

Formative assessment in elementary science is often homogeneous, limiting its diagnostic role and support for differentiated learning. This study designs a conceptual framework for an AI-based adaptive formative assessment system to support differentiated learning in elementary science. Using R&D with the ADDIE model, the article focuses on the Analysis and Design stages. Analysis identified assessment problems and teachers' needs through semi-structured interviews and a needs questionnaire; design produced system specifications and conceptual designs from empirical findings and theory. Key outputs include: (1) an assessment blueprint with progressive difficulty, (2) adaptive logic driven by student responses, (3) a system flow diagram, and (4) an initial application prototype. It emphasizes diagnostic function, meaningful formative feedback, and teacher usability. Theoretically, it advances formative assessment research by integrating adaptivity within an assessment-for-learning perspective. In practice, the framework can guide developers, schools, and policymakers in enhancing teachers' assessment literacy and implementing adaptive formative assessment in elementary science.
Co-Authors Achyarul Mabruri Decky Avrilianda Diana Diana Ellianawati, Ellianawati