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All Journal AlphaMath: Journal of Mathematics Education SELAPARANG: Jurnal Pengabdian Masyarakat Berkemajuan Jurnal Teladan: Jurnal Ilmu Pendidikan dan Pembelajaran Jurnal Riset Pendidikan dan Inovasi Pembelajaran Matematika (JRPIPM) Mosharafa: Jurnal Pendidikan Matematika Jurnal Inovasi Penelitian dan Pengabdian Masyarakat Indonesian Journal of Mathematics Education Journal of Mathematical Pedagogy (JOMP) Riemann : Research of Mathematics and Mathematics Education Jurnal Medika: Medika
Gusti Uripno
Universitas PGRI Ronggolawe
Agriculture, Biological Sciences & Forestry Computer Science & IT Control & Systems Engineering Dentistry Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Medicine & Pharmacology Nursing Public Health Social Sciences Other

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Penguatan Kompetensi Pedagogik Guru SMK YPM Tuban dalam Mendukung Kesejahteraan Peserta Didik melalui Inovasi Pembelajaran di Era Society 5.0 Widodo, Mardi; Syahrial, Mario Fahmi; Kartikasari, Dwi Wahyu; Uripno, Gusti; Kumaidi, Kumaidi
Jurnal Medika: Medika in progres
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/n8xqcy73

Abstract

This community service program aims to strengthen teachers’ pedagogical competence at SMK YPM Tuban in designing and implementing active, contextual, and skill-oriented learning in the era of 21st-century education. The program employed an integrated approach consisting of pedagogical workshops, demonstration of learning models, structured microteaching sessions, and on-the-job mentoring for three weeks after the training. A total of 44 teachers from both vocational and general subject areas participated, fostering interdisciplinary collaboration and accelerating the adoption of innovative teaching practices. The initial assessment revealed a mean pedagogical competence score of 60, with only 28% of teachers consistently applying active learning strategies. Based on these findings, the intervention was designed by combining theoretical knowledge with practical application and continuous feedback. Microteaching served as the core strategy, enabling teachers to practice teaching, receive structured observations, and reflect on their performance. The evaluation results indicated a significant improvement, with the average post-test score increasing to 85 and 91% of teachers achieving competency standards. Participant satisfaction reached 4.6 out of 5, reflecting a highly positive response to the program. Additionally, there was a substantial increase in the implementation of active learning strategies and the use of contextual lesson plans aligned with the Merdeka Curriculum. Qualitative findings highlight that the success of the program was supported by reflective microteaching practices, intensive classroom mentoring, and strong institutional support. However, challenges such as varying initial competencies and limited time for lesson planning were identified. Overall, this program proved effective in enhancing teachers’ pedagogical competence and bridging the gap between theory and classroom practice, with strong potential for sustainability through continuous mentoring and professional learning communities.  
Transformasi Literasi Digital Guru SMP melalui Pelatihan AI Generatif dalam Penyusunan Bahan Ajar Puji Rahayu; Warli Warli; Gusti Uripno; Mario Fahmi Syahrial; Andy Haryoko; Riska Andriani; Kartika Widya Putri; Choiroz Zadit Taqwa
Jurnal Inovasi Penelitian dan Pengabdian Masyarakat Vol. 6 No. 1 (2026): Juni
Publisher : Indonesia Emerging Literacy Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53621/jippmas.v6i1.812

Abstract

Perkembangan teknologi kecerdasan buatan (Artificial Intelligence/AI) membuka peluang baru dalam dunia pendidikan, khususnya dalam penyusunan bahan ajar. Namun, banyak guru SMP masih memiliki keterbatasan literasi digital dan belum memanfaatkan AI secara optimal. Kegiatan pengabdian kepada masyarakat ini bertujuan memberikan pelatihan dan pendampingan kepada guru-guru UPT SMP Negeri 4 Tuban dalam menggunakan platform AI Z.ai untuk menyusun bahan ajar berbentuk buku. Kegiatan menggunakan desain evaluatif campuran (mixed-methods pre-post) dengan 23 peserta yang terdiri dari guru dan mahasiswa PLP. Pelatihan dilaksanakan pada 10 Desember 2025 selama satu hari sinkronus dan tujuh hari asinkronus (total 64 jam), mencakup modul: persiapan sumber draf, pembuatan ide dan outline dengan Z.ai, penyusunan isi buku, serta finalisasi naskah. Data dikumpulkan melalui kuesioner, observasi kinerja, dan penilaian produk. Hasil menunjukkan bahwa 88% peserta mampu mengoperasikan Z.ai secara mandiri, melampaui target 80%. Sebanyak 80% peserta berhasil menyelesaikan minimal satu draft bab buku ajar. Rata-rata skor posttest meningkat signifikan dibandingkan pretest pada semua konstruk yang diukur (skor total: pretest M=2,49; posttest M=3,93; Δ=1,44). Secara kualitatif, terjadi peningkatan motivasi, kepercayaan diri, dan terbentuknya komunitas belajar. Kegiatan ini membuktikan bahwa pelatihan berbasis AI dapat menjadi strategi efektif untuk meningkatkan kapasitas guru dalam pengembangan bahan ajar di era digital.
Mathematical Critical Thinking Skills of Students in Solving Set Theory Problems Intan Rimawati; Siti Suprihatiningsih; Gusti Uripno; Milagros R. Baldemor
AlphaMath : Journal of Mathematics Education Alphamath: Vol. 12, No. 1, May 2026
Publisher : Department of Mathematics Education, Universitas Muhammadiyah Purwokerto, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/alphamath.v12i1.30338

Abstract

Mathematical critical thinking is a fundamental competency that students must develop to solve complex problems effectively; however, empirical evidence consistently indicates that this ability remains underdeveloped among junior high school students in Indonesia, particularly in the domain of set theory. This study aims to describe and analyze the mathematical critical thinking skills of seventh-grade students at a public junior high school located in a rural district of West Kalimantan, Indonesia, in solving set theory problems, based on four Facione indicators: interpretation, analysis, evaluation, and inference. A descriptive qualitative design was employed, involving six students selected through purposive sampling from a class of 29 students in the 2025/2026 academic year, categorized into high, medium, and low ability groups. Data were collected through a written essay test and semi-structured interviews, then analyzed using an interactive model comprising data reduction, data display, and conclusion drawing. Results show that high-ability students fulfilled all four critical thinking indicators optimally but demonstrated a consistent limitation in verbal mathematical justification. Medium-ability students performed adequately on interpretation and analysis but encountered difficulties in evaluation and systematic inference. Low-ability students failed to meet most indicators, with the most pronounced deficits in evaluation and inference. This study contributes to the field by investigating the distribution of critical thinking profiles within a unified classroom environment. Crucially, it highlights that verbal mathematical justification represents a fundamental developmental barrier that transcends procedural competence, offering specific implications for the refinement of mathematics instruction.
Co-Authors Abdul Haris Rosyidi Abdul Haris Rosyidi Arief Budi Wicaksono Bonyah, Ebenezer Choiroz Zadit Taqwa Edy Nurfalah Endah Budi Rahaju Firda Hariyanti Haryoko, Andy Intan Rimawati Islami, Irma Fauztina Isnawati Lujeng Lestari Kartika Widya Putri Kartikasari, Dwi Wahyu Konstansia Hermiati Kumaidi Kumaidi Mardi Widodo Mario Fahmi Syahrial Mayang Sari Milagros R. Baldemor Puji Rahayu Puji Rahayu Riska Andriani Rita Yuliastuti Rizki Kurniawan Rangkuti Siti Suprihatiningsih Tatag Yuli Eko Siswono Tupulu, Nasri Warli Warli Warli Warli