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All Journal Cakrawala Pendidikan Abdi: Jurnal Pengabdian dan Pemberdayaan Masyarakat Jurnal Pendidikan IPA Indonesia
Harianti Harianti
Universitas Pendidikan Indonesia
Education Environmental Science Health Professions Medicine & Pharmacology Public Health

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Developing a challenge-based corrosion e-book to enhance vocational students’ concept understanding and creative thinking skills Sjaeful Anwar; Santi Deva; Ijang Rohman; Harianti Harianti; Ropi Marlina; Billy Oktora Abdillah Fauzi
Jurnal Cakrawala Pendidikan Vol. 45 No. 2 (2026): Cakrawala Pendidikan (June 2026)
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/cp.v45i2.98340

Abstract

This study aimed to develop a challenge-based corrosion e-book with a chassis coating context using the Four Steps Teaching Material Development (4STMD) method and to evaluate its effectiveness in enhancing vocational students’ concept understanding and creative thinking skills. A design and development research approach was employed, comprising design, development, and evaluation phases. The e-book was developed through the 4STMD stages of selection, structuring, characterization, and didactic reduction, yielding ten concept labels on corrosion and redox reactions contextualized within automotive chassis maintenance. The product was validated by expert reviewers and tested with 20 grade-XI students of a Light Vehicle Engineering program at a vocational school in Bandung, Indonesia. Expert evaluation indicated that the e-book was highly feasible across content, language, presentation, and graphic criteria. Student comprehensibility reached an average of 92%. A one-group pretest–posttest design with the Wilcoxon signed-rank test revealed statistically significant improvements (α = 0.05) in both concept understanding and creative thinking skills, the latter measured through Torrance’s indicators of fluency, flexibility, originality, and elaboration. A Spearman correlation of r = .985 confirmed a very strong positive relationship between the two outcomes. These findings demonstrate that integrating challenge-based learning with the 4STMD method in a vocationally relevant e-book effectively supports higher-order thinking in chemistry education for vocational students.
Implementing a Challenge-Based Ethnoscience E-Book on Colloid Systems to Enhance Students’ Critical Thinking and Conceptual Understanding Sjaeful Anwar; Bagas Abdurachman; Ijang Rohman; Shiang-Yao Liu; Harianti Harianti
Jurnal Pendidikan IPA Indonesia Vol. 15 No. 1 (2026): March 2026
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpii.v15i1.33866

Abstract

Colloid learning is often difficult for students to relate to real-world phenomena, leading to a lack of conceptual understanding and critical thinking skills. One relevant local context for concretizing the concept of colloids is tofu waste treatment, which involves colloidal systems and environmental issues in the community. Integrating this ethnoscience context through Challenge-Based Learning has the potential to provide more contextual, meaningful, and authentic learning oriented toward problem-solving. This study aims to develop and demonstrate the impact of a Challenge-Based Ethnoscience e-book about colloids in the context of tofu waste treatment on improving students' conceptual understanding and critical thinking skills. This research method used Design and Development Research, consisting of three phases: design (needs analysis and product design), development (based on the 4STMD model), and evaluation (Students' critical thinking and conceptual understanding). Implementation was conducted with 30 eleventh-grade students. Critical thinking skills were measured using the Ennis framework, while conceptual understanding was assessed through context-based essay questions. Data were analyzed using the Wilcoxon test, Spearman correlation, and rank-biserial effect size. Results showed significant improvements in conceptual understanding and critical thinking skills, indicating consistent positive score changes across all participants. A very strong correlation was found between conceptual understanding and critical thinking skills, indicating a high degree of shared variance between the two. It can be concluded that the CBL e-book on ethnoscience related to colloid materials, developed according to the 4STMD, is a feasible and effective learning material for chemistry. This learning material aligns with the learning curriculum, is scientific, and organizes materials systematically through local wisdom, specifically in the context of tofu wastewater treatment, to enhance students' understanding of concepts and critical thinking skills.
Educators’ Perceptions and Reflections on a Hybrid International Webinar on Artificial Intelligence and Deep Learning in Education Metta Liana; Asep Kadarohman; Won Koo Lee; Sun Yeoul Lee; Triannisa Rahmawati; Harianti Harianti
ABDI: Jurnal Pengabdian dan Pemberdayaan Masyarakat Vol 8 No 3 (2026): Abdi: Jurnal Pengabdian dan Pemberdayaan Masyarakat
Publisher : Labor Jurusan Sosiologi, Fakultas Ilmu Sosial, Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/abdi.v8i3.2062

Abstract

Rapid educational transformation driven by pedagogical reform and digital advancement has increased demands for educators to adapt their professional practice. In Indonesia, the introduction of deep learning as a pedagogical orientation alongside the expanding use of Artificial Intelligence has created a growing need for professional learning that connects emerging educational developments with practice. This community engagement initiative addressed this need through an accessible professional learning opportunity delivered via a hybrid international webinar integrating global perspectives with national educational priorities. The program combined onsite and online participation and included three sessions focusing on teacher professionalism, deep learning as a meaningful pedagogical orientation, and the pedagogical use of Artificial Intelligence. Participant feedback was gathered through a post-activity reflection survey consisting of closed-ended and open-ended items, with responses examined using descriptive and thematic approaches. Participant responses indicated high perceived relevance and professional value of the webinar: 69.3% strongly agreed that the content was relevant to their professional needs, while 70.1% strongly agreed that the activity provided new perspectives, skills, and insights. Open-ended reflections highlighted the importance of continuous professional development, meaningful and student-centered learning, and the responsible pedagogical use of Artificial Intelligence. Participants also reflected on international educational perspectives in relation to their own professional contexts. These findings suggest that structured academic webinars can provide an accessible initial professional learning opportunity for educators engaging with emerging pedagogical and technological development.
Co-Authors Asep Kadarohman Bagas Abdurachman Billy Oktora Abdillah Fauzi Ijang Rohman Metta Liana Mr Sjaeful Anwar Ropi Marlina Santi Deva Shiang-Yao Liu Sun Yeoul Lee Triannisa Rahmawati Won Koo Lee