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All Journal Jurnal Pendidikan dan Pengabdian Masyarakat KREATIF: Jurnal Pengabdian Masyarakat Nusantara
Seska Malawau
Universitas Pattimura
Economics, Econometrics & Finance Education Engineering Health Professions Law, Crime, Criminology & Criminal Justice Other

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Inovasi Pembelajaran Fisika: Sinergi Guru Abad 21 dan Teknologi AI Dalam Rangka Pengembangan Profesional Dosen, Guru, dan Calon Guru di Indonesia Timur Gunawan Gunawan; Seska Malawau; Erlin Eveline; Hikmawati Hikmawati; Lisa Sutami Suharlan; Baiq Nabila Saufika Zainuri
Jurnal Pendidikan dan Pengabdian Masyarakat Vol. 9 No. 2 (2026): Mei
Publisher : FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppm.v9i2.4408

Abstract

Pengabdian kepada masyarakat ini bertujuan untuk meningkatkan pemahaman dan keterampilan dosen, guru fisika, serta mahasiswa calon guru mengenai inovasi pembelajaran fisika yang relevan dengan tantangan Abad 21, khususnya melalui sinergi antara peran guru dan pemanfaatan teknologi kecerdasan buatan (AI). Kegiatan kolaboratif ini diselenggarakan secara daring pada Senin, 11 Mei 2026, melibatkan partisipasi aktif dari 100 peserta yang terdiri dari perwakilan Universitas Mataram (Lombok) dan Universitas Pattimura (Ambon). Sesi kuliah umum ini mencakup pembukaan, penyajian materi "Inovasi Pembelajaran Fisika: Sinergi Guru Abad 21 dan Teknologi AI", sesi tanya jawab interaktif, dan evaluasi. Hasil evaluasi kuantitatif menunjukkan tingkat kepuasan dan penerimaan yang sangat tinggi dari peserta terhadap relevansi materi, kualitas penyampaian, dan kelancaran penyelenggaraan, dengan rata-rata skor pada kategori "Sangat Setuju". Secara kualitatif, antusiasme peserta tercermin dari diskusi yang hangat dan banyaknya pertanyaan, serta harapan kuat untuk tindak lanjut kegiatan yang lebih teknis dan praktis. Kegiatan ini terbukti efektif dalam meningkatkan wawasan peserta tentang potensi AI dalam pembelajaran fisika dan memotivasi mereka untuk mengaplikasikannya, sambil tetap menekankan peran AI sebagai alat bantu untuk memperkuat kualitas instruksional.
Pelatihan Penyusunan Asesmen Keterampilan Proses Sains Bagi Guru IPA di Kecamatan Saparua dan Saparua Timur Elsina Sarah Tamaela; Altje Latununuwe; Estevanus K Huliselan; Sarlota Singerin; Juliana Nirahua; Anatasija Limba; Heppy Sapulete; Asry N Latupeirissa; Seska Malawau; Aditya Kainama; Claudya Sabono
KREATIF: Jurnal Pengabdian Masyarakat Nusantara Vol. 6 No. 2 (2026): Jurnal Pengabdian Masyarakat Nusantara
Publisher : AMIK Veteran Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/kreatif.v6i2.8720

Abstract

The implementation of training on preparing Science Process Skills (KPS) assessments for science teachers in Saparua and East Saparua was motivated by the low literacy and numeracy achievements recorded over the past three years. One of the strategic efforts to improve these competencies is through the integration of KPS in science learning, which requires teachers to design appropriate and effective assessments. This community service program (PKM) was conducted through three main stages, namely preparation, implementation, and evaluation. During the preparation stage, observations and interviews were carried out with school principals and education area coordinators in Saparua and East Saparua Districts to identify teacher needs and technical requirements. The training activities were held at SMPN 16 Central Maluku in Waisisil Village with 27 participants and SMPN 28 Central Maluku in Tuhaha Village with 22 participants. The implementation stage began with a pre-test followed by material delivery and practical training sessions. The post-test results showed that participants’ average understanding reached 67.85 in Saparua and 68.38 in East Saparua. The gain test analysis in Saparua indicated that 37% of participants were in the low improvement category, 26% in the medium category, 15% in the high category, and 22% experienced a decline. In East Saparua, 36% were in the medium category, 27% in the low category, 14% in the high category, and 23% showed no improvement. Overall, the training successfully enhanced teachers’ understanding and skills in developing KPS-based assessments.
Co-Authors Aditya Kainama Altje Latununuwe Anatasija Limba Asry N Latupeirissa Baiq Nabila Saufika Zainuri Claudya Sabono Elsina Sarah Tamaela, Elsina Sarah Erlin Eveline Estevanus K Huliselan G. Gunawan Heppy Sapulete Hikmawati Hikmawati Juliana Nirahua Lisa Sutami Suharlan Singerin, Sarlota