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All Journal JPM (Jurnal Pemberdayaan Masyarakat) Indonesian Journal of Educational Development (IJED)
Syarifah Meutiah Eka Sari
Universitas Lambung Mangkurat
Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Social Sciences Other

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Peningkatan Kompetensi Guru Kimia Banjarmasin Utara: Pembelajaran Mendalam dengan Problem Based Learning Berbantuan Artificial Intelligence Mahdian; Syarifah Meutiah Eka Sari; Iriani Bakti; Atiek Winarti; Ni Pt. Pande Mirah Surya Dewi
Jurnal Pemberdayaan Masyarakat Vol 11 No 1 (2026): Mei
Publisher : Direktorat Penelitian dan Pengabdian kepada Masyarakat (DPPM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21067/jpm.v11i1.12954

Abstract

Deep Learning is an approach that emphasizes creating meaningful, reflective, and enjoyable learning experiences. One appropriate learning method to support this approach is Problem-Based Learning (PBL). However, many high school chemistry teachers in North Banjarmasin are still unfamiliar with Deep Learning and have not yet implemented PBL optimally. Therefore, the solution offered is to conduct a workshop to improve chemistry teachers' understanding and skills related to Deep Learning and PBL. In this workshop, chemistry teachers were also provided with skills in using AI technology to facilitate the design of teaching materials that are in line with the Deep Learning and PBL approaches. To assess the results and impact of this activity on improving chemistry teachers' competencies, a pretest and posttest were used. Before the implementation, the average pretest score was recorded at 65 ± 23.21, indicating the diversity and limitations of chemistry teachers' knowledge. After the activity, the average posttest score increased to 96 ± 0.52. These results indicate that the workshop was effective and had a positive influence on improving chemistry teachers' abilities in implementing Deep Learning in PBL with the assistance of AI.
Profiling readiness for deep learning: A study of chemistry students' multiple intelligences and learning reflections Iriani Bakti; Atiek Winarti; Ni Pt. Pande Mirah Surya Dewi; Mahdian; Syarifah Meutiah Eka Sari
Indonesian Journal of Educational Development (IJED) Vol. 6 No. 4 (2026): February 2026
Publisher : Lembaga Penelitian dan Pengabdian Kepada Masyarakat (LPPM) Universitas PGRI Mahadewa Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59672/ijed.v6i4.5400

Abstract

The persistent challenge of promoting deep conceptual understanding over rote memorization in chemistry education requires investigating students' readiness for student-centered learning. This study aims to screen student readiness for deep learning in chemistry by analyzing their multiple intelligences (MI) and reflective learning experiences. Employing a qualitative descriptive method, this study analyzed data from an MI questionnaire and reflective writing assignments from 84 Chemistry Education students (2022–2024 cohorts) selected via purposive sampling at Universitas Lambung Mangkurat. Results revealed that spatial intelligence is the most dominant profile, with 23 of 84 students in this category. Analysis of reflective writing identified Project-Based Learning (PjBL) as the most preferred instructional model for creating meaningful learning experiences, with 29 respondents favoring it. Furthermore, student reflections demonstrated a significant transformation from negative assumptions to deeper understanding, highlighting the development of creativity, critical thinking, and teamwork. These findings suggest that leveraging visual and project-based strategies aligned with students' dominant intelligence and learning preferences can effectively foster readiness for a deep learning approach in chemistry education.
Co-Authors Atiek Winarti Atiek Winarti Bakti, Iriani Mahdian Mahdian Ni Pt. Pande Mirah Surya Dewi