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All Journal Science and Education Journal Jurnal Akademik Pengabdian Masyarakat Jurnal Pengabdian Masyarakat dan Riset Pendidikan Ats-Tsaqofi: Jurnal Pendidikan dan Manajemen Islam Journal of Islamic Elementary Education
Choli Astutik
Universitas PGRI Sumenep
Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Library & Information Science Mathematics Social Sciences Other

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Classroom CG by Guidance and Counseling Teachers to Improve Student Self-Control Askiyaur Ramadhan; Mafruhah; Choli Astutik
Ats-Tsaqofi: Jurnal Pendidikan dan Manajemen Islam Vol 8 No 1 (2026): Ats-Tsaqofi
Publisher : Institut Agama Islam At-Tahdzib

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61181/bakzf659

Abstract

This study aims to describe Classical Guidance (CG) by a Guidance and Counseling Teacher (GCT) to improve students’ self-control. The study was conducted at Madrasah Aliyah (MA) Al-Amien Jambu Lenteng Sumenep under conditions of limited infrastructure. The study used a descriptive-qualitative method with one GCT and 16 students selected through purposive sampling techniques as research subjects. Data were collected through non-participant observation, in-depth interviews, and documentation. Data were analyzed using the Miles and Huberman Model. The results showed that GCT implemented CG through the planning stage (needs identification); organizing (schedule coordination); implementation (introduction, core, closing), and: follow-up (monitoring). GCT optimized the use of interactive lecture methods, group discussions, and creative use of whiteboards with colored markers and visual schemes. CG effectively improved students’ self-control. Students showed positive changes in their ability to control behavior in class, control emotions, manage learning time, and sharpness in decision-making. The main challenges include limited media, limited time duration, and the influence of the environment outside the school. The creativity and competence of GCT are the keys to the success of CG in conditions of limited facilities. 
Peran Layanan Bimbingan Dan Konseling Dalam Meningkatkan Kesehatan Mental Siswa Sekolah Menengah: Studi Tentang Stres Akademik Dan Strategi Koping Choli Astutik
Science and Education Journal (SICEDU) Vol 5 No 2 (2026): Science and Education Journal 2026
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/sicedu.v5i2.294

Abstract

Penelitian ini bertujuan untuk menganalisis peran layanan bimbingan dan konseling dalam meningkatkan kesehatan mental siswa sekolah menengah dengan mempertimbangkan pengaruh stres akademik dan strategi koping. Penelitian ini menggunakan pendekatan kuantitatif dengan desain explanatory research. Sampel penelitian sebanyak 178 siswa kelas XI di salah satu sekolah menengah di Kabupaten Sumenep yang dipilih menggunakan teknik proportionate stratified random sampling. Data dikumpulkan melalui kuesioner dan dianalisis menggunakan Structural Equation Modeling (SEM) berbasis Partial Least Square (PLS). Hasil penelitian menunjukkan bahwa layanan bimbingan dan konseling berpengaruh positif signifikan terhadap kesehatan mental siswa. Selain itu, layanan bimbingan dan konseling juga berpengaruh negatif terhadap stres akademik dan positif terhadap strategi koping. Stres akademik terbukti berpengaruh negatif terhadap kesehatan mental, sedangkan strategi koping berpengaruh positif. Hasil uji mediasi menunjukkan bahwa stres akademik dan strategi koping berperan sebagai mediator parsial dalam hubungan antara layanan bimbingan dan konseling dan kesehatan mental siswa. Temuan ini menegaskan pentingnya optimalisasi layanan bimbingan dan konseling sebagai strategi dalam meningkatkan kesejahteraan psikologis siswa secara holistik.
Penguatan Kompetensi Digital-Pedagogis Guru Sekolah Dasar Melalui Pelatihan Educaplay Berbasis Game-Based Learning: Pengabdian Muhammad Misbahudholam AR; Yeni Puji Astuti; Sama’; Choli Astutik
Jurnal Pengabdian Masyarakat dan Riset Pendidikan Vol. 5 No. 1 (2026): Jurnal Pengabdian Masyarakat dan Riset Pendidikan Volume 5 Nomor 1 (Juli 2026 -
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat

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Abstract

Digital transformation requires elementary school teachers not only to operate technology but also to integrate it pedagogically, safely, and in accordance with student characteristics. This community service activity aims to strengthen teachers' digital competence through the development of game-based learning media using Educaplay. The activity was conducted at SDN Kebunagung II, Sumenep Regency, with the participation of 18 teachers. The method applied was participatory training based on partner needs, which included the stages of needs assessment, community education, enforcement, hands-on practice, mentoring, evaluation, and reflection. Data were collected through process and skills assessment sheets, product assessment rubrics, post-training questionnaires, reflective discussions, and activity documentation, then analyzed descriptively. The results showed that understanding of game-based learning concepts reached 83.3% in the very good category. Introduction to Educaplay features reached 78.9%, the ability to operate the platform 76.7%, and the ability to produce creative media 74.4%; these three indicators were in the good category. A total of 14 teachers or 77.8% understood the material well and stated they were ready to implement Educaplay in the classroom. However, only 11 teachers or 61.1% were able to produce media independently or with minimal assistance. The results of the activity indicate initial strengthening in understanding, operational skills, and readiness for implementation; However, continued mentoring is necessary to ensure more equitable and sustainable development of pedagogical design abilities.
IMPLEMENTASI LITERASI DIGITAL BERBASIS KAHOOT TERHADAP KEAKTIFAN BELAJAR SISWA DI SDN PANGARANGAN V Choli Astutik; A Khoesno Shovie; Siti Nurhalizah; Devi Susanti; Jesika Nurdianita S; Syaiful Hasan Wahyudi; Adit Ayyubi Prasetyo; Ahmad Riyan Hidayat; Hasan Bashri
JURNAL AKADEMIK PENGABDIAN MASYARAKAT Vol. 4 No. 3 (2026): Mei
Publisher : CV. KAMPUS AKADEMIK PUBLISING

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61722/japm.v4i3.9601

Abstract

The development of information and communication technology has brought changes to the learning process in elementary schools, one of which is through the use of digital media. The use of technology-based learning media can be a means to support the implementation of digital literacy while increasing student learning engagement. This study aims to describe the implementation of Kahoot!-based digital literacy and its impact on student learning engagement at SDN Pangarangan V. This study used a qualitative descriptive approach. Data sources consisted of primary and secondary data. Primary data were obtained through interviews with the principal, teachers, and students in grades III, IV, V, and VI, while secondary data came from supporting documents and relevant scientific articles. Data collection techniques were conducted through observation, interviews, and documentation. Data analysis used the Miles and Huberman model, which includes data condensation, data presentation, and drawing conclusions. The results show that the implementation of Kahoot!-based digital literacy was carried out through the stages of media introduction, learning implementation, and evaluation. The use of Kahoot! made the learning process more interesting, interactive, and enjoyable, enabling students to be more active in answering questions, discussing, and engaging in learning activities. Furthermore, the use of this media also helps students become familiar with and utilize digital technology as a learning tool. Despite several obstacles, such as limited devices and unstable internet connections, the implementation of Kahoot! still has a positive impact on increasing student learning engagement.
The Effect Of The Intensity Of Artificial Intelligence Use In Learning On Students' Learning Hendro Widiatmoko; Choli Astutik; Mafruhah Mafruhah
Journal of Islamic Elementary Education Vol. 4 No. 2 (2026): Journal of Islamic Elementary Education
Publisher : LP2M IAI Al-Khairat Pamekasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32806/islamentary.v4i2.2400

Abstract

This study examines how the intensity of Artificial Intelligence (AI) use in learning affects students' learning independence. A quantitative approach was applied using a correlational design and simple linear regression. Data were obtained from 63 seventh-grade students at SMP Negeri 2 Saronggi, Sumenep Regency. The instruments measured AI usage intensity through 5 items and learning independence through 6 items, both using a 1–5 Likert scale. Both measures showed high reliability: α=0.889 for the AI intensity scale and α=0.830 for the learning independence scale, and both were categorized as reliable. According to the Shapiro–Wilk test, the AI scores (p=0.156), learning independence scores (p=0.096), and regression residuals (p=0.750) were normally distributed. Pearson correlation indicated a very strong positive relationship between the two variables (r=0.912; p<0.001). Simple linear regression produced the equation KB=6.434+0.866AI (R²=0.832, F=302.819, p<0.001). In the research sample, AI usage intensity accounted for approximately 83.2% of the variation in learning independence. These results require qualification: Harman's single-factor test found significant common method variance, with a single factor explaining 58.427% of the variance. The observed effect may include inflation caused by similarity in measurement methods and should therefore be treated as an upper bound rather than a pure effect estimate. Even with this limitation, the findings support the alternative hypothesis that greater AI usage intensity has a positive and significant effect on students' learning independence. The findings also highlight the need for AI literacy and educator support to ensure that AI strengthens students' self-regulation in learning rather than replacing it.
Co-Authors A Khoesno Shovie Adit Ayyubi Prasetyo Ahmad Riyan Hidayat Askiyaur Ramadhan Devi Susanti Hasan Bashri Hendro Widiatmoko Jesika Nurdianita S Mafruhah Mafruhah Mafruhah Muhammad Misbahudholam AR Sama’ Siti Nurhalizah Syaiful Hasan Wahyudi Yeni Puji Astuti