Garuda - Garba Rujukan Digital

Pelatihan Pengembangan E-Modul Flipbook: Mewujudkan Pembelajaran Digital yang Menarik dan Interaktif Ni Nyoman Putri Nursanti; Reni Kartini Kristin Dian Yunianti; Intan Metrayani Sidauruk; Ashari Ramlan
PASAI : Jurnal Pengabdian kepada Masyarakat Vol. 5 No. 1 (2026): June
Publisher : Yayasan Pendidikan Mitra Mandiri Aceh(YPMMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58477/pasai.v5i1.441

Digital transformation requires teachers not only to operate technology, but also to design engaging materials that foster students' learning interest. In practice, most teachers and pre-service teacher students still rely on printed modules and static PDF files because they lack the skills to operate flipbook-creation platforms. This community service program aimed to improve the ability of teachers and pre-service teacher students to develop flipbook e-modules in order to realize attractive and interactive digital learning, and to examine the training's effectiveness in strengthening that ability. The program was conducted online in June 2026 through a participatory training method with three stages, namely preparation, implementation, and evaluation, using a hands-on approach accompanied by intensive mentoring. Participants consisted of 28 teachers and pre-service teacher students selected purposively. Evaluation employed three instruments, namely pre-test and post-test of ability, e-module product assessment, and a participant satisfaction questionnaire, which were analyzed descriptively. The results showed improvement in participants' ability, indicated by an increase in the average score from 59.3 in the pre-test to 82.1 in the post-test, a gain of 22.8 points or a 38.4% improvement. The average e-module product score reached 84.6 in the good category, while participant satisfaction reached 92.1%. These findings indicate that the online training effectively shifted participants' orientation from technology users toward designers of attractive, interactive, and reflective digital learning. Sustained mentoring and institutional support are recommended to ensure classroom implementation.

Paradigma Pedagogi Kritis Paulo Freire dalam Konteks Model Pendidikan yang Adaptif terhadap Masyarakat Multikultural Ni Nyoman Putri Nursanti; Sangputri Sidik; Intan Metrayani Sidauruk
Jurnal Panrita Vol 6 No 1 (2026): Jurnal Panrita-June
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah (LPPI) Universitas Muhamamdiyah Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35906/panrita.v6i1.409

This study examines the role of Paulo Freire's critical pedagogy as a basis for designing an educational model capable of adapting to the character of a multicultural society. It was conducted through a qualitative approach using a systematic literature review of scholarly publications with active DOIs published between 2020 and 2025. The author collected, selected, and analyzed literature from indexed national and international journals, then grouped the findings into core themes. The results indicate that critical pedagogy treats education as a practice of liberation that rejects the banking style of teaching and places dialogue, problem-posing, and critical awareness at the heart of learning. An adaptive multicultural education model rests on three pillars, namely recognition of learners' cultural experiences and identities, an egalitarian dialogical relationship between educator and learner, and a learning orientation directed toward social transformation for justice. The educator serves as a facilitator who presents existential problems so that learners construct a critical viewpoint on the reality of racial, ethnic, religious, and class diversity. The study concludes that the relevance of Freire's thought for Indonesian multicultural education stems from its capacity to weave together three dialectical elements of learning, namely educator, learner, and social reality, so that education functions to strengthen democracy and social cohesion in a plural society.

Penerapan Model dan Media Belajar Gallery Walk Dalam Meningkatkan Motivasi dan Hasil Belajar Peserta Didik Pada Pembelajaran Sosiologi Intan Metrayani Sidauruk; Ni Nyoman Putri Nursanti; Reni Kartini Kristin Dian Yunianti; Ashari Ramlan; Sangputri Sidik
JURNAL JENDELA PENDIDIKAN Vol. 6 No. 02 (2026): Jurnal Jendela Pendidikan: Edisi Mei 2026
Publisher : CV. Jendela Edukasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57008/jjp.v6i02.2678

Penelitian ini bertujuan untuk: (1) mengetahui proses pelaksanaan pembelajaran Sosiologi dengan menggunakan metode Gallery Walk; (2) mengetahui peningkatan motivasi belajar siswa kelas X IPS 1 SMA Athalia, Serpong setelah mengikuti pembelajaran dengan metode Gallery Walk; (3) dan mengetahui prestasi belajar siswa dengan diterapkannya metode Gallery Walk selama pelaksanaan pembelajaran serta adanya peningkatan motivasi belajar siswa. Penelitian ini merupakan penelitian tindakan kelas. Teknik pengumpulan data dengan metode dokumentasi, observasi, angket, dan tes prestasi belajar. Instrumen yang digunakan berupa lembar observasi, lembar angket, dan lembar tes. Data yang diperoleh dianalisis secara persentase dan metode deskriptif kualitatif. Hasil analisis data menunjukkan: (1) adanya peningkatan motivasi dan semangat belajar siswa; (2) adanya peningkatan kreativitas berpikir dan belajar siswa; (3) dan adanya peningkatan prestasi belajar siswa dilihat dari hasil ketuntasan belajar siswa dimana siklus II lebih baik dibandingkan siklus sebelumnya, siklus I hanya 11 peserta didik atau 44% yang mampu atau tuntas KKTP setelah tindakan siklus II meningkat menjadi 22 orang peserta didik atau 84%. penerapan metode Gallery Walk dapat meningkatkan motivasi belajar dan hasil belajar siswa.

Pelatihan Pengembangan E-Modul Flipbook: Mewujudkan Pembelajaran Digital yang Menarik dan Interaktif Ni Nyoman Putri Nursanti; Reni Kartini Kristin Dian Yunianti; Intan Metrayani Sidauruk; Ashari Ramlan
PASAI : Jurnal Pengabdian kepada Masyarakat Vol. 5 No. 1 (2026): June
Publisher : Yayasan Pendidikan Mitra Mandiri Aceh(YPMMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58477/pasai.v5i1.441

Digital transformation requires teachers not only to operate technology, but also to design engaging materials that foster students' learning interest. In practice, most teachers and pre-service teacher students still rely on printed modules and static PDF files because they lack the skills to operate flipbook-creation platforms. This community service program aimed to improve the ability of teachers and pre-service teacher students to develop flipbook e-modules in order to realize attractive and interactive digital learning, and to examine the training's effectiveness in strengthening that ability. The program was conducted online in June 2026 through a participatory training method with three stages, namely preparation, implementation, and evaluation, using a hands-on approach accompanied by intensive mentoring. Participants consisted of 28 teachers and pre-service teacher students selected purposively. Evaluation employed three instruments, namely pre-test and post-test of ability, e-module product assessment, and a participant satisfaction questionnaire, which were analyzed descriptively. The results showed improvement in participants' ability, indicated by an increase in the average score from 59.3 in the pre-test to 82.1 in the post-test, a gain of 22.8 points or a 38.4% improvement. The average e-module product score reached 84.6 in the good category, while participant satisfaction reached 92.1%. These findings indicate that the online training effectively shifted participants' orientation from technology users toward designers of attractive, interactive, and reflective digital learning. Sustained mentoring and institutional support are recommended to ensure classroom implementation.

Building Teachers Digital Pedagogical Competence through Web-Based Interactive E-Module Training Ni Nyoman Putri Nursanti; Sangputri Sidik; Intan Metrayani Sidauruk; Ashari Ramlan; Reni Kartini Kristin Dian Yunianti
Engagement: Jurnal Pengabdian Kepada Masyarakat Vol. 10 No. 3 (2026): August 2026
Publisher : Asosiasi Dosen Pengembang Masyarajat (ADPEMAS) Forum Komunikasi Dosen Peneliti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29062/engagement.v10i3.2346

Background: requires teachers not only to be able to use technology, but also to design meaningful learning experiences through the pedagogical utilization of digital media. However, in practice, many teachers still use technology only at the operational level and have not optimally developed interactive digital teaching materials. In this context, training in the development of web-based interactive e-modules is essential as a strategy to strengthen teachers’ digital pedagogical competence. Purpose of Study: This study aimed to describe the process of strengthening teachers’ digital pedagogical competence through training in the development of web-based interactive e-modules and to identify changes in participants’ competence after participating in the training program. Methods: This study employed a quantitative approach using a one-group pretest-posttest design. The program was conducted in three stages: planning, implementation, and evaluation. The participants consisted of 25 senior high school teachers selected purposively. Data were collected through a digital pedagogical competence questionnaire, observations of the training process, and assessments of the e-module products, and were analyzed descriptively. Results: The findings revealed an improvement in teachers’ digital pedagogical competence, indicated by an increase in the average score from 58.96 in the pre-test to 81.44 in the post-test, with a gain of 22.6 points or an improvement of 38.2%. Competency enhancement was reflected in three main dimensions: digital instructional design, digital collaboration, and reflective and creative competence. The training also encouraged a shift in teachers’ orientation from technology users to more adaptive, creative, and reflective digital learning designers.

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