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All Journal Bhakti Nagori (Jurnal Pengabdian kepada Masyarakat) SEARCH: Science Education Research
Suryelita
Universitas Negeri Padang
Agriculture, Biological Sciences & Forestry Chemical Engineering, Chemistry & Bioengineering Civil Engineering, Building, Construction & Architecture Computer Science & IT Education Environmental Science Languange, Linguistic, Communication & Media Other

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WORKSHOP PEMANFAATAN AI UNTUK PENGEMBANGAN E-LKPD PADA PEMBELAJARAN DEEP LEARNING DI SMAN 1 PADANG SAGO: PKM Faizah Qurrata Aini; Fitri Amelia; Dwi Finna Syolendra; Nofri Yuhelman; Fauzana Gazali; Minda Azhar; Fajriah Azra; Yerimadesi; Andromeda; Miftahul Khair; Zonalia Fitriza; Suryelita; Viona Maharani; Achie Keylla; Munifa Mahdiah; Melati Wahyuni; Rifka Andani; Ayu Wulandari; Ulfa Autafia
BHAKTI NAGORI (Jurnal Pengabdian kepada Masyarakat) Vol. 5 No. 2 (2025): BHAKTI NAGORI (Jurnal Pengabdian kepada Masyarakat) Desember 2025
Publisher : LPPM UNIKS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36378/bhakti_nagori.v5i2.4764

Abstract

Kemajuan Artificial Intelligence (AI) dalam dunia pendidikan membuka peluang besar bagi guru untuk mengembangkan perangkat pembelajaran yang lebih inovatif, seperti Lembar Kerja Peserta Didik Elektronik (e-LKPD) yang interaktif, adaptif, dan personal. Namun, pemanfaatan AI masih menghadapi kendala berupa keterbatasan pemahaman, minimnya pelatihan, serta dukungan infrastruktur yang belum optimal. Workshop pemanfaatan AI di SMAN 1 Padang Sago, Kabupaten Padang Pariaman, diselenggarakan sebagai kegiatan pengabdian kepada masyarakat untuk meningkatkan kesiapan guru dalam mengintegrasikan AI ke dalam pengembangan bahan ajar berbasis deep learning. Kegiatan ini dilaksanakan melalui empat tahapan, yaitu persiapan, pelatihan pembuatan media pembelajaran berbasis AI, penyusunan modul ajar deep learning, serta pengembangan e-LKPD interaktif menggunakan Liveworksheet. Guru dibekali pemahaman etika penggunaan AI serta pemanfaatan platform seperti ChatGPT, Microsoft Word, dan Gamma.ai. Evaluasi pre-test dan post-test menunjukkan persepsi guru terhadap AI cenderung positif, meskipun terdapat penurunan pada kategori “sangat setuju” akibat kesadaran terhadap kompleksitas teknis, khususnya pada guru senior. Luaran kegiatan menunjukkan peningkatan keterampilan guru dalam merancang perangkat pembelajaran berbasis AI serta menghasilkan bahan ajar digital yang lebih interaktif, sekaligus mendukung penguatan ekosistem pembelajaran berbasis teknologi dan pencapaian IKU perguruan tinggi.
Improving Students' Note-Taking Discipline in Chemistry Learning Through Reward and Punishment Azzahri Jannah; Suryelita; Fauzana Gazali
SEARCH: Science Education Research Journal Vol. 5 No. 1 (2026): SEARCH: October 2026
Publisher : IAIN Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47945/search.v5i1.3267

Abstract

Discipline in taking notes is one of the academic behaviors that supports understanding of concepts and learning retention, especially in Chemistry learning which has the characteristics of abstract, hierarchical, and interrelated material. The results of initial observations show that most students have not completed the notes completely and have not collected them on time. This condition shows the need for a learning strategy that is able to form more disciplined learning habits. This research aims to improve students' discipline in taking notes through the application of rewards and punishments in Chemistry learning. The study employed Kemmis and McTaggart's Classroom Action Research (CAR) model, conducted in three cycles involving 32 students of Class X E1 at SMAN 1 Situjuah Limo Nagari. Data were collected using an observation sheet assessing two indicators: the completeness of students' notes in accordance with the learning material and the timeliness of note submission. The data were analyzed descriptively using the percentage of students achieving both indicators in each cycle, and the action was considered successful when at least 85% of students met the predetermined discipline criteria. The results showed that students' discipline in note-taking discipline gradually increased from 45% in the pre-cycle to 58% in the first cycle, 81% in the second cycle, and 93% in the third cycle. Improvements occurred in both observed indicators, showing that the consistent application of rewards and punishments through cycles of action and reflection effectively strengthened students' discipline in taking notes. Thus, reward and punishment strategies can be applied as an alternative to improve positive academic behavior, especially the discipline of note-taking, in Chemistry learning.
Co-Authors Achie Keylla Andromeda Ayu Wulandari Azzahri Jannah Dwi Finna Syolendra Faizah Qurrata Aini Fajriah Azra Fauzana Gazali Fitri Amelia Melati Wahyuni Miftahul Khair Minda Azhar Munifa Mahdiah Nofri Yuhelman Rifka Andani Ulfa Autafia Viona Maharani Yerimadesi Zonalia Fitriza