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All Journal Jambura Journal of Educational Chemistry PengabdianMu: Jurnal Ilmiah Pengabdian kepada Masyarakat
Yeslia Utubira
Universitas Pattimura
Agriculture, Biological Sciences & Forestry Chemistry Economics, Econometrics & Finance Education Law, Crime, Criminology & Criminal Justice Public Health Social Sciences Other

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Effects of the Teams Games Tournament (TGT) Learning Model Assisted by Spinning Wheel Media on Students’ Learning Outcomes in Atomic Structure Lita Lokollo; Yeslia Utubira
Jambura Journal of Educational Chemistry Vol 8, No 1 (2026): February
Publisher : Universitas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37905/jjec.v8i1.36598

Abstract

Atomic structure material is abstract and requires a strong conceptual understanding, so innovative learning models and media that actively engage students are needed. This study seeks to investigate the impact of the Teams Games Tournament (TGT) learning model, supported by spinning wheel media, on the learning outcomes of Grade X high school students in atomic structure. The study employed a quantitative approach using a quasi-experimental method with a pretest–posttest control group design. The research sample consisted of two classes, namely class X1 as the control class and X7 as the experimental class, each comprising 27 students. The collected data were analyzed using descriptive and inferential statistical techniques with SPSS. Analysis using the Mann–Whitney U test indicated a significance level of 0.046 (p < 0.05), confirming that the learning outcomes differed significantly between the experimental and control groups. Students in the experimental class, where the TGT model supported by spinning wheel media was applied, achieved higher learning outcomes compared to those in the control class using traditional teaching methods. Therefore, it can be determined that the Teams Games Tournament learning model supported by spinning wheel media results in a significant improvement in students’ learning outcomes in atomic structure and can serve as an innovative alternative in high school chemistry learning.
Pelatihan Pengembangan Media Augmented Reality sebagai Strategi Peningkatan Kompetensi Digital Guru SMP di Kecamatan Salahutu, Maluku Tengah: Training on the Development of Augmented Reality-Based Learning Media as a Strategy to Enhance the Digital Competence of Junior High School Teachers in Salahutu District, Central Maluku Mery Pattipeilohy; Yeslia Utubira; Lita Lokollo; Muhammad Tarmizi Kubangun
PengabdianMu: Jurnal Ilmiah Pengabdian kepada Masyarakat Vol. 11 No. 6 (2026): PengabdianMu: Jurnal Ilmiah Pengabdian kepada Masyarakat
Publisher : Institute for Research and Community Services Universitas Muhammadiyah Palangkaraya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33084/pengabdianmu.v11i6.12333

Abstract

This Community Service (PkM) activity aims to improve the digital competence of junior high school teachers through training on developing Augmented Reality (AR)-based learning media in Salahutu District, Central Maluku Regency. The activity was carried out in a participatory manner through three stages, namely preparation, implementation, and follow-up, involving 28 teachers as participants. The training process began with a pre-test and ended with a post-test to measure improvements in competency. The training used a hands-on approach that allowed participants to gain direct experience designing AR-based learning media and produce products ready for use in the classroom. The results of the statistical analysis showed that the average pre-test score was 76.21 with a standard deviation of 18.72, and the average post-test score was 84.07 with a standard deviation of 16.71. In addition, the n-gain calculation of 0.35 falls within the moderate category, indicating an increase in teachers' digital competence, particularly in conceptual knowledge, technological understanding, and practical skills in AR media development. The questionnaire response results showed an acceptance rate of 93.69%, indicating that AR technology was perceived as relevant, easy to use, and pedagogically valuable in visualizing abstract concepts. The formation of a community of AR-developing teachers became a strategy for the program's sustainability. Overall, this training proved effective in strengthening teachers' digital competencies and encouraging a more interactive, contextual transformation in learning across the archipelago region.
Co-Authors Lita Lokollo Mery Pattipeilohy