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All Journal Budimas : Jurnal Pengabdian Masyarakat Jurnal Pendidikan IPA Indonesia
Muhammad Abrar Asyrafy Yacobi
Universitas Negeri Jakarta
Religion Humanities Economics, Econometrics & Finance Education Social Sciences Other

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Peningkatan Kemampuan Literasi dan Numerasi Siswa Melalui Pelatihan Penggunaan PhET Simulation pada Pembelajaran Fisika Berbasis STEM Vina Serevina; Hadi Nasbey; Diki Maulana; Muhammad Abrar Asyrafy Yacobi; Jaimin; Neneng Syafni Syandrila; Dian Karina; Siti Nadiroh
BUDIMAS : JURNAL PENGABDIAN MASYARAKAT Vol. 8 No. 1 (2026): BUDIMAS : Jurnal Pengabdian Masyarakat
Publisher : LPPM ITB AAS Indonesia Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29040/budimas.v8i1.19717

Abstract

Urgensi pengabdian pada masyarakat (P2M) ini, berdasarkan hasil survei awal di SMP Negeri 1 Cipanas, rumusan masalahnya yaitu: 1) siswa kurang menguasai teknologi informasi dan kurang terampil menggunakan PhET Simulation; 2) siswa merasa bosan ketika belajar di kelas; 3) pembelajaran di kelas kurang aktif; 4) penggunaan media dan video pembelajaran terbatas; 5) kemampuan literasi dan numerasi siswa masih rendah sesuai dengan hasil TKA. Oleh karena itu, solusi permasalahan yang ditawarkan adalah peningkatan penguasaan teknologi informasi, literasi, dan numerasi yang memberikan alternatif bagi pendidik dan peserta didik dalam memanfaatkan berbagai media pembelajaran secara luring maupun daring melalui Physics Education and Technology (PhET). Tujuan dari kegiatan pengabdian ini adalah untuk meningkatkan kemampuan literasi dan numerasi sekaligus memberikan pemahaman serta keterampilan kepada siswa dalam memanfaatkan PhET Simulation sebagai media pembelajaran fisika berbasis STEM. Kegiatan ini menggunakan metode kualitatif deskriptif dengan pendekatan pelatihan interaktif, yang meliputi pre-test, penyampaian materi, penggunaan simulasi PhET, serta post-test. Hasil pelaksanaan menunjukkan adanya peningkatan kemampuan literasi siswa dari rata-rata 67 menjadi 72, dan numerasi dari 59 menjadi 64. Sehingga kegiatan pelatihan menggunakan PhET Simulation ini dapat meningkatkan kemampuan literasi dan numerasi siswa serta mendukung SDGs no. 4 (quality education).
Improving Students' Problem-Solving and Numeracy Skills on Circular Motion through STEM Project-Based Learning Vina Serevina; Li-Jen Lester; Muhammad Abrar Asyrafy Yacobi; Ahmad Fakhri Burhanudin; Nurbaiti
Jurnal Pendidikan IPA Indonesia Vol. 15 No. 2 (2026): June 2026
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpii.v15i2.45768

Abstract

This research investigated how STEM-integrated project-based learning (STEM-PjBL) affected students problem solving and numeracy skills in circular motion. The study used a quasi-experimental nonequivalent control group design with 72 tenth-grade students purposively sampled. The experimental group (n = 36) and the control group (n = 36) were assigned two classes. In the experimental group, students were involved in STEM-PjBL that integrated science, technology (T), engineering and mathematics concepts to solve circular motion problems, while control group used conventional instruction. About 30 valid and reliable items on problem solving and numeracy tests were used to collect data. The Shapiro–Wilk normality test, Levene’s homogeneity test as well as ANCOVA, N-gain analysis and Cohen’s d effect size were done at the significance level of 0.05 to analyze the data. The results indicated that the post-test problem-solving skills (N gain = 0.81) and numeracy skills (N gain = 0.78) of the experimental group were better than those of the control group, which attained N-gain scores of 0.48 and 008 respectively. ANCOVA indicated significant group differences (P < 0.05) and of large effect size for problem solving skills(d =1.48) and numeracy skills(d=1.36). The results of these study conclude that STEM-PjBL effectively enhanced students problem solving skills and numeracy in physics learning better than conventional learning.
Co-Authors Ahmad Fakhri Burhanudin Dian Karina Diki Maulana Hadi Nasbey Jaimin Li-Jen Lester Neneng Syafni Syandrila Nurbaiti Siti Nadiroh Vina Serevina