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All Journal Center of Knowledge Online Learning in Educational Research
Uswatun Hasanah
Universitas Lampung, Indonesia
Religion Humanities Education Social Sciences Other

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Pelatihan Pengembangan Modul Ajar untuk Pembelajaran Mendalam Melalui Integrasi Model Inkuiri dan Pendekatan Saintifik Bagi Guru Handoko Handoko; Rabiyatul Adawiyah Siregar; Hasan Hariri; Uswatun Hasanah; Mega Aria Monica
Center of Knowledge : Jurnal Pendidikan Dan Pengabdian Masyarakat Volume 5 Nomor 2 Agustus 2025
Publisher : Pusdikra Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51178/cok.v5i2.2938

Abstract

Program pengabdian masyarakat ini berfokus pada pelatihan guru-guru SMK dalam mengembangkan modul pembelajaran berbasis model inkuiri terpadu dan pendekatan saintifik. Kegiatan ini dilatarbelakangi oleh keterbatasan guru dalam mengembangkan modul yang inovatif dan memenuhi tuntutan Kurikulum Merdeka serta kebutuhan siswa abad 21. Pelatihan dilakukan melalui lokakarya dan pendampingan intensif yang meliputi penyampaian materi, persiapan praktikum, simulasi penerapan, dan umpan balik. Hasil kegiatan menunjukkan adanya peningkatan pemahaman dan keterampilan guru dalam merancang modul pembelajaran yang kontekstual, kreatif, dan aplikatif, sehingga mendukung pelaksanaan pembelajaran yang mendalam dan meningkatkan kualitas pendidikan di SMK.
Integrating Guided Inquiry Learning, Metacognitive Strategies, and LMS Support to Enhance Academic Writing in Higher Education Uswatun Hasanah; Rangga Firdaus; Hasan Hariri; Handoko Handoko; Rabiyatul Adawiyah Siregar
Online Learning In Educational Research (OLER) Vol. 6 No. 2 (2026): Online Learning in Educational Research
Publisher : CV FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/oler.v6i2.1067

Abstract

Academic writing is a core competency in higher education, yet many university students continue to struggle with constructing coherent arguments, synthesizing evidence, and regulating the writing process. Although Guided Inquiry Learning (GIL), metacognitive strategies, and Learning Management Systems (LMSs) have each demonstrated educational benefits, limited research has examined their integrated use to support academic writing. This study investigated the effectiveness of integrating GIL, metacognitive strategies, and LMS support to enhance students’ academic writing skills. A quasi-experimental pretest–posttest control group design was conducted with 120 sixth-semester undergraduate students from two Indonesian universities. Students’ academic writing performance was assessed before and after the intervention using a standardized writing assessment. The findings showed that both groups had comparable initial writing abilities. After the intervention, students who experienced the integrated instructional approach demonstrated substantially greater improvement in academic writing than those receiving conventional instruction. The integration of inquiry-based learning, metacognitive regulation, and LMS-supported learning promoted more structured writing, reflective learning processes, and stronger academic argumentation. These findings highlight the value of an integrated pedagogical framework for strengthening academic writing instruction in higher education.
Co-Authors Handoko Handoko Hariri, Hasan Mega Aria Monica Rabiyatul Adawiyah Siregar Rangga Firdaus