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All Journal Center of Knowledge Online Learning in Educational Research
Mega Aria Monica
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.
Digital Guidance and Psychological Resilience: The Mediating Role of Self-Efficacy Mega Aria Monica; Sunyono Sunyono; Mujiyati Mujiyati; Hasan Hariri; Herpratiwi Herpratiwi
Online Learning In Educational Research (OLER) Vol. 6 No. 3 (2026): Online Learning in Educational Research
Publisher : CV FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/oler.v6i3.1287

Abstract

Digital learning environments require students to manage academic demands alongside psychological and technological challenges, making psychological resilience increasingly important. However, the mechanism linking perceived digital guidance to students’ psychological resilience remains insufficiently understood, particularly the role of self-efficacy as a potential explanatory pathway. This study examined the relationships among perceived digital guidance, self-efficacy, and psychological resilience among secondary school students engaged in digital learning. A cross-sectional quantitative design was employed with students from secondary schools across Lampung Province, Indonesia, selected through multistage stratified random sampling. Data were collected using validated online self-report measures and analyzed using mediation analysis with Hayes’ PROCESS Model 4. The findings showed that perceived digital guidance was positively associated with both self-efficacy and psychological resilience. Self-efficacy was also positively associated with psychological resilience and accounted for a significant indirect association between perceived digital guidance and resilience, while the direct association remained significant. These findings suggest that students who perceive digital guidance as accessible, responsive, and useful tend to report greater confidence in managing learning challenges, which is associated with stronger psychological adaptation. This study extends research on digitally supported learning by identifying self-efficacy as an important psychological pathway linking perceived digital guidance and resilience, highlighting the value of supportive digital guidance in fostering psychologically responsive learning environments
Co-Authors Handoko Handoko Hariri, Hasan Mujiyati Mujiyati Rabiyatul Adawiyah Siregar Sunyono Sunyono Uswatun Hasanah