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All Journal Jurnal Ilmiah Mandala Education (JIME) JISIP: Jurnal Ilmu Sosial dan Pendidikan JUPE : Jurnal Pendidikan Mandala PengabdianMu: Jurnal Ilmiah Pengabdian kepada Masyarakat Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Lumbung Inovasi: Jurnal Pengabdian Kepada Masyarakat Mosharafa: Jurnal Pendidikan Matematika Al-Hayat: Journal of Islamic Education Sasambo: Jurnal Abdimas (Journal of Community Service) Media Pendidikan Matematika
Pujilestari, Pujilestari
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Religion Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Law, Crime, Criminology & Criminal Justice Mathematics Physics Public Health Social Sciences Other

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Pendampingan Pengembangan Modul Ajar Matematika Berbasis Deep Learning untuk Meningkatkan Kemampuan Berpikir Kreatif Siswa SMPN 1 Narmada Pujilestari, Pujilestari; Muzaki, Ahmad; Sukarma, I Ketut; Sabrun, Sabrun; In, Hurul; Anggraini, Astiadika; Lestari, Putu Eka Perthiwi
Lumbung Inovasi: Jurnal Pengabdian kepada Masyarakat Vol. 10 No. 4 (2025): December
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/cv1dwk28

Abstract

Dalam menghadapi tuntutan kompetensi abad ke-21, terutama kemampuan berpikir kreatif, proyek pengabdian ini bertujuan mengembangkan dan mendampingi penerapan modul pembelajaran matematika berbasis prinsip deep learning bagi guru di SMPN 1 Narmada. Intervensi dilakukan melalui dua fase: pelatihan tatap muka (in-service) dan pendampingan jarak jauh (on-service). Pada fase in-service, 60 guru diperkenalkan pada teori dan praktik deep learning serta strategi pengembangan berpikir kreatif, sekaligus diarahkan merancang modul ajar matematika. Pada fase on-service, guru mendapatkan mentoring digital saat menyempurnakan modul mereka. Berbeda dari pendekatan pelatihan guru konvensional, kegiatan ini menggabungkan fase pelatihan tatap muka dan pendampingan daring berbasis prinsip deep learning yang kontekstual. Meskipun berbagai pelatihan guru telah dilakukan sebelumnya, belum tersedia model pengabdian yang secara terpadu mengombinasikan deep learning, kreativitas matematis, dan skema pendampingan berkelanjutan, sehingga pendekatan ini menawarkan kontribusi baru dalam penguatan kapasitas guru. Hasil menunjukkan bahwa 85% guru berhasil mengintegrasikan prinsip deep learning dan indikator berpikir kreatif (tugas multi-solusi, konteks budaya, refleksi siswa) dalam modul pembelajaran. Temuan ini menegaskan bahwa dukungan berkelanjutan, desain kontekstual, dan bimbingan bertahap sangat penting dalam mewujudkan inovasi pedagogis di sekolah. Proyek ini berkontribusi pada pengabdian masyarakat dengan memberdayakan kapasitas guru dalam merancang pembelajaran kreatif berbasis deep learning. Untuk pengembangan selanjutnya, direkomendasikan evaluasi dampak langsung terhadap siswa serta perluasan model ke konteks sekolah lain.Kata Kunci: Pengabdian Inovatif; Deep Learning Pedagogi; Berpikir Kreatif; Desain Instruksional Matematika; Pengembangan Kapasitas Guru. Assistance in Developing Deep Learning–Based Mathematics Teaching Modules to Enhance the Creative Thinking Skills of Students at SMPN 1 Narmada Abstract In response to the demands of 21st-century competencies, particularly creative thinking, this community service project aimed to develop and mentor the implementation of mathematics instructional modules based on deep learning principles for teachers at SMPN 1 Narmada. The intervention was carried out in two phases: face-to-face training (in-service) and remote mentoring (on-service). During the in-service phase, 60 teachers were introduced to the theory and practice of deep learning and creative thinking, and were guided in designing mathematics learning modules. In the on-service phase, teachers received digital mentoring as they refined their modules. Distinct from conventional teacher-training approaches, this program integrates face-to-face instruction with online mentoring grounded in contextual deep-learning principles. Although various professional development initiatives have been implemented in Indonesia, there remains a lack of community-service models that simultaneously combine deep-learning pedagogy, mathematical creativity development, and sustained mentoring—representing a key gap that this project uniquely addresses. The results indicate that 85% of participants successfully integrated deep-learning principles and creative-thinking indicators (multiple-solution tasks, cultural contextualization, student reflection) into their modules. These findings highlight the importance of continuous support, contextualized design, and scaffolded guidance in enabling pedagogical innovation. This project contributes to community-service scholarship by empowering teachers to design creative mathematics learning grounded in deep-learning practices. Future work should include direct evaluation of student outcomes and broader implementation across diverse school contexts.
Implementasi Pembelajaran Berdiferensiasi dan Mindfulness dalam Meningkatkan Kompetensi Guru pada Program Pendidikan Guru Penggerak Kurniawan , Ade; Juliangkary, Eliska; Pujilestari, Pujilestari; Yuliyanti, Sri; Yuntawati, Yuntawati
Sasambo: Jurnal Abdimas (Journal of Community Service) Vol. 8 No. 2 (2026): Mei
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/whvdph59

Abstract

Transformasi pendidikan abad ke-21 menuntut pembelajaran yang adaptif, inklusif, dan berpusat pada peserta didik, namun implementasi pembelajaran berdiferensiasi, mindfulness, dan kompetensi sosial emosional oleh guru masih belum optimal dan cenderung dilakukan secara parsial. Kegiatan ini bertujuan untuk meningkatkan kompetensi guru melalui workshop terintegrasi dalam Program Pendidikan Guru Penggerak. Metode yang digunakan adalah pendekatan partisipatif melalui tahapan orientasi, kegiatan inti, refleksi, dan evaluasi. Hasil kegiatan menunjukkan indikasi peningkatan kompetensi guru, ditunjukkan oleh keterlibatan peserta sebesar 88% pada tahap orientasi, 85% pada diskusi kelompok, serta 82% kemampuan dalam merancang pembelajaran berdiferensiasi. Selain itu, 90% peserta mengalami peningkatan fokus dan regulasi emosi melalui praktik mindfulness, serta 84% menyatakan kesiapan dalam mengimplementasikan pembelajaran di kelas. Hasil evaluasi menunjukkan bahwa 92% peserta menilai kegiatan sangat bermanfaat. Temuan ini menunjukkan bahwa integrasi pembelajaran berdiferensiasi, mindfulness, dan kompetensi sosial emosional melalui workshop mendukung penguatan kompetensi pedagogik, intrapersonal, dan sosial guru. Oleh karena itu, model ini dapat menjadi alternatif strategis dalam pengembangan profesional guru yang berkelanjutan. Differentiated Instruction and Mindfulness Workshop to Improve Teacher Competence in the Guru Penggerak Program The transformation of 21st-century education requires adaptive, inclusive, and student-centered learning approaches. However, teachers still face challenges in implementing differentiated instruction, mindfulness, and social-emotional learning in an integrated manner. This study aims to improve teachers’ competencies through an integrated workshop within the Guru Penggerak Program. The method used was a participatory workshop approach involving orientation, core activities, reflection, and evaluation stages. The results showed indications of improved teacher competence, with 88% active participation during orientation, 85% engagement in group discussions, and 82% ability to design differentiated instruction. In addition, 90% of participants reported increased focus and emotional regulation through mindfulness practices, while 84% expressed readiness to implement the approach in their classrooms. The evaluation results indicated that 92% of participants perceived the workshop as highly beneficial. These findings demonstrate that integrating differentiated instruction, mindfulness, and social-emotional learning through workshop-based training supports the development of teachers’ pedagogical, intrapersonal, and social competencies. Therefore, this integrated model can serve as a strategic and sustainable approach for professional teacher development
Development of Inquiry-Based Learning Tools to Enhance Students' Learning Interest and Conceptual Understanding in Mathematics Masjudin, Masjudin; Abidin, Zainal; Kurniawan, Ade; Pujilestari, Pujilestari; Astuti, Siti Harni; Yuliyanti, Sri
Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Vol. 9 No. 2 (2025): July
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/e-saintika.v9i2.2987

Abstract

This study aims to develop an inquiry-based mathematics learning tool that is valid, practical, and effective in enhancing students’ learning interest and conceptual understanding. Unlike previous studies, this research focuses on the development of inquiry-based learning tools to enhance learning interest and conceptual understanding of mathematics among elementary school students, specifically within the context of education in Lombok. The research employed a Research and Development (R&D) approach using the 4-D model (Define, Design, Develop, Disseminate). The participants consisted of 26 fourth-grade students at SDN 4 Pringgabaya, East Lombok. The instruments used included learning material validation sheets, teacher and student response questionnaires, a learning interest questionnaire, and a conceptual understanding test. Data were collected through document analysis, questionnaires, and tests, then analyzed descriptively using percentage categories and N-gain Test. The findings revealed that all components of the developed instructional materials were rated “very valid” by experts. During the implementation phase, the materials were rated “very practical” (86.67%) based on teacher responses. Post-intervention data indicated that 88.46% of students reached the “very high” category of learning interest, while 81% met the minimum mastery criteria for conceptual understanding. The results of the N-Gain test show an average N-Gain value of 0.7166, which falls into the high category. This indicates an improvement in students' conceptual understanding.  These results confirm that the inquiry-based learning materials developed in this study are valid, practical, and effective in improving students’ interest and conceptual understanding in mathematics. The success of this learning tool can make a contribution to educational policies at the regional level, with relevance to the development of an inquiry-based curriculum approach that can be more widely implemented in elementary schools.
Co-Authors Ade Kurniawan Ahmad Muzaki Anggraini, Astiadika Astuti, Siti Harni Fatmala, Farlina Wardiyana Fitriani, Wiwin Hidayati, Wahida I Ketut Sukarma I Putu Sriartha I Wayan Suastra Ida Bagus Putu Arnyana In, Hurul Juliangkary, Eliska Jumari Jumari Kurniawan , Ade Lestari, Putu Eka Perthiwi Masjudin, Masjudin Nissa, Ita Chairun Noviyanti, Putu Ledyari Pajriana, Ica Rachman, Nurul Fadillah Sabrun, Sabrun Sanapiah, Sanapiah Sri Yulianti Syahrir Syahrir YULIYANTI, SRI Yuntawati, Yuntawati Zainal Abidin