Article Per Year (5 Year)
p-Index From 2021 - 2026
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All Journal Journal of Pedagogy and Education Science Carmin: Journal of Community Service
Mita Dwi Putri
Universitas Negeri Medan
Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Enhancing Vocational Higher Education Lecturers’ Pedagogical Competence through a Digital Platform-Based Flipped Classroom Sarwa; Riansyah Putra; Ahmad Zulfikar; Liana Atika; Mita Dwi Putri; Ridho Azahar
Journal of Pedagogy and Education Science Vol 5 No 02 (2026): Journal of Pedagogy and Education Science
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/IISTR.jpes.001912

Abstract

This study aims to analyse the effectiveness of implementing the flipped classroom model using the Moodle and Google Classroom learning management systems in enhancing pedagogical competence and learning management skills. This model is implemented through pre-class, during-class, and post-class learning stages facilitated by digital materials, interactive forums, and automatic evaluation mechanisms on the platform. The research method used a one-group pretest–posttest design with 37 lecturers in the Faculty of Engineering as subjects. Data analysis was performed using a paired sample t-test, one-sample t-test, and N-Gain calculation to assess competency improvement after the intervention. The results showed a significant increase in lecturers' initial and final competencies after participating in the flipped classroom model, as evidenced by a significant value of (p = .00 < .05). The N-Gain value of (.502) was in the moderate category, reflecting a consistent improvement in lecturers' abilities in the aspects of learning design, digital technology utilisation, and feedback provision through the platform. The integration of technology also strengthened the efficiency of classroom management and enabled lecturers to implement more adaptive, collaborative, and vocationally-oriented learning. This research implies that the flipped classroom model can be used as a strategy for developing lecturers’ professional skills in instructional design, the use of digital media, and interactive classroom management, and can serve as a basis for vocational higher education institutions to systematically integrate digital platforms to drive a transformation towards more effective teaching practices.
Community Empowerment Through the Development of Interactive Pop-Up Book Media as a Creative Learning Tool for Early Childhood Education Zhilli Izzadati Khairuni; Siti Zulfa Yuzni; Liana Atika; Wahyu Hutria; Mita Dwi Putri; Mirzal Yacub; Ahmad Zulfikar; Khairunnisak Khairunnisak; Wisnu Prayogo
Carmin: Journal of Community Service Vol. 6 No. 1 (2026)
Publisher : Borneo Research and Education Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59329/carmin.v6i1.311

Abstract

Community empowerment through creative education can strengthen teachers' capacity to independently develop contextual and accessible learning media, particularly for early childhood settings where engaging, hands-on resources are essential. This community service program aimed to develop and implement interactive pop-up books as creative learning tools while strengthening teachers' capacity to design, produce, and utilize visual learning media for early childhood education. The program was conducted at RA Nadhira Asy Syafa, Deli Serdang Regency, Indonesia, employing participatory, educational, and practical approaches. Teachers were actively involved throughout the process, including problem identification, theme selection, media design, production, classroom implementation, and evaluation, ensuring that the resulting media reflected both pedagogical needs and local context. Data were collected through observation, interviews, discussions, documentation, and a simple response questionnaire structured around four indicators: student engagement, early reading responses, creativity, and perceived support of pop-up books for learning. The findings revealed generally positive responses to the developed media. Specifically, 66.7% of respondents agreed or strongly agreed that the media supported student engagement and early reading responses, while 91.7% reported positive perceptions of children's creativity, and 91.7% agreed or strongly agreed that the pop-up books effectively supported learning activities. Nevertheless, variations in children's responses suggest that continued teacher guidance and adaptation to individual developmental needs remain necessary for optimal outcomes. Overall, the program demonstrates that collaboratively developed pop-up books can serve as accessible, low-cost, and context-sensitive learning media, while simultaneously strengthening teachers' practical capacity to independently design and produce creative educational materials suited to their classroom needs.
Co-Authors Ahmad Zulfikar Khairunnisak Khairunnisak Liana Atika Putra, Riansyah Ridho Azahar Sarwa Siti Zulfa Yuzni Wahyu Hutria Wisnu Prayogo Yacub, Mirzal Zhilli Izzadati Khairuni