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All Journal Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI) Jurnal Pengabdian Masyarakat dan Penelitian Thawalib
Mohammad Khoirul Amin
Universitas PGRI Adi Buana Surabaya
Religion Education Languange, Linguistic, Communication & Media Social Sciences Other

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Pengembangan Bahan Ajar Berbasis Mobile Learning Mohammad Khoirul Amin; Rina Rusdiawati; Sabariah Sabariah
Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI) Vol. 6 No. 3 (2026): Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI), 2026 (3)
Publisher : Yayasan Pendidikan Bima Berilmu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53299/jppi.v6i3.4792

Abstract

Perkembangan teknologi digital menuntut adanya inovasi dalam penyediaan bahan ajar yang mampu mendukung proses pembelajaran yang fleksibel, interaktif, dan mudah diakses. Fenomena ini membuat peneliti mengembangkan bahan ajar berbasis mobile learning yang layak, praktis, dan efektif digunakan dalam proses pembelajaran. Metode penelitian yang digunakan adalah penelitian dan pengembangan (Research and Development) dengan mengadaptasi model ADDIE yang meliputi tahap analisis (analysis), perancangan (design), pengembangan (development), implementasi (implementation), dan evaluasi (evaluation). Subjek penelitian terdiri atas ahli materi, ahli media, guru, dan peserta didik yang terlibat dalam uji coba produk. Teknik pengumpulan data dilakukan melalui observasi, wawancara, angket validasi, angket respons pengguna, dan tes hasil belajar. Data dianalisis menggunakan teknik deskriptif kuantitatif dan kualitatif. Hasil penelitian menunjukkan bahwa bahan ajar berbasis mobile learning yang dikembangkan memperoleh kategori sangat layak berdasarkan penilaian ahli materi dan ahli media. Selanjutnya, respons guru dan peserta didik menunjukkan tingkat kepraktisan yang tinggi dalam penggunaan bahan ajar. Hasil uji efektivitas juga menunjukkan adanya peningkatan hasil belajar peserta didik setelah menggunakan bahan ajar berbasis mobile learning. Kesimpulan pengembangan bahan ajar yang dikembangkan dapat digunakan sebagai alternatif media pembelajaran yang mendukung pembelajaran mandiri, meningkatkan keterlibatan peserta didik, serta memfasilitasi proses belajar yang lebih fleksibel sesuai dengan tuntutan era digital.
Accelerating Digital Learning and Artificial Intelligence Utilization in the Transformation of 21st-Century Primary Education Sabariah Sabariah; Adi Bandono; Suhari Suhari; Nurmida Catherine Sitompul; Endang Mastuti; Mohammad Khoirul Amin; Silfia Safalufi
Jurnal Pengabdian Masyarakat dan Penelitian Thawalib Vol. 5 No. 2 (2026): Jurnal Pengabdian Masyarakat dan Penelitian Thawalib
Publisher : STAI Publisistik Thawalib Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54150/thame.v5i2.1064

Abstract

The community service program addressed low teacher digital competence, limited use of educational technology, and inadequate understanding of how to use artificial intelligence critically, safely, and ethically. The program aimed to improve teachers’ competence in utilizing digital learning and artificial intelligence to create interactive, adaptive, collaborative, and student-centered learning. Participatory Action Research (PAR) was implemented by actively involving teachers in needs identification, planning, training, practice, mentoring, reflection, evaluation, and follow-up, grounded in real instructional problems. The program involving 50 elementary school teachers successfully improved their digital technology and artificial intelligence competencies. Training and mentoring enabled participants to use Google Classroom, Canva, Kahoot!, YouTube, Google Forms, and artificial intelligence-based applications to develop teaching materials, interactive media, assessments, quizzes, and engaging learning activities. Evaluation results indicated improvements across all competency indicators. The highest increase, 68%, was in teachers’ ability to validate artificial intelligence-generated outputs and to understand ethical and safe use of artificial intelligence. Teachers’ understanding of artificial intelligence for learning and for developing teaching materials increased by 64%. The program also enhanced teachers’ confidence, pedagogical awareness, and their ability to integrate technology into classroom learning in a critical, safe, ethical, and responsible manner. The program improved teachers’ readiness to utilize digital technology and artificial intelligence to support interactive, adaptive, collaborative, and student-centered primary education. Its significance lies in strengthening the transformation of primary education through improved teachers' digital competence and the ethical, critical, and pedagogically oriented use of artificial intelligence.
Co-Authors Adi Bandono Endang Mastuti Nurmida Catherine Sitompul Rina Rusdiawati Sabariah Silfia Safalufi Suhari