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All Journal Riau Journal of Empowerment COMPTON: Jurnal Ilmiah Pendidikan Fisika
Novelia Prima
Universitas Riau
Agriculture, Biological Sciences & Forestry Economics, Econometrics & Finance Education Physics Social Sciences

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Penguatan kapasitas guru SD melalui workshop deep learning dalam pembelajaran IPAS di Kabupaten Bengkalis Mitri Irianti; Riza Andriani; Novelia Prima; Zulirfan Zulirfan; Yennita Yennita; Zuhdi Ma’aruf; Zulhelmi Zulhelmi; Azizahwati Azizahwati
Riau Journal of Empowerment Vol 8 No 2 (2026)
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/raje.8.2.85-94

Abstract

This community service activity aimed to introduce deep learning to elementary school teachers of Natural and Social Sciences (IPAS) across Bengkalis Regency through an experience-based workshop. The activity involved 26 IPAS teachers as participants. A participatory, experience-based training method was chosen because it allows teachers to experience for themselves the deep learning process they are expected to apply, making it more effective for building pedagogical understanding than one-way lecturing. This activity represents an effort to increase community capacity, particularly among teachers, by applying educational research results to classroom practice. The results showed that all indicators reached 100% and were categorized as very good. Qualitatively, participants stated that the workshop encouraged active involvement, exploration, discovery, and enjoyable learning, while also strengthening teachers’ readiness to develop simple experiment-based LKPDs. However, limitations in time, infrastructure, and school facilities remained important obstacles to implementation in practice. Therefore, an experience-based workshop can serve as a relevant initial strategy for introducing deep learning to teachers, although its sustained implementation still requires follow-up mentoring and institutional support.
Development of Virtual Thermodynamics PhET Lab Module with Guided Inquiry Approach Ersa Desmelinda; Lora Pragusti Miza; Novelia Prima
COMPTON: Jurnal Ilmiah Pendidikan Fisika Vol 12 No 2 (2026): Compton: Jurnal Ilmiah Pendidikan Fisika
Publisher : Prodi Pendidikan Fisika Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The visualization of abstract scientific concepts is essential for stimulating students’ cognitive processes; however, the availability of science laboratories in schools is limited, and not all abstract concepts can be directly observed in real life. Advances in technology have enabled the development of virtual laboratories, such as PhET (Physics Education Technology), to address this challenge. This study aims to develop a virtual practicum module for high school thermodynamics learning by integrating PhET simulations through an inquiry-based approach. The module was developed using the ADDIE model, consisting of analysis, design, development, implementation, and evaluation stages. The resulting module comprises nine practicum activities designed to enhance students’ cognitive engagement. Empirical findings indicate that the average practicum duration was approximately 1.5 hours. Student responses showed a very positive perception, with 86.88% of respondents rating the module in the very good category. Expert validation yielded a score of 3.87 out of 4 (96.8%) with an inter-rater agreement of 98.3%. Furthermore, the N-gain value of 0.73 indicates very high effectiveness. Overall, the results suggest that the developed virtual thermodynamics practicum module is valid, effective, and suitable for supporting high school physics learning.
Co-Authors Azizahwati Azizahwati Ersa Desmelinda Lora Pragusti Miza Mitri Irianti Riza Andriani Yennita Y Z Zulirfan Zuhdi Ma’aruf Zulhelmi, Zulhelmi