Articles
<![CDATA[Cultural-Religious Integration in Civic Education Assessment: Validation of Rights and Obligations Evaluation Instruments in Islamic Elementary Schools ]]>
<![CDATA[Anggraini, Alfina]]>;
<![CDATA[Astari, Nasa Bela]]>;
<![CDATA[Zakiyyah, Zahra]]>;
<![CDATA[Rahmayanti, Novita Sri]]>;
<![CDATA[Nabilah, Salwa]]>;
<![CDATA[Fajriah, Sabrina Nurul]]>;
<![CDATA[Sukmawati, Wati]]>
<![CDATA[ Pedagogi : Jurnal Pendidikan dan Pembelajaran Vol. 6 No. 1 (2026) ]]>
Publisher : <![CDATA[Actual Insight ]]>
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DOI: 10.56393/pedagogi.v6i1.3441
<![CDATA[This research examines the validity of culturally-responsive evaluation instruments employed in Civic Education (PPKn) learning, specifically focusing on rights and obligations among third-grade students at MI Annur, West Jakarta. This research addresses the critical gap in empirical validation of PPKn assessment tools that integrate both civic competencies and Islamic moral-spiritual frameworks. Two culturally-aligned instrument types were utilized: cognitive test instruments measuring students' conceptual understanding of rights and obligations within Islamic ethical frameworks, and non-test questionnaires assessing attitudinal development and character application in daily school contexts. Results demonstrate that 87% of test items and 91% of questionnaire items exhibited high validity coefficients (r > 0.30), indicating strong cultural-pedagogical alignment. However, the study revealed a significant disconnect between cognitive understanding and attitudinal implementation among some students, highlighting the complexity of value internalization in dual religious-secular educational systems. These findings provide practical implications for curriculum developers working in Islamic educational contexts and offer validated frameworks for developing culturally-embedded assessment tools that bridge civic education with religious moral development, contributing to broader conversations about citizenship education in culturally diverse societies.]]>
<![CDATA[Teachers' Readiness and Perceptions of Augmented Reality for Sustainable STEM Education ]]>
<![CDATA[Sukmawati, Wati]]>;
<![CDATA[Maarif, Samsul]]>;
<![CDATA[Burhendi, Feli Cianda Adrin]]>;
<![CDATA[Kadir, Kadzrina Abdul]]>;
<![CDATA[Jamaludin, Norzalila Binti]]>;
<![CDATA[Shaari, Hasnizam]]>;
<![CDATA[Adlawan, Hendely A.]]>
<![CDATA[ AMPLITUDO : Journal of Science and Technology Innovation Vol. 5 No. 1 (2026): February ]]>
Publisher : <![CDATA[Balai Publikasi Indonesia ]]>
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DOI: 10.56566/amplitudo.v5i1.505
<![CDATA[This study explores teachers' readiness and perceptions regarding the integration of Augmented Reality (AR) in STEM education. The research, conducted with 250 teachers from Indonesia and Malaysia, uses an explanatory survey design and Structural Equation Modeling (SEM) to analyze a framework combining Teacher Readiness, the Technology Acceptance Model (TAM), and Deep Learning Orientation. The results reveal that Teacher Readiness significantly influences Perceived Ease of Use (β = 0.48) and Perceived Usefulness (β = 0.42), which in turn affect Attitude Toward Use (β = 0.31) and Behavioral Intention (β = 0.52). Behavioral intention strongly predicts Deep Learning Orientation (β = 0.57). The model explains 56% of the variance in Behavioral Intention and 32% in Deep Learning Orientation. Multi-group analysis shows that these findings are consistent across countries, genders, education levels, and age groups, demonstrating the robustness and generalizability of the model. This research highlights the importance of teacher readiness in adopting AR technology, which fosters deeper learning in STEM education]]>
<![CDATA[PENDAMPINGAN PRAKTIKUM IPA SEDERHANA DI SEKOLAH DASAR ]]>
<![CDATA[Wati Sukmawati]]>;
<![CDATA[Rahmiati Rahmiati]]>;
<![CDATA[Arum Fatayan]]>;
<![CDATA[Ika Yatri]]>;
<![CDATA[Zulherman Zulherman]]>;
<![CDATA[Mimin Ninawati]]>
<![CDATA[ Martabe : Jurnal Pengabdian Kepada Masyarakat Vol 6, No 8 (2023): Martabe : Jurnal Pengabdian Kepada Masyarakat ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Tapanuli Selatan ]]>
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DOI: 10.31604/jpm.v6i8.3016-3021
<![CDATA[Praktikum IPA merupakan bagian penting dalam pembelajaran di sekolah dasar, karena memberikan pengalaman langsung kepada siswa untuk memahami konsep ilmiah dengan cara yang praktis dan menyenangkan. Namun, seringkali pendampingan yang tepat dan efektif oleh guru atau pengajar kurang tersedia, sehingga dapat mengurangi efektivitas pembelajaran praktikum. Kegiatan pengabdian ini bertujuan untuk meningkatkan pendampingan praktikum IPA sederhana di sekolah dasar. Metode pengabdian yang digunakan adalah observasi partisipatif dalam pada sekolah dasar. Data dikumpulkan melalui wawancara, pengamatan, dan dokumentasi. Hasil kegiatan pengabdian menunjukkan bahwa pendampingan yang memadai dapat memberikan manfaat signifikan bagi siswa dalam memahami materi pelajaran dan konsep-konsep ilmiah. Guru atau pendamping yang aktif secara langsung membimbing siswa dalam melakukan praktikum, memberikan penjelasan yang jelas, serta memfasilitasi diskusi dan refleksi, dapat meningkatkan pemahaman dan minat siswa terhadap IPA. Hasil kegiatan pengabdian ini diharapkan dapat memberikan kontribusi bagi pengembangan kurikulum dan metode pembelajaran di sekolah dasar, serta meningkatkan pemahaman dan minat siswa terhadap ilmu pengetahuan. Implementasi praktikum IPA yang efektif dan berorientasi pada pendampingan yang baik dapat menjadi langkah penting dalam memajukan pembelajaran sains di tingkat dasar dan membantu siswa dalam mempersiapkan diri untuk tantangan masa depan. ]]>
<![CDATA[PENDAMPINGAN PENULISAN BUKU AJAR BERBASIS KONTEKSTUAL UNTUK GURU SEKOLAH DASAR ]]>
<![CDATA[Wati Sukmawati]]>;
<![CDATA[Zulherman Zulherman]]>
<![CDATA[ Martabe : Jurnal Pengabdian Kepada Masyarakat Vol 6, No 5 (2023): martabe : jurnal pengabdian kepada masyarakat ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Tapanuli Selatan ]]>
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DOI: 10.31604/jpm.v6i5.1555-1560
<![CDATA[Buku pelajaran merupakan komponen penting dalam proses pembelajaran di sekolah dasar. Pembelajaran memiliki dampak baik pada perubahan pribadi maupun profesional. Salah satu cara untuk mencapai hasil belajar yang diinginkan adalah dengan mengadopsi pendekatan kontekstual, yang mengintegrasikan kondisi lingkungan siswa ke dalam pembelajaran. Program pelayanan nirlaba ini bertujuan menerapkan pendekatan kontekstual melalui pembuatan buku teks yang mengandung nilai-nilai kearifan lokal, sehingga siswa dapat mengaplikasikan konsep yang dipelajari di sekolah untuk menyelesaikan permasalahan yang ada di sekitarnya. Tujuan utama dari program nirlaba ini adalah membantu guru sekolah dasar di Kabupaten Indramayu dalam mengembangkan buku teks kontekstual. Metode yang digunakan terdiri dari dua tahap utama, yaitu pelatihan dan pendampingan. Hasil pelayanan menunjukkan antusiasme yang tinggi dari para guru, karena mereka berada di daerah terpencil dan sebelumnya tidak pernah mendapatkan perhatian dari pihak lain. Melalui program ini, para guru yang terlibat dapat membuat buku teks kontekstual]]>
<![CDATA[PENGOLAHAN LIMBAH AMPAS JAHE INDUSTRI SERBUK JAHE INSTAN DENGAN DESTILASI UNTUK MENGHASILKAN MINYAK ATSIRI ]]>
<![CDATA[Sukmawati, Wati]]>;
<![CDATA[Sunaryo, Hadi]]>
<![CDATA[ Martabe : Jurnal Pengabdian Kepada Masyarakat Vol 5, No 4 (2022): Martabe : Jurnal Pengabdian Kepada Masyarakat ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Tapanuli Selatan ]]>
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DOI: 10.31604/jpm.v5i4.1444-1448
<![CDATA[UMKM of instant ginger powder has been throwing away ginger dregs from the process of making instant ginger powder. Ginger dregs that have been produced so far are considered as waste that has no economic value and benefits. Based on observations made by the service team, the ginger dregs still smelled like ginger, so it could be concluded that the dregs still contained essential oils. Essential oils are oils contained in several plants such as ginger, nutmeg, lemongrass etc. The essential oil contained in ginger pulp is an export commodity with high economic value because it is widely used for ingredients in the cosmetic, food, aromatherapy and pharmaceutical industries which are adapted to the quality of the oil. The ginger dregs processing method uses steam distillation technique. The ginger dregs are put into a distillation apparatus which is added with water and then heated for 5-6 hours over medium heat. After the ginger dregs mixture evaporates, the water vapor comes out and is accommodated. After the distillation process is complete, the distillate is separated by decantation technique to separate the oil and water layers. In this process, 10 ml of distilled essential oil is produced which can be used for air freshener.]]>
<![CDATA[Stacking Analysis on the Application of the RADEC Model to the Creativity of Fifth Grade Elementary School Students on Water Cycle Material ]]>
<![CDATA[Nurliana Nurliana]]>;
<![CDATA[Wati Sukmawati]]>
<![CDATA[ Jurnal Penelitian Pendidikan IPA Vol 9 No 8 (2023): August ]]>
Publisher : <![CDATA[Postgraduate, University of Mataram ]]>
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DOI: 10.29303/jppipa.v9i8.3951
<![CDATA[This study uses stacking analysis to analyze the application of the RADEC model (Read, Answer, Discuss, Explain, Create) to students' creativity in the water cycle material. This research is quantitative experimental research. The research subjects were fifth-grade elementary school students for the 2022/2023 school year, totaling 21 students. The research instrument was a creative attitude scale of 22 statements given before and after learning. The data obtained will be processed using the RASCH model through stacking analysis with the Winstep application. The results showed a change in students' creativity after the RADEC model was applied by 24% in the very good category and 76% in the fairly good category. This study's results prove that applying the RADEC model can increase students' creativity in the water cycle material.]]>
<![CDATA[Racking Analysis Instrument Mastery Test Concepts in Learning Science Using the RADEC Model in Elementary School Students ]]>
<![CDATA[Nur Maya Muthi'ah]]>;
<![CDATA[Wati Sukmawati]]>
<![CDATA[ Jurnal Penelitian Pendidikan IPA Vol 9 No SpecialIssue (2023): UNRAM journals and research based on science education, science applic ]]>
Publisher : <![CDATA[Postgraduate, University of Mataram ]]>
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DOI: 10.29303/jppipa.v9iSpecialIssue.3976
<![CDATA[The study's objective was to assess the content's validity, reliability, and degree of difficulty for third-grade students in one of the East Jakarta elementary schools utilizing the RADEC learning model by analyzing the pre-test and post-test items using the Rasch Racking model of analysis. The results of the Radec learning model showed that students with low and high abilities experienced a change in the concept of student effectiveness for the better. This research is a quantitative study, namely the evaluation of learning outcomes using descriptive quantitative methods with data collection techniques using pre-test and post-test questions. In early 2023, The learning activity was conducted using data from 32 student respondents. The result indicated the validity of the suitability level of the item, with ten questions found to be valid. The difficulty level of the questions, in general, is in the medium category, meaning that they are excellent because they are relatively straightforward. The conclusion is that the analysis of the items using the Rasch model in the learning evaluation activities through the pre-test and post-test is valid with excellent categories of 50% and good 50%. The question's difficulty level is excellent]]>
<![CDATA[Stacking Analysis of the Mastery of Science Concepts in the RADEC Learning Model for Grade IV Elementary Students ]]>
<![CDATA[Nurul Istiqomah]]>;
<![CDATA[Wati Sukmawati]]>
<![CDATA[ Jurnal Penelitian Pendidikan IPA Vol 9 No 10 (2023): October ]]>
Publisher : <![CDATA[Postgraduate, University of Mataram ]]>
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DOI: 10.29303/jppipa.v9i10.3999
<![CDATA[The study analyzes the mastery of science concepts in fourth-grade student' style material using the RADEC (Read, Answer, Discuss, Explain and Create) learning model. This study used a quantitative experiment, and the research method used was the One Group Pretest and Posttest with a sample of 29 students. Students will be given pretest questions first to find out student mastery of concepts in Style material, then given pre-leaming questions that are done outside of class hours and then create work. After working on pre-learning questions, students work on post-test questions to measure students succes in mastering the IPA concept on Style material. After participating in learning with the RADEC learning model, students experienced an increase to an outstanding category of 44.83, good at 48.28%, and enough of 6.90%. Logit values from the pretest and posttest can be used to quantify this rise. The findings demonstrated that studying with the RADEC model improved students' comprehension of science ideas for both low- and high-ability pupils]]>
<![CDATA[Integrating RADEC Model and AI to Enhance Science Literacy: Student Perspectives ]]>
<![CDATA[Wati Sukmawati]]>;
<![CDATA[Sintha Wahjusaputri]]>
<![CDATA[ Jurnal Penelitian Pendidikan IPA Vol 10 No 6 (2024): June ]]>
Publisher : <![CDATA[Postgraduate, University of Mataram ]]>
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DOI: 10.29303/jppipa.v10i6.7557
<![CDATA[This study aims to evaluate the use of the RADEC Model supported by Artificial Intelligence (AI) in enhancing students' science literacy. The research methodology involves data collection through student questionnaires, which include questions related to their understanding of scientific concepts, contexts, and attitudes after using the RADEC Model. Data analysis employs descriptive statistical techniques to assess students' agreement levels regarding the provided statements. The results indicate that most students exhibit high levels of agreement regarding the effectiveness of the RADEC Model in enhancing their understanding of science concepts, boosting learning motivation, facilitating problem-solving, and developing critical thinking skills. Positive impacts are also observed in improving student engagement in collaborative discussions and increasing their interest in further exploration of science. This research makes a significant contribution by highlighting the importance of integrating AI technology into educational approaches to enhance students' science literacy, with broad implications for improving the quality of science education in the future. In conclusion, the integration of the AI-based RADEC Model is an innovative step to increase the effectiveness of science learning in elementary schools, so prospective elementary school teachers must be able to master this technology to provide personalized learning experiences and improve students' science literacy.]]>
<![CDATA[The Influence of Magnetic Media Usage on Improving Reading Literacy Skills in Material Understanding of Objects in Second Grade Elementary School ]]>
<![CDATA[Ana Fitria]]>;
<![CDATA[Wati Sukmawati]]>
<![CDATA[ Jurnal Penelitian Pendidikan IPA Vol 10 No 9 (2024): September ]]>
Publisher : <![CDATA[Postgraduate, University of Mataram ]]>
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DOI: 10.29303/jppipa.v10i9.7991
<![CDATA[This study explores the effectiveness of magnetic media in enhancing students' literacy skills in material state changes. Traditional teaching methods often struggle to effectively convey abstract scientific concepts, resulting in varying student performance levels. To address this gap, magnetic media was introduced as an interactive visual aid in the learning process. The study employed a pretest-posttest design with students from a science class, analyzing their literacy skills before and after using magnetic media. Results showed an average pretest score of -5.481, improving to -4.771 in the posttest, indicating a significant average increase of 0.71 points. Posttest scores also exhibited lower standard deviations, suggesting more consistent performance among students. This underscores that magnetic media supports both high and low-achieving students, promoting a more uniform understanding across different performance levels. Such inclusivity is crucial in education to ensure effective teaching methods for diverse learners. The study contributes by highlighting the unique benefits of magnetic media in providing tangible and visual representations of abstract concepts. Future research should further explore its application in different educational contexts and optimize strategies to maximize its benefits in teaching and learning.]]>
