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All Journal Jurnal Infinity Kreano, Jurnal Matematika Kreatif-Inovatif JURNAL DERIVAT: JURNAL MATEMATIKA DAN PENDIDIKAN MATEMATIKA AKSIOMA: Jurnal Program Studi Pendidikan Matematika Jurnal Daya Matematis JINOP (Jurnal Inovasi Pembelajaran) EDU-MAT: Jurnal Pendidikan Matematika Jurnal Kajian Pembelajaran Matematika JRPM (Jurnal Review Pembelajaran Matematika) JTAM (Jurnal Teori dan Aplikasi Matematika) SELAPARANG: Jurnal Pengabdian Masyarakat Berkemajuan Jurnal Tadris Matematika JURNAL PENGABDIAN KEPADA MASYARAKAT Martabe : Jurnal Pengabdian Kepada Masyarakat Teorema: Teori dan Riset Matematika MEJ (Mathematics Education Journal) Delta: Jurnal Ilmiah Pendidikan Matematika JPIn : Jurnal Pendidik Indonesia Mosharafa: Jurnal Pendidikan Matematika Educivilia: Jurnal Pengabdian Pada Masyarakat Jurnal Pengabdian Kepada Masyarakat Journal of Medives: Journal of Mathematics Education IKIP Veteran Semarang Jurnal Infinity Jurnal Tadris Matematika Jurnal Pendidikan MIPA
Zukhrufurrohmah, Zukhrufurrohmah
Universitas Muhammadiyah Malang
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Pelatihan dan pendampingan pengembangan modul ajar dalam menyiapkan Implementasi Kurikulum Merdeka (IKM) pada guru MI Muhammadiyah 02 Pendil Probolinggo Zukhrufurrohmah Zukhrufurrohmah; Octavina Rizky Utami Putri; Tyas Deviana
SELAPARANG: Jurnal Pengabdian Masyarakat Berkemajuan Vol 8, No 1 (2024): March
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/jpmb.v8i1.22277

Abstract

AbstrakKurikulum Merdeka belum dikenal dengan baik dan menyeluruh oleh Sebagian besar sekolah di Probolinggo, termasuk sekolah mitra MI Muhammadiyah 2 Pendil. Hal ini menjadi tantangan bagi sekolah mitra untuk mendapatkan informasi menyeluruh untuk memahami kurikulum merdeka dan mempersiapkan implementasi kurikulum merdeka, khususnya dalam Menyusun Modul Ajar. Oleh karena itu, kegiatan ini bertujuan untuk memberikan pendampingan kepada sekolah mitra dalam pemahaman tentang Kurikulum Merdeka, best practice pelaksanaan kurikulum merdeka di sekolah, dan pendampingan pengembangan Modul Ajar. Sejalan dengan tujuan tersebut, rangkaian kegiatan disusun dalam 3 tahapan yaitu tahap persiapan, inti, dan evaluasi. Tahap persiapan dilaksanakan koordinasi dengan sekolah mitra terkait jadwal pelaksanaan seminar dan pendampingan. Selanjutnya, tahap inti dilakukan dengan kegiatan seminar materi tentang kurikulum merdeka secara luring dan daring, kegiatan pendampingan pengembangan modul ajar selama 3 kali pertemuan secara daring. Modul Ajar yang dikembangkan oleh bapak ibu guru sekolah mitra menjadi produk akhir untuk dievaluasi dan menjadi salah satu ukuran ketercapaian kegiatan. Tahap evaluasi dilakukan pada tahap pelatihan dan pendampingan melalui lembar observasi dan angket evaluasi pengembangan modul ajar. Setelah rangkaian kegiatan pengabdian selesai dilakukan, dapat disimpulkan bahwa kegiatan pengabdian terlaksana dengan baik dan diikuti antusias oleh bapak ibu guru sekolah mitra. Hasil pengembangan modul ajar menunjukkan bahwa tidak kurang dari 60% guru sekolah mitra dapat mengembangkan Modul Ajar dengan komponen lengkap. Sedangkan Modul Ajar lainnya masih perlu disempurnakan. Kesulitan guru sekolah mitra dalam mengembangkan Modul Ajar berupa LKPD dan Instrumen penilaian juga sejalan dengan hasil penelitian dan pengabdian yang telah ada, dimana guru harus memiliki kecermatan terhadap penentuan indiaktor penilaian dan memahami dengan tepat model pembelajaran yang dipilih. Kata kunci: pelatihan; pendampingan; modul ajar; implementasi kurikulum merdeka Abstract The Merdeka Curriculum is not yet well and comprehensively known by most schools in Probolinggo, including the MI Muhammadiyah 2 Pendil partner school. It is a challenge for school partners to obtain comprehensive information to understand the independent curriculum and prepare for the implementation of the independent curriculum, especially in preparing teaching modules. Therefore, this activity aims to assist school partners in understanding the Independent Curriculum, best practices for implementing the independent curriculum in schools, and assistance in developing Teaching Modules. In line with this aim, the series of activities is organized into three stages: preparation, core and evaluation. The preparation stage is carried out in coordination with partner schools regarding the seminar and mentoring schedule. Next, the core stage was carried out with material seminar activities about the independent curriculum offline and dare and mentoring activities for developing open modules during three bold meetings. The Teaching Module developed by the partner school teachers becomes the final product to be evaluated and one measure of activity achievement. The evaluation stage is carried out at the training and mentoring stage through observation sheets and open module development evaluation questionnaires. After the series of service activities were completed, it could be concluded that the service activities were carried out well and were enthusiastically participated in by the partner school teachers. The results of developing teaching modules show that no less than 60% of partner school teachers can develop teaching modules with complete components. Meanwhile, other teaching modules still need to be refined. Assisting partner school teachers in developing teaching modules along with student reading materials, LKPD, and assessment instruments that are also in line with the results of existing research and service, where teachers must be careful in determining assessment indicators and understand the appropriate learning model chosen.. Keywords: training; mentoring; teaching modules; implementation of the independent curriculum
Pelatihan pengembangan modul ajar dalam menyiapkan Implementasi Kurikulum Merdeka (IKM) pada guru SMAS IT Kyai Sekar AL-Amri Probolinggo Zukhrufurrohmah, Zukhrufurrohmah; Rahmandani, Fahdian
SELAPARANG: Jurnal Pengabdian Masyarakat Berkemajuan Vol 10, No 1 (2026): February
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/jpmb.v10i1.33980

Abstract

Abstrak Progam pengabdian kepada masyarakat ini bertujuan untuk meningkatkan kompetensi guru melalui pelatihan dan pendampingan dalam mengembangkan modul ajar yang aplikatif dan kontekstual. Dalam pelatihan pengembangan modul ajar ini, berperan strategis dalam meningkatkan pemahaman dan keterampilan pedagogi guru dalam melaksanakan pembelajaran yang berpusat pada peserta didik, kontekstual dan menyenangkan. Metode yang digunakan meliputi analisis kebutuhan pada mitra pengabdian, merencanakan pelatihan dan pendampingan termasuk penyusunan materi pelatihan, pelaksanaan workshop, pendampingan intensif, dan evaluasi berkelanjutan. Peserta pelatihan sebanyak 16 orang guru di SMAS IT Kyai Sekar AL-AMRI Probolinggo. Pelatihan dilaksanakan pada tanggal 31 Agustus -  30 Desember 2025. Hasil pengabdian menunjukkan kegiatan pengabdian ini telah tercapai sebesar tujuh puluh lima persen (75%). Terjadi peningkatan dalam pemahaman dan keterampilan guru menyusun modul ajar sesuai prinsip kurikulum merdeka. Tertbentuknya komunitas belajar guru di internal sekolah SMAS IT Kyai Sekar AL-AMRI Probolinggo. Kegiatan ini memberikan kontribusi nyata dalam memfasilitasi transisi kurikulum ditingkat sekolah. Kata kunci: kurikulum merdeka; modul ajar; pelatihan guru. Abstract This community service program aims to improve teacher competency through training and mentoring in developing applicable and contextual teaching modules. This module development training plays a strategic role in enhancing teachers' understanding and pedagogical skills in implementing student-centered, contextual, and enjoyable learning. The methods used include needs analysis of community service partners, training planning and mentoring, including the development of training materials, workshop implementation, intensive mentoring, and ongoing evaluation. Sixteen teachers at SMAS IT Kyai Sekar AL-AMRI Probolinggo participated in the training. Results indicate that 75% of the program's achievements have been achieved. There has been an increase in teachers' understanding and skills in developing teaching modules in accordance with the principles of the independent curriculum. A teacher learning community has been established within SMAS IT Kyai Sekar AL-AMRI Probolinggo. This activity has made a significant contribution to facilitating the curriculum transition at the school level. Keywords: independent curriculum; teaching modules; teacher training.
Pengembangan Rencana Pembelajaran Inovative dan Evaluasi Pembelajaran di Sekolah Kejuruan Bidang Matematika Zukhrufurrohmah, Zukhrufurrohmah; Octavina Rizky Utami Putri; Syaifuddin, Mohammad; Lanya, Harfin; Putri Jhahrotul Fitriana
PaKMas: Jurnal Pengabdian Kepada Masyarakat Vol 6 No 1 (2026): Mei 2026
Publisher : Yayasan Pendidikan Penelitian Pengabdian Algero

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54259/pakmas.v6i1.4099

Abstract

This community engagement program was conducted at SMK Muhammadiyah 1 Probolinggo to develop innovative instructional designs and assessment instruments. The method employed was qualitative-descriptive, utilizing observation note sheets, reflective note sheets, and questionnaire sheets as instruments. The program comprised three main stages: workshops, mentoring, and evaluation. The first stage involved a workshop that covered presentations on innovative learning and the development of assessment instruments. The second stage consisted of mentoring sessions for the development of innovative teaching materials and assessment instruments, conducted through one online and one offline meeting. Evaluation was carried out during the workshop using observation note sheets, mentoring sessions through reflective discussion sheets and questionnaires, and an overall assessment of the community engagement activities through questionnaires. The evaluation results indicated a 92% increase in teachers' understanding of the Merdeka Curriculum, a 77% improvement in their confidence in designing teaching modules, and a 62% increase in their comprehension of assessment types. Additionally, 77% of teachers felt capable of developing teaching modules and assessments, although challenges remained in designing appropriate evaluation instruments. Meanwhile, the use of technology in teaching increased by 54%, yet it remains an area that requires further enhancement. These findings suggest that the mentoring provided had a positive impact on teachers' competency development, particularly in designing innovative instructional strategies. Therefore, further mentoring sessions are needed with a greater focus on strengthening teachers' skills in designing assessments and integrating technology into teaching to support the optimal implementation of the Merdeka Curriculum.
PENDAMPINGAN PEMANFAATAN AUGMENTED DAN VIRTUAL REALITY DALAM PEMBELAJARAN UNTUK MENDUKUNG KOMPETENSI TPACK GURU SMA Octavina Rizky Utami Putri; Zukhrufurrohmah Zukhrufurrohmah; Alfiani Athma Putri Rosyadi; Mohammad Syaifuddin; Dwi Priyo Utomo
Martabe : Jurnal Pengabdian Kepada Masyarakat Vol 9, No 5 (2026): MARTABE : JURNAL PENGABDIAN MASYARAKAT
Publisher : Universitas Muhammadiyah Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31604/jpm.v9i5.1959-1969

Abstract

Teknologi seringkali digunakan sebagai alat untuk presentasi dalam pembelajaran. Keselarasan teknologi, pedagogi, dan konten materi belum terintegrasi secara holistik untuk membangun keterlibatan siswa di kelas. Kegiatan pengabdian kepada masyarakat ini bertujuan untuk mendukung kompetensi Technological Pedagogical Content Knowledge (TPACK) guru SMA melalui pendampingan pemanfaatan Augmented Reality (AR) dan Virtual Reality (VR) dalam pembelajaran. Kegiatan ini dilaksanakan pada salah satu SMA Muhammadiyah di Jawa Timur dengan peserta delapan guru. Kegiatan dengan pendekatan partisipatif ini dilaksanakan dengan tahap penyediaan perangkat AR dan VR, penyediaan bahan panduan praktis, pelatihan pembelajaran digital, workshop integrasi AR dan VR, pendampingan penyusunan perencanaan pembelajaran berbasis AR dan VR, serta evaluasi. Data dikumpulkan melalui angket dan wawancara yang dianalisis secara kuantitatif dan kualitatif. Hasil kegiatan menunjukkan bahwa 87,50% guru memberikan respon positif terhadap pelaksanaan kegiatan dan mencapai pemahaman TPACK yang lebih baik melalui integrasi AR dan VR dalam pembelajaran. Kegiatan ini juga meningkatkan kepercayaan diri guru dalam merancang pembelajaran berbasis teknologi Ar dan VR serta berkontribusi terhadap pengembangan ilmu pendidikan dengan menunjukkan bahwa teknologi imersif seperti AR dan VR efektif dalam mendukung pembelajaran yang interaktif, kontekstual, dan berpusat pada peserta didik
Pendampingan Pengembangan E-LKPD Menggunakan Liveworksheet pada Guru Sekolah Dasar Zukhrufurrohmah Zukhrufurrohmah; Fahdian Rahmandani; Adi Slamet Kusumawardana; Ririt Rahma Wati
Educivilia: Jurnal Pengabdian pada Masyarakat Vol. 6 No. 2 (2025): Educivilia: Jurnal Pengabdian pada Masyarakat
Publisher : Universitas Djuanda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30997/ejpm.v6i2.18493

Abstract

The main problem faced by the partner schools is the suboptimal implementation of online learning due to the lack of adequate learning media that support distance learning. One of the major challenges is the absence of interactive Student Worksheets (LKPD) that can be effectively utilized in online learning. Therefore, the Community Service Team provides a solution through a training and mentoring program aimed at developing e-LKPD using the Liveworksheet platform. With this e-LKPD, teachers can deliver more interactive and engaging learning materials aligned with the expected competency achievements in the curriculum. This program is carried out in three main stages: the training stage, which provides fundamental understanding; the mentoring and development stage, which assists teachers in hands-on practice; and the evaluation stage, which assesses the effectiveness of e-LKPD implementation in the learning process. The evaluation is conducted through interviews with teachers before and after the training, as well as observations during the learning activities. The results indicate an improvement in teachers' understanding of e-LKPD development based on learning indicators. Teachers are also able to create engaging student activities by utilizing various interactive features available on the Liveworksheet platform. This contributes to enhancing the quality of online learning, making it more effective and innovative.
Co-Authors Adi Slamet Kusumawardana Alfiani Athma Putri Rosyadi Anggiana Putri Aliyanti Anis Farida Jamil Annisa Rahmawati Baiduri Baiduri Banowati Amalia Putri Cholis Sa’dijah Devi Nurtria Sandy Dian Cahyaningasri Dimiati Tari Utari Dwi Priyo Utomo Fahdian Rahmandani Fahdian Rahmandani Hanida Emilia Dewi Pratiwi Harfin Lanya, Harfin In’am, Akhsanul Lelly Nur Rachmawati Makbul Muksar Mayang Dintarini Mohammad Syaifuddin Putra, Muhammad Allegra Prima Aristya Putri Jhahrotul Fitriana Putri, Octavina Rizky Utami Ririt Rahma Wati Riska Nur Rohmah Rohmah Nila Farida Rohmah, Riska Nur Rohmawati, Sinta Siti Inganah Siti Khoiruli Ummah Tyas Deviana Wiyono, Cammelia Yus Mochamad Cholily