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PENINGKATAN KETERAMPILAN MENULIS KREATIF BERMUATAN PENDIDIKAN BUDI PEKERTI PADA GURU-GURU SEKOLAH DASAR MELALUI HYBRID LEARNING Winarni, Retno; Slamet, St Y; Poerwanti, Jenny IS; Sriyanto, Muhammad Ismail; Yulisetiani, Septi; Syawaludin, Ahmad
JURNAL WIDYA LAKSANA Vol 11 No 1 (2022)
Publisher : Universitas Pendidikan Ganesha

This service activity aims to improve creative writing skills with character education for elementary school teachers through face-to-face and virtual training. The participatory method was used in this training to stimulate teachers to be active in practicing poetry writing both in theory and practice. Face-to-face meetings were held twice for theoretical training, while virtual meetings were held for practical training in writing poetry and presenting it. Based on the results of scoring the ability to write poetry in the posttest session, the classical ability in writing poetry was 84.90%, where at the pretest stage it was 70.79%. The results show that poetry writing training containing character education through a mixed face-to-face and virtual method (Hybrid Learning) is able to improve the ability of elementary school teachers in writing creative poetry types. The improvement in the poetry writing skills of the participants was seen in all aspects of writing poetry, including themes and meanings, the power of imagination, accuracy of diction, and the message.

PhET Simulation on Critical Thinking Skills of Preservice Elementary Teachers (PETs) in Science Learning Nafisa Salsabila; Wuri Wuryandani; Bambang Saptono; Woro Sri Hastuti; Ahmad Syawaludin
Journal of Education Technology Vol. 8 No. 4 (2024): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jet.v8i4.86727

Current science learning still has limitations in discussion, information evaluation, and opportunities for in-depth practice, thus inhibiting the development of students' critical thinking skills. This study aims to explore the effect of PhET Simulation on the critical thinking skills of elementary school teacher candidates in science learning. PhET Simulation is an interactive media to support in-depth understanding and critical analysis of basic scientific concepts. This type of research is a quantitative Pre-Experimental study with a one-group pretest-posttest Design approach, involving 43 elementary school teacher candidates. Data collection was carried out through a critical thinking skills test, including indicators of interpretation, analysis, evaluation, explanation, and self-regulation, which were applied before and after treatment. The statistical analysis results show a significant increase in students' critical thinking skills scores after using PhET Simulation. The paired T-Test test showed a significant difference, and the N-Gain test obtained a score of 0.3765, categorizing the increase to a moderate level, indicating that this simulation is quite effective in improving critical thinking skills. The increase in critical thinking skill scores can also be seen in the average pretest score, which is 74.09, increasing to 83.51 in the posttest score. This finding confirms that PhET Simulation can be used effectively in science learning and supports the development of students' analytical skills. Thus, it can be concluded that PhET Simulation has a positive impact on science learning and has the potential to be an important learning medium in building students' critical thinking skills.

PROYEK MEDIA PEMBELAJARAN MATEMATIKA BERBASIS AUGMENTED REALITY BERBANTUAN ASSEMBLR EDU BAGI GURU SD Wibowo, Sigit; Surayanah, Surayanah; Yuniawatika, Yuniawatika; Syawaludin, Ahmad; Listiawan, Danang; Al Farizza, Rifqi; Kurnia, Isnatul
Jurnal Pengabdian Pendidikan Masyarakat (JPPM) Vol 6 No 2 (2025): Jurnal Pengabdian Pendidikan Masyarakat (JPPM), Vol 6 No 2 (Oktober 2025)
Publisher : LPPM UNIVERSITAS MUHAMMADIYAH MUARA BUNGO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52060/jppm.v6i2.3027

The limited skills of teachers in developing digital learning media have become a critical issue in today’s rapidly evolving educational landscape. The Teacher Working Group (KKG) serves as a platform where teachers can share experiences, enhance competencies, develop innovative teaching methods and media, and participate in training to improve educational quality. Meanwhile, Augmented Reality (AR) holds great potential to enhance the quality of mathematics instruction. The purpose of this Community Service (PkM) activity was to provide elementary school teachers with knowledge and understanding of AR-based media and the Assemblr Edu application, as well as to improve their skills in developing digital learning tools. This program employed a participatory, training-based approach through socialization and project-based learning methods. Data were collected using observation, documentation, and questionnaires. The activity began with an introduction to the fundamental concepts of AR and Assemblr Edu, including key features and their application in educational settings. It was followed by intensive project-based training with ongoing mentoring, enabling teachers to produce final projects in the form of AR-based learning media. The effectiveness of the program was measured using five indicators evaluated on a Likert scale. The results indicated a substantial improvement in teachers' skills in developing AR-based learning media, with an average score rising from 52.83% before the training to 84.54% afterward—an increase of 31.71%. This improvement was supported by the high level of enthusiasm demonstrated by participants throughout the training sessions. Overall, the results demonstrate that the training was highly effective in enhancing teachers’ knowledge, technical abilities, and reflective capacity to integrate AR technology into a more interactive and meaningful teaching process.

Enhancing The Ability of Elementary School Teachers in Designing Higher Order Thinking Skills (Hots) Categories of Natural Sciences Through Participatory Training Rintayati, Peduk; Syawaludin, Ahmad; Istiyati, Siti
JURNAL PENDIDIKAN DASAR NUSANTARA Vol 5 No 2 (2020): Jurnal Pendidikan Dasar Nusantara
Publisher : Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29407/jpdn.v5i2.13543

Implementasi higher order thinking skills (HOTS) dalam pembelajaran sains di SD sangat diperlukan agar siswa mendapat stimulasi untuk berpikir kritis dan kreatif melalui tugas-tugas eksperimen sains. Tugas-tugas kegiatan belajar mengajar perlu diterapkan dalam proses pembelajaran berorientasi HOTS dengan disesuaikan pada karakteristik perkembangan berpikir siswa SD, kurikulum, dan disesuaikan dengan hakikat IPA sebagai produk, proses, dan sikap ilmiah. Penelitian ini bertujuan untuk meningkatkan kemampuan guru dalam merancang pembelajaran IPA berkategori HOTS melalui penerapan pelatihan partisipatif, terdiri atas tahapan analisis kebutuhan peserta pelatihan, pengkajian materi, merancang tugas pembelajaran IPA berkategori HOTS secara kolaboratif. Subjek yang dilibatkan sebanyak 14 guru SD di Kecamatan Laweyan Kota Surakarta. Desain penelitian menggunakan kualitatif deskriptif. Pengumpulan data yang digunakan adalah tes kemampuan merancang pembelajaran sains di SD. Hasil penelitian menunjukkan bahwa kemampuan guru-guru SD dalam merancang pembelajaran sains berkategori HOTS setelah mengikuti pelatihan memiliki skor lebih tinggi daripada sebelum mengikuti pelatihan partisipatif.

Efektivitas Integrasi Differentiated Instruction dan Project-Based Learning sebagai Strategi Penguatan Critical Thinking Mahasiswa PGSD Unga Utari; Ni Luh Sakinah Nuraini; Ahmad Syawaludin; Sigit Wibowo
DWIJA CENDEKIA: Jurnal Riset Pedagogik Vol 9, No 3 (2025): December 2025
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jdc.v9i3.110559

Penelitian ini bertujuan menganalisis efektivitas integrasi Differentiated Instruction dan Project-Based Learning dalam menguatkan critical thinking mahasiswa PGSD pada mata kuliah Konsep Dasar IPS SD. Penelitian menggunakan pendekatan kuantitatif dengan desain quasi-experimental tipe pretest–posttest control group. Sampel terdiri atas dua kelas: kelompok eksperimen yang menerima pembelajaran berbasis Differentiated Instruction dan Project-Based Learning, serta kelompok kontrol yang memperoleh pembelajaran konvensional. Kemampuan critical thinking diukur melalui tes yang mencakup indikator analisis, evaluasi, dan inferensi. Hasil uji independent-samples t-test dan ANCOVA menunjukkan perbedaan signifikan antara kedua kelompok. Nilai gain kelompok eksperimen mencapai 0,51, lebih tinggi dibandingkan kelompok kontrol sebesar 0,28. Temuan ini menegaskan bahwa integrasi Differentiated Instruction dan Project-Based Learning efektif meningkatkan critical thinking mahasiswa PGSD dan layak diterapkan sebagai strategi pembelajaran abad ke-21. Integration of differentiated instruction and project-based learning to strengthen students' critical thinking Abstract: This study examines the effectiveness of integrating Differentiated Instruction and Project-Based Learning in enhancing the critical thinking skills of Elementary Teacher Education students. A quantitative approach with a quasi-experimental pretest–posttest control group design was employed. The sample consisted of two classes: an experimental group receiving Differentiated Instruction combined with Project-Based Learning, and a control group engaged in conventional learning. Critical thinking was assessed using a test covering analysis, evaluation, and inference indicators. Independent-samples t-test and ANCOVA results revealed significant differences between groups, with the experimental group showing greater improvement. The gain score of the experimental group reached 0.51, compared to 0.28 in the control group. These findings indicate that the integration of Differentiated Instruction and Project-Based Learning is effective in strengthening students’ critical thinking and offers a relevant pedagogical strategy for 21st-century teacher education.

PROYEK MEDIA PEMBELAJARAN MATEMATIKA BERBASIS AUGMENTED REALITY BERBANTUAN ASSEMBLR EDU BAGI GURU SD Wibowo, Sigit; Surayanah, Surayanah; Yuniawatika, Yuniawatika; Syawaludin, Ahmad; Listiawan, Danang; Al Farizza, Rifqi; Kurnia, Isnatul
Jurnal Pengabdian Pendidikan Masyarakat (JPPM) Vol 6 No 2 (2025): Jurnal Pengabdian Pendidikan Masyarakat (JPPM), Vol 6 No 2 (Oktober 2025)
Publisher : LPPM UNIVERSITAS MUHAMMADIYAH MUARA BUNGO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52060/jppm.v6i2.3027

The limited skills of teachers in developing digital learning media have become a critical issue in today’s rapidly evolving educational landscape. The Teacher Working Group (KKG) serves as a platform where teachers can share experiences, enhance competencies, develop innovative teaching methods and media, and participate in training to improve educational quality. Meanwhile, Augmented Reality (AR) holds great potential to enhance the quality of mathematics instruction. The purpose of this Community Service (PkM) activity was to provide elementary school teachers with knowledge and understanding of AR-based media and the Assemblr Edu application, as well as to improve their skills in developing digital learning tools. This program employed a participatory, training-based approach through socialization and project-based learning methods. Data were collected using observation, documentation, and questionnaires. The activity began with an introduction to the fundamental concepts of AR and Assemblr Edu, including key features and their application in educational settings. It was followed by intensive project-based training with ongoing mentoring, enabling teachers to produce final projects in the form of AR-based learning media. The effectiveness of the program was measured using five indicators evaluated on a Likert scale. The results indicated a substantial improvement in teachers' skills in developing AR-based learning media, with an average score rising from 52.83% before the training to 84.54% afterward—an increase of 31.71%. This improvement was supported by the high level of enthusiasm demonstrated by participants throughout the training sessions. Overall, the results demonstrate that the training was highly effective in enhancing teachers’ knowledge, technical abilities, and reflective capacity to integrate AR technology into a more interactive and meaningful teaching process.

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