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MENGATASI MASALAH BELAJAR DENGAN STRATEGI PEMBELAJARAN BERBASIS MULTIPLE INTELEGENSI Mardin, Asna; Azrul, Azrul
Journal of Pedagogy and Online Learning Vol. 2 No. 2 (2023): JPOL Volume 2 Nomor 2 Juni 2023
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jpol.v2i2.47

The instructional process must be appropriate with the talents, interests and physical and psychology developments of student (The Government Regulation, number 32 point 19 year 2013). When there is an incompatibility, so it would be trouble learning, such as: students are difficult to take a change of their behavior permanently and trouble to develop their potential itself. The instructional problems may come from student itself, such as: the diversity of learning styles, and physical and psychology development. But it can be occurred because of external factor. One way to overcome these problems is using a multiple intelligence-based instructional strategy, so that the learning is suitable with the talent, interest and physical and psychology development of student. Because of the diversity of individual differences in a class, it may be difficult to give special services to each student. Implication of this diversity, the teacher needs to pay attention to multiple intelligences resonance in the process of instructional.

The Effect of Project Based Learning on Students’ Motivation and Mathematics Learning Outcomes in Kurikulum Merdeka at the Elementary School Level Mardin, Asna; Hadiyanto, Hadiyanto; Zainil, Melva; Gistituati, Nurhizrah; Azrul, Azrul; Kenedi, Ary Kiswanto
AT-TA'LIM Vol 31, No 1 (2024)
Publisher : Institut Agama Islam Negeri Imam Bonjol Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15548/jt.v31i1.962

This study aims to investigate the effect of the Project Based Learning (PjBL) model on students’ motivation and mathematics learning outcomes in the context of Kurikulum Merdeka at the elementary school level. Learning mathematics in a mechanical way, without engaging students in communicating and constructing their understanding, often leads to superficial comprehension. In the current era of advanced technology, student engagement should ideally be enhanced. However, the Covid-19 pandemic negatively impacted students’ motivation to learn. This research is a quasi-experimental study conducted in the first semester of the 2022/2023 academic year involving two classes. The hypothesis was tested using the t-test with a significance level of 5% (? = 0.05). The results showed that the t-value for learning motivation was 2.614 and for learning outcomes was 5.368, both of which exceeded the critical t-table value of 2.04. These findings indicate that the use of the Project Based Learning model has a significant positive effect on both student motivation and mathematics learning outcomes in the implementation of Kurikulum Merdeka. The implications of this study suggest that incorporating PjBL into mathematics instruction can enhance students’ intrinsic motivation and deepen their understanding of mathematical concepts through real-world application. For educators, especially within the Kurikulum Merdeka framework, this model offers a practical and student-centered approach that supports the development of critical thinking, collaboration, and problem-solving skills. Policymakers and curriculum developers are encouraged to support the integration of PjBL through teacher training and resource development to optimize learning outcomes at the elementary level.

Pendidikan Kebencanaan Berbasis Komunitas Lokal untuk Guru SMAN Rikit Gaib Sahudra, Tengku Muhammad; Harahap, Hanif; Kenedi, Ary Kiswanto; Ramadhani, Dini; Mardin, Asna; Zuliana, Zuliana
Jurnal Pengabdian Masyarakat (ABDIRA) Vol 5, No 3 (2025): Abdira, Juli
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/abdira.v5i3.922

This community engagement program aimed to enhance teachers’ capacity in disaster mitigation and to develop a disaster curriculum based on local social-community wisdom at SMAN 1 Rikit Gaib, Gayo Lues Regency, an area prone to landslides and flash floods. The methods used included public education, training, technology transfer, and advocacy, employing a participatory approach. The results showed a significant improvement in teachers’ understanding, with an average post-test score increase of 73.9%. Teachers also successfully developed a thematic curriculum that integrates local wisdom into classroom learning. Additional outputs included evacuation route maps, teaching modules, and a School Emergency Response Plan (RTDS). These outcomes demonstrate that contextual training based on local knowledge is effective in fostering school disaster preparedness. This program serves as a strategic model for replicating disaster education in other high-risk regions.

Pelatihan Pembelajaran Matematika Berbasis Deep Learning dan Teknologi untuk Guru Sekolah Dasar Ahmad, Syafri; Zen, Zelhendri; Hamimah, Hamimah; Masniladevi, Masniladevi; Kenedi, Ary Kiswanto; Mardin, Asna
Jurnal Pengabdian Masyarakat (ABDIRA) Vol 5, No 3 (2025): Abdira, Juli
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/abdira.v5i3.918

This community service program aimed to improve teachers’ competence in designing and implementing mathematics learning based on deep learning and technology to support character education at SD Gugus VI Koto Tangah, Padang City. The main problems addressed were teachers’ limited understanding of meaningful learning approaches and the low use of digital media in the classroom. The methods used included training, workshops, teaching simulations, and classroom implementation assistance. The results showed a significant increase in teachers’ understanding based on pre- and post-test scores, as well as the successful development of lesson plans and digital teaching media that integrate character values. Classroom implementation indicated improved student engagement and better learning interaction. This program demonstrates that deep learning-based approaches combined with technology are effective at the elementary level and can strengthen character education in a contextual and applicable way.

Pelatihan Integrasi Deep learning, Flipped classroom, dan STEAM untuk Guru Sekolah Dasar Akmal, Atika Ulya; Kenedi, Ary Kiswanto; Muthie, Imam; Novariza, Rika; Mardin, Asna
Jurnal Pengabdian Masyarakat (ABDIRA) Vol 5, No 3 (2025): Abdira, Juli
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/abdira.v5i3.936

This activity aimed to enhance elementary school teachers’ capacity in designing and implementing deep learning integrated with flipped classroom and STEAM approaches. The training was motivated by the limited understanding and skills among teachers to apply innovative learning aligned with the National Curriculum. The community service method included training, lesson planning workshops, classroom simulations, and on-site mentoring. Results showed a 56.9% increase in teacher understanding, along with the successful production of project-based lesson plans, digital learning media, and practical use of technology in flipped classrooms. Moreover, this activity fostered a reflective teacher community capable of sustaining interdisciplinary learning practices. The findings confirm that integrative training can effectively support learning transformation at the elementary level.

Pelatihan Pembelajaran Deep Learning Berbasis STEAM untuk Guru Sekolah Dasar Zainil, Melva; Netrawati, Netrawati; Arwin, Arwin; Kenedi, Ary Kiswanto; Suherman, Dea Stivani; Mardin, Asna
Jurnal Pengabdian Masyarakat (ABDIRA) Vol 5, No 3 (2025): Abdira, Juli
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/abdira.v5i3.937

This training on the development and implementation of STEAM-based deep learning was designed to enhance the capacity of elementary school teachers in preparing for the interdisciplinary-focused National Curriculum. The program was motivated by teachers’ limited understanding of deep learning and their difficulty in integrating STEAM elements into lesson planning. The methods included training, lesson plan workshops, teaching simulations, technology diffusion, and classroom mentoring. Results showed a significant increase in conceptual understanding, technical skills, and teacher creativity in designing and implementing project-based and collaborative learning. The resulting integrative lesson plans and creative teaching media served as indicators of the program’s success. These outcomes highlight the importance of localized teacher professional development programs to accelerate readiness for implementing STEAM-oriented curricula in primary education settings.

Pelatihan Cerita Anak Berbasis Budaya Minangkabau untuk Literasi Bagi Guru Sekolah Dasar Alwi, Nur Azmi; Kenedi, Ary Kiswanto; Azizah, Zahratul; Zulkarnain, Aissy Putri; Mardin, Asna; Irwandi, Irwandi; Ulya, Ridha Hasnul
Jurnal Pengabdian Masyarakat (ABDIRA) Vol 5, No 3 (2025): Abdira, Juli
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/abdira.v5i3.938

This training program aimed to enhance the capacity of elementary school teachers in developing and implementing children’s stories based on Minangkabau culture as a literacy tool. The background of this initiative is the limited ability of teachers to integrate local cultural values into contextual and engaging learning materials. The methods included training, story writing workshops, the production of teaching media, and classroom mentoring. The results showed a significant improvement in teachers’ conceptual understanding and writing skills, as well as the creation of culturally relevant storybooks. Implementation in the classroom also increased student engagement in literacy activities. This activity highlights the importance of culture-based literacy as a strategic approach in primary education, while reinforcing students’ local identity and character development from an early age.

Pelatihan Cerita Anak Budaya Lokal untuk Literasi Siswa bagi Guru Sekolah Dasar Alwi, Nur Azmi; Kenedi, Ary Kiswanto; Ulya, Ridha Hasnul; Azizah, Zahratul; Mardin, Asna; Irwandi, Irwandi; Nadiroha, Widia; Fadira, Yaumi Aulia
Jurnal Pengabdian Masyarakat (ABDIRA) Vol 5, No 4 (2025): Abdira
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/abdira.v5i4.1097

This community service program aimed to enhance elementary school teachers' capacity in developing and implementing culturally based children's stories as literacy media in the classroom. The background of this activity lies in the lack of contextual reading materials relevant to students’ cultural environment, particularly in IV Koto District, Agam Regency. The method consisted of training sessions, story development workshops, classroom implementation, and evaluation. Results showed a significant improvement in teachers’ ability to write and integrate local stories into thematic learning, alongside increased student enthusiasm for Minangkabau cultural narratives. The project produced 60 local children’s stories and integrated lesson plans. This program demonstrates that local-culture-based literacy strengthens students’ cultural identity and supports meaningful learning. The approach is recommended for replication in other regions with rich cultural heritage.

Pelatihan Cerita Anak Budaya Lokal untuk Literasi Siswa bagi Guru Sekolah Dasar Alwi, Nur Azmi; Kenedi, Ary Kiswanto; Ulya, Ridha Hasnul; Azizah, Zahratul; Mardin, Asna; Irwandi, Irwandi; Nadiroha, Widia; Fadira, Yaumi Aulia
Jurnal Pengabdian Masyarakat (ABDIRA) Vol 5, No 4 (2025): Abdira, Oktober
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/abdira.v5i4.1098

This community service program aimed to enhance elementary school teachers' capacity in developing and implementing culturally based children's stories as literacy media in the classroom. The background of this activity lies in the lack of contextual reading materials relevant to students’ cultural environment, particularly in IV Koto District, Agam Regency. The method consisted of training sessions, story development workshops, classroom implementation, and evaluation. Results showed a significant improvement in teachers’ ability to write and integrate local stories into thematic learning, alongside increased student enthusiasm for Minangkabau cultural narratives. The project produced 60 local children’s stories and integrated lesson plans. This program demonstrates that local-culture-based literacy strengthens students’ cultural identity and supports meaningful learning. The approach is recommended for replication in other regions with rich cultural heritage.

Pelatihan Pembelajaran STEAM berbasis Deep learning untuk Kurikulum Nasional Bagi Guru SD Ramadhani, Dini; Harahap, Hanif; Rafli, Muhammad Febri; Kenedi, Ary Kiswanto; Sahudra, Tengku Muhammad; Mardin, Asna; Yuliyanti, Yuna; Auliya, Arif Arbi
Jurnal Pengabdian Masyarakat (ABDIRA) Vol 5, No 4 (2025): Abdira, Oktober
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/abdira.v5i4.1099

This community service program aimed to improve the capacity of elementary school teachers in designing and implementing STEAM-based deep learning as part of preparation for the National Curriculum. The program involved 60 teachers from Gugus IV Muda Sedia, Aceh Tamiang, through conceptual training, lesson planning workshops, classroom simulations, and mentoring. Results showed an average competence increase of 69.5%, particularly in integrating STEAM components and higher-order thinking into thematic lesson plans. Classroom observations indicated improved student engagement and learning quality. The activity produced teaching materials, teacher learning communities, and enhanced readiness for curriculum implementation. This model has proven effective and is recommended for replication in other regions.

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