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All Journal Edufisika: Jurnal Pendidikan Fisika JPPPF (Jurnal Penelitian dan Pengembangan Pendidikan Fisika) Momentum: Physics Education Journal ORBITA: Jurnal Pendidikan dan Ilmu Fisika International Journal for Educational and Vocational Studies Vocatech : Vocational Education and Technology Journal Jurnal Pengabdian Masyarakat Asia Current STEAM and Education Research Jurnal Pendidikan MIPA Asian Journal of Science Education
Nurulwati, Nurulwati
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Arts Humanities Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Education Electrical & Electronics Engineering Environmental Science Languange, Linguistic, Communication & Media Mathematics Mechanical Engineering Physics Social Sciences Other

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Workshop on Assisting in the Preparation of Classroom Action Research (PTK) for High School Physics Teachers in Aceh Tamiang Nurulwati, Nurulwati; Susanna, Susanna; Saputri, Mawarni; Musdar, Musdar
Jurnal Pengabdian Masyarakat Vol. 5 No. 1 (2024): Jurnal Pengabdian Masyarakat
Publisher : Institut Teknologi dan Bisnis Asia Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32815/jpm.v5i1.1262

Abstract

Purpose: The Classroom Action Research (PTK) aims to enhance classroom learning quality for high school physics teachers in Aceh Tamiang, offering potential career advancements. Method: The PTK Assistance Workshop, a community service program, addressed the challenge of PTK development by directly engaging teachers via the Physics Subject Teachers Association (MGMP) Community. It focused on equipping teachers with skills for planning, executing, and documenting PTK reports. Practical Applications: Workshop outcomes included improved teacher proficiency in PTK implementation and potential journal article publications. Empowering teachers in PTK enhances classroom practices and supports educators' career progression. Conclusion: The workshop successfully bridged knowledge gaps among high school physics teachers, equipping them with essential skills for effective PTK implementation. This initiative not only benefits individual teachers but also promises to enhance overall classroom learning quality in the region.
Development of Problem Based Learning Teaching Modules Based on Blended Learning in the Implementation of the Independent Curriculum Maulisa, Asra; Herliana, Fitria; Mahzum, Elmi; Elisa, Elisa; Farhan, Ahmad; Nurulwati, Nurulwati
Current STEAM and Education Research Vol. 2 No. 2 (2024): Current STEAM and Education Research, Volume 2 Issue 2, August 2024
Publisher : MJI Publisher by PT Mitra Jurnal Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58797/cser.020201

Abstract

The implementation of the independent curriculum in the education system requires teachers to develop teaching modules while conducting instructional activities in the right direction. This research aims to develop a problem-based learning teaching module based on blended learning that is suitable for implementation within the context of the independent curriculum. The type of this research is Research and Development using the ADDIE development model, which stands for analysis, design, development, implementation, and evaluation. In this research, the implementation is limited to the development stage only. The suitability of the teaching module is measured through the validation results of the teaching module, as well as the responses from teachers and students. The subjects of this research are physics teachers and 11th-grade students at SMA Methodist Banda Aceh. Data collection techniques involve the validation questionnaire for the teaching module by experts and practitioners, as well as questionnaires to gather responses from teachers and students. The research data is then analyzed using quantitative descriptive methods with percentage techniques. The overall validation results of the teaching module by content experts indicate a score of 99.7%, construction experts at 91.5%, and practitioners at 90%, all falling under the category of highly valid. Additionally, the results from the teacher response questionnaire show a score of 90%, and the student response questionnaire indicates a score of 86%, both falling into the category of very good. Based on the research findings, it can be concluded that the development of a problem-based learning teaching module based on blended learning is suitable for implementation within the framework of the independent curriculum.
Co-Authors Abdul Hamid Ahmad Farhan, Ahmad Ali, Ruslan Mat Amelia, Faraz Rizky Azhariah, Siti Kalsuma Elisa Elisa Fatmaliana, Andia Hanny Hafiar Heni Pujiastuti Herliana, Fitria Humaira, Siti Kasli, Elisa Mahzum, Elmi Maulisa, Asra Mohtar, Lilia Ellany Musdar, Musdar Mustari, Andi mutiara mutiara Ngadimin Ngadimin Nithieahvathiy, Nithieahvathiy Novriza, Ferdiansyah Nurmala Sari Rizvia, Fuddhah Saputri, Mawarni Susanna Susanna Wahyuni, Agus Zulfahmi Zulfahmi