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All Journal Asia-Pacific Management and Business Application QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Jurnal Pendidikan UNIGA Jurnal Penelitian Pendidikan IPA (JPPIPA) Pendas : Jurnah Ilmiah Pendidikan Dasar JIPES - JOURNAL OF INDONESIAN PHYSICAL EDUCATION AND SPORT Voices of English Language Education Society Jurnal Performa Olahraga Musamus Journal of Physical Education and Sport (MJPES) Jurnal Kridatama Sains dan Teknologi Jurnal PORKES jurnal syntax admiration Metafora: Jurnal Pembelajaran Bahasa Dan Sastra Unram Journal of Community Service (UJCS) JIPMukjt:Jurnal Ilmu Pendidikan Muhammadiyah Kramat Djati Journal of Comprehensive Science Jurnal Panrita Literacy : International Scientific Journals of Social, Education, Humanities Jurnal Integrasi Sumber Daya Manusia Abdibaraya: Jurnal Pengabdian Masyarakat Jurnal Multidisiplin Sahombu (Indonesian of Interdisciplinary Journal) Kenduri: Jurnal Pengabdian Dan Pemberdayaan Masyarakat Ghaitsa: Islamic Education Journal Champions: Education Journal of Sport, Health, and Recreation Indonesian Science Education Journal (ISEJ) AKSELERASI: Jurnal Pengabdian Masyarakat Jurnal Pendidikan dan Sosial Humaniora SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan Edumaspul: Jurnal Pendidikan Compass: Journal of Education and Counselling
Mudayat, Mudayat
Universitas Terbuka
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Penguatan Literasi Mitigasi Bencana dan Ketahanan Sanitasi melalui Pendekatan Multi-Grade Lintas Generasi di Desa Sekumur, Kecamatan Sekerak, Kabupaten Aceh Tamiang Mudayat Mudayat; Andayani Andayani; Tepati Hak Kewajiban; Ichwan Ichwan; Izzul Fatawi; Heri Kurniawan; Elang Krisnadi; Eka Wirajuang Daurrohmah; Ikhsan Ikhsan; Muhammad Daud
KENDURI : Jurnal Pengabdian dan Pemberdayaan Masyarakat Vol. 6 No. 1 (2026): January-April
Publisher : Yayasan Darussalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/kenduri.v6i1.2082

Abstract

Sekumur Village, Sekerak District, Aceh Tamiang Regency is a highly vulnerable area to flash floods and acute environmental sanitation problems. The hydrometeorological disaster at the end of 2025 destroyed almost all residential infrastructure, leaving approximately 300 households in extreme emergency conditions with minimal access to clean water and basic sanitation facilities. This Community Service Program (PkM) aims to strengthen disaster mitigation literacy and community sanitation resilience through an intergenerational multi-grade approach involving children, adolescents, parents, and the elderly. Methods applied include Participatory Rural Appraisal (PRA)-based participatory education, family hygiene kit distribution, psychosocial intervention through trauma-informed pedagogy, and communal asset governance assistance. The program is implemented over ten months (February–November 2026) through four systematic phases. Expected outcomes include enhanced community knowledge on disaster mitigation and healthy sanitation practices, sustainable formation of clean and safe living behaviors, and the establishment of a replicable intergenerational community education model for other disaster-prone areas
Implementasi Program Makan Bergizi Gratis (MBG) Melalui Kolaborasi Akademisi Universitas Terbuka Di Yayasan Pondok Pesantren Al-Kautsar, Tangerang Selatan Elpipres Niku; Mudayat Mudayat; Imam Syafei’i; Eko Yuliastuti Endah Sulistyawati; Ichwan Ichwan; Andayani Andayani; Siti Julaeha; Ikhsan Ikhsan
KENDURI : Jurnal Pengabdian dan Pemberdayaan Masyarakat Vol. 6 No. 1 (2026): January-April
Publisher : Yayasan Darussalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/kenduri.v6i1.2174

Abstract

The Free Nutritious Meals Program (MBG) is a 2026 national strategic policy aimed at improving the quality of Indonesian Human Resources (HR) from an early age. Universitas Terbuka (UT) carried out Community Service (PkM) activities at the Al-Kautsar Islamic Boarding School Foundation in Pamulang, South Tangerang, with the aim of accompanying the implementation of the program scientifically and structurally. The main problems faced were the lack of understanding among the school kitchen managers regarding the diversification of balanced nutritious menus, hygiene standardization, and food management based on local ingredients. The implementation method comprises four stages: field observation, education through the “Isi Piringku” workshop, action accompaniment in menu preparation, and regular monitoring. The results showed an 88.9% increase in nutritional literacy of managers based on pre-test and post-test results, the formation of nutritionally standardized weekly menus, and significant improvement of kitchen sanitation systems. This collaboration proves that universities can be effective catalysts in the success of government programs in religious-based educational institutions, while contributing to improving the nutritional status and learning achievement of students.
THE EFFECT OF PLATFORM-BASED E-LEARNING ON JUNIOR HIGH SCHOOL STUDENTS’ LEARNING OUTCOMES IN LAMPUNG PROVINCE Mudayat Mudayat; Ahmad Syaikhu; Mualimin Mualimin; Sariyani Sariyani; Imam Syafi’i
COMPASS: Journal of Education and Counselling Vol. 4 No. 1 (2026): Compass: Journal of Education and Counselling, Juni 2026
Publisher : ASIAN PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58738/compass.v4i1.1520

Abstract

This study aims to analyze the effect of e-learning on junior high school students’ learning outcomes in Lampung Province and identify experiences and challenges in digital learning. The study employed a mixed-methods approach with a sequential explanatory design. Quantitative data were collected from 300 students using Likert-scale questionnaires and analyzed through multiple linear regression, while qualitative data were obtained through in-depth interviews with teachers and students and analyzed using thematic analysis. The research results indicate that the intensity of digital learning use and the quality of interaction have a significant impact on student learning outcomes, accounting for 62% of the variation. Qualitative findings suggest that digital learning offers flexibility in learning; however, challenges remain in the form of limited direct interaction and variations in students’ digital literacy. The integrated results indicate that the effectiveness of digital learning is determined not only by technological aspects but also by the quality of pedagogical interactions and user readiness. In conclusion, digital learning has proven effective in improving student learning outcomes, but its effectiveness is highly dependent on interaction and digital literacy factors; therefore, continuous strengthening of learning strategies and the development of digital competencies are necessary.
PENERAPAN METODE KERJA KELOMPOK SERTA PENGARUHNYA TERHADAP HASIL BELAJAR SISWA KELAS VIII Maria Sondang Triyuniati; Danang Budi Setyawan; Mudayat Mudayat
Jurnal Panrita Vol 4 No 2 (2024): Jurnal Panrita-December
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah (LPPI) Universitas Muhamamdiyah Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35906/panrita.v5i2.351

Abstract

Learning and teaching activities at middle school in Biology subjects have low learning outcomes and students do not participate actively in learning activities. This is caused by monotonous learning in terms of learning methods and learning media. The problems that arise cause the need for classroom action research which aims to improve student learning outcomes in science (Biology) subjects by using group work methods and using more interesting learning media. Class action research was carried out in 2 cycles. The first cycle used the group work learning method by presenting the material they had prepared. After making a presentation, students were directed to discuss with each other and ask questions to their classmates. The average increase in student learning outcomes from pre-cycle to cycle I is 9.4414% from 70.35 to 73.15. The second cycle uses a group work learning method with a puzzle games method and students are directed to arrange and mark each part. After that, students discuss with each other in groups and explain it again in the puzzle results presentation session. Learning outcomes from cycle I to cycle II in table 2 experienced a drastic increase of 76.54103%% from 73.15 to 93.7.
Redesigning Heat Transfer Learning for Diverse Jakarta Elementary Students: A Cognitive Load–Optimized Virtual Lab (CLOVL) Ichwan Ichwan; Mudayat Mudayat
QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Vol. 17 No. 2 (2025): Qalamuna - Jurnal Pendidikan, Sosial, dan Agama
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Program Pascasarjana IAI Sunan Giri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/qalamuna.v17i2.7959

Abstract

Elementary schools in Jakarta face gaps in science learning resources, resulting in uneven and often theoretical practical experiences for students. Virtual laboratories offer a pathway toward equity, yet poorly structured designs can trigger cognitive overload and undermine learning. This study examines how a virtual lab optimized with cognitive load theory—the Cognitive Load–Optimized Virtual Lab (CLOVL)—influences fifth graders’ conceptual understanding of heat transfer in six elementary schools (three central and three suburban) in Jakarta. Using an explanatory sequential mixed-methods design, we involved 120 students and 12 science teachers. The experimental group used CLOVL, which incorporated five-minute segments, pre-training of key vocabulary, narrative–visual modalities, and personalization through culturally Indonesian avatars. The control group used a conventional virtual lab. Quantitative data consisted of pre- and post-tests, an adapted cognitive load scale, and eye-tracking for a sub-sample (n = 40). Qualitative data were gathered from teacher interviews, classroom observations, and student focus groups. Results indicated higher conceptual understanding in the CLOVL group (normalized gain ⟨g⟩ = 0.52) compared to the control group (⟨g⟩ = 0.23), with a large standardized effect size (Hedges’ g ≈ 1.20), particularly in suburban schools, where gains were approximately 45% greater than in central schools. Integrative analyses showed shorter fixation durations and a higher proportion of gaze directed toward relevant areas. These findings support the application of cognitive load principles and underscore the role of cultural relevance in virtual lab design for urban Indonesian settings, while highlighting the theoretical, practical, and policy implications for further research.
Research Trends on the Use of Artificial Intelligence in Islamic Religious Education: A Systematic Review from 2021 to 2025 Ikhsan Ikhsan; Mudayat Mudayat; Ichwan Ichwan; Elpipres Niku
GHAITSA : Islamic Education Journal Vol. 7 No. 1 (2026): November - February
Publisher : Yayasan Darusssalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/ghaitsa.v7i1.2214

Abstract

This study investigates research trends on the use of Artificial Intelligence (AI) in Islamic Religious Education (IRE) from 2021 to 2025. A systematic review methodology was employed following PRISMA 2020 guidelines, resulting in the inclusion of 34 peer-reviewed Scopus-indexed articles. The findings reveal that quantitative research approaches, particularly experimental and quasi-experimental designs, dominate the field. Higher education institutions serve as the primary research settings, while studies at the madrasah, Islamic boarding school (pesantren), and early childhood Islamic education levels remain underrepresented. The primary purposes of AI integration identified in the literature center on enhancing learning outcomes, personalizing instruction, and supporting assessment in educational contexts applicable to IRE. Most studies recommend broader AI adoption accompanied by strong ethical frameworks, teacher training, and institutional support recommendations directly relevant to the development of Islamic Religious Education learning environments. This review highlights a critical gap: very few studies explicitly contextualize AI integration within IRE settings, suggesting a significant opportunity for research that integrates Islamic values and pedagogical principles with AI-driven educational innovations. Findings provide a roadmap for Islamic education researchers, madrasah administrators, and IRE curriculum developers seeking to leverage AI responsibly and equitably
Penguatan Kompetensi Digital Guru SD melalui Pembelajaran Mendalam dan Smart Learning Berbasis Kemitraan di Kota Sungai Penuh Ikhsan Ikhsan; Ketut Budiastra; Suhartono Suhartono; Mudayat Mudayat; Eval Setiawan; Elsa Safitri
SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan Vol. 3 No. 1 (2026): January - March | SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/sakalima.v3i1.741

Abstract

This community engagement program aimed to strengthen the digital capacity of elementary school teachers in Sungai Penuh City, Jambi, through the integration of deep learning as a pedagogical approach and smart learning as a technology-supported learning ecosystem. The program was implemented as a follow-up to the institutional collaboration between Universitas Terbuka and the Sungai Penuh City Government and involved 30 elementary school teachers selected by the local Education Office. A needs-based capacity-building design was employed through field assessment, face-to-face training, technology demonstrations, problem-based practice, interactive discussion, and planned online mentoring. The training introduced learning management systems, artificial intelligence, three-dimensional video, 360-degree cameras, virtual reality, and augmented reality, while emphasizing their alignment with instructional objectives, differentiated learning, and local school conditions. The results indicated active participant engagement and initial capacity development in distinguishing pedagogical deep learning from computational deep learning, identifying appropriate digital tools, connecting technology with differentiated instruction, and designing context-sensitive learning alternatives. The program also revealed major implementation challenges, including limited infrastructure, uneven internet access, and parental misconceptions regarding digital learning. However, these constraints could be partially addressed through low-cost contextual media, institutional collaboration, professional online forums, and peer dissemination. Because the program did not employ validated competency instruments, pretest-posttest measurements, a comparison group, or classroom observations, the findings should be interpreted as implementation evidence and indications of initial capacity development rather than causal proof of improved digital competence. These findings imply that sustainable teacher digital development requires continuous mentoring, product-based assessment, classroom implementation, institutional support, and longitudinal evaluation.
Co-Authors . Suhartono Ahmad Syaikhu Ahmad Syarif Ahmad Syarif Ahmad Syarif Ahmad Yani Akadira, Tora Alfiah Rizqi Azizah Alfian, Dien Dinar ANDAYANI ANDAYANI Andy Widhiya Bayu Utomo Annam, Mas Nakhul Ardo, Okilanda Arisman Arisman Azizah, Alfiah Risky Budi, Untung Laksana Burhaein, Erick Casmat, Memet Danang Budi Setyawan Dewi Kania Dian Arisanti Dwiansyah Putra, Dede Eka Wirajuang Daurrohmah Eko Yuliastuti E.S Elang Krisnadi Eli Budi Santoso Elpipres Niku Elsa Safitri Ervian Arif Muhafid, Ervian Arif Eval Setiawan Fahriansyah Fahriansyah Fathurrachman, Saddam Fauzy Rahman Kosasih Haratadi, Ramadhan Dwi Wijaya Heri Kurniawan Heri Yulianto, Heri Ibnu Prasetyo Widiyono Ichwan Ichwan Ichwan ICHWAN ICHWAN Ikhsan Ikhsan Imam Syafei’i Imam Syafi’i Imaroh, Nofi Umu Irawan, Yogi Ferdy Irvan, Muhamad Izzul Fatawi Jaka Warsihna Kadarisman Kadarisman Kadarisman Karisdha Pradityana Ketut Budiastra Khasani, Muhammad Fahrul Kristiawati, Indriana Kuswoyo, Dilli Dwi Luqiyarrohman, Luqiyarrohman Lutfiyani, Anisa M. Mualip M. Mualip, M Maria Sondang Triyuniati Memet CASMAT Mokhamad Parmadi Mokhamad Parmadi Mualimin Mualimin Mualimin Mualimin Muhafid, Ervian Arir Muhammad Daud Ningsih, Sri Priyanti Novi Eka Saputri NOVITA WULANDARI Parmadi, Mokhamad Puput Widodo Rastika, Ria Rendy Wahyudi Rhini Fatmasari, Rhini Ridwan Afandi Riyan Jaya Sumantri Riyan Jaya Sumantri Romadhon, Uji Ruth Septina Verawati Gultom Santoso, Eli Budi Sapta, Andy Sariyani Sariyani Septina Verawati Gultom, Ruth Siswanto, Romi Siti Julaeha Soedarmanto, Soedarmanto Sudarwo, Raden Suntari, Titiek Suryantoro, Bambang Sutopo, Wisnu Guntur Taufik Hidayat Tepati Hak Kewajiban TRINI PRASTATI Utami, Efrilia Tri Wahyu Widiyono, Ibnu Prasetyo Widodo, Puput Yogi Ferdy Irawan Yogi Ferdy Irawan, Yogi Ferdy Irawan Yudesta Erfayliana Yuning Eka Rahma Wati Zulfikri Zulfikri Zulfikri Zulmi Ramdani