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Damanik, Dede Parsaoran
Universitas Darma Agung
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PENYUSUNAN MODUL AJAR KURIKULUM MERDEKA BELAJAR PADA GURU SMA SWASTA YAPIM TARUNA SEI ROTAN TAHUN 2023/2024 Damanik, Dede Parsaoran; Purba, Desmalia; Aruan, Rita Vinolia; Sitorus, Helen Vanhurk Sriwati Ningsih
PKM Maju UDA Vol 5 No 3 (2024): OKTOBER
Publisher : Lembaga Penelitian dan Pengabdian Pada Masyarakat (LPPM) Universitas Darma Agung (UDA) Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46930/pkmmajuuda.v5i3.5490

Abstract

Guru sekolah menengah atas menghadapi masalah karena mereka tidak menerima pembinaan yang cukup untuk menyusun rencana pembelajaran yang didasarkan pada kurikulum terbaru, Kurikulum Merdeka, di mana istilah "rencana pembelajaran" telah digantikan dengan "modul ajar". Tujuan pembinaan ini ialah untuk membantu guru sekolah menengah atas, khususnya guru YAPIM TARUNA Sei Rotan, dalam menyusun modul ajar yang sesuai dengan Kurikulum Merdeka. Evaluasi dan refleksi, identifikasi dan sosialisasi kurikulum, dan diskusi dan praktik pembuatan modul ajar ialah semua pendekatan yang digunakan. Kegiatan pengabdian masyarakat ini telah meningkatkan kemampuan guru dalam membuat modul ajar yang efektif untuk Kurikulum Merdeka.
Penerapan Inquiry Learning Berbasis Merdeka Belajar untuk Meningkatkan Hasil Belajar Fisika Siswa Kelas X Rezeki, Nani Sri; Damanik, Dede Parsaoran; Purba, Andre Agachi
Journal of Natural Sciences Vol 6, No 2 (2025): Journal of Natural Sciences Juli
Publisher : Mahesa Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34007/jonas.v6i2.931

Abstract

Physics learning practices in schools are still largely dominated by monotonous, teacher-centered approaches, which contribute to low student engagement and academic achievement. This study aims to improve student activeness and Physics learning outcomes through the implementation of the Inquiry Learning model based on the Merdeka Belajar (Freedom to Learn) concept. The research employed a Classroom Action Research (CAR) design conducted in two cycles. The subjects of this study were 25 tenth-grade students at SMA Desa Maju. Instruments used included multiple-choice tests to measure learning outcomes and observation sheets to assess student engagement. The results indicated a significant improvement, with the average learning score increasing from 29.00 in the pre-cycle to 47.50 in the first cycle, and reaching 87.83 in the second cycle. Student engagement also improved progressively in each session. These findings demonstrate that the implementation of the Inquiry Learning model based on the Merdeka Belajar concept is effective in enhancing both engagement and Physics learning outcomes.
Improvement of High School Students' Physics Problem Solving Skills Through Problem Based Learning Assisted by LKPD (Student Worksheets) Simangunsong, Ika Trisni; Uskenat, Kristina; Damanik, Dede Parsaoran; Simangunsong, Ita Pratiwi; Purba, Andre Agachi
Lensa: Jurnal Kependidikan Fisika Vol. 12 No. 2: December 2024
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-lkf.v12i2.13544

Abstract

This study employed classroom action research with the aim of enhancing students' physics problem-solving skills using Problem-Based Learning (PBL) supported by student worksheets (Lembar Kerja Peserta Didik/LKPD). The research targeted 10th-grade high school students focusing on the topic of Measurement. The methodology followed a cycle comprising four stages: planning, action, observation, and reflection. At the end of each cycle, evaluations were conducted using a validated test instrument consisting of four essay questions. The success criterion was set at a minimum of 70% of students achieving a mastery level, defined by a score of at least 65. During the pre-cycle phase, before applying PBL, the initial test results revealed no students achieved mastery, with an average problem-solving score of 54.67. Subsequently, two cycles of PBL implementation were carried out. In the first cycle, 15 students reached the mastery criterion, representing 41.17% improvement in problem-solving skills, with an average score of 63.75. Building on this progress, the second cycle was implemented, resulting in 29 students achieving mastery. This represented 80.05% of the class, categorized as a moderate improvement, with an average problem-solving score of 70.05. These findings indicate a significant enhancement in students' physics problem-solving abilities through the integration of PBL and LKPD. This approach effectively facilitated active student engagement and critical thinking, demonstrating its potential as an impactful instructional strategy in high school physics education.
Implementation of PBL-Based Experimental Method Improves Students' Physics Learning Outcomes Simangunsong, Ika Trisni; Simbolon, Merta; Rezeki, Nani Sri; Damanik, Dede Parsaoran
Lensa: Jurnal Kependidikan Fisika Vol. 13 No. 2: December 2025
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-lkf.v13i2.16475

Abstract

Education plays a role in improving student understanding. Improving learning outcomes is influenced by a supportive learning environment. This class action research aims to see the improvement of students' physics learning outcomes through the application of the experimental method based on Problem Based Learning in the odd semester of the 2024/2025 school year. Students of class XII-6 of one of the high schools in Merauke became the sample of this study, there were 35 students.  The form of research used in classroom action research. Instruments used in teacher validation, to be adjusted to the expected learning outcomes, consisting of 5 essay questions. The indicators of the success of the study are, (1) The criteria for classical completeness of all students ≥ 85%. (2) the minimum criteria of the class is ≥70. The application of the PBL-based experimental method was completed after applying cycle II. The final results found 28 students experienced learning completeness. The achievement of 80% of students who were classically complete, and also reached the minimum criteria. There is an increase in student learning outcomes through the application of PBL-based experimental methods.
Co-Authors Alimin Purba Alpianis Hulu Alvin Zonatan Sagala Aruan, Rita Vinolia Deo Demonta Panggabean Hari N Siboro Ika Trisni Simangunsong Irwan Susanto Jelita Panjaitan Jelita Panjaitan Karuniawati Ndruru Manahan Manullang Marioga Pardede Minta Syukur Ndruru Nani Sri Rezeki Nurdin Bukit Purba, Andre Agachi Purba, Desmalia Ramayanti Tampubolon Rameyanti Tampubolon Rameyanti Tampubolon, Rameyanti Rezeki, Nani Sri Rosma Nabanban Sarmaida Sipahutar simangunsong, ita pratiwi Simbolon, Merta Sitorus, Helen Vanhurk Sriwati Ningsih Tafonao, Yurniwati Uskenat, Kristina Yeniati Zalukhu Zai, Marniati