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All Journal Bioeducation Journal Bio-Pedagogi : Jurnal Pembelajaran Biologi Pedagogi Hayati Indonesian Journal of Educational Research (IJER) SEJ (Science Education Journal) Seminar Nasional Pendidikan IPA Jurnal Agro Industri Perkebunan JMM (Jurnal Masyarakat Mandiri) Bioedusiana: Jurnal Pendidikan Biologi Jurnal Eduscience (JES) Jurnal Ilmiah Profesi Pendidikan Bubungan Tinggi: Jurnal Pengabdian Masyarakat Spizaetus: Jurnal Biologi dan Pendidikan Biologi Jurnal Anugerah: Jurnal Pengabdian Kepada Masyarakat Bidang Keguruan dan Ilmu Pendidikan Journal of Maritime Empowerment Jurnal Abdiraja Indonesian Science Education Research (ISER) Jurnal Inovasi Penelitian dan Pengabdian Masyarakat Journal of Mathematics Science and Computer Education Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education) El-Mujtama: Jurnal Pengabdian Masyarakat Journal of Environment and Sustainability Education IJIS Edu : Indonesian Journal of Integrated Science Education
Fernando, Adam
Pendidikan Biologi, Universitas Maritim Raja Ali Haji, Tanjungpinang, Kepulauan Riau, 29122.
Religion Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Dentistry Earth & Planetary Sciences Economics, Econometrics & Finance Education Energy Engineering Environmental Science Health Professions Immunology & microbiology Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Nursing Physics Public Health Social Sciences Other

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PELATIHAN PEMBELAJARAN MATEMATIKA DAN IPA TERINTEGRASI KONTEKS KEMARITIMAN KEPULAUAN RIAU Siregar, Nur Asma Riani; Putri, Nurul Hilda Syani; Fernando, Adam; Sabriyati, Deni
JMM (Jurnal Masyarakat Mandiri) Vol 10, No 1 (2026): Februari
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/jmm.v10i1.37049

Abstract

Abstrak: Pengabdian Kepada Masyarakat ini dilatarbelakangi oleh temuan bahwa banyak guru SMP di Kota Tanjungpinang yang terkendala dalam mengintegrasikan konteks maritim pada pembelajaran matematika dan IPA. Pengabdian ini bertujuan untuk meningkatkan pemahaman guru SMP di Kota Tanjungpinang dalam mengintegrasikan konteks kemaritiman Kepulauan Riau pada pembelajaran matematika dan IPA. Kegiatan pelatihan ini diikuti oleh 13 orang guru mata pelajaran matematika dan IPA tingkat SMP. Implementasi pelatihan menerapkan metode ceramah, tanya-jawab, demonstrasi penggunaan teknologi AI, dan praktik penugasan kelompok. Instrumen pretes dan postes memuat 12 butir pertanyaan bentuk pilihan ganda yang digunakan untuk mengumpulkan data pemahaman guru terhadap 3 (tiga) komponen materi, yaitu wawasan kemaritiman Kepulauan Riau, merancang masalah kontekstual maritim dalam pembelajaran matematika dan sains, dan integrasi konteks kemaritiman pada pendekatan pembelajaran mendalam. Hasil evaluasi menunjukkan peningkatan pemahaman guru sains dan matematika mencapai kategori tinggi, dengan N-gain sebesar 0,81 untuk guru sains dan 0,74 untuk guru matematika. Hal ini menunjukkan bahwa kegiatan pelatihan efektif dalam meningkatkan pemahaman guru mengenai konteks kemaritiman Kepulauan Riau serta integrasinya dalam pembelajaran matematika dan IPA.Abstract: This Community Service was motivated by the findings that junior high school teachers at Tanjungpinang City face difficulties in integrating maritime contexts into mathematics and science learning. This community service activity aims to increase the knowledge of mathematics and science teachers about maritime context-based learning. The training was attended by 13 junior high school math and science teachers in Tanjungpinang City. The training methods consisted of lectures, question-and-answer sessions, demonstrations of AI technology, and group assignments. The pretest and posttest instruments consisted of 12 multiple-choice questions and were used to collect data on teachers' understanding of three material components: maritime insight, designing maritime contextual problems in mathematics and science learning, and integrating maritime contexts with deep learning approaches. The evaluation results showed that the increase in understanding of both science and mathematics teachers reached a high category, with an N-gain of 0.81 for science teachers and 0.74 for mathematics teachers. This indicates that the training activities were effective in improving teachers' understanding of maritime knowledge in the Riau Islands, integrating maritime contexts into mathematics and science learning, and integrating maritime contexts with in-depth learning approaches.
Optimizing Teachers’ HOTS Assessment Competence in Maritime-Based Schools Through Structured Training Intervention Sarkity, Dios; Fernando, Adam; Pratama, Yudi; Intasir, M. Pemberdi; Yunus, Muhammad
Bubungan Tinggi: Jurnal Pengabdian Masyarakat Vol 8, No 1 (2026): FEBRUARY 2026
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/btjpm.v8i1.17409

Abstract

This community service program aimed to improve teachers’ competence in developing Higher Order Thinking Skills (HOTS)-based assessment items integrated with maritime contexts at SMPN 11 Tanjungpinang. The program employed a Participatory Action Research (PAR) approach, emphasizing collaborative problem identification, action, and reflection to ensure alignment with teachers’ real instructional needs. The participants consisted of 24 teachers from various subject areas at a maritime-based junior high school in the Riau Islands. The program was implemented through three structured stages: (1) a needs analysis conducted through interviews and focused group discussions to identify challenges in HOTS-based assessment, (2) a training phase involving conceptual reinforcement of HOTS and 21st-century skills, guided practice in constructing C4–C6 assessment items using maritime-based stimuli, and collaborative review, and (3) a post-implementation stage focusing on evaluation and reflection. Program outcomes were evaluated using pre- and post-tests, a rubric-based HOTS item development task, and a participant satisfaction questionnaire. The results indicated a significant improvement in teachers’ conceptual understanding, with a high N-Gain score (0.76) in the introductory module and moderate gains in subsequent technical modules. Teachers successfully produced high-quality HOTS assessment items that demonstrated strong alignment between learning objectives, cognitive levels, and maritime contextual relevance. Participant responses showed very high satisfaction (93.24%), indicating that the program was relevant, practical, and beneficial for professional development. In conclusion, the PAR-based structured training had a positive impact on strengthening teachers’ HOTS assessment competence in a maritime-based school context. The program also contributed to increased readiness for sustainable implementation of contextualized HOTS-oriented assessment practices, highlighting the importance of continued mentoring and follow-up support.
ARTIFICIAL INTELLIGENCE-ASSISTED CRITICAL AND REFLECTIVE THINKING DESIGN Adam Fernando; Diah Putri Anggun; Diandara Oryza
Seminar Nasional Pendidikan IPA Ke III Tahun 2025 Vol 3, No 1 (2025): Prosiding Seminar Pendidikan IPA
Publisher : Seminar Nasional Pendidikan IPA Ke III Tahun 2025

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The current development of artificial intelligence technology demands that everyone improve their critical and reflective thinking skills. Therefore, efforts are needed to prevent weakening human thinking skills due to dependence on this technology. This research aims to describe a critical and reflective thinking design framework suitable for applying artificial intelligence technology in the biology learning process. It was conducted through a literature review related to this topic. Based on the results obtained, there are eight elements of a critical and reflective thinking design framework for applying artificial intelligence technology.
Students' Critical Thinking Skills on The Topic of Environmental Change Amalia Salmi; Dios Sarkity; Adam Fernando
Jurnal Ilmiah Profesi Pendidikan Vol. 10 No. 2 (2025): Mei
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jipp.v10i2.3369

Abstract

The 21st century is marked by globalization and rapid technological development, making critical thinking an essential skill. Incorporating biology into education is seen as a way to strengthen these abilities. However, many students still struggle with thinking critically, especially regarding environmental issues. This study assessed the critical thinking skills of 10th-grade students at SMA Negeri 4 Tanjungpinang during the 2023/2024 academic year. Using a descriptive approach, researchers evaluated 31 students through essay-based tests without altering any conditions. The analysis revealed that students' critical thinking was generally weak, particularly in areas such as giving basic explanations, reasoning, drawing conclusions, and providing deeper clarification. Nonetheless, they showed stronger performance in applying strategies and tactics. These findings highlight the need for teaching methods like problem-based learning to foster better critical thinking in students.
Validity and Reliability Evaluation of An Instrument Measuring Students’ Communication and Collaborative Skills Nina Irawan; Putri Hasdari; Elisa Oktaviani; Cinta Radila Putri; Adam Fernando; Dios Sarkity; Trisna Amelia
Jurnal Ilmiah Profesi Pendidikan Vol. 11 No. 2 (2026): Mei (on progress)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jipp.v11i2.4983

Abstract

Communication and collaboration are widely recognized as core competencies within the framework of 21st-century skills, requiring systematic assessment to ensure their effective development in educational settings. However, the availability of empirically validated instruments specifically designed to measure these competencies remains limited. This study aimed to evaluate the feasibility and psychometric quality of observation instruments developed to assess students’ communication and collaboration skills. A descriptive research design employing a quantitative approach was implemented, focusing on validity and reliability testing. The communication skills instrument consisted of 11 items, while the collaboration skills instrument comprised 27 items. The instruments were administered to 136 students. Item validity was examined using Pearson’s product moment correlation analysis at a significance level of a = 0.05 (r-table = 0.1672). Reliability testing was conducted using Cronbach’s Alpha to determine internal consistency. The results revealed that all 11 items of the communication skills and 20 items of the collaboration skills instrument were confirmed as valid. The reliability analysis demonstrated high internal consistency, with Cronbach’s Alpha coefficients of 0.913 for the communication instrument and 0.951 for the collaboration instrument, both categorized as very high reliability. These findings indicate that the developed instruments possess strong psychometric properties and are suitable for use in assessing students’ communication and collaboration competencies. The study contributes to the provision of validated observational tools that support objective evaluation practices. Future research is recommended to refine the invalid items and extend validation procedures across diverse educational contexts to enhance generalizability and robustness.
Exploring Students’ Creativity, Collaboration, and Communication Skills in Science Learning: A Descriptive, Correlational, and Cluster Analysis Approach Dios Sarkity; Adam Fernando; Elfa Oprasmani; Trisna Amelia; Nevrita Nevrita; Yudi Pratama; M. Pemberdi Intasir
Journal of Mathematics Science and Computer Education Vol 6, No 1 (2026): MAY 2026
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jmscedu.v6i1.18577

Abstract

The aim of this study is to analyze students’ creativity, collaboration, and communication skills in science learning using a descriptive, correlational, and cluster analysis approach. This study used a non-experimental quantitative design involving 109 junior high school students in Tanjungpinang City. Data were collected using essay tests to measure creativity and observation sheets to assess collaboration and communication skills. Descriptive analysis, Spearman rank correlation, and K-means cluster analysis were used to analyze the data. The results showed that students' creativity and communication skills were generally in the moderate category, while collaboration had a relatively higher average score. Correlation analysis revealed no significant relationship between creativity, collaboration, and communication skills, suggesting that these three skills may not necessarily develop simultaneously across students in the present sample. Furthermore, the cluster analysis identifies three possible student profiles based on similarities in student skills, reflecting varying skill combinations and heterogeneity. These results indicate that the 21st-century skills development in science learning remains fragmented and requires more integrated learning strategies. This study provides benefits in designing learning environments where students' skills measured in this study are developed through adaptive and effective learning.
Analisis kemampuan bertanya siswa pada model pembelajaran discovery learning materi animalia kelas X Pasaribu, Martina Br; Fernando, Adam; Hindrasti, Nur Eka Kusuma
Bio-Pedagogi: Jurnal Pembelajaran Biologi Vol 11, No 2 (2022): Bio-Pedagogi: Jurnal Pembelajaran Biologi
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/bio-pedagogi.v11i2.64459

Abstract

Penelitian ini bertujuan untuk mengetahui kuantitas dan kategori kemampuan bertanya siswa berdasarkan Taksonomi Bloom Revisi dengan menerapkan model pembelajaran discovery learning pada konsep Animalia. Penelitian ini dilakukan di SMAN 1 Bintan Timur pada kelas X MIPA 1 semester genap tahun ajaran 2021/2022. Metode penelitian yang digunakan dalam penelitian ini adalah metode analisis deskriptif. Instrumen yang digunakan adalah lembar observasi pertanyaan siswa, lembar observasi kemampuan bertanya siswa secara lisan dan instrumen pendukung yaitu lembar keterlaksanaan sintaks pembelajaran. Hasil dari penelitian ini adalah model pembelajaran discovery learning dapat merangsang siswa untuk bertanya. Kemampuan bertanya siswa terkait dimensi proses kognitif secara keseluruhan  masih tergolong rendah yaitu didominasi kategori kognitif C2 (memahami) sebanyak 43 pertanyaan dengan persentase sebesar 46%. Pertanyaan terkait dimensi pengetahuan secara keseluruhan didominasi oleh pertanyaan bersifat faktual sebanyak 48 pertanyaan dengan persentase sebesar 51,10%. Kemampuan siswa bertanya secara lisan dari empat indikator yaitu kategori sangat baik dengan persentase sebesar 85%. Tenth-grade students’ questioning skill in learning animalia with discovery learning. This research aims to determine the quantity and category of students questions ability based on Taxonomy Bloom Revision to implement the discovery learning on the material Animalia. The research was done in SMAN 1 Bintan Timur in class X MIPA 1 second semester of the 2021/2022 of the school year. The research method used in this research is descriptive analysis. Instrument used was observation to student’s questions, observation for student questions ability orally, and supporting instrument is learning syntax implementation. The results of this research was the discovery learning can stimulate students to ask questions. The students questions ability to the dimensions of cognitive processes are still relatively low, which is overall questions are dominated by the category of cognitive C2 (understanding) as many as 43 questions with the percentage 46%. Questions based to the dimensional of knowledge Bloom’s Revised Taxonomy whole are dominated by factual as many as 48 questions with the percentage 51,10%. The ability of students to ask orally from four indicators, the very good category wih a percentage of 85%.
Co-Authors Aldeva Ilhami Amalia Salmi Andini Novianti Anggun, Diah Putri Aulya Putri, Winda Azza Nuzullah Putri Bony Irawan Cinta Radila Putri Defriyanitha Anggraini Suci Diah Putri Anggun Diandara Oryza Dios Sarkity Een Sumarni Elfa Oprasmani Elisa Oktaviani Erda Muhartati Hasdari, Putri Ilhami, Aldeva M. Pemberdi Intasir Melianti Melianti Melianti, Melianti Muhammad Yunus Nevrita, Nevrita Nina Irawan Nur Eka Kusuma Hindrasti Nurul Asikin Nurul Fauziah Nurul Hilda Syani Putri Oktaviani, Elisa Pasaribu, Martina Br Pernantah, Piki Setri Piki Setri Pernantah Putri Dwi Sundari Putri Hasdari Rika Anggraini Rita Fitriani Sabriyati, Deni Salmi, Amalia Siregar, Nur Asma Riani Sismita Sari, Sismita Suci, Defriyanitha Anggraini Supriyatdi, Dedi Syaleha, Selvi Trisna Amelia Yudi Pratama Yudi Pratama, Yudi