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All Journal Indonesian Journal of Science and Mathematics Education Dikdimas : Jurnal Pengabdian Kepada Masyarakat Jurnal Inovasi Guru Indonesia
Lora, Haditya Aprita
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Agriculture, Biological Sciences & Forestry Humanities Economics, Econometrics & Finance Education Engineering Law, Crime, Criminology & Criminal Justice Mathematics Nursing Social Sciences

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Reconstruct the Class Assessment Strategy: Promoting the 21st-Century Learning Rosidin, Undang; haryanti, Novi; Lora, Haditya Aprita; Viyanti, Viyanti
Indonesian Journal of Science and Mathematics Education Vol. 3 No. 1 (2020): Indonesian Journal of Science and Mathematics Education
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ijsme.v3i1.6056

Abstract

The purpose of this research is to reconstruct the class assessment to promote 21st-century learning. The meaning of reconstructing class assessment is the advanced assessment that can realize the purpose of 21st-century learning which is the ability of argumentation, critical, and creative thinking skills. The advanced assessment in this research used the model of Argument-Driven Inquiry (ADI). This research is a quasi-experimental study that uses a pre-test post-test non-equivalent control group design. The research population is 12th-grade students of senior high school on Bandar Lampung. Based on data analysis, it was revealed that the classroom assessment strategy with continuous assessment using the ADI model can be used as a reference to be able to practice 21st-century life skills including argumentation, critical thinking, and creative skills.
Integrating Artificial Intelligence in Community Service: A Training in Developing Interactive Learning Media for Educators in the Physics Education Study Program at Universitas Bengkulu Maryansyah, Yupika; Riyanto, Agus; Utama, Tiara Hardyanti; Ahda, Netriani Veminsyah; Lora, Haditya Aprita; Lestari, Ladia
DIKDIMAS : Jurnal Pengabdian Kepada Masyarakat Vol. 4 No. 3 (2025): DIKDIMAS : JURNAL PENGABDIAN KEPADA MASYARAKAT VOL 4 NO 3 DESEMBER 2025
Publisher : Asosiasi Profesi Multimedia Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58723/dikdimas.v4i3.538

Abstract

Background: The rapid growth of educational technology demands teachers’ abilities to integrate AI into learning practices. Yet, many educators still struggle to design interactive and constructive media aligned with pedagogical goals.Aims: The goal of this community service program was to empower lecturers, teachers, and students in Bengkulu University's Physics Education Study Program by developing interactive and constructive learning media that were integrated with AI. The activity was carried out using a participatory and collaborative training paradigm with four stages: preparation, implementation, mentorship, and evaluation.Methods: The methodology framework used a descriptive qualitative approach with pre-test and post-tests, observations, and participant reflections. Training materials were developed using the Technological Pedagogical Content Knowledge (TPACK) framework, which emphasizes the integration of pedagogical and technological skills. Participants took part in hands-on workshops where they designed physics learning media prototypes utilizing AI-based platforms like ChatGPT, Canva, and Genially.Results: The findings revealed a considerable boost in participants' competencies, with post-test scores improving by 35% on average. Qualitative data indicated high levels of satisfaction (96.4%) and considerable appreciation for the practical sessions and coaching. Participants showed improved proficiency in aligning AI-assisted technologies with constructivist learning concepts and ethical awareness. The program also built a digital community of practice to ensure sustainability and collaboration after the training term. Conclusions: The findings show that incorporating AI-based learning media into community service can effectively promote teacher creativity, digital competence, and responsible technology usage in a period of educational transition.
Overview of the teacher's role in instilling student discipline values Lora, Haditya Aprita
Jurnal Inovasi Guru Indonesia Vol. 1 No. 2 (2024): July - December
Publisher : Science Center Group

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63202/jigi.v1i2.36

Abstract

Background: Discipline constitutes a fundamental component of character education and plays a critical role in shaping students’ responsibility, consistency, and adherence to social norms. In secondary education, teachers serve as primary agents in fostering discipline; however, the effectiveness of this role is often influenced by contextual, familial, and socio-environmental factors. Objective: This study aimed to describe teachers’ roles in instilling discipline values among junior secondary school students and to analyze the challenges encountered in implementing character education related to discipline. Methods: A qualitative descriptive design was employed. Ten teachers with a minimum of three years of teaching experience were selected through purposive sampling, along with school principals as key informants. Data were collected through semi-structured interviews and direct classroom observations over a four-month period. Thematic analysis was conducted to identify recurring patterns related to instructional strategies, reinforcement approaches, and contextual barriers. Data credibility was strengthened through triangulation of sources and methods. Results: The findings indicate that teachers primarily instill discipline through role modeling, positive reinforcement, classroom rule establishment, and collaborative discussion. Teachers who consistently demonstrated punctuality, responsibility, and adherence to school regulations were more effective in promoting disciplined behavior among students. However, significant challenges were identified, including inconsistent student responses, limited parental support, peer influence, and reliance on punitive approaches that may not ensure long-term internalization of discipline values. Collaborative and reflective strategies were found to foster deeper student commitment to classroom norms. Conclusion: Teachers play a pivotal role in cultivating student discipline through consistent modeling, reinforcement, and participatory classroom management. Nevertheless, effective discipline education requires sustained collaboration between schools and families, as well as the adoption of more humanistic and reflective pedagogical approaches to ensure long-term character development.
Co-Authors Agus Riyanto Ahda, Netriani Veminsyah Haryanti, Novi Lestari, Ladia Undang Rosidin Utama, Tiara Hardyanti Viyanti Viyanti Yupika Maryansyah, Yupika