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All Journal JURNAL PETIK Journal of Educational Research and Evaluation Jurnal Review Pendidikan dan Pengajaran (JRPP) Cakrawala Pedagogik Cendekia: Jurnal Pendidikan dan Pembelajaran Community Development Journal: Jurnal Pengabdian Masyarakat Jurnal Penelitian, Pendidikan dan Pengajaran: JPPP MURHUM : JURNAL PENDIDIKAN ANAK USIA DINI Jurnal Inovasi Pendidikan dan Teknologi Informasi (JIPTI) Jurnal Akselerasi Merdeka Belajar dalam Pengabdian Orientasi Masyarakat (Jurnal AMPOEN) Jurnal Pengabdian Masyarakat dan Riset Pendidikan Jurnal Inovasi dan Teknologi Pendidikan Masyarakat: Jurnal Pengabdian Vocational: Journal of Educational Technology SELAYAR: Jurnal Pengabdian Masyarakat
Fricticarani, Ade
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Religion Humanities Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Dentistry Earth & Planetary Sciences Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Library & Information Science Mathematics Public Health Social Sciences Other

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ANALISIS KEMAMPUAN TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE (TPACK) GURU NORMATIF SMK NEGERI 11 PANDEGLANG R, Ramdani; Surani, Dewi; Fricticarani, Ade
Jurnal Inovasi Pendidikan dan Teknologi Informasi (JIPTI) Vol. 4 No. 2 (2023): Jurnal Inovasi Pendidikan dan Teknologi Informasi (JIPTI)
Publisher : Information Technology Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52060/pti.v4i2.1401

Abstract

This research aims to analyze the TPACK (Technological Pedagogical Content Knowledge) proficiency of normative teachers in SMK Negeri 11 Pandeglang. Normative teachers need to integrate technology into teaching to make it more effective. The research employs a quantitative descriptive method with a census as the sampling technique. Participants include normative teachers from SMK Negeri 11 Pandeglang. Data were collected through questionnaires and interviews, processed using SPSS 26. The results indicate that the TPACK proficiency of normative teachers is considered good. The average TPACK score is 142.00 with a standard deviation of 15.06, and the majority of teachers fall into the moderate category. TPACK component analysis reveals that teachers possess a solid understanding of technology (TK) and pedagogy (PK), as well as sufficient content knowledge (CK). Their ability to integrate technological content knowledge (TCK), pedagogical content knowledge (PCK), and technological pedagogical knowledge (TPK) is also commendable. There is no significant difference in TPACK between male and female normative teachers, with a Sig. (2-tailed) value of 0.526 > 0.05. This underscores the strong contribution of teachers' knowledge in technology, education, and content to their TPACK proficiency. In the era of technological advancement, these findings emphasize the importance of teachers possessing these skills to deliver effective education.
PENGEMBANGAN MEDIA PEMBELAJARAN BERBASIS ANDROID MENGGUNAKAN APLIKASI SMART APP CREATOR 3 PADA MATA PELAJARAN TEKNOLOGI INFORMASI DAN KOMUNIKASI Ali, Jihan; Annisa, Annisa; Wasid, Ahmad; Rahmadani, Kurniati; Fricticarani, Ade; Dayurni, Popi
Jurnal Inovasi Pendidikan dan Teknologi Informasi (JIPTI) Vol. 5 No. 1 (2024): Jurnal Inovasi Pendidikan dan Teknologi Informasi (JIPTI)
Publisher : Information Technology Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52060/jipti.v5i1.1843

Abstract

The use of learning media is an integral part of the learning method used. This study aims to develop Smart App Creator 3 learning media in Information and Communication Technology subjects. The research method used is the R&D method with data collection techniques through a questionnaire given to 17 class X students of SMK Pasundan 1 Serang City. The results of the study were valid learning media with a value of 0.875. Practicality test of learning media given to 1 teacher and 1 lecturer with an average percentage of 83.6%. While the results obtained from the analysis of practicality by students are an average percentage of 82.35%. So it can be concluded that Smart App Creator 3 learning media is feasible to use as learning media. This research is expected to be a learning media for Information and Communication Technology subjects and can be useful for teachers, students and advanced researchers.
PERGESERAN POLA INTERAKSI GURU DAN PESERTA DIDIK DI ERA SOCIETY 5.0: KAJIAN LITERATUR Septiani, Dewi Syifa; Irma Ainni, Irma; Hartanto, Rio Tri; Meliana, Lola; Aswad, Libya Hajar; Fricticarani, Ade
Jurnal Inovasi Pendidikan dan Teknologi Informasi (JIPTI) Vol. 6 No. 1 (2025): Jurnal Inovasi Pendidikan dan Teknologi Informasi (JIPTI)
Publisher : Information Technology Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52060/jipti.v6i1.2910

Abstract

The Society 5.0 era brings significant changes in various aspects of life, including education. The shift in interaction patterns between teachers and students is one of the main impacts of technology integration in the learning process. The purpose of this study is to analyze the Shift in Interaction Patterns of Teachers and Students in the Society 5.0 Era. The research method used in this study is a qualitative descriptive method with a literature review approach (library research). The research design is in the form of a review of journals published in Sinta 6 to Sinta 1 in the period 2020-2025. The results of the study show that there are still challenges in implementing Society 5.0 in the world of education, especially in terms of the use of technology. By continuing to uphold the principles that will understand in upholding human values ​​and dignity in education, schools and teachers must continue to adapt to technological advances. A mature strategy can make Society 5.0 the foundation of a more competitive, flexible, and inclusive education system.
Pendampingan Guru PAUD dalam Mengintegrasikan Computational Thinking melalui Aktivitas Unplugged pada Pembelajaran Anak Usia Dini Dayurni, Popi; Rahmadani, Kurniati; Fricticarani, Ade; Aspariah, Siti; Hidayanti, Nur; Suhendri, Babay
SELAYAR: Jurnal Pengabdian Masyarakat Vol. 2 No. 2: SELAYAR: Jurnal Pengabdian Masyarakat, April 2026
Publisher : Gema Cendekia Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71094/selayar.v2i2.384

Abstract

The rapid development of digital society demands the strengthening of 21st-century skills from an early age, including computational thinking (CT). However, the integration of CT in early childhood education remains limited, particularly due to teachers’ lack of conceptual understanding and pedagogical strategies. This community service program aimed to assist early childhood teachers, members of HIMPAUDI, in integrating computational thinking through unplugged activities using a Participatory Action Research (PAR) approach. The program involved 16 teachers and was conducted through collaborative stages, including problem identification, joint action planning, workshop implementation, simulation, reflection, and evaluation. The results indicate a significant improvement in teachers’ understanding of CT concepts, their ability to design unplugged activities, and their confidence in classroom implementation. The participatory process enabled teachers to recognize that computational thinking can be embedded in play-based learning through structured activities such as sequencing, pattern recognition, and algorithmic instruction. Beyond individual competency enhancement, the program also fostered the formation of a community of practice and the emergence of local leaders within the teacher group, indicating early signs of social transformation. Theoretically, the findings reinforce the perspective that computational thinking is not limited to digital programming but represents a systematic way of thinking that can be developed through concrete and contextual learning experiences. The PAR approach proved effective in promoting sustainable pedagogical change by positioning teachers as active agents of transformation. This program demonstrates that integrating CT through unplugged activities is a feasible, inclusive, and sustainable strategy for strengthening early childhood education in the 21st century.
Co-Authors Abdala, Muhamad Iqbal Abdurrahman, Muhammad Hakim Abraham Alfiyana, Yulia Ali, Jihan Aliyatul Bayinah Amalia Hayati Annisa Annisa Apriani, Andini Aprini Rumondang Manullang Ariyandhi, Muhamad Andy Aspariah, Siti Aswad, Libya Hajar Babay Suhendri Beni Junedi benijunedi Daryuni, Popi Dayurni Dayurni, Popi Farida, Gina Fauzansyah, Tengku Ahmad Fikri Tanzil Mutaqin, Moh Fitria, Ainatul Handito, Rama Hartanto, Rio Tri Hasan Maksum Hidayanti, Nur Hoirunisa, Irva Humaeroh, Mamay Idzni Dzikri Walidaini Maslan Indah Rahmawati Inten Risna Ira Safitri Irma Ainni, Irma Janah, Sri Wardatul Junedi, Beni Khairunnisa Khairunnisa Lelfita, Lelfita Lutfiah, Jihan Masri Masri Maya Rahayu, Maya Mayang Sari Meliana, Lola Mohamad Ali Muhamad Arif Hidayatullah Mulyati Mulyati Nadila, Nadila Nimpagaritse, Stève Nisri Ina Zahrah Novalia Novalia Novianti Novianti Purnamasari, Alena Putra, Redhian Qori, Sirozul Rahmadani, Kurniati Ramdani R, Ramdani Ratu Yustika Rini Reihan, Muchamad Rizki Aropiq, Putri Rohenah Rohenah, Rohenah Rosdalina, Gina Mutiara Rosdiana, Ana Septiani, Dewi Syifa Septiani, Tian Serani, Dewi Surani, Dewi Surya, Jaka Wasid, Ahmad Wiranata, Oky Chandra