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All Journal Jurnal Pengabdian Magister Pendidikan IPA Jurnal Ilmiah Profesi Pendidikan Journal of Classroom Action Research Unram Journal of Community Service (UJCS) Journal of Science and Science Education (JoSSEd) Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Lensa: Jurnal Kependidikan Fisika Jurnal Pendidikan dan Pengabdian Masyarakat International Journal of Essential Competencies in Education International Journal of Ethnoscience and Technology in Education Indonesian Journal of Education and Community Services
Nisrina, Nina
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Agriculture, Biological Sciences & Forestry Humanities Astronomy Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Materials Science & Nanotechnology Mathematics Neuroscience Physics Social Sciences Other

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Pelatihan dan Implementasi Game Edukasi dalam Pembelajaran Berbasis Proyek bagi Guru di NTB Gunawan, Gunawan; Kosim, Kosim; Hikmawati, Hikmawati; Nisrina, Nina; Zainuri, Baiq Nabila Saufika; Qothrunnada, Qothrunnada; Muliadi, Irman
Jurnal Pendidikan dan Pengabdian Masyarakat Vol. 8 No. 4 (2025): November
Publisher : FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppm.v8i4.10784

Abstract

Perkembangan teknologi digital dan tuntutan keterampilan abad ke-21 menuntut guru untuk mampu merancang pembelajaran inovatif, interaktif, dan kontekstual. Namun, banyak guru khususnya di Nusa Tenggara Barat (NTB) masih menghadapi keterbatasan dalam mengembangkan media pembelajaran digital dan menerapkan model pembelajaran yang relevan dengan kebutuhan peserta didik. Kegiatan pengabdian masyarakat ini bertujuan memberdayakan guru melalui pelatihan dan implementasi game edukasi berbasis proyek bagi guru di NTB. Kegiatan ini dimulai dengan koordinasi dan persiapan bersama (Balai Guru dan Tenaga Kependidikan) BGTK NTB yang berperan sebagai mitra dalam kegiatan ini. Sesi materi dilakukan secara daring dengan melibatkan 232 orang yang mewakili setiap kabupaten/kota dari berbagai jenjang pendidikan se-NTB. Tahapan kegiatan meliputi pemaparan konsep PjBL, integrasi game edukasi dalam pembelajaran, pengembangan bahan ajar sains digital berbasis kearifan lokal, sesi tanya jawab, dan penutup. Hasil kegiatan menunjukkan peningkatan pemahaman dan keterampilan guru dalam merancang pengalaman belajar berbasis proyek, memanfaatkan game edukasi sebagai media interaktif, serta mengintegrasikan unsur budaya lokal dalam pembelajaran digital. Secara keseluruhan, program ini memperkuat kompetensi pedagogik dan teknologi guru NTB serta memberikan kontribusi nyata terhadap transformasi pembelajaran modern yang mendorong kreativitas, kolaborasi, dan pembelajaran kontekstual. Kegiatan berikutnya akan fokus pada pelaksanaan workshop dan pendampingan serta pengujian bukti empiris dampak kegiatan dalam pembelajaran oleh guru di kelas.
From Development to Impact: A Guided-Inquiry and Blended Learning Electricity–Magnetism Module to Foster Pre-Service Physics Teachers’ Scientific Creativity Nisrina, Nina; Wahyudi, Wahyudi; Gunada, I Wayan; Verawati, Ni Nyoman Sri Putu; Busyairi, Ahmad; Isnaini, Ahmad Hardyan; Rizqy, Muhammad
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.v13i2.17573

Abstract

In the era of technological advancement and modern education, delivering effective and innovative physics instruction is essential. A critical aspect in teaching electricity and magnetism is the provision of learning materials that integrate guided inquiry and blended learning approaches to create more interactive, in-depth, and relevant experiences for learners. This study aimed to develop a three-chapter guided-inquiry and blended learning module on electricity–magnetism to foster pre-service physics teachers’ scientific creativity. Using a 4D model (define, design, develop, and disseminate), the research was conducted over six months. The module was first designed and validated by experts in content, pedagogy, language, and technical aspects, followed by limited-scale trials to refine its quality. Furthermore, a large-scale implementation was carried out to evaluate the effectiveness of the developed teaching materials on each sub-indicator of scientific creativity. The large-scale implementation employed a quasi-experimental method with third-semester students of the Physics Education Study Program at the University of Mataram as the sample. Using a pre-test–post-test control group design, the data obtained indicated a significant difference between the two groups. In addition, the research findings revealed that the developed teaching materials demonstrated a high level of validity across all assessment aspects. Based on the N-gain analysis in the large-scale testing phase, the results indicated that the teaching materials significantly enhanced the scientific creativity of prospective physics teachers, particularly in the aspect of Scientific Knowledge within the Thinking component, with a score of 65% in the medium category, and in Flexibility with a score of 60%. It is concluded that the guided-inquiry and blended learning electricity–magnetism module is valid and effective in fostering scientific creativity and can serve as a model for innovative physics instruction in teacher education programs.  
When Inquiry Isn’t Enough: Why Structured Reflection Can Strengthen Preservice Science Teachers’ Critical Thinking Verawati, Ni Nyoman Sri Putu; Wahyudi, Wahyudi; Nisrina, Nina
International Journal of Essential Competencies in Education Vol. 4 No. 2 (2025): December
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/waxp5a03

Abstract

Inquiry-based learning is frequently treated as a ready-made route to critical thinking, but classroom inquiry often becomes procedural unless students are pushed to examine assumptions, justify claims, and revise interpretations. This commentary discusses the focal study “Emphasizing reflective processes in scientific inquiry and its impact on preservice science teachers’ critical thinking skills” and argues that its strongest contribution is showing how structured reflective elements can turn inquiry activities into repeated practice in reasoning. At the same time, the evidence should be read carefully: the gains are very large, and the intervention bundles several supports (anomalies, monitoring worksheets, prompts, and feedback) that may each contribute. We outline alternative explanations, identify what the study clarifies and what it does not yet prove, and offer implications for future research designs and teacher-education practice.
Pembekalan Kemampuan Menulis Ilmiah Bagi Siswa Sekolah Menengah di Lombok Timur Herayanti, Lovy; Sukroyanti, Baiq Azmi; Gunawan, Gunawan; Nisrina, Nina
Indonesian Journal of Education and Community Services Vol. 3 No. 1 (2023): Edisi Januari-Juni 2023
Publisher : Indonesian Publication Center

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Abstract

This article discusses the implementation of a training program aimed at enhancing scientific writing skills for high school students in East Lombok. The background reflects the need for strong scientific writing skills in the face of current educational challenges. The main objective of this program is to improve students' abilities to compose and present high-quality scientific writings. The methods employed include a series of intensive training sessions, workshops, and focus group discussions. Conducted in East Lombok, the program was designed to address the specific needs of students in that region. In conclusion, the initiative has successfully provided a profound understanding of scientific writing to the students, boosting their confidence and fostering an interest in scientific literacy. The utilization of intensive training, workshops, and focus group discussions has proven effective in achieving the objectives of the program.
Implementation of Problem-Based Learning at SMAN 1 Gerung: A Reflection on Student Teaching Practice Qothrunnada, Qothrunnada; Nisrina, Nina; Krisnawati, Kd. Yayuk
Indonesian Journal of Education and Community Services Vol. 4 No. 2 (2024): Edisi Juli-Desember 2024
Publisher : Indonesian Publication Center

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Abstract

The PPL program at SMAN 1 Gerung was initiated to address the gap between the intended active, problem-based physics learning and the predominantly procedural classroom practices observed in the teaching of magnetic fields and the Lorentz force. This activity focused on employing a collaborative participatory action approach to strengthen students’ ability to observe phenomena, identify problems, and construct evidence-based arguments. The program consisted of three key stages: initial observation to map instructional needs, collaborative planning and enactment of problem-based lessons supported by phenomenon-driven demonstrations, and reflective discussions with teachers and students to evaluate the effectiveness of the implemented strategies. The results indicate increased student engagement, improved conceptual analysis, and stronger connections between theoretical principles and real-world contexts. The final reflection highlights that the collaborative participatory action framework enriched the instructional process and offers strong potential for future development, especially in advancing inquiry-based practices and scientific literacy in physics classrooms.
When Inquiry Isn’t Enough: Why Structured Reflection Can Strengthen Preservice Science Teachers’ Critical Thinking Verawati, Ni Nyoman Sri Putu; Wahyudi, Wahyudi; Nisrina, Nina
International Journal of Essential Competencies in Education Vol. 4 No. 2 (2025): December
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/waxp5a03

Abstract

Inquiry-based learning is frequently treated as a ready-made route to critical thinking, but classroom inquiry often becomes procedural unless students are pushed to examine assumptions, justify claims, and revise interpretations. This commentary discusses the focal study “Emphasizing reflective processes in scientific inquiry and its impact on preservice science teachers’ critical thinking skills” and argues that its strongest contribution is showing how structured reflective elements can turn inquiry activities into repeated practice in reasoning. At the same time, the evidence should be read carefully: the gains are very large, and the intervention bundles several supports (anomalies, monitoring worksheets, prompts, and feedback) that may each contribute. We outline alternative explanations, identify what the study clarifies and what it does not yet prove, and offer implications for future research designs and teacher-education practice.
Penguatan Literasi Sains dan Kreativitas Guru Bimbingan Belajar melalui Inovasi Pembelajaran IPA SD di Kota Mataram Suranti, Ni Made Yeni; Gunawan, Gunawan; Nisrina, Nina; Ibrahim, Ibrahim
Indonesian Journal of Education and Community Services Vol. 3 No. 2 (2023): Edisi Juli-Desember 2023
Publisher : Indonesian Publication Center

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Abstract

Science learning in tutoring institutions still faces challenges in strengthening teachers’ scientific literacy and creativity, particularly in the use of learning media and the implementation of innovative instructional strategies. This community service program aims to enhance the scientific literacy and creativity of tutoring teachers through innovative science learning at the elementary school level. The implementation method employed a participatory approach consisting of needs analysis, training and workshops, assistance in learning implementation, and program evaluation. The training materials included concepts of scientific literacy, inquiry-based learning, the development of innovative learning media such as e-modules, simple experiments, and virtual laboratories, as well as creative instructional strategies that promote students’ critical thinking. The results indicated improvements in teachers’ understanding of scientific literacy, the quality of developed instructional materials, and creativity in teaching practices within tutoring classrooms. In addition, more contextual, interactive, and 21st-century skills-oriented science learning practices were established. Therefore, this community service program contributes to strengthening the pedagogical competence of tutoring teachers while supporting the sustainable improvement of elementary-level science learning quality in Mataram City.
Co-Authors Agustiawati, Dilla Ahmad Busyairi, Ahmad Ahmad Harjono Aris Doyan Gunawan Gunawan Gunawan Hikmawati Hikmawati Hikmawati I Wayan Gunada Ibrahim Ibrahim Isnaini, Ahmad Hardyan Janati, Janati JANNATIN ARDHUHA, JANNATIN Joni Rokhmat Kosim Kosim Kosim Krisnawati, Kd. Yayuk Lovy Herayanti Muh. Makhrus Muhammad Asy'ari MUHAMMAD TAUFIK Muhammad Zuhdi Muliadi, Irman Ni Nyoman Sri Putu Verawati Qothrunnada, Qothrunnada Rahmatullah Rahmatullah Rizqy, Muhammad Satutik Rahayu Sukroyanti, Baiq Azmi Suranti, Ni Made Yeni Susilawati Susilawati, Susilawati Sutrio Syahrial Ayub, Syahrial WAHYUDI Wahyudi Wahyudi Zainuri, Baiq Nabila Saufika Zianturi, Elda Elfara