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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar JPMP (Jurnal Pendidikan MIPA Pancasakti) Journal of Social Comunity Services
Nur Hayati, Muriani
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Humanities Chemistry Education Mathematics Physics Other

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Keefektifan Problrm Based Learning untuk Meningkatkan Kemampuan Literasi Sains Peserta Didik pada Materi Klasifikasi Makhluk Hidup Rismawati, Rizki; Nur Hayati, Muriani; Widiyanto, Bayu
JPMP Vol 5 No 2 (2021): Juli 2021
Publisher : Universitas Pancasakti Tegal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24905/jpmp.v5i2.1885

Abstract

Tujuan penelitian ini adalah untuk mengetahui profil kemampuan literasi sains peserta didik setelah diterapkannya model pembelajaran problem based learning. Metode yang digunakan dalam penelitian ini adalah quasi eksperimen dengan desain penelitian pretest-posttest control group. Populasi dalam penelitian ini adalah peserta didik di salah satu SMP Kota Tegal tahun pelajaran 2019/2020. Pengambilan sampel menggunakan teknik purposive sampling. Sampel dalam penelitian ini peserta didik kelas VII A dan VII B yang masing-masing berjumlah 32 peserta didik. Hasil penelitian menunjukkan bahwa peserta didik yang belajar menggunakan model pembelajaran problem based learning memiliki rata-rata N-gain sebesar 56,77%. Skor presentase tersebut lebih tinggi dibandingkan peserta didik yang belajar menggunakan model pembelajaran ceramah yang memiliki rata-rata N-gain sebesar 40,59%. Hasil analisis data menunjukkan bahwa model pembelajaran problem based learning berpengaruh pada kemampuan literasi sains peserta didik dan efektif untuk digunakan dibandingkan dengan model pembelajaran ceramah.
INCREASING STUDENTS' DISASTER LITERACY THROUGH THE DISASTER MITIGATION CARD GAME (CAMIBEE) Huda, Putriani Chayati; Rahmawati, Wulan; Khoeri, Ahmad Yusron; Nur Hayati, Muriani
Journal of Social Comunity Services Vol. 1 No. 3 (2024): Journal of Social Comunity Services (JSCS)
Publisher : Antis-publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61796/jscs.v1i3.179

Abstract

General background: Disaster literacy is crucial in equipping students with knowledge and preparedness for disaster risk reduction. Specific background: Previous educational approaches to disaster mitigation often lack engaging and interactive methods, which may reduce students' motivation to learn about disaster preparedness. Knowledge gap: Despite the significance of disaster education, there is a need for innovative approaches that effectively convey disaster mitigation concepts in a way that captivates students' interest. Aims: This community service program aims to enhance disaster literacy through the implementation of a disaster mitigation card game, "Camibee," an adaptation of the Monopoly game, which encourages active learning and critical thinking among high school students. Results: The program demonstrated that the game-based learning method, particularly using the Camibee card game, significantly increased student engagement and understanding of disaster mitigation concepts. Students were enthusiastic, which translated into improved motivation to learn about disaster risk reduction. Novelty: This study presents a novel approach by integrating a competitive, enjoyable board game with educational content on disaster mitigation, providing an alternative to traditional disaster literacy education. Implications: The program contributes to the development of effective disaster education strategies that not only enhance students' disaster preparedness but also foster active participation and awareness. The findings suggest that this game-based approach could be widely applied in disaster education to improve literacy and preparedness in schools, empowering students to become agents of change in disaster risk management.
ANALISIS PENGGUNAAN ARTICULATE STORYLINE 3.0 DENGAN PENDEKATAN DEEP LEARNING DALAM MENCAPAI KOMPETENSI LITERASI DIGITAL SEBAGAI UPAYA MEWUJUDKAN PENDIDIKAN BERKUALITAS (SDGS4) Nur Ashifa, Isqi; Fatkhomi, Fahmi; Nur Hayati, Muriani
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 No. 03, September 2026 Produce
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.60717

Abstract

This study aims to analyze the impact of using Articulate Storyline 3.0 media with a deep learning approach on students' digital literacy competence in the context of achieving quality education (SDGs 4). The study was motivated by the limited use of interactive digital media and low student digital literacy in science learning. A quasi-experimental method with a posttest-only control group design was employed. The sample consisted of two groups: an experimental group (using Articulate Storyline 3.0) and a control group (using PowerPoint). Instruments included questionnaires covering four digital literacy competence areas: Information and Data Literacy, Communication and Collaboration, Problem Solving, and Digital Content Creation. Results showed that in the experimental class, the Information and Data Literacy competence area achieved the highest score (80.5%), while Problem Solving was the lowest (75%). In the control class, the highest score was in Communication and Collaboration (73.30%) and the lowest in Problem Solving (65.49%). These findings indicate that Articulate Storyline 3.0 with a deep learning approach is more effective in supporting the mastery of data and information literacy as well as comprehensive digital skills, whereas PowerPoint excels in collaboration but is less effective in fostering optimal digital literacy mastery.
Co-Authors Bayu Widiyanto Fatkhomi, Fahmi Huda, Putriani Chayati Khoeri, Ahmad Yusron Nur Ashifa, Isqi Rahmawati, Wulan Rismawati, Rizki