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All Journal Jurnal Ilmiah Mandala Education (JIME) JUPE : Jurnal Pendidikan Mandala Abdi Masyarakat INFOTIKA: Jurnal Pendidikan Informatika Jurnal Ilmiah Pengabdian dan Pemberdayaan Masyarakat
Rahmawan, Ardi
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Arts Humanities Computer Science & IT Education Energy Law, Crime, Criminology & Criminal Justice Social Sciences Other

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Recreational Style Training for Kindergarten Children and Teachers Based on Canvas Learning Videos and Creative Workbooks to Overcome Impulsive Behaviour in Children Ramdhani, Lisda; Rahmawan, Ardi; Ramadhan, Puji Laila
Abdi Masyarakat Vol 7, No 2 (2025): Abdi Masyarakat
Publisher : Lembaga Penelitian dan Pendidikan (LPP) Mandala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58258/abdi.v7i2.9473

Abstract

Impulsive and hyperactive behavior in early childhood is a significant challenge in the kindergarten learning process. This condition affects children’s concentration, social interactions, and character development. This community service activity aimed to improve teacher competence and reduce children’s impulsive behavior through recreational-style training based on Canva learning videos and creative workbooks. The methods used included socialization, training, technology implementation, mentoring, evaluation, and program sustainability, involving 13 teachers and 75 students at TK M. Hilir Ismail, Bima City.The pretest–posttest results showed a significant increase in teacher competence, from 25% to 85%, particularly in managing impulsive behavior and utilizing digital media. After the training, all indicators increased, reaching an overall average of 4.25 (85%). In conclusion, recreation-based training with the integration of technology and creative workbooks proved effective in addressing children’s impulsive behavior and enhancing teacher competence. This program has the potential to become an innovative and sustainable learning model for early childhood education, especially in areas with limited educational facilities.
The Impact of Google Classroom-Based Blended Learning on the Mastery of Social Studies Material and Thinking Skills of Students at SMPN 8 SATAP Salfil, Salfil; Rahmawan, Ardi; Haryanto, Lutfin
JUPE : Jurnal Pendidikan Mandala Vol 10, No 4 (2025): JUPE : Jurnal Pendidikan Mandala (Desember)
Publisher : Lembaga Penelitian dan Pendidikan Mandala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58258/jupe.v10i4.9573

Abstract

The results of the study show that the implementation of Google Classroom–based blended learning had a significant effect on improving students’ mastery of subject matter and thinking skills. The average N-Gain score in the experimental class for material mastery was 0.63 (medium–high category), while the control class obtained 0.38 (medium category). In terms of thinking skills, the experimental class achieved an N-Gain of 0.65, whereas the control class reached 0.34. Qualitative analysis based on classroom observations also demonstrated consistent improvement across several aspects—activeness, collaboration, independence, enthusiasm, and digital engagement—with an average increase ranging from 85% to 90%. The application of blended learning proved to create a more flexible and interactive learning environment, fostering students’ intrinsic motivation. Students exhibited noticeable improvement in critical and reflective thinking through online discussions, collaborative tasks, and project-based assessments. Teachers acted as facilitators, monitoring students’ progress through the feedback features in Google Classroom, which enabled a more adaptive and personalized learning process. The study concludes that the Google Classroom–based blended learning model is effective in enhancing students’ achievement in Social Studies and their thinking skills at SMPN 8 SATAP. It is recommended that junior high school teachers maximize the use of digital platforms by integrating collaborative and reflective approaches into Social Studies learning. Moreover, schools and educational authorities should provide continuous professional development to strengthen teachers’ technology-based pedagogical competence.  
Co-Authors A. Haris Asrafil Asrafil Faidin Faidin Fatmawati, Fatmawati Garaika Haryanto, lutfin Haryati, Mega Muhammad Yamin Muslimin Muslimin Ramadhan, Puji Laila Ramdhani, Lisda Ramli Ramli Salfil, Salfil Sukamto, Ika Sumiyarsi Uswatun Hasanah Yuliana Yuliana