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All Journal Jurnal Humanitas: Katalisator Perubahan dan Inovator Pendidikan Educatio Journal of Education and Instruction (JOEAI) JISIP: Jurnal Ilmu Sosial dan Pendidikan Fajar Historia: Jurnal Ilmu Sejarah dan Pendidikan ABSYARA: Jurnal Pengabdian Pada Masyarakat Al-Mu'awanah Interdiciplinary Journal of Education Sasambo: Jurnal Abdimas (Journal of Community Service)
B. Fitri Rahmawati
Uinversitas Hamzanwadi
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Control & Systems Engineering Earth & Planetary Sciences Education Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Social Sciences Other

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Workshop pembuatan media pembelajaran interaktif dalam memenuhi tuntutan pembelajaran Abad 21 Lalu Muhammad Fauzi; Muhammad Gazali; Husnul Mukti; Baiq Fitri Rahmawati
ABSYARA: Jurnal Pengabdian Pada Masayarakat Vol 2 No 2 (2021): ABSYARA: Jurnal Pengabdian Pada Masyarakat
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/ab.v2i2.4115

Abstract

Teachers have a crucial role in fostering and directing students to compete in all fields. The era of globalization requires teachers to improve their pedagogical competence, especially in professional competence. Teachers are needed to be proficient in understanding the subject matter, but teachers must also be able to use and utilize technology as a medium and source of learning. It is vital to provide workshops or training to create and use interactive learning media for smooth learning during the current COVID-19 pandemic. The workshop was held for three days with details on the provision of material on the first day, the practice of making media on the second day, and evaluation of the products produced by the participants on the third day, which was held from Saturday, August 5, to Monday, August 7, 2021, at SDN 3 Sembalun Bumbung. The workshop results illustrate that participants have been able to create interactive learning media using the AutoPlay Media Studio 8.0 application
Penguatan Kapasitas Guru Penggerak dalam Pembelajaran Berpusat pada Siswa melalui Kegiatan Lesson Study for Learning Community (LSLC) Shahibul Ahyan; Baiq Fatmawati; Baiq Fitri Rahmawati; Baiq Hikmah Widiawati
Sasambo: Jurnal Abdimas (Journal of Community Service) Vol. 7 No. 1 (2025): February
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/sasambo.v7i1.2513

Abstract

Pengabdian ini bertujuan untuk memberikan pemahaman kepada guru yang tergabung pada Komunitas Guru Penggerak (KGP) Lombok Timur dalam melaksanakan pembelajaran yang berpusat pada siswa melalui kegiatan Lesson Study for Learning Community (LSLC). Pengabdian ini melibatkan 27 guru penggerak jenjang SD dan SMP di Kabupaten Lombok Timur. Ada empat tahapan pelaksanaan pengabdian ini yaitu focus group discussion, sosialisasi dan workshop desain pembelajaran berpusat pada siswa melalui kegiatan Lesson Study for Learning Community (LSLC), melakukan plan bersama, serta praktek buka kelas dan forum refleksi pembelajaran. Hasil pengabdian menunjukkan bahwa 85% peserta memahami dengan baik mengenai LSLC. Disamping itu, peserta sangat antusias dan terlibat aktif dalam setiap pelaksanaan kegiatan. Pada saat pelaksanaan buka kelas, proses pembelajaran yang dilakukan sudah berpusat pada siswa. Siswa terlibat aktif selama proses pembelajaran berlangsung. Strengthening the Capacity of Teachers in Student-Centered Learning through Lesson Study for Learning Community (LSLC) Activities This service aims to provide an understanding to teachers who are members of the East Lombok Community of Teacher Movers (KGP) in implementing student-centered learning through Lesson Study for Learning Community (LSLC) activities. This service involved 27 mobilizing teachers at the elementary and junior high school levels in East Lombok Regency. There are four stages of implementing this service, namely focus group discussions, socialization and workshops on student-centered learning design through Lesson Study for Learning Community (LSLC) activities, conducting joint plans, as well as open class practices and learning reflection forums. The results of the service showed that 85% of the participants had a good understanding of LSLC. In addition, participants were very enthusiastic and actively involved in every activity implementation. During the open class implementation, the learning process was student-centered. Students were actively involved during the learning process.
Pengaruh Model Pembelajaran Berbasis Masalah (PBL) terhadap Kemampuan Berpikir Kritis: Suatu Meta Analisis Husnul Mukti; Ni Ketut Suarni; I Gede Margunayasa; B Fitri Rahmawati
Journal of Education and Instruction (JOEAI) Vol. 7 No. 1 (2024): JOEAI (Journal of Education and Instruction)
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/joeai.v7i1.8650

Abstract

Kemampuan berpikir kritis sangat dibutuhkan di abad 21. Oleh karena itu, pembelajaran harus memberikan pengalaman yang mampu menstimulus kemampuan berpikir kritis siswa. Salah satu model pembelajaran yang disinyalir berpengaruh positif dalam meningkatkan kemampuan berpikir kritis siswa adalah model pembelajaran berbasis masalah (PBL). Sudah banyak penelitian yang dilakukan dan memberikan hasil yang beragam, sehingga belum dapat memberikan gambaran yang akurat. Oleh karena itu, studi ini dilakukan untuk mengekstraksi hasil-hasil penelitian yang telah dilakukan sebelumnya untuk kemudian dianalisis untuk melihat pengaruh yang diberikan model PBL terhadap kemampuan berpikir kritis siswa. Metode penelitian yang dilakukan adalah meta analisis dengan menganalisis artikel yang peroleh melalui beberapa meta data. Hasil dari seleksi diperoleh sebanyak 20 artikel quasi eksperimen yang kemudian diekstraksi untuk mendapatkan data berupa jumlah sampel, mean, dan standar deviasi. Analisis data menggunakan metode Hedges untuk mendapatkan effect size dari keseluruhan data. Hasil analisis menunjukkan bahwa effect size yang diperoleh sebesar 1.050, dengan Confidence Interval (CI) 0,565-1,534 dan p value < 0,001 atau < α (0,05). Dengan demikian, hasil studi meta analisis ini membuktikan bahwa model PBL memberikan pengaruh yang positif dan signifikan terhadap kemampuan berpikir kritis siswa. Kata Kunci: model pembelajaran berbasis masalah, kemampuan berpikir kritis, pengaruh, meta analisis
Workshop Desain Media Pembelajaran Berbasis Android dalam Menghadapi Implementasi Kurikulum Merdeka Fauzi, Lalu Muhammad; Gazali, Muhammad; Hayati, Nila; Satriawan, Rody; Rahmawati, B. Fitri; Dewi, Gustianti
Al-Mu'awanah: Jurnal Pengabdian kepada Masyarakat Vol 3 No 2 (2022): Desember 2022
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/almuawanah.v3i2.14385

Abstract

The use of technology in the world of education is a must where digital technology is currently an important part in supporting teaching and learning activities. Professional teachers have the obligation to plan learning, carry out quality learning processes, as well as assess and evaluate learning outcomes, so to carry out these obligations the first step a teacher must take is to design all learning tools. To improve this, it is considered important to provide workshops or training on Android-based learning media design. The workshop was carried out for one full day with details of the provision of materials, practice of making electronic applications and mentoring of participants after the workshop activities were completed. With the aim of increasing teacher competence in designing and utilizing android-based learning media in the learning process in the classroom. The workshop will be held on Saturday, August 6, 2022 at SMAN 2 Selong. The results of the workshop illustrate that participants have been able to create android-based learning media applications.
Implementation of Merdeka Curriculum Concept, Challenges and Benefits in Elementary School Education Aziz, Abdul; Mukti, Husnul; Rahmawati, B. Fitri; Hadi, Yul Alfian
IJE : Interdisciplinary Journal of Education Vol. 3 No. 2 (2025): July Interdisciplinary Journal of Education (IJE)
Publisher : Sumber Belajar Sejahtera

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61277/ije.v3i2.210

Abstract

This study aims to analyze the concept, challenges, and benefits of implementing the independent curriculum at the elementary school level through a literature review approach. The independent curriculum is presented as a reform towards relevant and more student-centered learning, emphasizing flexibility and the development of Pancasila student profiles.  Based on the literature review, it was found that there were challenges in its implementation, such as lack of teacher understanding, limited resources, and resistance to change. However, this curriculum also brings significant benefits, such as increased student learning motivation, teacher creativity, and the possibility of holistic learning outcomes. This study recommends ongoing support, such as intensive training and development of learning communities, to overcome these challenges. Therefore, the autonomous curriculum is expected to be implemented optimally, creating an adaptive and high-quality ecosystem for elementary educatio
Project-Based Learning (PjBL) berbasis Sejarah Lokal: Model Efektif untuk Meningkatkan Kemampuan Berpikir Kritis dan Kreatif Siswa dalam Pembelajaran Sejarah Rahmawati, B. Fitri; Suhupawati, Suhupawati; Zidni, Zidni; Saputra, Bambang Eka
JISIP: Jurnal Ilmu Sosial dan Pendidikan Vol 9, No 3 (2025): JISIP (Jurnal Ilmu Sosial dan Pendidikan) (Juli)
Publisher : Lembaga Penelitian dan Pendidikan (LPP) Mandala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58258/jisip.v9i3.8744

Abstract

Critical and creative thinking skills are competencies needed in the 21st century. Therefore, a learning model is needed that can improve both competencies, namely the local history-based project-based learning (PjBL) model. The purpose of this study was to determine the effectiveness of the local history-based Project-based Learning (PjBL) model in improving students' critical and creative thinking skills in history learning. This study used a quasi-experimental method with a pretest-posttest control group design. The study was conducted in class X with a sample of 170 people. Data collection used observation using an assessment rubric for students' critical and creative thinking skills, while data analysis used Manova with the help of SPSS 25.0. The results showed that the critical thinking skills of the group that learned using the local history-based PjBL model were better than the group that learned using the conventional model (mean PjBL group = 71; mean conventional group = 60). Likewise, the creative thinking skills of students in the local history-based PjBL group were better than students who learned using the conventional model (mean PjBL group = 81; mean conventional group = 59). This result is reinforced by the results of the Manova test where the F value for Pillai's Trace, Wilks' Lambda, Hotelling's Trace, and Roy's Largest Root is 2466.745 with significance (Sig.) = 0.000 <0.05. Likewise with the Tests of Between-Subjects Effects for critical thinking (F = 1222.236; p <0.001) and creative thinking (F = 4483.554; p <0.001) which means that the integrated PjBL model of Local History is effective in improving students' critical thinking and creative thinking skills both simultaneously and partially.
Nilai-Nilai Sejarah Kemaliq Lingsar dan Peranannya Bagi Kehidupan Masyarakat Desa Lingsar Lombok Barat Zidni, Zidni; Suhupawati, Suhupawati; Rahmawati, B. Fitri; Hadi, Muhammad Shulhan
Jurnal Humanitas: Katalisator Perubahan dan Inovator Pendidikan Vol 7 No 2 (2021): Jurnal Humanitas: Katalisator Perubahan dan Inovator Pendidikan
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jhm.v7i2.3660

Abstract

Kemaliq Lingsar merupakan tempat yang dianggap suci oleh masyarakat sasak baik yang beragama Islam maupun Hindu. Kemaliq Lingsar merupakan bukti peninggalan sejarah penyebaran agama islam di daerah Lingsar yang berada di komplek Pure Lingsar. Tujuan penelitian ini adalah untuk menjelaskan tentang sejarah Kemaliq Lingsar, nilai-nilai yang terdapat pada Kemaliq Lingsar, dan peranan Kemaliq Lingsar bagi kehidupan masyarakat di Desa Lingsar Kecamatan Lingsar Kabupaten Lombok Barat. Metode penelitian ini menggunakan metode kualitatif. Data diperoleh melalui teknik observasi, wawancara dan dokumentasi. Teknik analisis data menggunakan reduksi data, analisis data, dan verifikasi data atau penarikan kesimpulan. Hasil penelitian menunjukkan bahwa Kemaliq Lingsar merupakan bangunan bersejarah yang berada di dalam komplek pure lingsar. Kemaliq dibangun pada abad ke-15 M oleh Datuk Milir. Kemaliq ini kemudian dipugar oleh Anak Agung Karang Asem Bali tahun 1714 karena berada satu komplek dengan Pura Gaduh yang dibangun sebagai tempat beribadahnya umat Hhindu. Kemaliq lingsar memiliki nilai sosial, nilai agama dan nilai budaya bagi kehidupan masyarakat Lingsar. Selain itu Kemaliq Lingsar memiliki peran dalam agama, sosial, dan ekonomi dalam kehidupan masyarakat Lingsar.
Penerapan Metode Pembelajaran Penemuan Terbimbing (Guided Discovery) Untuk Meningkatkan Minat Belajar Statistika Rahmawati, B. Fitri; Mukti, Husnul; Zidni, Zidni; Suhupawati, Suhupawati
Jurnal Humanitas: Katalisator Perubahan dan Inovator Pendidikan Vol 8 No 2 (2022): Juni
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jhm.v8i2.5688

Abstract

Penelitian ini bertujuan untuk mendeskripsikan penerapan metode penemuan terbimbing untuk meningkatkan minat dan aktivitas belajar siswa pada mata kuliah statistika pada siswa pendidikan sejarah. Penelitian ini menggunakan model penelitian tindakan kelas Kemmis dan Taggart, yang dilaksanakan dalam dua siklus. Teknik pengumpulan data menggunakan lembar observasi untuk mengukur penerapan metode penemuan terbimbing dan aktivitas belajar siswa serta angket untuk mengukur minat siswa. Analisis data dalam penelitian ini menggunakan analisis deskriptif, baik kuantitatif maupun kualitatif. Hasil penelitian ini menunjukkan bahwa metode penemuan terbimbing dapat meningkatkan minat dan aktivitas belajar siswa. Pada siklus I, keterlaksanaan metode pembelajaran mencapai 75%. Meningkat menjadi 80% pada siklus kedua; aktivitas belajar siswa mencapai 60% dan pada siklus II 80%. Minat siswa mencapai 60% dan meningkat menjadi 80% pada siklus II. Hasil penelitian ini menyiratkan praktik mengajar bahwa metode penemuan terbimbing dapat digunakan sebagai alternatif untuk mengembangkan minat siswa dan menyediakan lingkungan belajar yang kondusif untuk aktivitas, keterlibatan, dan partisipasi siswa dalam proses pembelajaran.
Citra Pembelajaran Sejarah dalam Persepsi Siswa Rahmawati, B. Fitri; Hadi, Muhammad Shulhan; Hubaidiyah, Hubaidiyah
Jurnal Humanitas: Katalisator Perubahan dan Inovator Pendidikan Vol 9 No 1 (2022): Desember
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jhm.v9i1.7497

Abstract

The purpose of this research is to describe students' perceptions of history learning. The method used in this research is descriptive qualitative. This research was conducted at the Madrasah Aliyah Nurussalam Tetebatu, East Lombok for students of class XI IIS. Data collection techniques using interviews, observation, open questionnaires and documentation. Data were analyzed using data analysis techniques by Miles and Huberman, namely data reduction, data display and data verification. The results of this study show a picture of the image of learning history based on student perceptions which can be seen from the subject matter, learning media, learning resources, learning methods and learning evaluation. According to students, historical material is quite easy to understand, but there are obstacles such as difficulty understanding foreign terms, boring learning, class hours at the end so students fall asleep. Teachers have also used learning media such as textbooks, blackboards and markers. Such media is considered boring and not varied. Students expect learning outside the classroom that utilizes the environment as a learning medium. Likewise with learning resources, which are still less varied. Teachers are more dominant in using books as learning resources, while environmental media which is the hope of students, have not been used optimally. While the learning methods most widely used by teachers are lecture methods, discussion methods and question and answer methods. Meanwhile, to evaluate history lessons, the teacher uses the method used by the teacher in the form of assignments, daily tests and end-of-semester exams. 
Everyone is Teacher Here: Alternatif Metode Pembelajaran Efektif untuk Meningkatkan Kemampuan Berpikir Kritis Siswa Ariska, Yunanda Putri; Rahmawati, B. Fitri; Hadi, Muhammad Shulhan
Jurnal Humanitas: Katalisator Perubahan dan Inovator Pendidikan Vol 10 No 1 (2023): Desember
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jhm.v10i1.23980

Abstract

This research aims to determine the effectiveness of the Everyone Is A Teacher Here learning method on students' critical thinking abilities in the history subject class XI MA Mu'allimat NWDI Pancor. This research uses a quantitative approach with experimental methods. The type of experiment used is quasi-experimental because the researcher cannot control other variables that might have an influence on the research. The experimental design used was a posttest only control group design, namely a design that did not conduct a pretest on research subjects. This was done considering that the learning outcomes between the experimental and control groups were relatively the same. Data collection uses observation to obtain data regarding the implementation of learning using the everyone is teacher here method and students' critical thinking abilities. Data was obtained using an instrument in the form of an observation sheet. Data analysis uses inferential statistical analysis, namely using Mann Whitney nonparametric statistics because the data is not normally distributed. Testing was carried out using SPSS 25.0. The results of hypothesis testing show that the Everyone Is A Teacher Here learning method is effective in improving students' critical thinking skills with a significance value (2-tailed) of 0.000 <0.05, which shows that there is a significant difference between the average results of the experimental class and the control class.
Co-Authors Abdul Aziz Arif Rahman Hakim Ariska, Yunanda Putri Badarudin Baiq Fatmawati Baiq Hikmah Widiawati Bambang Eka Saputra Dewi, Gustianti Gustianti Dewi Hubaidiyah, Hubaidiyah Husnul Mukti I Gede Margunayasa Lalu Muhammad Fauzi M. Marzuki Mijahamuddin Alwi Muhammad Gazali Muhammad Shulhan Hadi, Muhammad Shulhan Musabihatul Kudsiah Ni Ketut Suarni Nila Hayati Nurfitri, Celine Nurhajjah, Nurhajjah Rody Satriawan Saprudin Jauhari Shahibul Ahyan Suhupawati, Suhupawati Syarul Amar Yul Alfian Hadi . Zidni, Zidni Zidni, Zidni