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All Journal WAPFI (Wahana Pendidikan Fisika) Jurnal Pembelajaran Fisika Jurnal Spektra Gravity : Jurnal Ilmiah Penelitian dan Pembelajaran Fisika JPPPF (Jurnal Penelitian dan Pengembangan Pendidikan Fisika) Spektra: Jurnal Fisika dan Aplikasinya Formatif: Jurnal Ilmiah Pendidikan MIPA Informatika Jurnal Teknodik PROSIDING SEMINAR NASIONAL FISIKA (E-JOURNAL) Prosiding Seminar Nasional Pengabdian Kepada Masyarakat Mitra Pilar: Jurnal Pendidikan, Inovasi, dan Terapan Teknologi Mitra Teras: Jurnal Terapan Pengabdian Masyarakat Current STEAM and Education Research
Fauzi Bakri
Universitas Negeri Jakarta
Aerospace Engineering Arts Humanities Astronomy Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Control & Systems Engineering Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Environmental Science Languange, Linguistic, Communication & Media Library & Information Science Materials Science & Nanotechnology Mathematics Physics Public Health Social Sciences Other

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Empowering Science Teachers through STEM-Based Teaching Module Development Training Permana, Handjoko; Bakri, Fauzi; Muliyati, Dewi; Mutoharoh, Mutoharoh; Primasari, Nandia; Sabrina, Putri Marsha
Mitra Teras: Jurnal Terapan Pengabdian Masyarakat Vol. 4 No. 1 (2025): Mitra Teras: Jurnal Terapan Pengabdian Masyarakat, Volume 4 Number 1, June 2025
Publisher : PT. Mitra Jurnal Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58797/teras.0401.06

Abstract

This article discusses a capacity-building initiative designed to empower science educators through a systematic training program that emphasises the development of STEM-oriented teaching modules. The program emphasised the integration of Science, Technology, Engineering, and Mathematics (STEM) into lesson plans to enhance students' problem-solving, creativity, collaboration, and critical thinking abilities. The module's primary components included problem conceptualisation, inquiry planning, experiment execution or engineering design, data analysis, and reflection. Educators were instructed to establish learning objectives aligned with STEM principles, develop authentic assessment instruments, and employ interdisciplinary approaches in their instruction. The training outcomes indicated that educators were more proficient in designing pertinent and engaging learning experiences. This initiative illustrates the significance of equipping educators with the necessary resources to effectively instruct STEM courses in alignment with the requirements of 21st-century learners.
Meaningful Learning with Digital Module: Innovation in High School Physics Learning on Waves Fitriani, Wulandari; Asyifa Irchami, Rachma; Bakri, Fauzi
Jurnal Penelitian & Pengembangan Pendidikan Fisika Vol. 11 No. 2 (2025): JPPPF (Jurnal Penelitian dan Pengembangan Pendidikan Fisika), Volume 11 Issue
Publisher : Program Studi Pendidikan Fisika Universitas Negeri Jakarta, LPPM Universitas Negeri Jakarta, HFI Jakarta, HFI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/1.11202

Abstract

The development of 21st-century technology demands innovations in learning media that can support critical, creative, collaborative, and communicative thinking skills. In the context of physics learning, students often still face difficulties in understanding abstract concepts, including Wave material, due to limitations in visualization and the connection between theory and real phenomena. This study aims to develop a digital module based on Meaningful Learning in Wave material as an alternative learning medium that is more interactive, contextual, and aligned with current demands. The research employs the Research and Development (R&D) method using the Dick & Carey model to develop the digital module. Expert validation shows a very good level of feasibility with percentages of 92.5% for the media aspect, 79.2% for the material aspect, and 88.3% for the learning aspect. A limited trial involving 22 students produced positive responses with an average of 92.38%. These results demonstrate that the digital module is not only feasible for use but also effective in helping students connect prior knowledge with new concepts through concept maps, images, animations, and interactive videos. The developed digital module is equipped with concept maps, learning outcomes, illustrations, animations, and interactive videos, which have been proven to help students connect prior knowledge with new concepts, thereby supporting the achievement of meaningful learning. Thus, the digital module based on Meaningful Learning in Wave material can serve as an innovative alternative learning medium to enhance students’ conceptual understanding and 21st-century skills.
STEM-Robotics Training for Science Teachers: Designing Interactive Learning Muliyati, Dewi; Purwahida, Rahmah; Handarini, Dwi; Permana, Handjoko; Bakri, Fauzi; Sabrina, Putri Marsha; Zain, Nisrina Tsabitah; Cahyani, Vina Dwi; Sholina, Wini; Mahmudah, Muhammad Suryauno
Mitra Teras: Jurnal Terapan Pengabdian Masyarakat Vol. 3 No. 1 (2024): Mitra Teras: Jurnal Terapan Pengabdian Masyarakat, Volume 3 Nomor 1, Juni 2024
Publisher : MJI Publisher by PT Mitra Jurnal Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58797/teras.0301.02

Abstract

STEM education is critical in current teaching because it combines science, technology, engineering, and mathematics into a unified learning experience. STEM education focuses on educating students for the changing profession by developing critical thinking and problem-solving abilities while also addressing gender inequalities in STEM disciplines. Robotics, an important component of STEM education, provides hands-on learning experiences that pique students' curiosity and practical application of STEM principles. To overcome the scarcity of talented individuals in STEM industries, educators must get STEM and robotics training. This publication describes a STEM-Robotics training program meant to help science instructors incorporate robotics into their teaching techniques. The program seeks to improve instructors' robotics education skills, create new teaching techniques, bridge theory and practice, and improve student engagement and learning results. By combining hands-on robotics activities into the curriculum, the program hopes to foster dynamic learning settings that encourage creativity, critical thinking, and collaborative problem-solving abilities. This book describes the STEM-Robotics training program's rationale, organization, aims, and expected impact, emphasizing its importance in educating students for future employment in technology, engineering, and other STEM-related disciplines.
Engagement Class with Wiggle Bot Project Based Learning Permana, Handjoko; Bakri, Fauzi; Muliyati, Dewi; M, M. Rizki Diva; Rachmawati, Siti; R, Gustama Wibawa; Mutoharoh, Mutoharoh
Mitra Teras: Jurnal Terapan Pengabdian Masyarakat Vol. 3 No. 2 (2024): Mitra Teras: Jurnal Terapan Pengabdian Masyarakat, Volume 3 Nomor 2, Desember 2
Publisher : MJI Publisher by PT Mitra Jurnal Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58797/teras.0302.01

Abstract

This training emphasizes the implementation of the Project Based Learning model and Wiggle Bot as learning tools to enhance teacher engagement as training participants with knowledge about the STEM approach in modern education. In this training session, the teachers worked in groups to design and create a Wiggle Bot, which will then be integrated into the curriculum. After successfully making the Wiggle Bot, the teachers identified the STEM components present in it. This aims to enable teachers to create various STEM projects that align with the learning and concepts of the material taught in class, thereby capturing the students' attention and indirectly engaging them actively in classroom learning. The active involvement of teachers as participants indicates positive feedback from this training. This training not only enhances teachers' skills but also deepens their understanding of STEM concepts and approaches.
How Important Learning Media for In-Service Science Teacher Permana, Handjoko; Bakri, Fauzi; Muliyati, Dewi; Mutoharoh, Mutoharoh; Sabrina, Putri Marsha; M, M. Rizki Diva; Rachmawati, Siti; R, Gustama Wibawa
Mitra Teras: Jurnal Terapan Pengabdian Masyarakat Vol. 3 No. 1 (2024): Mitra Teras: Jurnal Terapan Pengabdian Masyarakat, Volume 3 Nomor 1, Juni 2024
Publisher : MJI Publisher by PT Mitra Jurnal Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58797/teras.0301.05

Abstract

This training on developing STEM-based teaching modules aims to equip science teachers with the knowledge and tools needed to create teaching materials, such as modules, that will be used in classroom learning. The development of modules is not only relevant to the curriculum but also capable of integrating STEM concepts. This STEM-based teaching module can enhance critical thinking skills and foster students' creativity to face the challenges of the 21st century. The method in this training session began with the presentation of material on STEM education, guidelines for module development, explanations of examples and types of teaching modules, and provided teachers with the opportunity to collaborate or discuss with the facilitators. Because the module that has been developed is expected to integrate STEM concepts into learning materials both in the classroom and during independent study. Thus, in this training, it is hoped that it can have a positive impact on both teachers and students so that it can be implemented effectively in the classroom with a more interactive and innovative approach, thereby increasing students' interest in learning and enhancing their ability to solve complex problems.
Empowering Science Teachers through STEM-Based Teaching Module Development Training Permana, Handjoko; Bakri, Fauzi; Muliyati, Dewi; Mutoharoh, Mutoharoh; Primasari, Nandia; Sabrina, Putri Marsha
Mitra Teras: Jurnal Terapan Pengabdian Masyarakat Vol. 4 No. 1 (2025): Mitra Teras: Jurnal Terapan Pengabdian Masyarakat, Volume 4 Issue 1, June 2025
Publisher : MJI Publisher by PT Mitra Jurnal Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58797/teras.0401.06

Abstract

This article discusses a capacity-building initiative designed to empower science educators through a systematic training program that emphasises the development of STEM-oriented teaching modules. The program emphasised the integration of Science, Technology, Engineering, and Mathematics (STEM) into lesson plans to enhance students' problem-solving, creativity, collaboration, and critical thinking abilities. The module's primary components included problem conceptualisation, inquiry planning, experiment execution or engineering design, data analysis, and reflection. Educators were instructed to establish learning objectives aligned with STEM principles, develop authentic assessment instruments, and employ interdisciplinary approaches in their instruction. The training outcomes indicated that educators were more proficient in designing pertinent and engaging learning experiences. This initiative illustrates the significance of equipping educators with the necessary resources to effectively instruct STEM courses in alignment with the requirements of 21st-century learners.
High School Physics Student Worksheets Assisted by Augmented Reality: Enhancing Problem Solving Skills Denny, Dwinanda Permata Sari; Bakri, Fauzi; Muliyati, Dewi
Current STEAM and Education Research Vol. 1 No. 1 (2023): Current STEAM and Education Research, Volume 1 Issue 1, August 2023
Publisher : MJI Publisher by PT Mitra Jurnal Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58797/cser.010105

Abstract

Practicum is a component of physics learning which is important in increasing the literacy of students in high school. This article describes the results of research and development of students physics worksheets with problem-solving stages equipped with AR (Augmented Reality) media. The research method used is a research and development method with the Dick and Carey approach. The resulting Physics Student worksheet is presented with stages to train students' problem solving skills. Activity components in Student Worksheet: short theory, videos with the help of AR (Augmented Reality) technology, practicum data, tables, graphs, graphic interpretation, analysis of practicum concepts for each topic presented in the practicum. The stages of problem solving in Student Worksheet: (a) describe an initial problem and a brief theory; (b) ask questions related to the problems given earlier; (c) describes the analysis of practicum data, and (d) explains the analysis of the physics concept of the practicum results. The results of this study have been validated by Student Worksheet media experts, physics concept material experts, and learning experts. To fulfill all aspects, it can be shown that a proper Student Worksheet is used to train the problem solving skills of high school students.
Hands-On Training for Physics Teachers: Project-Based Learning with Solar Energy Systems Indrasari, Widyaningrum; Fauzi Bakri; Handjoko Permana; Dewi Muliyati; Ahmad Zatnika Purwalaksana; Dadan Sumardani; Achmad Fadhlih Saldy Saputra; Dila Sabila; Iip Wahyuni; Shak Rhuk Khan
Prosiding Seminar Nasional Pengabdian Kepada Masyarakat Vol. 6 No. 1 (2025): PROSIDING SEMINAR NASIONAL PENGABDIAN KEPADA MASYARAKAT - SNPPM2025
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Abstract This community service program was designed to enhance the pedagogical and technological competencies of physics teachers in MGMP Fisika Jakarta by introducing them to sensor and microcontroller-based learning media. The training consisted of eight structured sessions, beginning with an introduction to microcontroller fundamentals and various types of sensors, including their working principles and real-world applications in physics education. Participants then engaged in hands-on training on operating microcontrollers and constructing measurement instruments, such as temperature and distance sensors, integrated into microcontroller systems. Teachers were also guided through the process of developing simple, sensor-based educational devices tailored to classroom use. To support effective implementation, the training included the creation of a practical guidebook and the production of demonstration videos that could be used in future instruction. Futhermore, participants learned how to build and utilize a Learning Management System (LMS) using Moodle to digitize and manage learning content. The training was delivered through a collaborative, workshop-based approach that encouraged active participation and creativity. As a result, teachers not only improved their technical skills but also gained the ability to integrate technology into physics instruction in innovative ways. The program demonstrated that equipping teachers with skills in sensor and microcontroller technology can significantly enrich STEM-based teaching and learning experiences. AbstrakProgram pengabdian kepada masyarakat ini dirancang untuk meningkatkan kompetensi pedagogik dan teknologi guru fisika di MGMP Fisika Jakarta melalui pengenalan media pembelajaran berbasis sensor dan mikrokontroler. Pelatihan terdiri dari delapan sesi terstruktur, dimulai dengan pengenalan dasar-dasar mikrokontroler serta berbagai jenis sensor, termasuk prinsip kerjanya dan penerapannya dalam pembelajaran fisika. Peserta kemudian mengikuti pelatihan praktik langsung mengenai pengoperasian mikrokontroler dan pembuatan alat ukur seperti sensor suhu dan jarak yang terintegrasi dengan sistem mikrokontroler. Para guru juga dibimbing dalam mengembangkan perangkat edukatif sederhana berbasis sensor yang disesuaikan untuk penggunaan di kelas. Untuk mendukung implementasi yang efektif, pelatihan mencakup pembuatan buku panduan praktis dan produksi video demonstrasi yang dapat digunakan dalam pembelajaran di masa mendatang. Selain itu, peserta belajar cara membangun dan memanfaatkan Learning Management System (LMS) menggunakan Moodle untuk mendigitalisasi dan mengelola konten pembelajaran. Pelatihan ini diselenggarakan dengan pendekatan kolaboratif berbasis lokakarya yang mendorong partisipasi aktif dan kreativitas. Hasilnya, para guru tidak hanya meningkatkan keterampilan teknis, tetapi juga memperoleh kemampuan untuk mengintegrasikan teknologi ke dalam pembelajaran fisika secara inovatif. Program ini menunjukkan bahwa membekali guru dengan keterampilan teknologi sensor dan mikrokontroler dapat secara signifikan memperkaya pengalaman pembelajaran dan pengajaran berbasis STEM.
Deep Learning Training: Improving Teacher Competence in Implementing “the 2024 Merdeka Curriculum” Bakri, Fauzi; Wulandari Fitriani; Handjoko Permana; Anjani, Anisya Dirgahayu; Vina Dwi Cahyani
Mitra Teras: Jurnal Terapan Pengabdian Masyarakat Vol. 4 No. 2 (2025): Vol. 4 No. 2 (2025): Mitra Teras: Jurnal Terapan Pengabdian Masyarakat, Volume
Publisher : MJI Publisher by PT Mitra Jurnal Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58797/teras.0402.06

Abstract

The transition to a competency-based curriculum requires a paradigm shift for teachers, from mere implementers of material to innovative curriculum developers. However, teacher training is often theoretical and fails to address substantive classroom practice. This study aims to document and analyze the effectiveness of Deep Learning strategy-based training in improving the competency of high school teachers in DKI Jakarta to authentically implement the 2024 Independent Curriculum. Using the ADDIE (Analysis, Design, Development, Implementation, Evaluation) instructional design framework, this activity involved 224 teachers in the online phase and 33 selected teachers per class in the offline phase. Data were collected through needs surveys, observations of the results of the Learning Objective Flow (ATP) development, and pre- and post-tests related to pedagogical strategies. The results showed an increase in participants' knowledge outcomes from an average pretest of 68.5 to an average posttest of 83.7 with an N-gain of 0.78. The Deep Learning approach significantly improves teachers' pedagogical literacy, as evidenced by their ability to deconstruct Learning Outcomes (LO) into contextual instructional designs based on deep conceptual understanding. The transformation in mindset is evident in the shift from conventional teaching methods to reflective and inclusive learning strategies. This study concludes that training that emphasizes independent knowledge construction and collaboration is the main key in bridging the gap between macro curriculum policies and micropedagogical practices in the classroom. 
Tebak, Jawab, Paham: Joyful Learning melalui Kuis Interaktif pada Materi Fluida Sebastian Pangaribuan; Fauzi Bakri; Fitriani, Wulandari
Mitra Pilar: Jurnal Pendidikan, Inovasi, dan Terapan Teknologi Vol. 4 No. 2 (2025): Mitra Pilar: Jurnal Pendidikan, Inovasi, dan Terapan Teknologi, Volume 4 Nomor
Publisher : MJI Publisher by PT Mitra Jurnal Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58797/pilar.0402.05

Abstract

Abstract Joyful Learning emphasizes the importance of creating a fun, interactive, and meaningful learning atmosphere so that students are more motivated and easily understand difficult concepts. This study aims to develop an interactive quiz on the topic of Fluids as a form of implementing Joyful Learning in physics learning to encourage collaboration, healthy competition, and active student involvement. The method used is research and development (R&D) adapted from the Dick & Carey model. Feasibility validation was carried out by media experts and learning experts, while field trials involved 22 students. The validation results showed an average feasibility score of 3.63 (good) from media experts and 4.33 (very good) from learning experts on a five-point scale. Student responses to the media and implementation of interactive quiz were also very positive with an average score of 4.30 (very good). These findings indicate that a well-designed interactive quiz can create fun learning on Fluids material while developing 21st-century skills such as collaboration.    Abstrak Pembelajaran yang menyenangkan menekankan pentingnya menciptakan suasana belajar yang menyenangkan, interaktif, dan bermakna sehingga siswa lebih termotivasi dan mudah memahami konsep-konsep yang sulit. Studi ini bertujuan untuk mengembangkan kuis interaktif pada topik Fluida sebagai bentuk implementasi Pembelajaran yang Menyenangkan dalam pembelajaran fisika untuk mendorong kolaborasi, persaingan sehat, dan keterlibatan aktif siswa. Metode yang digunakan adalah penelitian dan pengembangan (R&D) yang diadaptasi dari model Dick & Carey. Validasi kelayakan dilakukan oleh pakar media dan pakar pembelajaran, sedangkan uji coba lapangan melibatkan 22 siswa. Hasil validasi menunjukkan skor kelayakan rata-rata 3,63 (layak) dari pakar media dan 4,33 (sangat layak) dari pakar pembelajaran pada skala lima poin. Respons siswa terhadap media dan implementasi Pembelajaran dengan menggunakan kuis interaktif yang dikembangkan juga sangat positif dengan skor rata-rata 4,30 (sangat layak). Temuan ini menunjukkan bahwa kuis interaktif yang dirancang dengan baik dapat menciptakan pembelajaran yang menyenangkan pada materi Fluida sekaligus mengembangkan keterampilan abad ke-21 seperti kolaborasi
Co-Authors A. Handjoko Permana Achmad Fadhlih Saldy Saputra Ade Hadiati Nuzuliana Aditya Nugraha Agus Setyo Budi Agustiani Putri Agustiani Putri Ahmad Zatnika Purwalaksana Anggara Budi Susila Anjani, Anisya Dirgahayu Aristine Patricia Asyifa Irchami, Rachma Ayu Rezky Yulita Betty Zelda Siahaan Cahyani, Vina Dwi Dadan Sumardani Dadan Sumardani Dadan Sumardani Dadan Sumardani Dadan Sumardani Dadan Sumardani Denny, Dwinanda Permata Sari Dewi Muliyati Diah Ambarwulan Diah Ambarwulan Diah Ambarwulan Diah Ambarwulan Dila Sabila Dwi Handarini Dwi Handarini, Dwi Erfan Handoko Erlinda Sulistyani Esmar Budi Esmar Budi Esmar Budi Fahrunnisa, Nurmalia Fajriani, Farah Ghina A. I. Gustama Wibawa R Hadi Nasbey Hajar Imtihani Halimah Al Hasanah Herga Marizka I Made Astra I Made Astra Iip Wahyuni Imtihani, Hajar Inas Nurazizah Indah Febriani Indah Hanifa Salsabila Iwan Purnaman Izzah Imaniyah Kiar Vansa Febrianti Kristin S Silaban Laras Widianingtiyas M, M. Rizki Diva M. Rizki Diva M Mahendra, M. Rizki Diva Mahmudah, Muhammad Suryauno Marlinda Siahaan Mellyana A. R, Diana Mellyana Mega Hartina Muhammad Suryauno Mahmudah Mutia Delina Mutiara Chaerunnisa Mutoharoh Mutoharoh Mutoharoh Mutoharoh, Mutoharoh Nabila Islahana Ni Larasati Kartika Sari Nisrina Tsabitah Zain Nur Azizah Oktaviani Marsal Po-Sheng Chiu Prihartini Khoirun Nissa Primasari, Nandia Purwahida, Rahmah Putri Marsha Sabrina R, Gustama Wibawa Rachman, Gustama Wibawa Raden Raisa Wulandari Raffa Fitra Ramadannisa Rafif Hendrawan Rahma Rosaliana Saraswati Rahmah Purwahida Raihanati Raihanati Razali Rasyid Rina Dwi A Mulyaningsih Roy Hadiyanto Roy Hadiyanto, Roy Ruhiyat Rizki P Sabar Budi Sabrina, Putri Marsha Samsul Bahri Sani, Tiara Nurmalita Sebastian Pangaribuan Shak Rhuk Khan Shelma Nur Chaeranti Sholina, Wini Sifa Alfiyah Siswoyo Siswoyo Siswoyo Siswoyo Siswoyo Siswoyo Siswoyo Siswoyo SITI RACHMAWATI Siti Rachmawati Sitti Ghaliyah Sumardani, Dadan Sunaryo Sunaryo Sunaryo Sunaryo Velinda Finka Irawan Vina Dwi Cahyani Vina Serevina Wahyuni Wahyuni Wati, Listia Wenggita Maulani Putri Widya Nurhayati Widyaningrum Indrasari Widyanirmala Widyanirmala Wini Sholina Wulandari Fitriani Wulandari Fitriani Zain, Nisrina Tsabitah Zilan Zalila Rendy Zulri Ramadhan