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OPTIMIZING EDUCATIONAL OUTCOMES: EXPLORING INNOVATIVE APPROACHES IN CONTEMPORARY PEDAGOGY Abdurahman, Ayi
Jurnal Review Pendidikan dan Pengajaran Vol. 7 No. 1 (2024): Volume 7 No 1 Tahun 2024
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jrpp.v7i1.25332

This study aims to explore a range of innovative approaches in contemporary pedagogy, focusing on optimizing educational outcomes. In the context of rapid global change and technological advancement, the study details innovative concepts, such as technology integration, learning differentiation, flipped classrooms, and project-based learning, to identify their impact on student engagement and academic achievement. Qualitative research methods are used through in-depth interviews and direct observation at various levels of education, from elementary school to college. The results show that integrating technology into learning can provide a more dynamic learning experience while learning differentiation supports student diversity. Innovative approaches in higher education, such as flipped classrooms and project-based learning, also open up opportunities to increase student engagement. Emerging challenges involve the availability of resources, teacher training, and resistance to change. In conclusion, this study emphasizes the importance of a holistic and adaptive approach in achieving optimal educational outcomes in this contemporary era. The practical implications of this research can help policymakers, educators, and education practitioners develop more effective and inclusive strategies.

Assisting Prospective Teachers in Learning Indonesian for Elementary School Children Abdurahman, Ayi; Khattak, Ahmed Waseem; Waham, Jihad Jaafar
International Assulta of Research and Engagement (IARE) Vol. 3 No. 2 (2025): International Assulta of Research and Engagement (IARE)
Publisher : Edujavare Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70610/iare.v3i2.1027

This community service program was designed to address the limited pedagogical readiness of prospective teachers in teaching Indonesian language to elementary school students by applying the Asset-Based Community Development (ABCD) model. The program aimed to strengthen pre-service teachers’ competence and creativity while improving students’ engagement and literacy through culturally grounded learning practices. Conducted over three months at SD Negeri 2 Nanga Jetak, Sintang Regency, the activity involved prospective teachers from Universitas Nusa Putra and local educators through stages of discovery, dream, design, and destiny. Data were collected using observation, interviews, documentation, and questionnaires, then analyzed both quantitatively (including correlation analysis) and qualitatively (thematic analysis). The results showed a significant improvement in students’ vocabulary and reading comprehension, as well as increased confidence and reflective awareness among prospective teachers. The program demonstrated that utilizing local linguistic and cultural assets can effectively enhance language learning outcomes. In conclusion, this community engagement not only empowered schools and teacher candidates but also contributed to the sustainable development of context-based Indonesian language education.

Pendampingan Literasi melalui Refleksi dan Evaluasi Pembelajaran dengan Menggunakan Pendekatan Deep Learning di SDN 2 Cimerang Gultom, Melanisa Steviani; Ayi Abdurahman
Jurnal Pengabdian Pada Masyarakat METHABDI Vol 5 No 2 (2025): Jurnal Pengabdian Pada Masyarakat METHABDI
Publisher : Universitas Methodist Indonesia

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

This research aims to improve the literacy skills of elementary school students through learning assistance based on reflection and evaluation with a deep learning approach. The activities were conducted at SDN 2 Cimerang with the subjects being 5B grade students. The method used is Classroom Action Research (CAR) which consists of planning, implementation, observation, and reflection cycles. The initial observation results show that students tend to read mechanically and are unable to comprehend the meanings of the readings deeply. Through the application of a deep learning approach that integrates meaningful, mindful, and joyful learning, students begin to show improvements in critical thinking, reflective writing, and connecting texts with personal experiences. Teachers also started to implement formative evaluation and reflection as part of the learning strategy. The final results show that 80% of students experienced an improvement in literacy understanding. This approach has proven effective in creating an active, enjoyable, and meaningful learning environment, and is worth replicating in other elementary schools.

Blended Learning for Character Education: Integrating Tri Hita Karana Wisdom to Develop Graduate Competencies Aligned with SDGs Astawan, I Gede; Utama, I Dewa Gede Budi; Paramartha, Wayan Eka; Abdurahman, Ayi; Maidin, Siti Sarah
Journal of Educational Technology and Learning Creativity Vol. 3 No. 2 (2025): December
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jetlc.v3i2.2498

Purpose of the study: This study examines the effectiveness of a technology-enhanced character education model based on the Balinese Tri Hita Karana philosophy in developing primary students’ competencies aligned with SDG 4. Using blended learning, it addresses gaps in research on culturally grounded technology integration in character education. Methodology: This quasi-experimental study involved 92 fifth-grade students from four primary schools in Karangasem, Bali, comparing a Technology-Enhanced Tri Hita Karana Character Education Model with conventional instruction. Using LMS, digital portfolios, gamification, and learning analytics, competencies were assessed through questionnaires, portfolios, and observations, with data analyzed using t-tests, ANCOVA, and thematic analysis. Main Findings: The experimental group demonstrated significantly higher graduate competency scores (M=81.89, SD=9.78) compared to the control group (M=70.02, SD=10.02), t(90)=5.98, p<.001, Cohen's d=1.25, indicating a large effect size. Analysis of digital portfolio data revealed enhanced self-regulated learning behaviors and deeper engagement with character development activities. Qualitative analysis showed that students appreciated the gamification elements and found the LMS-mediated learning more engaging and meaningful. Learning analytics data indicated consistent progress tracking and timely teacher interventions. Novelty/Originality of this study: The technology-enhanced Tri Hita Karana character education model effectively develops primary students’ competencies through culturally grounded digital pedagogy. This study strengthens evidence on technology-mediated character education and shows how local wisdom supports global educational goals. It highlights the need for teacher professional development and policy support to implement culturally responsive, technology-enhanced, and sustainable blended learning in primary education.

STRATEGI GURU DALAM MENUMBUHKAN KREATIVITAS SISWA KELAS IV PADA MATA PELAJARAN SENI RUPA MATERI KOLASE Sulistiana, Lisna; Abdurahman, Ayi
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 01 (2026): Volume 12 No. 01, Maret 2026 Release
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i01.12002

This study aims to determine the strategies used by teachers to foster creativity in fourth-grade students in art classes through collage materials at SDN Pasirjati Elementary School and to identify the factors that support and hinder creativity. This study uses a qualitative approach with a descriptive method to gain an in-depth understanding of the learning process. The subjects of this study consist of fourth-grade teachers and fourth-grade students selected through purposive sampling. Data collection techniques included observation, interviews, literature study, and documentation, while data analysis used the Miles and Huberman model, which included the stages of data collection, data reduction, data presentation, and conclusion drawing and verification. The results showed that each teacher systematically planned teaching modules, used visual media, and applied a learning-by-doing model that emphasized hands-on practice. Collage learning using inorganic plastic waste had a positive impact on the development of students' creativity in both cognitive and non-cognitive aspects. Supporting factors included student interest and active participation, a conducive classroom atmosphere, and the availability of easily found materials, while inhibiting factors were related to differences in student characteristics and interests.

STRATEGI GURU DALAM MENGEMBANGKAN MOTORIK HALUS SISWA PADA PEMBELAJARAN SENI RUPA DI KELAS I SD NEGERI CISEUPAN Safitri, Hernia; Ayi Abdurahman
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 01 (2026): Volume 12 No. 01, Maret 2026 Release
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i01.12240

This research aims to describe and analyze teachers' strategies in developing students' fine motor skills through fine arts learning in class I of Ciseupan State Elementary School. The research uses a qualitative approach with a case study type. Data collection techniques were carried out through observation, in-depth interviews and documentation. The results of the research show that teachers have planned and implemented fine arts learning with varied strategies, such as demonstrations, giving assignments, and playing while learning approaches. The activities designed include cutting, folding, sticking and coloring which are adapted to the student's developmental stage. However, there are still obstacles such as limited tools and materials and differences in fine motor skills between students. Teachers try to overcome this through individual guidance and the use of natural materials. In general, the strategies implemented by teachers have shown the development of students' fine motor skills, but still need to be improved in terms of media availability, appreciation of the creative process, and even involvement of students in learning reflection.

Blended Learning for Character Education: Integrating Tri Hita Karana Wisdom to Develop Graduate Competencies Aligned with SDGs Astawan, I Gede; Utama, I Dewa Gede Budi; Paramartha, Wayan Eka; Abdurahman, Ayi; Maidin, Siti Sarah
Journal of Educational Technology and Learning Creativity Vol. 3 No. 2 (2025): December
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jetlc.v3i2.2498

Purpose of the study: This study examines the effectiveness of a technology-enhanced character education model based on the Balinese Tri Hita Karana philosophy in developing primary students’ competencies aligned with SDG 4. Using blended learning, it addresses gaps in research on culturally grounded technology integration in character education. Methodology: This quasi-experimental study involved 92 fifth-grade students from four primary schools in Karangasem, Bali, comparing a Technology-Enhanced Tri Hita Karana Character Education Model with conventional instruction. Using LMS, digital portfolios, gamification, and learning analytics, competencies were assessed through questionnaires, portfolios, and observations, with data analyzed using t-tests, ANCOVA, and thematic analysis. Main Findings: The experimental group demonstrated significantly higher graduate competency scores (M=81.89, SD=9.78) compared to the control group (M=70.02, SD=10.02), t(90)=5.98, p<.001, Cohen's d=1.25, indicating a large effect size. Analysis of digital portfolio data revealed enhanced self-regulated learning behaviors and deeper engagement with character development activities. Qualitative analysis showed that students appreciated the gamification elements and found the LMS-mediated learning more engaging and meaningful. Learning analytics data indicated consistent progress tracking and timely teacher interventions. Novelty/Originality of this study: The technology-enhanced Tri Hita Karana character education model effectively develops primary students’ competencies through culturally grounded digital pedagogy. This study strengthens evidence on technology-mediated character education and shows how local wisdom supports global educational goals. It highlights the need for teacher professional development and policy support to implement culturally responsive, technology-enhanced, and sustainable blended learning in primary education.

ASSISTANCE IN CREATING INNOVATIVE TECHNOLOGY-BASSED LEARNING MEDIA FOR ELEMENTARY SCHOOL TEACHERS Ayi Abdurahman; Setiwati Setiwati; Sri Erwini Christine; Wiwin Winarni
Community Development Journal : Jurnal Pengabdian Masyarakat Vol. 5 No. 6 (2024): Vol. 5 No. 6 Tahun 2024
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/cdj.v5i6.37774

Rapid technological advancements have highlighted the importance of integrating innovative digital tools into education, particularly at the elementary level. However, many teachers face challenges in leveraging technology due to limited training and resources, resulting in a reliance on traditional teaching methods that may not engage students. This community service activity aims to empower elementary school teachers by helping them create innovative technology-based learning media tailored to the needs of their classrooms. The community service program uses a Participatory Action Research (PAR) approach, which involves a cyclical process of planning, acting, observing, and reflecting. Teachers participate in workshops to learn practical skills in designing digital teaching tools, such as interactive presentations, gamified learning resources, and digital storytelling. They then implement these tools in their classrooms, followed by a reflection session to assess effectiveness and identify areas for improvement. The community service results showed significant improvements in teachers’ ability to design and integrate technology-based learning media, which increased student engagement and participation. Teachers also reported increased confidence in using digital tools and formed peer support networks to maintain and expand their skills. In conclusion, this program successfully addressed the challenges of technology integration in elementary education by equipping teachers with practical skills and developing a collaborative learning environment. Future initiatives should focus on scaling up the program and addressing infrastructure challenges to maximize its impact.

EMPOWERING ELEMENTRY SCHOOL TEACHERS THROUGH CREATIVE AND CONTEXTUAL PEDAGOGICAL STRATEGI MENTORING Ayi Abdurahman; Setiawati Setiawati; Wulan Widaningsih; Wiwin Winarni; Kohar Pradesa; Sri Erwini Christine; Sajidin Sajidin
Community Development Journal : Jurnal Pengabdian Masyarakat Vol. 6 No. 3 (2025): Volume 6 No 3 Tahun 2025
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/cdj.v6i3.45560

Elementary school teachers play a critical role in shaping the foundation of student learning, yet many still rely on traditional, non-contextual teaching methods that fail to meaningfully engage students. This community service initiative aims to empower elementary school teachers through a mentoring program that focuses on creative and contextual pedagogical strategies. Using a Participatory Action Research (PAR) approach, the program was implemented over a two-month period; April-May 2025 in two public elementary schools in Sukabumi, West Java. The program involved collaborative lesson planning, classroom-based mentoring, and reflective practice sessions. Data were collected through pre- and post-program surveys, interviews, and teacher journals, then analyzed using qualitative thematic analysis and Pearson correlation techniques. The results showed significant increases in teachers’ confidence, creativity, and contextual awareness in teaching, as well as increased student engagement. Teachers began to integrate local culture, materials, and everyday experiences into their teaching, creating a more relevant and participatory learning environment. The program’s mentoring model proved effective in fostering teacher agency and sustained pedagogical innovation. This initiative contributes to the model of teacher professional development by demonstrating how participatory and localized mentoring can bridge the gap between theory and practice in primary education.

PELATIHAN IMPLEMENTASI PROBLEM-BASED LEARNING (PBL) UNTUK MENINGKATKAN KOMPETENSI PEDAGOGIK CALON GURU SEKOLAH DASAR Ayi Abdurahman
Jurnal Gembira: Pengabdian Kepada Masyarakat Vol 4 No 03 (2026): JUNI 2026
Publisher : Media Inovasi Pendidikan dan Publikasi

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

Kegiatan Pengabdian kepada Masyarakat (PKM) ini bertujuan untuk meningkatkan kompetensi pedagogik mahasiswa calon guru Program Studi Pendidikan Guru Sekolah Dasar (PGSD) melalui pelatihan implementasi Problem-Based Learning (PBL). Kegiatan dilaksanakan pada 32 mahasiswa PGSD yang sedang menempuh mata kuliah microteaching dan Program Pengenalan Lapangan (PPL) di salah satu perguruan tinggi swasta lingkungan Fakultas Keguruan dan Ilmu Pendidikan (FKIP). Permasalahan mitra meliputi rendahnya pemahaman terhadap sintaks PBL, keterbatasan dalam menyusun perangkat pembelajaran berbasis masalah, dominasi pembelajaran konvensional, serta kurangnya keterampilan microteaching berbasis student-centered learning. Metode pelaksanaan kegiatan menggunakan pendekatan partisipatif melalui tahapan observasi kebutuhan, workshop konsep PBL, pelatihan penyusunan perangkat pembelajaran, simulasi microteaching, pendampingan, dan evaluasi reflektif. Evaluasi hasil dilakukan melalui pretest–posttest, observasi kinerja microteaching, penilaian perangkat pembelajaran, serta angket kepuasan peserta. Hasil kegiatan menunjukkan adanya peningkatan signifikan pada pemahaman konsep PBL, dengan rata-rata nilai pretest sebesar 58,4 meningkat menjadi 86,7 pada posttest. Kemampuan penyusunan perangkat pembelajaran berbasis PBL juga meningkat dari rata-rata 58,4% menjadi 86,6%. Selain itu, keterampilan microteaching berbasis student-centered learning mengalami peningkatan dari 57% menjadi 87,5%. Peserta juga menunjukkan peningkatan kemampuan dalam mengelola diskusi kelompok, mengajukan pertanyaan kritis, mengembangkan masalah kontekstual, serta mengintegrasikan keterampilan abad ke-21 dalam pembelajaran. Kegiatan PKM ini terbukti efektif dalam meningkatkan kompetensi pedagogik mahasiswa calon guru PGSD, khususnya dalam penguatan implementasi Problem-Based Learning (PBL) sebagai strategi pembelajaran abad ke-21 yang menekankan kemampuan berpikir kritis, kolaborasi, komunikasi, dan kreativitas.

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