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All Journal Jurnal Penelitian dan Pengembangan Pendidikan International Journal of Nusantara Islam Jurnal Prima Edukasia EDUKASI: Jurnal Pendidikan Islam Journal on Education M A T H L I N E : Jurnal Matematika dan Pendidikan Matematika Jurnal Review Pendidikan dan Pengajaran (JRPP) SCAFFOLDING: Jurnal Pendidikan Islam dan Multikulturalisme Amalee: Indonesian Journal of Community Research & Engagement At-Tarbawi : Jurnal Pendidikan, Sosial dan Kebudayaan Community Development Journal: Jurnal Pengabdian Masyarakat Didaktik : Jurnal Ilmiah PGSD STKIP Subang Jurnal BELAINDIKA (Pembelajaran dan Inovasi Pendidikan) Jurnal Abdimas Imigrasi (JaIM) Journal for Lesson and Learning Studies Basica Jurnal Pengabdian Kepada Masyarakat Abdi Nusa Annals of Human Resource Management Research Jurnal Pengabdian Pada Masyarakat METHABDI International Journal of Trends in Mathematics Education Research (IJTMER) GEMBIRA (Pengabdian Kepada Masyarakat) Journal of Educational Technology and Learning Creativity The Journal of Artificial Intelligence and Development International Assulta of Research and Engagement International Journal of Nusantara Islam EDUJAVARE: International Journal of Educational Research
Ayi Abdurahman
Universitas Nusa Putra
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Electrical & Electronics Engineering Environmental Science Health Professions Immunology & microbiology Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Medicine & Pharmacology Physics Public Health Social Sciences Other

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Teaching Styles of Creativity, Conformity, and the Dynamics of Skepticism-Credulity in Pedagogical Practice Supartini, Nani; Hendriyanto, Agus; Abdurahman, Ayi
Scaffolding: Jurnal Pendidikan Islam dan Multikulturalisme Vol. 6 No. 3 (2024): Geographical Coverage: Indonesia
Publisher : Institut Agama Islam Sunan Giri (INSURI) Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/scaffolding.v6i3.7852

Abstract

This study aims to investigate how teachers’ instructional styles are formed and shift along a continuum from creative–transformational to conformist–adaptive and imitative, emphasizing the mediating role of epistemic orientation (skepticism vs. credulity) in pedagogical decision-making. Conducted at SDN Cisaat, Sukabumi, the study purposively selected eight active classroom teachers as subjects. The primary data consisted of teachers’ instructional practices as demonstrated in authentic classroom contexts, supported by in-depth interview records and further substantiated with supplementary documents such as lesson plans (RPP/ATP) and teaching artifacts. Data were collected through in-depth semi-structured interviews, structured classroom observations, and document analysis. The analysis employed van Manen’s hermeneutic phenomenology—entailing holistic and selective reading, identification of significant statements, phenomenological reduction, thematic clustering, and distillation of essential meanings—further supported by open, axial, and selective coding, cross-case matrices, and analytic memos. The findings indicate that healthy skepticism fosters evidence-based teaching that is measurable and contextually adaptive, while credulity tends to rely on external legitimacy with minimal contextualization. Factors such as experience, education, digital access/attitudes, and policy supervision play important roles but are mediated by teachers’ epistemic dispositions. Rigor was ensured through triangulation, member checking, peer debriefing, and audit trails, with full ethical safeguards. This study positions skepticism–credulity as a mediator of shifts along the instructional continuum and recommends evidence-focused PLCs, reasoning- and impact-oriented supervision, and leadership that promotes responsible innovation, while calling for mixed-methods and cross-context research on learning outcomes.
EMPOWERING EDUCATIONAL COMMUNITIES: INNOVATION AND POSITIVE IMPACT THROUGH COMMUNITY SERVICE PROGRAMS Abdurahman, Ayi
Community Development Journal : Jurnal Pengabdian Masyarakat Vol. 5 No. 1 (2024): Volume 5 No 1 Tahun 2024
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/cdj.v5i1.25546

Abstract

Community service in education through community service programs is the main focus of this article. This purpose of service illustrates efforts to empower the educational community through innovation and positive impact. The service method uses a participatory action research (PAR) approach through participatory and collaborative methods, which is applied to identify specific needs in the educational community, involving teachers, students, parents, and the local community. Community service activities will be carried out from July to September 2023. The service results include increased active involvement from stakeholders, positive changes in teaching methods, and adopting innovations at the educational institution level. Beyond providing assistance, the program creates sustainable change in the education ecosystem, demonstrating that innovation and active collaboration are key to strengthening and empowering the education community. This article provides practical and inspiring insights for educational institutions and communities to adopt similar approaches to achieve a significant positive impact in improving the quality of education.
PENDAMPINGAN PELATIHAN MODEL PEMBELAJARAN PGSD DALAM MENINGKATKAN KOMPETENSI PEDAGOGIK GURU DI SMA RAMU BOGOR Abdurahman, Ayi; Akbar, Rasona Sunara; Setiawati, Setiawati; Christine, Sri Erwini
Community Development Journal : Jurnal Pengabdian Masyarakat Vol. 5 No. 3 (2024): Volume 5 No. 3 Tahun 2024
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/cdj.v5i3.30287

Abstract

Kegiatan pengabdian ini dilatarbelakangi karena kebutuhan untuk meningkatkan kompetensi pedagogik guru di SMA Ramu Bogor, yang masih cenderung menggunakan metode pengajaran tradisional dan kurang interaktif. Tujuan pengabdian ini adalah untuk meningkatkan pemahaman dan keterampilan pedagogik guru melalui pendampingan pelatihan model Pembelajaran PGSD (Presentation Group Support Division), yang dikenal efektif dalam menciptakan pembelajaran yang lebih interaktif dan berpusat pada siswa. Metode pengabdian yang digunakan adalah Participatory Action Research (PAR), yang melibatkan guru dalam seluruh proses identifikasi masalah, perencanaan, pelaksanaan, dan evaluasi. Pelatihan dilakukan dalam beberapa sesi yang meliputi teori dan praktik, dengan fokus pada teknik-teknik pembelajaran interaktif seperti diskusi kelompok, simulasi, dan proyek kolaboratif. Pendampingan oleh tim peneliti dilakukan secara berkelanjutan untuk membantu guru mengimplementasikan model PGSD di kelas. Hasil pengabdian menunjukkan peningkatan signifikan dalam pemahaman konseptual dan keterampilan praktis guru mengenai pembelajaran PGSD. Guru-guru mampu menerapkan teknik-teknik baru yang lebih interaktif, yang berdampak positif pada partisipasi dan motivasi belajar siswa. Selain itu, terbentuk komunitas belajar guru yang solid, yang memungkinkan mereka untuk terus belajar dan berkembang bersama. Kesimpulan dari program ini adalah bahwa pendampingan pelatihan model Pembelajaran PGSD efektif dalam meningkatkan kompetensi pedagogik guru di SMA Ramu Bogor. Dengan pendampingan yang tepat dan berkelanjutan, model pembelajaran PGSD dapat diimplementasikan dengan baik di tingkat sekolah menengah, memberikan dampak positif pada kualitas pengajaran dan hasil belajar siswa. Program ini memberikan bukti bahwa investasi dalam pelatihan dan pendampingan guru yang berkelanjutan adalah kunci untuk peningkatan kualitas pendidikan.
PENDAMPINGAN CALON GURU DALAM MENGOPTIMALKAN STRATEGI PEMBELAJARAN UNTUK MENGATASI KESULITAN BELAJAR PADA ANAK SEKOLAH DASAR Abdurahman, Ayi; Afriani, Gusma; Putri, Desfita Eka; Sa'diyah, Sa'diyah; Sappaile, Baso Intang
Community Development Journal : Jurnal Pengabdian Masyarakat Vol. 5 No. 4 (2024): Volume 5 No. 4 Tahun 2024
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/cdj.v5i4.31566

Abstract

Kesulitan belajar yang dialami oleh siswa sekolah dasar merupakan tantangan signifikan yang mempengaruhi proses pendidikan. Calon guru seringkali kurang memiliki pengalaman dan pengetahuan yang memadai dalam mengidentifikasi dan mengatasi kesulitan belajar tersebut. Oleh karena itu, diperlukan program pendampingan yang efektif untuk meningkatkan kompetensi calon guru. Pengabdian ini bertujuan untuk mendampingi calon guru dalam mengoptimalkan strategi pembelajaran guna mengatasi kesulitan belajar pada anak sekolah dasar. Metode pengabdian yang digunakan dalam program ini adalah Community-Based Research (CBR), yang melibatkan calon guru, guru senior, orang tua, dan siswa dalam seluruh proses. Pendampingan dilakukan melalui diskusi kelompok terfokus, workshop, dan mentoring berkelanjutan. Calon guru diberikan kesempatan untuk mengembangkan dan menerapkan strategi pembelajaran yang adaptif dan efektif dalam situasi nyata di kelas. Hasil pengabdian ini menunjukkan peningkatan signifikan dalam kompetensi calon guru, terutama dalam mengidentifikasi kesulitan belajar dan merancang strategi pembelajaran yang sesuai dengan kebutuhan individu siswa. Partisipasi aktif dari komunitas sekolah memperkuat hubungan antara sekolah dan rumah, menciptakan lingkungan belajar yang lebih inklusif. Strategi pembelajaran interaktif dan berbasis teknologi yang dikembangkan juga berhasil meningkatkan motivasi dan keterlibatan siswa. Kesimpulannya, pendampingan calon guru dengan kegiatan ini terbukti efektif dalam meningkatkan kompetensi mereka dan mengatasi kesulitan belajar siswa. Namun, keberlanjutan program dan adaptasi dalam berbagai konteks tetap menjadi tantangan yang perlu diatasi.
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

Abstract

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

Abstract

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

Abstract

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.
Implementation of Inclusive Education in Elementary Schools: Challenges and Opportunities in Learning Wulandani, Nur; Abdurahman, Ayi; Lestari, Rini; Mahmudin NST, Anjar; Said, Awayundu
At-Tarbawi: Jurnal Pendidikan, Sosial dan Kebudayaan Vol. 12 No. 2 (2025): At-Tarbawi: Jurnal Pendidikan, Sosial dan Kebudayaan
Publisher : the Faculty of Education and Teacher Training of the Institut Agama Islam Negeri (IAIN) Langsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32505/tarbawi.v12i2.11131

Abstract

Inclusive education is an approach that aims to provide equal educational rights for all students, including those with special needs. This research aims to identify the challenges faced in the implementation of inclusive education in primary schools as well as opportunities that can be used to overcome them. This study uses qualitative methods with interviews, observations, and documentation approaches to obtain in-depth data on inclusive education practices in several elementary schools in Indonesia. The study results show that the main challenges faced include the lack of inclusive teacher training, limited support facilities for students with special needs, and the lack of effective social interaction in the school environment. However, some opportunities can be utilized, such as providing practice-based continuous training, improving disability-friendly facilities and infrastructure, establishing social support groups in schools, and using educational technology as an interactive learning tool. The conclusion of this study confirms that a practical training-based approach for teachers, investment in inclusive facilities, the development of social activities that support the interaction of students with special needs, and the use of digital media can increase the effectiveness of implementing inclusive education. The main contribution of this research is to provide new insights into practical strategies for addressing the challenges of inclusive education at the primary school level, which can be a reference for policymakers and education practitioners.
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

Abstract

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.
Pendampingan Literasi melalui Refleksi dan Evaluasi Pembelajaran dengan Menggunakan Pendekatan Deep Learning di SDN 2 Cimerang Melanisa Steviani Gultom; 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 | DOI: 10.46880/methabdi.Vol5No2.pp204-213

Abstract

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.
Co-Authors A. Asrijal Adam, Ketlin Aprijane Afriani, Gusma Akbar, Rasona Sunara Ali Rohmad Andi Fitriani Djollong Anjana Prusty Arif Saefudin Asfahani Asfahani Asfahani, Asfahani Baso Intang Sappaile, Baso Intang Besse Hartati Dana Budiman Deisye Supit Eny Haryaty Fatmasari, Deasy Fredrik Warwer Gultom, Melanisa Steviani Hegar Harini Hendriyanto, Agus Hermin Nainggolan Hidayat, Ujang Syarif I Dewa Gede Budi Utama I Gede Astawan Khattak, Ahmed Waseem Kohar Pradesa Laros Tuhuteru Loso Judijanto M. Daud Yahya, M. Daud Mahmudin Nst, Anjar Maidin, Siti Sarah Marzuki, Kartini Melanisa Steviani Gultom Mila Rosmaya Misbahul Munir Mohammad Syahru Assabana Muhaimin, Lukman Hakim Mulyadi Mulyadi Ninik Sudarwati Nova Krisnawati Nursanto, Gunawan Ari Nurul Hikmah Pradesa, Kohar Pratiwi, Endah Andriani Putri, Desfita Eka Rahmadi Rini Lestari Sa'diyah, Sa'diyah Safitri, Hernia Said, Awayundu Sajidin Sajidin Sajidin Sajidin, Sajidin Saro'i, Mohammad Seeletse, Solly Matshonisa Setiawati Setiawati Setiawati Setiawati Setiwati Setiwati Sri Erwini Christine Sulistiana, Lisna Supartini, Nani Syaifana, Elsya Syamsul Muqorrobin, Syamsul Syatria Adymas Pranajaya Utomo Utomo Utomo, Jepri Via Yustitia Waham, Jihad Jaafar Wayan Eka Paramartha Wijayanti, Lisma Meilia Wiwin Winarni Wulan Widaningsih Wulandani, Nur Yanry Budianingsih