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All Journal SCHOOL EDUCATION JOURNAL PGSD FIP UNIMED Pendas mahakam : jurnal pendidikan dan pembelajaran Sekolah Dasar Dinamisia: Jurnal Pengabdian Kepada Masyarakat Paedagoria : Jurnal Kajian, Penelitian dan Pengembangan Kependidikan SELAPARANG: Jurnal Pengabdian Masyarakat Berkemajuan Journal on Education Bhakti Persada Jurnal Aplikasi IPTEKS JUDIKA (JURNAL PENDIDIKAN UNSIKA) Jurnal Basataka (JBT) Jurnal Mantik Jurnal Pendidikan dan Konseling Masyarakat Berdaya dan Inovasi Community Development Journal: Jurnal Pengabdian Masyarakat Jurnal Inovasi Penelitian Sistema: Jurnal Pendidikan Joong-Ki : Jurnal Pengabdian Masyarakat Jurnal Pengabdian Masyarakat Formosa (JPMF) Journal of Pedagogy and Education Science Innovative: Journal Of Social Science Research Pengabdian Pendidikan Indonesia (PPI) Jurnal Pengabdian Masyarakat dan Riset Pendidikan Joong-Ki Joong-Ki Journal of Paddisengeng Technology International Journal of Educational Narratives
Nurul Hikmah
Universitas Widya Gama Mahakam Samarinda
Religion Agriculture, Biological Sciences & Forestry Humanities Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Medicine & Pharmacology Nursing Public Health Social Sciences Other

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Pelatihan Literasi Digital untuk Guru Sekolah Dasar dalam Meningkatkan Kompetensi Pembelajaran Daring: Pengabdian Wahyuniar; Nurul Hikmah; Zulham; Didi Sudrajat; Dina Mayadiana Suwarma; Muhammad Arsyad
Jurnal Pengabdian Masyarakat dan Riset Pendidikan Vol. 4 No. 4 (2026): Jurnal Pengabdian Masyarakat dan Riset Pendidikan Volume 4 Nomor 4 April - Juni
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jerkin.v4i4.6595

Abstract

Kegiatan pengabdian kepada masyarakat ini dilatarbelakangi oleh pentingnya peningkatan kemampuan literasi digital guru sekolah dasar dalam menghadapi perkembangan pembelajaran berbasis teknologi dan pelaksanaan pembelajaran daring. Perubahan sistem pendidikan yang semakin terintegrasi dengan teknologi menuntut guru memiliki kemampuan dalam memanfaatkan media digital, platform pembelajaran daring, serta teknologi informasi secara efektif dan inovatif. Namun, masih terdapat guru yang mengalami keterbatasan dalam penggunaan teknologi pembelajaran sehingga diperlukan kegiatan pelatihan untuk meningkatkan kompetensi digital mereka. Kegiatan pengabdian kepada masyarakat ini bertujuan untuk meningkatkan pemahaman dan keterampilan literasi digital guru sekolah dasar dalam mendukung kompetensi pembelajaran daring. Kegiatan dilaksanakan pada tanggal 26 Maret 2023 melalui aplikasi Zoom dengan jumlah peserta sebanyak 14 orang yang berasal dari berbagai kalangan. Metode pelaksanaan kegiatan dilakukan melalui beberapa tahapan, yaitu identifikasi kebutuhan, perencanaan kegiatan, penyampaian materi, praktik penggunaan teknologi digital, diskusi, dan evaluasi kegiatan. Hasil kegiatan menunjukkan bahwa peserta mengalami peningkatan pemahaman mengenai literasi digital, kemampuan penggunaan platform pembelajaran daring, serta kompetensi pedagogik digital dalam proses pembelajaran. Selain itu, peserta menjadi lebih percaya diri dalam menggunakan teknologi sebagai media pembelajaran dan lebih memahami pentingnya literasi digital dalam mendukung kualitas pendidikan di era digital. Dengan demikian, kegiatan pelatihan ini memberikan kontribusi positif dalam meningkatkan kompetensi guru sekolah dasar untuk menciptakan pembelajaran daring yang lebih efektif, interaktif, dan inovatif.
Pelatihan Pembuatan LKPD (Lembar Kerja Peserta Didik) Project Based Learning dalam Kurikulum Merdeka Gamar Al Haddar; Nurul Hikmah; Asih Wulandari; Mei Putri Anista
Pengabdian Pendidikan Indonesia Vol. 2 No. 01 (2024): Artikel Periode April 2024
Publisher : Information Technology and Science (ITScience)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/ppi.v2i01.4523

Abstract

Dalam kurikulum merdeka penilaian keterampilan merupakan bagian yang penting yang harus dilaksanakan oleh guru. Penilaian keterampilan berbasis proyek dengan tujuan peningkatan keterampilan siswa secara menyeluruh. LKPD adalah lembar kerja peserta didik yang dibuat oleh guru dalam rangka peningkatan keterampilan siswa. LKPD project based learning dalam kurikulum merdeka bagian yang penting yang harus diterapkan di kelas. Pada kegiatan pengabdian masyarakat ini. Tim pengabdi membuat pelatihan bagi calon guru dan guru untuk belajar membuat LKPD project based learning. kegiatan dilakukan secara virtual melalui zoom dan whatsapp group. Peserta adalah calon guru dan guru sekolah dasar. Waktu pelaksanaannya pada bulan maret sd mei 2024. Berdasarkan hasil kegiatan pengabdian yang telah dilakukan maka guru dapat memperoleh pengetahuan mengenai tahapan dan Langkah dalam penyusunan LKPD berbasis proyek, guru dapat mengetahui juga kelebihan dan kekurangan dari LKPD ini. Guru Juga mendapatkan penjelasan dan contoh cara membuat LKPD berbasis proyek.
Artificial Intelligence in Education: Opportunities, Risks, and Pedagogical Implications for Higher Education Agung Yuliyanto Nugroho; Marnangkok Pakpahan; Yessy Ade Winarti; Nurul Hikmah
Journal of Paddisengeng Technology Vol. 1 No. 4 (2025)
Publisher : PT. Sinergi Bersahaja Sejahtera

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65224/jopate.v1i4.228

Abstract

Background: The rapid integration of Artificial Intelligence (AI) in various sectors, including education, is transforming the way teaching and learning processes are conducted. AI has the potential to revolutionize higher education by enhancing learning experiences, improving teaching efficiency, and providing personalized learning opportunities. However, the use of AI in education also brings with it potential risks, such as data privacy concerns, reliance on automated systems, and the impact on traditional pedagogical methods. Purpose: This study explores the opportunities, risks, and pedagogical implications of integrating Artificial Intelligence in higher education. Specifically, it examines how AI tools can be utilized to enhance teaching, the challenges they present, and the ways in which educators and institutions can adapt to these technological changes to maximize their benefits. Method: A qualitative approach was used to analyze relevant literature, case studies, and expert opinions on the use of AI in education. Interviews with higher education faculty and technology experts were conducted to gain insights into the practical applications and challenges of AI integration. Results: The findings highlight that AI offers significant opportunities for personalized learning, data-driven decision-making, and administrative efficiency. However, it also poses risks related to data privacy, ethical concerns, and the potential for exacerbating educational inequalities. The pedagogical implications suggest a need for educators to develop new competencies and adapt teaching strategies to effectively integrate AI into the curriculum. Conclusion: The integration of AI in higher education presents both significant opportunities and challenges. To fully harness the potential of AI while mitigating its risks, higher education institutions must prioritize ethical considerations, data privacy, and the development of pedagogical strategies that complement AI technologies.
Between Policy and Practice: Teachers’ Lived Narratives of Deep Learning Implementation, Classroom Interaction, and Learning Transformation in Indonesian Elementary Education Hani Subakti; Nurul Hikmah; Eka Selvi Handayani; Euis Kusumarini; Wiwik Angranti; Abror Nusaf Mujaddid
International Journal of Educational Narratives Vol. 4 No. 3 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v4i3.3771

Abstract

Background. The implementation of deep learning, character-based pedagogy, and digital transformation has become an important agenda in improving the quality of Islamic Religious Education in elementary schools. However, the translation of policy into classroom practice often depends on teachers’ readiness, pedagogical understanding, digital competence, and school-level support. Purpose. This study aims to explore teachers’ experiences in bridging educational policy and classroom practice through the strengthening of deep learning, character-based pedagogy, and the digital transformation of Islamic Religious Education in elementary schools. Method. This study employed a qualitative research design. Data were collected through semi-structured interviews, classroom observations, and document analysis involving Islamic Religious Education teachers at the elementary school level. The data were analyzed thematically to identify patterns related to deep learning practices, character formation, digital integration, and implementation challenges. Results. The findings indicate that teachers understand deep learning as a process of promoting meaningful understanding, reflection, critical engagement, and the internalization of Islamic values. Character-based pedagogy is implemented through habituation, moral exemplification, classroom dialogue, and the integration of religious values into daily learning activities. Digital transformation supports Islamic Religious Education through multimedia resources, interactive learning platforms, and online assessment tools. However, its implementation is constrained by limited infrastructure, varying levels of digital literacy, unequal access to technology, and insufficient professional development. Conclusion. The study concludes that the successful transformation of Islamic Religious Education requires stronger alignment between policy expectations and classroom realities. Continuous teacher training, institutional support, adequate digital infrastructure, and context-sensitive pedagogical strategies are essential to strengthen deep learning, character formation, and digital integration in elementary Islamic Religious Education.
PENANAMAN NILAI KARAKTER TANGGUNG JAWAB PADA SISWA KELAS IIIC DI SDN 003 LOA JANAN ILIR Fitrianingsih; Nurul Hikmah; Nurdin Arifin
SISTEMA: Jurnal Pendidikan Vol. 7 No. 01 (2026)
Publisher : Teacher Training and Education Faculty, of Widya Gama Mahakam Samarinda University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24903/sjp.v7i01.2496

Abstract

A b s t r a c t This study aims to determine the instilling of the responsibility character value in class III C students at SDN 003 Loa Janan Ilir. The research method used is qualitative, with data collection techniques involving observation, interviews, and documentation. The subjects in this study are the principal, the grade IIIC teacher, and four grade IIIC students. The data validity test in this study uses source triangulation. The research results show that; (1) the instilling of the responsibility character value has been implemented gradually and consistently through various strategies. (2) The principal supports with evaluation programs, awards, and class visits. (3) Teachers play an active role through routine activities such as cleanliness duties, individual assignments, motivation reinforcement, and exemplification. (4) Students show a good understanding of responsibility, but its implementation still faces obstacles such as lack of discipline and bad habits from the home environment. Nevertheless, the school applies educational sanctions and positive appreciation. The lack of parental involvement becomes a significant barrier. This value instilling has a positive impact on students' academic achievement. Overall, the efforts to instill responsibility values at SDN 003 Loa Janan Ilir are going well, but need to be improved through close cooperation between schools, teachers, parents, and the surrounding environment for sustainable character formation. Keywords: Instilling Character Values; Responsibility; Elementary School Students
Co-Authors Abdul Rahmat Abdul Wahab Abror Nusaf Mujaddid Agung Yuliyanto Nugroho Anggra Prima Anita Ninasari Asih Wulandari Ayyesha Dara Fayola Ayyesha Dara Fayola Dedy Irawan Derlini Desi Delpriano Desty Endrawati Subroto Didi Sudrajat Didik Suhariyanto Dila Erlianti Dina Mayadiana Suwarma Eka Juliatin Eka Selvi Handayani Emy Yunita Rahma Pratiwi, Emy Yunita Rahma Euis Kusumarini Fatmawati Sabur Fitrianingsih Friska Ledina Situngkir Gamar Al Haddar Helena Losa Ruing Heny Pratiwi I Wayan Edi Arsawan Ilahi, Rahmat Irvan Mustofa Sembiring Jamaluddin Jeffrey Payung Langi Jenuri Jumriah Jumriah Marlina Marlina Marnangkok Pakpahan Martiman Suazisiwa Sarumaha Mei Putri Anista Moch. Kalam Mollah Muhammad Al Muhajir Muhammad Arsyad Muhammad Ibnu Saad Saad Muhammad Lukman Hakim Muhammad Nuruddin Nana Suyana Nina Kurnia Astuti Noer Saudah Noor Fazariah Handayani Nur Wahyuningsih Ibrahim Nurchayati Nurdin Arifin Raden Firman Nurbudi Prijambodo Raharja, Hawwin Fitra Ratna Khairunnisa Ridha Yuniara Rini Werdiningsih Rohayu H, Rina Rukiyanto Rukiyanto, Rukiyanto Sa'diyah Sa'diyah Sangputri Sidik Serina Agung Siska Oktaviani Siti Umi Hani St Rahmah subakti, hani Syaharuddin Syaharuddin Tony Siagian Tunru, Andi Alif Vera Mandailina, Vera Vina Budiarti Mustika Sari Vioneta Cattravelly Pandji Wahyuniar Wahyuniar Wajnah Wajnah Wiwik Angranti Yeni Meylani Yessy Ade Winarti Yuni Susilowati Yuni Susilowati Zubaidah, Risna Zulham Zulham Zulkifli Zulkifli