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Universitas Pelita Bangsa
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Pemanfaatan Teknologi ChatGPT Meningkatkan Keterampilan Komunikasi dan Keterlibatan Rukun Tetangga RT 07 RW 08 Donny Maulana; Eko Budiarto; Maha Putra; Nisa Nurhidayanti; Amali Amali
Jurnal Pelita Pengabdian Vol. 1 No. 2 (2023): Juli 2023
Publisher : DPPM Universitas Pelita Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37366/jpp.v1i2.2383

Abstract

Pemanfaatan teknologi dalam kegiatan Rukun Tetangga (RT) dapat meningkatkan efektivitas komunikasi dan keterlibatan warga. Salah satu teknologi yang dapat dimanfaatkan adalah chatbot, seperti ChatGPT, yang dapat mempercepat proses komunikasi dan memudahkan warga dalam memperoleh informasi yang dibutuhkan. Penelitian ini bertujuan untuk menguji pemanfaatan teknologi ChatGPT sebagai sarana komunikasi efektif dan cepat dalam meningkatkan keterlibatan dan keterampilan warga RT 07 RW 08 di Desa Jayamukti, Kecamatan Cikarang Pusat. Metode yang digunakan adalah pelatihan dan pengujian terhadap warga RT. Hasil penelitian menunjukkan bahwa penggunaan teknologi ChatGPT dapat meningkatkan keterlibatan dan keterampilan warga RT dalam menjalankan tugas-tugas di lingkungan sekitar.
Pengaruh Gamifikasi Dan Project Based Learning (PjBL) Terhadap Literasi Finansial Siswa Sekolah Dasar Dalam Pembelajaran IPAS Di SDN Karangraharja 02 Siska Nur Fadillah; Maha Putra
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 7 No. 4 (2026): November (In Press)
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v7i4.3063

Abstract

Penelitian ini bertujuan menganalisis pengaruh model pembelajaran gamifikasi dan gamifikasi yang dikombinasikan dengan Project Based Learning (PjBL) terhadap literasi finansial siswa sekolah dasar. Penelitian menggunakan metode kuasi eksperimen dengan desain pretest-posttest non-equivalent control group pada tiga kelas V SDN Karangraharja 02, yaitu kelas gamifikasi, kelas gamifikasi-PjBL, dan kelas konvensional (102 siswa). Data dikumpulkan melalui tes, kuesioner, dan observasi, kemudian dianalisis menggunakan uji N-Gain, Mann-Whitney U, dan Kruskal-Wallis. Hasil penelitian menunjukkan bahwa gamifikasi maupun gamifikasi-PjBL berpengaruh signifikan terhadap aspek kognitif literasi finansial (p<0,05), tetapi tidak berpengaruh signifikan terhadap aspek afektif dan perilaku. Kelas gamifikasi-PjBL memperoleh peningkatan tertinggi pada aspek kognitif literasi finansial (N-Gain = 0,76), diikuti oleh kelas gamifikasi (N-Gain = 0,67) dan kelas konvensional (N-Gain = 0,41). Temuan tersebut menunjukkan bahwa penerapan kombinasi gamifikasi dan Project Based Learning (PjBL) menghasilkan peningkatan aspek kognitif literasi finansial yang lebih tinggi dibandingkan dua model pembelajaran lainnya
Pengaruh Problem Based Learning Berbantuan Mind Map untuk Meningkatan Hasil Belajar Kognitif Peserta Didik (Penelitian Quasi Exsperimen Kelas IV SDN Karangjaya 02 Materi Kegiatan Ekonomi) Izzah Lailatul Fazriah; Maha Putra
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 7 No. 4 (2026): November (In Press)
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v7i4.3299

Abstract

This study aimed to determine the effect of the Problem Based Learning (PBL) model assisted by Mind Maps on the learning outcomes of fourth-grade students at SDN Karangjaya 02 in the topic of economic activities. This research was motivated by the low learning outcomes of students, which were related to the use of learning approaches that were less varied and had not fully involved students in solving problems during the learning process. Therefore, an interactive learning approach such as Problem Based Learning assisted by Mind Maps was needed to help students understand economic activities more actively and systematically. This study employed a quantitative approach using a quasi-experimental method with a Nonequivalent Control Group Design. The sample consisted of 22 students in the experimental class and 22 students in the control class, selected using a purposive sampling technique. Data were collected through pretests and posttests and analyzed using the normality test, homogeneity test, and the Independent Samples t-test with the assistance of IBM SPSS Statistics software. The results showed that the mean posttest score of the experimental class was higher than that of the control class. The hypothesis test yielded a significance value (Sig. (2-tailed)) of 0.000 (< 0.05), indicating that H₀ was rejected and H₁ was accepted. Therefore, it can be concluded that the Problem Based Learning model assisted by Mind Maps had a significant effect on students' learning outcomes in the topic of economic activities for fourth-grade students at SDN Karangjaya 02.
Pengaruh Model Pembelajaran Discovery Learning Berbantuan Buku Cerita Bergambar Digital Untuk Meningkatkan Pemahaman Konsep Siswa Pada Mata Pelajaran IPAS Alfi Zahra Fahira; Maha Putra
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 7 No. 4 (2026): November (In Press)
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v7i4.3315

Abstract

This study aims to determine the difference in students’ concept understanding improvement between learning using the Discovery Learning model assisted by digital picture storybooks and conventional learning, as well as to determine the effect of the model on students’ concept understanding in Natural and Social Sciences (IPAS). This research employed a quantitative approach with a quasi-experimental method and a Nonequivalent Control Group Design. The sample consisted of 80 third-grade students of SDN Sindang Mulya 04, with 40 students in the experimental class and 40 students in the control class, selected through purposive sampling. Data were collected using essay tests administered as pretests and posttests. The instrument was tested for validity, reliability, difficulty level, and discrimination power. Data analysis included descriptive statistics, the Shapiro–Wilk normality test, N-Gain analysis, and the Mann–Whitney U test. The results showed that the experimental class obtained a higher posttest mean of 89.93, compared with 82.25 in the control class. The experimental class achieved an N-Gain of 0.7311, categorized as high, while the control class achieved 0.5603, categorized as moderate. The Mann–Whitney U test obtained a significance value of 0.004 < 0.05. Therefore, Discovery Learning assisted by digital picture storybooks significantly improves students’ concept understanding
Pengaruh Model Cooperative Learning Tipe Jigsaw Berbantuan Media Puzzle Interaktif untuk Meningkatkan Kemampuan Berpikir Kreatif Siswa Kelas V pada Materi Warisan Budaya Nur Alya Tiara; Maha Putra
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 7 No. 4 (2026): November (In Press)
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v7i4.3316

Abstract

This study aimed to determine the effect of the Jigsaw Cooperative Learning model assisted by interactive puzzle media on students’ creative thinking skills in learning cultural heritage. The study employed a quantitative approach using a quasi-experimental method with a Nonequivalent Control Group design. The sample consisted of 89 fifth-grade students at SDN Sukadami 02, including 46 students in the experimental class and 43 students in the control class. The results showed that the average pretest scores were 50.27 in the experimental class and 54.65 in the control class. The Independent Sample T-Test produced a significance value of 0.062, indicating no significant difference in students’ initial abilities. After the treatment, the average posttest score of the experimental class increased to 94.67, while the control class reached 90.64. The Mann-Whitney U test showed a significance value of <0.001, indicating a significant difference between the two classes. The average N-Gain score was 0.9043 for the experimental class and 0.7894 for the control class, both categorized as high. The Mann-Whitney U test for N-Gain also obtained a significance value of <0.001. Therefore, the Jigsaw Cooperative Learning model assisted by interactive puzzle media significantly improved students’ creative thinking skills in learning cultural heritage.
Pengaruh Model Game-Based Learning Berbantuan Board game Untuk Meningkatkan Pemahaman Konsep Pada Materi Aktivitas Ekonomi Kelas V SDN Tambun 01 Siska Nur Amalia; Maha Putra
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 7 No. 4 (2026): November (In Press)
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v7i4.3348

Abstract

This study aimed to determine differences in students’ conceptual understanding and the effect of the Game-Based Learning model assisted by board game media on economic activities in Grade V at SDN Tambun 01. This study employed a quantitative approach using a quasi-experimental method with a Nonequivalent Control Group Design. The sample consisted of 62 students, including 30 students in the experimental class and 32 in the Control class. Data were collected through pretest and posttest and analyzed using descriptive statistics, normality and homogeneity tests, Independent Sample T-Test, N-Gain, and Effect Size. The experimental class mean increased from 15.40 to 21.47, while the Control class increased from 14.19 to 20.19. The posttest test showed Sig. (2-tailed) = 0.008 < 0.05. The experimental class obtained an N-Gain of 0.7249 (high), while the Control class obtained 0.6073 (moderate). The N-Gain test showed Sig. = 0.011 < 0.05, with Cohen’s d = 0.667 (moderate). The findings indicate that Game-Based Learning assisted by board game media significantly affects students’ conceptual understanding.
Development Of An Edupreneurship-Based Civics Learning Model to Enhance Civic Engagement and Entrepreneurial Mindset Among Elementary Teacher Education Students Septian Mukhlis; Maha Putra; Bramianto Setiawan; Zulela M.S.; Wiwi Nurjanah; Vina Iasha
EduBase : Journal of Basic Education Vol. 7 No. 2 (2026): EduBase : Journal of Basic Education
Publisher : LJPI UI Bunga Bangsa Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47453/edubase.v7i2.4643

Abstract

Objective: This study aimed to develop, validate, and evaluate the practicality and preliminary effectiveness of the Civic-Edu Model among preservice elementary teachers. Novelty: The novelty of this study lies in the development of the Civic-Edu Model, a six-stage framework that integrates civic education, edupreneurship, civic engagement, and an entrepreneurial mindset within primary teacher education. Methods: This study employed a Research and Development (R&D) approach using the ADDIE model, involving 64 fourth-semester students, 12 expert validators, three lecturers, and two community partners. Data were collected through validation, questionnaires, observations, and documentation. Results: Expert validation classified the model as highly valid, with an overall score of 4.74 (94.85%). Student and lecturer practicality scores reached 3.40 and 3.50, respectively, indicating that the model was practical to implement. Civic engagement increased from 62.40 to 80.10, with a moderate N-Gain score of 0.52, while entrepreneurial mindset increased from 58.70 to 78.30, with a moderate N-Gain score of 0.49. Both improvements were statistically significant. Qualitative findings revealed enhanced student initiative, leadership, community collaboration, and contextual civic learning through authentic, community-based educational projects and partnerships. Conclusion: The Civic-Edu Model provides a valid, practical, and preliminarily effective framework for preparing civic-minded educational innovators.
Co-Authors Adi Maryadi Alfi Zahra Fahira Amali Amali Anna Wulandari Bramianto Setiawan Dian Rachmawati Afandi Donny Maulana Edora Edora Edora Edora Eko Budiarto Hamida Puspita Ira Restu Kurnia Izzah Lailatul Fazriah Juli Arianti Khaerul Saleh M.Sholih Malup Mukharom Mukharom Mukhlis, Septian Novi Fitria Hermiati Nugroho, Arief Teguh Nur Alya Tiara Nurhidayanti, Nisa Riski Eko Ardianto Rudi Yacub Siska Nur Amalia Siska Nur Fadillah Situmorang, Prima Lestari Vina Iasha Wiwi Nurjanah Wulandari, Anna Yohannes Putra Perkasa Sinambela Yudianto Achmad Yuningsih Nining Zulela M.S.