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All Journal Jurnal Pendidikan IPA Indonesia Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam Jurnal Pendidikan Biologi Indonesia Jurnal Penelitian Pendidikan IPA (JPPIPA) Bioedukasi: Jurnal Pendidikan Biologi IJECA (International Journal of Education and Curriculum Application) ABSYARA: Jurnal Pengabdian Pada Masyarakat Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Bioscientist : Jurnal Ilmiah Biologi Lumbung Inovasi: Jurnal Pengabdian Kepada Masyarakat Reflection Journal Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education) Interdiciplinary Journal of Education Cocos Bio Journal of Educational Studies Sasambo: Jurnal Abdimas (Journal of Community Service)
Baiq Fatmawati
Universitas Hamzanwadi
Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Control & Systems Engineering Dentistry Earth & Planetary Sciences Education Engineering Environmental Science Immunology & microbiology Languange, Linguistic, Communication & Media Library & Information Science Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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Pendampingan Desain Perangkat Pembelajaran Deep Learning di MA NW Sukamulia Fatmawati, Baiq; Muliawan, Wawan; Asri, Indra Himayatul
Lumbung Inovasi: Jurnal Pengabdian kepada Masyarakat Vol. 11 No. 1 (2026): March
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/linov.v11i1.4204

Abstract

Program Pengabdian ini bertujuan memberikan pendampingan desain pembelajaran mendalam (deep learning) bagi guru-guru di MA NW Sukamulia. Masalah utama yang dihadapi mitra adalah kurangnya pemahaman praktis tentang penerapan deep learning dalam pembelajaran. Program ini menggunakan pendekatan Participatory Rural Appraisal (PRA), yang meliputi sosialisasi teori deep learning dan pendampingan dalam penyusunan perangkat pembelajaran berbasis deep learning sesuai dengan mata pelajaran yang diampu. Hasil tes pengetahuan yang dilakukan melalui platform Quizizz menunjukkan bahwa mayoritas guru memahami konsep dasar deep learning, terutama dalam kategori Kerangka Pembelajaran Mendalam (94,2% jawaban benar) dan Prinsip Pembelajaran Mendalam (87,3% jawaban benar). Namun, terdapat tantangan pada kategori Pengalaman Belajar Mendalam, dengan 21,5% jawaban salah, yang mengindikasikan kesulitan dalam penerapan konsep tersebut di kelas. Kontribusi pengabdian ini adalah untuk memperkuat pemahaman praktis guru dalam menerapkan deep learning, dengan fokus pada peningkatan keterampilan dalam merancang pengalaman belajar mendalam. Diharapkan, pendampingan ini dapat meningkatkan kualitas pembelajaran dan mempersiapkan siswa untuk tantangan pendidikan abad ke-21, dengan menekankan pemahaman yang mendalam, berpikir kritis, dan keterampilan pemecahan masalah. Deep Learning Device Design Assistance at MA NW Sukamulia Abstract This Community Service Program aims to provide deep learning design assistance to teachers at MA NW Sukamulia. The main problem faced by partners is a lack of practical understanding of the application of deep learning in teaching. This program uses a Participatory Rural Appraisal (PRA) approach, which includes socialization of deep learning theory and assistance in developing deep learning-based learning tools according to the subjects taught. The results of the knowledge test conducted through the Quizizz platform indicate that the majority of teachers understand the basic concepts of deep learning, especially in the categories of Deep Learning Framework (94.2% correct answers) and Deep Learning Principles (87.3% correct answers). However, there are challenges in the Deep Learning Experience category, with 21.5% incorrect answers, indicating difficulties in implementing these concepts in the classroom. The contribution of this community service is to strengthen teachers' practical understanding in implementing deep learning, with a focus on improving skills in designing deep learning experiences. It is hoped that this assistance will improve the quality of learning and prepare students for the challenges of 21st-century education, by emphasizing deep understanding, critical thinking, and problem-solving skills.
Pelatihan Pembuatan Pupuk Kompos Melalui Pemanfaatan Limbah Rumah Tangga Di Lingkungan Bagik Longgek Kecamatan Selong Kabupaten Lombok Timur Nunung Ariandani; Sandy Ermanda; Baiq Fatmawati
ABSYARA: Jurnal Pengabdian Pada Masayarakat Vol 3 No 1 (2022): ABSYARA: Jurnal Pengabdian Pada Masyarakat
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/ab.v3i1.5276

Abstract

The strategic potential of the West Bagik Longgek Environment with the potential of natural resources, especially agriculture, is an economic attraction to increase people's income. So far, people are not used to utilizing household waste and the potential of surrounding resources to produce products that have more economic value. This Community Service Program aims to provide insight into finding creative ideas for processing household waste, especially natural fertilizer. The method used in this service activity is carried out in 4 stages: observation, preparation, implementation, monitoring, and evaluation. Compost fertilizer from household waste in the form of rice washing water, stale rice and vegetable residues, and or fruit skins, and EM4 fertilizer is added as a catalyst in making compost. Household waste that has no economic value will have a proper value when it can be reprocessed into something useful, one of which is compost. The compost produced from this activity is dark brown to black, similar to the color of the soil, insoluble in water, and odorless, so it can be concluded that the quality of the compost produced is quite good
Hybrid-PjBL Model Integrating Local Wisdom, Scientific Curiosity, and Metacognitive Awareness: Content and Construct Validity Fatmawati, Baiq; Calaminos, Franklin; Asy’ari, Muhmmad; Hunaepi, Hunaepi
Reflection Journal Vol. 6 No. 2 (2026): June
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/g9r23a07

Abstract

Procedural knowledge is an essential component of 21st-century science learning because it enables students to select, apply, and evaluate strategies for solving scientific problems. Project-Based Learning (PjBL) is widely recognized as a student-centered model for developing problem-solving, collaboration, and higher-order thinking skills; however, its implementation still requires stronger support for students’ learning regulation, motivation, and contextual scientific inquiry. This study examined the content validity, expert-based construct coherence, and reliability of a Hybrid Project-Based Learning (Hybrid-PjBL) model integrating local wisdom, scientific curiosity, and metacognitive awareness to support prospective science teachers’ procedural knowledge. This study represents the validation stage of a development research project. The developed model and its supporting tools, including semester learning plans (RPS), learning scenarios, modules, student worksheets (LKPD), and assessment instruments, were validated through a focus group discussion involving seven validators: four experts and three practitioners. Data were collected using validation sheets and analyzed descriptively using validity coefficients and reliability estimates. The results showed that the Hybrid-PjBL model was valid and reliable (rα = 0.76; α = 0.86). The supporting tools were also categorized as valid and reliable, including RPS (rα = 0.85; α = 0.92), learning scenarios (rα = 0.81; α = 0.89), modules (rα = 0.78; α = 0.88), LKPD (rα = 0.95; α = 0.97), and assessment instruments (rα = 0.88; α = 0.93). These findings indicate that the developed model and tools are appropriate for further practicality and effectiveness testing in real classroom settings
Three-Dimensional Virus Models For Critical Thinking In Biology Education: An Indicator-Level Secondary Analysis Baiq Fatmawati; Fina Nawarul Uyun Fitriyah
IJE : Interdisciplinary Journal of Education Vol. 4 No. 2 (2026): July, Interdisciplinary Journal of Education (IJE)
Publisher : Sumber Belajar Sejahtera

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61277/ije.v4i2.317

Abstract

This study presents an indicator-level secondary analysis of de-identified pretest-posttest data from 40 Grade 10 students (20 experimental and 20 control) who studied virus concepts at two madrasahs. The experimental group received instruction incorporating three-dimensional virus models, whereas the control group received lecture-based instruction. Four constructed-response items assessed interpretation, analysis, evaluation, and inference on a 1-4 scale. Raw gains and individual normalized gains were summarized descriptively. Because gain scores were non-normally distributed, two-sided Mann-Whitney U tests served as the primary between-group comparisons; Hedges' g with bootstrap 95% confidence intervals and pretest-adjusted ANCOVA were used as complementary analyses. The experimental group showed larger mean raw gains for interpretation (0.35 vs. 0.25), analysis (0.60 vs. 0.10), evaluation (0.35 vs. 0.20), inference (0.75 vs. 0.35), and the total score (2.05 vs. 0.90). Statistically significant between-group differences were observed for analysis (U = 271.0, p = .036; g = 0.74, 95% CI [0.16, 1.40]) and the total score (U = 320.5, p < .001; g = 1.30, 95% CI [0.78, 1.97]). Inference showed the largest descriptive improvement and a moderate effect (g = 0.56), although the between-group difference was not statistically significant (p = .136). ANCOVA yielded the same substantive pattern, with significant adjusted differences for analysis and the total score but not for interpretation, evaluation, or inference. Within the constraints of a small, non-randomized, two-school design, the findings suggest that model-supported instruction was most consistently associated with analytical reasoning, whereas interpretation and evaluation may require more explicit scaffolding, argumentation, and evidence-evaluation tasks.
Co-Authors AA Sudharmawan, AA Ade Irma Purnama Sari Adriandani, Nurung Asy’ari, Muhmmad Aulia Ida Zulfitri Azis, Sri Rofida B. Fitri Rahmawati Baiq Hikmah Widiawati Baiq Miftahul Jannah Calaminos, Franklin Fenny Roshayanti Fenny Roshayanti Fina Nawarul Uyun Fitriyah Ha, Minshu Ha, Minsu Hestina, Wiansa Hunaepi, Hunaepi Husnul Khotimah Indra Himayatul Asri Kalsum Kalsum M. Marzuki Marhamah . Marhamah Marhamah Marhamah Marhamah Marzuki, M. Maya Sasmita Maya Sasmita Muhammad Khairul Wazni Muhammad Khairul Wazni N. Y. Rustaman Novita Husnawati Nunung Ariandani Nurul Fajri Nurul Fajri Nurul Fajri Nurul Wafiah Nuryani Rustaman Purwati Kuswarini Suprapto Purwati Kuswarini Suprapto Sandy Ermanda Sarwati Sarwati, Sarwati Shahibul Ahyan Sitti Rohmi Djalilah Wawan Muliawan