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All Journal Jurnal Kependidikan: Penelitian Inovasi Pembelajaran Journal on Mathematics Education (JME) Journal of Research and Advances in Mathematics Education Media Penelitian Pendidikan : Jurnal Penelitian dalam Bidang Pendidikan dan Pengajaran JIPMat (Jurnal Ilmiah Pendidikan Matematika) Al Ishlah Jurnal Pendidikan Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini Jurnal Abdimas BSI: Jurnal Pengabdian Kepada Masyarakat Jurnal Basicedu Journal on Education DIKDAS MATAPPA: Jurnal Ilmu Pendidikan Dasar COLLASE (Creative of Learning Students Elementary Education) Jurnal Review Pendidikan dan Pengajaran (JRPP) Imajiner: Jurnal Matematika dan Pendidikan Matematika Jurnal Dinamika Manajemen Pendidikan (JDMP) SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL Jurnal Paedagogy Didaktik : Jurnal Ilmiah PGSD STKIP Subang Journal of Innovation in Educational and Cultural Research Didaktika: Jurnal Kependidikan Mosharafa: Jurnal Pendidikan Matematika IJORER : International Journal of Recent Educational Research Jurnal Inovasi, Evaluasi dan Pengembangan Pembelajaran (JIEPP) Abdimas Altruis: Jurnal Pengabdian Kepada Masyarakat INSANIA : Jurnal Pemikiran Alternatif Kependidikan Jurnal Basicedu Journal of Innovation and Research in Primary Education Kasta: Jurnal Ilmu Sosial, Agama, Budaya dan Terapan Prima Magistra: Jurnal Ilmiah Kependidikan MIMBAR INTEGRITAS Edutainment : Jurnal Ilmu Pendidikan dan Kependidikan JGK (Jurnal Guru Kita) Innovative: Journal Of Social Science Research Journal of Medives: Journal of Mathematics Education IKIP Veteran Semarang Jurnal Kualita Pendidikan Jurnal Ragam Pengabdian PAUDIA: JURNAL PENELITIAN DALAM BIDANG PENDIDIKAN ANAK USIA DINI Lembaran Ilmu Kependidikan JP3 (Jurnal Pendidikan dan Profesi Pendidik) Abdimas Altruis: Jurnal Pengabdian kepada Masyarakat At Turots: Jurnal Pendidikan Islam
Widya Kusumaningsih
Universitas PGRI Semarang
Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Public Health Social Sciences Other

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PEMBERDAYAAN MASYARAKAT MELALUI PENGEMBANGAN DESA SENTRA KOPI REMPAH Widya Kusumaningsih; Ernawati Saptaningrum; Maria Ulfah; Khalimah Khalimah4
Abdimas Altruis: Jurnal Pengabdian kepada Masyarakat Vol 1 No 2 (2018): Oktober 2018
Publisher : Universitas Sanata Dharma

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/aa.v1i2.897

Abstract

This empowerment is a dedication to the people of Mlatiharjo Village, Patean District, Kendal Regency as a form of the Partner Village Development Program. This empowerment aims to a) provide solutions to the problems of the community in the form of the abundant spice coffee garden with a distinctive aroma of herbs with a holistic approach to multi-disciplinary research; b) empowering typical spices of coffee beans to become spice coffee powder with high selling value; c) provide the potential strengthening of the Mlatiharjo Village community through the application of research results in the form of making various spices; and d) forming a guided village as the Aneka Aroma Spice Coffee Sentra Village as one of the science-techno-park models of Semarang PGRI University. The method in implementing the Village Partner Development Program is by collaborating between three parties to resolve partner problems, namely Semarang PGRI University, Dikti's DRPM and Kendal District Government. The results of empowerment activities are processing coffee spices to become high-value coffee grounds, granting coffee processing equipment, P-IRT permits for coffee powder products produced, business licenses in the form of coffee shops and coffee cafes in the area and outside Kendal City, articles scientific and scientific publications. Conclusions of empowerment activities carried out in Mlatiharjo Village were successful, without any constraints and it was hoped that processing of spice coffee beans could become Mlatiharjo Village as a Spice Coffee Sentra Village and improve the economy of the Mlatiharjo Village community.
PELATIHAN PEMBELAJARAN KODING DAN KECERDASAN ARTIFISIAL (KA) UNTUK MENINGKATKAN KETERAMPILAN BERPIKIR DIGITAL BAGI GURU SD KECAMATAN TUNTANG Rasiman Rasiman; Widya Kusumaningsih; Joko Sulianto; Husni Wakhyudin
MIMBAR INTEGRITAS : Jurnal Pengabdian Vol 4 No 2 (2025): AGUSTUS 2025
Publisher : Biro Administrasi dan Akademik

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36841/mimbarintegritas.v4i2.6604

Abstract

Tujuan pelatihan memberi bekal terkait pembelajaran Koding dan Kecerdasan Artifisial (KA) bagi guru SD di Kecamatan Tuntang. Tujuan khusunya adalah meningkatkan kompetensi guru agar menguasai pembelajaran Koding dan KA, Integrasi Koding dan KA dalam pendidikan tidak hanya untuk meningkatkan literasi digital dan kemampuan penyelesaian masalah, tetapi juga mengajarkan berbagai keterampilan esensial yang mencakup berpikir komputasional, analisis data, algoritma pemrograman, etika KA, human-centered mindset, design system KA, dan teknik KA. Langkah-langkah dalam melaksanakan program pengabdian sebagai berikut: (1) Penyusunan proposal, kegiatan berdasarkan analisis masalah dan kebutuhan guru SD, serta menggunakan refesensi-referensi yang up to date berkaitan dengan pembelajaran Koding dan Kecerdasan Artifisial (2) Koordinasi dengan mitra, untuk menentukan waktu pelaksanaan (3) Pelaksanaan pelatihan mulai dari teori dan praktek berlangsung selama 3 bulan. Metode yang digunakan metode kaji tindak yaitu dilakukan kegiatan pelatihan intensif, implementasi, dipantau dan dievaluasi, serta tindak lanjut implementasi dan perbaikan kegiatan. Metode pelatihan dengan ceramah, tanya jawab, pemberian motivasi, penugasan, curah pendapat, dan metode pembelajaran yang digunakan dalam pelatihan untuk membentuk karakter guru yang kompeten dalam bidang teknologi menggunakan pendekatan andragogi dimana metode ini khusus digunakan untuk orang dewasa. Hasil yang dicapai dalam pelatihan memberikan pembelajaran, pelatihan dan pendampingan terhadap guru SD untuk menguasai pembelajaran Koding dan KA, diantaranya: (1) Meningkatkan pembelajaran koding (2) Membangun keterampilan digital, berpikir kritis, kreatif, kolaboratif (3) Pemecahan masalah-keterampilan esensial dalam dunia yang terus berubah (4) Guru SD mampu memanfaatkan beberapa aplikasi pembuatan media pembelajaran yang ada di internet, seperti Doodley dan Toonley.
PELATIHAN PENGEMBANGAN MEDIA PEMBELAJARAN PLATFORM ANIMAKER UNTUK MENDUKUNG KEMAMPUAN LITERASI TEKNOLOGI BAGI GURU SD KECAMATAN UNGARAN BARAT Rasiman Rasiman; Widya Kusumaningsih; Titik Haryati; Husni Wakhyudin
MIMBAR INTEGRITAS : Jurnal Pengabdian Vol 3 No 2 (2024): AGUSTUS 2024
Publisher : Biro Administrasi dan Akademik

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36841/mimbarintegritas.v3i2.5364

Abstract

Tujuan pelatihan pengembangan media pembelajaran platform animaker bagi guru SD di Kecamatan Ungaran Barat adalah meningkatkan kompetensi guru agar terampil dalam membuat media pembelajaran berbentuk animasi pembelajaran, guna mewujudkan pembelajaran yang menarik dan atraktif. Langkah-langkah dalam melaksanakan program pengabdian sebagai berikut: (1) Penyusunan proposal, kegiatan berdasarkan analisis masalah dan kebutuhan guru SD, serta menggunakan refesensi-referensi yang up to date berkaitan dengan pengembangan media pembelajaran, (2) Koordinasi dengan mitra, untuk menentukan waktu pelaksanaan, (3) Pelaksanaan pelatihan mulai dari teori dan praktek berlangsung selama 3 bulan. Metode yang digunakan metode kaji tindak yaitu dilakukan kegiatan pelatihan intensif, implementasi, dipantau dan dievaluasi, serta tindak lanjut implementasi dan perbaikan kegiatan. Metode pelatihan dengan ceramah, tanya jawab, pemberian motivasi, penugasan, curah pendapat, dan metode pembelajaran yang digunakan dalam pelatihan untuk membentuk karakter guru yang kompeten dalam bidang teknologi menggunakan pendekatan andragogi dimana metode ini khusus digunakan untuk orang dewasa. Hasil yang dicapai dalam pelatihan Memberikan pembelajaran, pelatihan dan pendampingan terhadap guru SD untuk memproduksi media pembelajaran animasi, keterampilan yang yang dihasilkan diantaranya: (1) Guru SD mampu membuat tulisan animasi untuk media pembelajaran dan mixing gambar dan audionya, (2) Guru SD mampu membuat berbagai gerakan aset gambar yang ada di aplikasi animaker untuk media pembelajaran, (3) Adanya peningkatan kualitas mixing audio dan mastering media yang menggunakan aset gambar dan tulisan yang disediakan oleh animaker, dan (4) Peningkatan literasi teknologi para guru SD terutama dalam memanfaatkan beberapa aplikasi pembuatan media pembelajaran yang ada di internet, seperti Doodley, dan Toonley. Luarannya adalah (1) Jurnal nasional terakreditasi, (2) Media massa, dan (3) HKI.
Pengaruh Motivasi Kerja, Budaya Sekolah, dan Literasi Sekolah terhadap Kompetensi Profesional Kepala Sekolah Dasar Di Kecamatan Bodeh, Kabupaten Pemalang Fajar Rahmadani; Nurkolis; Widya Kusumaningsih
At Turots: Jurnal Pendidikan Islam Vol. 7 No. 2 Desember (2025): At Turots: Jurnal Pendidikan Islam
Publisher : Sekolah Tinggi Ilmu Tarbiyah Madani Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51468/jpi.v7i2.1264

Abstract

This study aims to analyze the influence of work motivation (X1), school culture (X2), and school literacy (X3) on the professional competence of elementary school principals (Y) in Bodeh District, Pemalang Regency. A quantitative causal approach was adopted using a questionnaire as the primary data collection instrument. The results show that work motivation, school culture, and school literacy each significantly influence principals’ professional competence, with respective contributions of 48.5%, 5.91%, and 42.0%. Simultaneously, the three variables explain 75.5% of the variance in principals’ professional competence. These findings indicate that strengthening work motivation, school culture, and school literacy is essential for enhancing the professional competence of school principals. The study provides practical implications for educational stakeholders, suggesting that principal development programs should focus on motivating school leaders, fostering collaborative school culture, and promoting literacy-based initiatives to support effective and innovative school leadership. Bodeh District, Pemalang Regency was chosen as the research location because it has a representative number of elementary schools and a diverse range of teacher and principal characteristics, allowing for a comprehensive analysis of work motivation, school culture, school literacy, and principals’ professional competence. In addition, the educational conditions in Bodeh District indicate a need for improving school leadership quality, making this study relevant for providing empirical insights useful for local education policy development.
The Management of the Seven Habits of Great Indonesian Children Program as a Strategy for Strengthening Students’ Character Culture Aming Fitayah; Widya Kusumaningsih; Harto Nuroso
Jurnal Ragam Pengabdian Vol. 3 No. 2 (2026): Mei-Agustus, Sustainable Development Goals (SDGs): Multidisciplinary Perspectiv
Publisher : Lembaga Teewan Journal Solutions

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62710/mejczv11

Abstract

Character education is a strategic priority in Indonesian primary education for developing students with integrity, discipline, responsibility, and social awareness. The Ministry of Primary and Secondary Education introduced the Seven Habits of Great Indonesian Children (7KAIH) program as a character-building initiative based on positive daily habits. This study analyzed the implementation of the 7KAIH program in fostering a character culture at SDN Ungaran 01, West Ungaran District, Semarang Regency, through the educational management functions of Planning, Organizing, Actuating, and Controlling (POAC). A qualitative case study approach was employed, with data collected through in-depth interviews, participant observation, and document analysis involving school principals, teachers, educational staff, students, and parents selected through purposive sampling. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña, with trustworthiness established through source and technique triangulation. The findings show that the program was implemented through needs-based planning, collaborative organizing, consistent character habituation, and continuous monitoring supported by school–parent collaboration. These practices strengthened students’ discipline, religiosity, responsibility, independence, cooperation, and social awareness, contributing to a sustainable school character culture. The study concludes that effective 7KAIH implementation requires integrated POAC management and strong collaboration among schools, families, and the community.
Teacher Human Resource Management in Strengthening Literacy and Numeracy in Elementary Schools Ngatemiyati Ngatemiyati; Widya Kusumaningsih; Harto Nuroso
Jurnal Ragam Pengabdian Vol. 3 No. 2 (2026): Mei-Agustus, Sustainable Development Goals (SDGs): Multidisciplinary Perspectiv
Publisher : Lembaga Teewan Journal Solutions

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62710/rkpf1a84

Abstract

Teacher human resource management plays a vital role in improving the quality of literacy and numeracy learning in elementary schools by strengthening teachers' professional competencies and instructional practices. This study aimed to analyze the implementation of teacher human resource management in strengthening literacy and numeracy at SD Negeri Ngempon 02 Bergas, Semarang Regency, using the Planning, Organizing, Actuating, and Controlling (POAC) framework. A qualitative case study approach was employed. Data were collected through in-depth interviews, participant observation, and document analysis involving the principal, teachers, education staff, and school committee members selected purposively. Data credibility was ensured through source and technique triangulation, while analysis followed the interactive model of Miles, Huberman, and Saldaña. The findings reveal that teacher human resource management was implemented systematically through comprehensive planning, collaborative task organization, instructional leadership promoting teacher innovation, and continuous supervision through academic monitoring, evaluation, and follow-up. These integrated practices enhanced teachers' capacity to deliver literacy- and numeracy-oriented instruction while fostering a collaborative school culture that supports continuous professional development. The study concludes that strengthening literacy and numeracy depends not only on teachers' competencies but also on effective teacher human resource management supported by instructional leadership and sustainable quality improvement.
Students' Reflective Thinking Profiles in Problem-Solving Based on Mathematical Resilience Lilik Ariyanto; Supandi Supandi; Widya Kusumaningsih
Mosharafa: Jurnal Pendidikan Matematika Vol. 13 No. 3 (2024): July
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v13i3.1435

Abstract

Penelitian ini berkontribusi pada penelitian yang terus berkembang yang menyoroti kemampuan berpikir reflektif siswa jika ditinjau dari resiliensinya dalam menyelesaikan permasalahan matematis. Kami mengeksplorasi resiliensi matematis dari 36 siswa yang diklasifikasi menjadi tiga kelompok tingkatan, yaitu rendahm sedang dan tinggi. Selanjutnya, masing-masing kelompok dipilih 2 siswa yang diteliti untuk mengetahui profil berpikir reflektifnya dalam memecahkan masalah matematis. Penelitian kami melihat tiga indikator berpikir reflektif, yaitu: elaborating/comparing dan contemplanting. Kami menggunakan soal pemecahan masalah dan pedoman wawancara yang telah tervalidasi oleh ahli dari kalangan pendidik dan praktisi. Sedangkan triangulasi data yang digunakan adalah metode. Penelitian ini mengidentifikasi secara empiris tiga "profil" yang berbeda dalam hal berpikir reflektif matematis. Profil-profil tersebut adalah: Siswa yang memiliki resiliensi matematis tinggi mampu memenuhi 3 fase berpikir reflektif yaitu fase reacting, comparing dan contemplatin, Siswa yang memiliki resiliensi matematis sedang hanya mampu memenuhi 2 fase berpikir reflektif yaitu fase reacting dan fase comparing, Siswa yang memiliki resiliensi matematis rendah hanya mampu memenuhi 1 fase berpikir reflektif yaitu fase reacting. This study contributes to the growing body of research that highlights students' reflective thinking abilities in relation to their resilience in solving mathematical problems. We explored the mathematical resilience of 36 students, classified into three level groups: low, medium and high. Furthermore, we selected two students from each group to investigate their reflective thinking profiles in solving mathematical problems. Our research examined three indicators of reflective thinking: elaborating/comparing and contemplating. We employed problem-solving questions and interview guidelines that have been validated by experts, including educators and practitioners. Meanwhile, Triangulation of data was used as the research method. This study empirically identified three distinct "profiles" of mathematical reflective thinking. These profiles are: Students with high mathematical resilience can fulfil all three phases of reflective thinking: reacting, comparing, and contemplating; Students with moderate mathematical resilience can only fulfil two phases of reflective thinking: reacting and comparing; Students with low mathematical resilience can only fulfil one phase of reflective thinking: reacting.
Do Eligible Teacher and Student Activities in Problem-Based Mathematics Learning Impact Critical Thinking? Widya Kusumaningsih; Imam Kusmaryono
Mosharafa: Jurnal Pendidikan Matematika Vol. 13 No. 3 (2024): July
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v13i3.2256

Abstract

Penelitian studi kasus ini dilakukan dengan cross sectional desain. Partisipan sebanyak 32 siswa kelas V dan seorang guru. Penentuan partisipan siswa dan guru menggunakan teknik sampling jenuh (non-probabilitas). Teknik pengumpulan data melalui observasi, wawancara, dan tes. Tujuan penelitian menyelidiki apakah aktivitas belajar siswa dan guru yang eligible dalam model PBL dapat berdampak positif terhadap keterampilan berpikir kritis. Analisis data meliputi analisis resiko dan analisis dampak dari PBL. Temuan penelitian menunjukkan bahwa model problem based learning (PBL) mampu mengaktifkan potensi siswa dan guru melalui penciptaan aktivitas belajar yang tinggi.  Aktivitas belajar siswa dan guru yang eligible dalam model PBL dapat berdampak positif terhadap keterampilan berpikir kritis. Dengan kata lain, kegiatan pembelajaran dalam PBL mempunyai pengaruh yang signifikan terhadap keterampilan berpikir kritis siswa. Dampak positif terhadap siswa ini tidak lepas dari peran guru sebagai fasilitator yang efektif dalam implementasi PBL.This case study research was conducted with a cross-sectional design. The participants were 32 fifth-grade students and a teacher. Determining student and teacher participants used saturated (non-probability) sampling techniques. Data collection techniques through observation, interviews, and tests. The research objective is to investigate whether the learning activities of eligible students and teachers in the PBL model can have a positive impact on critical thinking skills. Data analysis includes risk analysis and impact analysis of PBL. Research findings show that the problem-based learning (PBL) model can activate the potential of students and teachers through the creation of high-learning activities.  The learning activities of eligible students and teachers in the PBL model can have a positive impact on critical thinking skills. In other words, learning activities in PBL have a significant influence on students' critical thinking skills. This positive impact on students cannot be separated from the teacher's role as an effective facilitator in implementing PBL.
Co-Authors A.Y. Soegeng Ysh Adil Amrillah Agnita Siska Pramasdyahsari Agus Hery Susanto Ahmad Syifa’ul Qulub Ainaya Hanum Lutfia Amin Mustoha Aming Fitayah Ananda Kusumaningrum Ananda Andi Dwi Arifin Artika Wina Fitriani Aryo Andri Nugroho Asih Setya Tri Lestari Asih Choirul Huda Chory Praseptiana Christin Eni Wati Christin Eniwati Dani Nur Rosvitasari Darhim Darhim Dawi Asil Irbah Desy Erviana Dewi Nur Laksmi Astutiningtyas Dewi Ratnawati Dhian Endahwuri, Dhian Dwiana Agustiningrum Dyan Retno Murtining Tyas Endang Wuryandini Erika Soniya Ernawati Saptaningrum Faizal Rahman Fajar Rahmadani Farida Nursyahidah Fiki Hidayah Fransiska Suciana Ghufron Abdullah Harto Nuroso Hartono Hartono Hellen Dita Natassya Hengky Angga Saputra Henry Januar Saputra Henry Januar Saputra Hepi Eravia Heru Ekwanto Husni Wakhyudin I Made Sudana I Made Sudana Ianatut Toyibah Ida Zubaida Ima Puji Astuti Imam Kusmaryono Indah Ratna Fitriani Ismaila Ousman Jeng Joko Sulianto . . Kartinah Kartinah, Kartinah Khalimah Khalimah Khalimah Khalimah4 Kristin Handayani Kurnia Nur Permata Aisah Latifatul Khiftiyah Lilik Ariyanto Lusiyawati Zahrah Mardani Esti Pambayun Maria Ulfah . Marlina Marlina Maryanto Maryanto Mia Pramudianti Milagros Racacho Baldemor Milagros Racacho Baldemor Mohammad Setya Asih Muhammad Saifuddin Zuhri Muhdi Mujilah Mujilah Ngatemiyati Ngatemiyati Ngatini Ngatini Ngurah Ayu Nyoman Murniati Nirmala Wahyu Wardani Noor Miyono Nur Arfi Aulia Zulfah Nur Khoiri Nur Riskiyati Nurkolis Nurkolis Nurkolis Nurkolis Nurkolis Nurkolis Nurkolis Nurkolis, Nurkolis Nuruliarsih Pinurba Anindita Pran Yudi Setiawan Prayekti Kusumasari Puji Mulyani Qristin violinda Rasiman Rasiman Ratna Kusuma Ningrum Refri Diantika Sari Reza Tegar Rizqiana Rina Dwi Setyawati Rini Puspita Marta Risqi Emawidiasari Risza Andika Arumsarie Rizky Esti Utami, Rizky Esti Rofingun Rosalina Ginting Rosalina Ginting Rulie Saraswati Sapto Armin Wibowo Savita Rizky Maulida Septi Ananingsih Septian Dwi Angga Sigit Rudiyanto Sisca - Siti Kusniati Siti Maghfiroh Siti Minarsih Siti Naviah Nurhayati Soedjono Soedjono Sri Janji Sri Suneki Sulastri Sulastri Suminten Suminten Supandi Sutrisno Sutrisno Tatang Herman, Tatang Titik Haryati Tulus Bintoro Turmudi Ulfa Sofiyana Waewalee Waewchimplee Wahyu Adiningsih Wan Mia Rumita Whisnu Andika Wicaksono Wita Setiyanti Yelli Ari Subekti Zulfa Amirulia Zulfiana Zulfiana