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All Journal JURNAL PENGABDIAN PENDIDIKAN MASYARAKAT (JPPM) Formatif : Jurnal Ilmiah Pendidikan MIPA
Sri Purwaningsih
Jambi University
Religion Humanities Computer Science & IT Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Library & Information Science Mathematics Public Health Social Sciences Other

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Hybrid Deep Learning dan STEM PJBL: Inovasi Pembelajaran Berdaya Saing Global untuk Guru Sains MGMP Evita Anggereini; Maison Maison; Nizlel Huda; M. Haris Effendi Hsb; Sri Purwaningsih; Upik Yelianti; Dara Mutiara Aswan
Jurnal Pengabdian Pendidikan Masyarakat (JPPM) Vol 7 No 1 (2026): Jurnal Pengabdian Pendidikan Masyarakat (JPPM) Vol.7 No 1 (Maret 2026)
Publisher : LPPM UNIVERSITAS MUHAMMADIYAH MUARA BUNGO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52060/jppm.v7.i1.3735

Abstract

Kegiatan pengabdian masyarakat ini bertujuan untuk menganalisis pemahaman, pengalaman, tantangan, dan kesiapan guru dalam mengembangkan perangkat pembelajaran sains yang berdaya saing global melalui lokakarya Hybrid Deep Learning dan STEM Project-Based Learning (STEM-PjBL). Menggunakan pendekatan deskriptif kualitatif dengan desain penelitian tindakan partisipatif, penelitian ini melibatkan 29 guru sains dari MGMP di Muaro Jambi, Indonesia. Data dikumpulkan melalui kuesioner dan observasi sebelum, selama, dan setelah lokakarya, dan dianalisis menggunakan model interaktif Miles dan Huberman. Temuan penelitian mengungkapkan bahwa guru umumnya memiliki pengetahuan terbatas tentang pembelajaran mendalam dan hybrid deep learning, pengalaman minimal dalam menerapkan STEM-PjBL, dan menghadapi tantangan signifikan seperti fasilitas terbatas, kompetensi pedagogis yang tidak memadai, dan kurangnya dukungan kelembagaan. Terlepas dari keterbatasan ini, sebagian besar guru menunjukkan kesiapan dan motivasi yang tinggi untuk mengintegrasikan teknologi berbasis AI dan pendekatan berbasis proyek ke dalam praktik mengajar mereka, dengan syarat mereka diberikan bimbingan intensif dan pengembangan profesional berkelanjutan. Kebaruan program ini terletak pada integrasi Pembelajaran Mendalam Hibrida dengan STEM-PjBL sebagai model untuk meningkatkan kapasitas guru dalam merancang perangkat pembelajaran sains inovatif berbasis teknologi. Implikasinya menyoroti pentingnya pelatihan profesional berkelanjutan, dukungan institusional, dan kemitraan kolaboratif untuk memastikan keberhasilan implementasi pedagogi berbasis AI dan berbasis proyek dalam pendidikan sains.
Science Process Skills Profile of Pre-Service Physics Teachers in an Inquiry-Based Laboratory Integrated with Local Context Tri Ariani; Maison; Sri Purwaningsih; Bambang Hariyadi
Formatif : Jurnal Ilmiah Pendidikan MIPA Vol. 16 No. 1 (2026): Formatif: Jurnal Ilmiah Pendidikan MIPA
Publisher : Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/formatif.v16i1.2174

Abstract

Science process skills are essential competencies that need to be cultivated  by pre-service physics teachers to support inquiry-oriented science learning. However, in higher education, physics laboratory work is still predominantly conducted from a confirmation-oriented perspective and provides limited opportunities for students to engage in authentic scientific thinking. The study has the purpose to analyze the profile of science process skills on pre-service physics teacher through inquiry based laboratory for local context integrated. In this quantitative descriptive study, 27 undergraduate students enrolled in Universitas PGRI Silampari's Physics Education Program studying Basic Physics I participated. Structured observation sheets on six indicators observing, classifying, forecasting, measuring, concluding, and communicating as well as a science process competency test were used to gather data. Data were analyzed descriptively through percentage analysis and categorical interpretation. The findings show the enhancement of students’ science process skills which can be observed from the average score, increasing from 40.19 in the pretest to 80.93 in posttest. The paired-sample t-test showed a statistically significant difference between the pretest and posttest scores (Sig. = 0.000, p < 0.05) with a large effect size (Cohen’s d = 2.731), indicating a substantial improvement in students’ science process skills. The findings indicate that inquiry-based laboratory instruction integrated with local contextual elements facilitates the progressive development of pre-service teachers’ science process skills across multiple instructional sessions. The current study makes a significant contribution to the development of context-based and inquiry-oriented laboratory instruction aimed at enhancing students’ competencies in science teacher education programs.
Co-Authors -, Maison Bambang Hariyadi Dara Mutiara Aswan Evita Anggereini M. Haris Effendi Hsb Nizlel Huda Tri Ariani Upik Yelianti