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All Journal Publikasi Pendidikan Pendas : Jurnah Ilmiah Pendidikan Dasar Journal on Education Didaktik : Jurnal Ilmiah PGSD STKIP Subang Archive: Jurnal Pengabdian Kepada Masyarakat Seminar Nasional Pengabdian Kepada Masyarakat Abdimas Indonesian Journal Kreasi: Jurnal Inovasi dan Pengabdian Kepada Masyaraka CENDEKIA PENDIDIKAN International Journal of Elementary School Teacher (IJEST) Pinisi Journal Pendidikan Guru Sekolah Dasar Jurnal Lempu
Siti Raihan
Universitas Negeri Makassar
Religion Agriculture, Biological Sciences & Forestry Humanities Chemistry Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Public Health Social Sciences Other

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PKM Pelatihan Asesmen Berorientasi 21th Century Learning Design (21CLD) Pada Implementasi Kurikulum Merdeka untuk Guru Sekolah Dasar Siti Raihan; Nurhaedah; Hikmawati Usman; Hotimah; Erma Suryani Sahabuddin
Kreasi: Jurnal Inovasi dan Pengabdian kepada Masyarakat Vol. 5 No. 1 (2025): April
Publisher : BALE LITERASI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/kreasi.v5i1.1244

Abstract

Penelitian ini merupakan PKM pelatihan asesmen berorientasi 21th Century Learning Design (21CLD) pada implemengtasi kurikulum merdeka untuk guru sekolah dasar. Tujuannya yaitu sebagai upaya pengotimalan dan pengendalian mutu penilaian di Sekolah Dasar khususnya bagi sekolah-sekolah yang sudah menerapkan kurikulum Merdeka. Metode yang digunakan dalam pengabdian kepada masyarakat (pkm) ini dilaksanakan dengan 3 tahapan utama, yakni pendahuluan, pelaksanaan dan evaluasi (hasil). Pendahuluan dilakukan dengan pendekatan dan sosialisasi untuk menjalin Kerjasama dengan pihak mitra (KKG). Pelaksanaan dilakukan dengan mempertimbangkan kebutuhan guru. Pelatihan secara langsung dilaksanakan dengan pemberian materi pelatihan secara bertahap untuk selanjutnya dilakukan pendampingan melalui grup WA. Hasil yang diperoleh Pertama, seluruh aspek kompetensi memiliki nilai p > 0.05, menunjukkan bahwa varians data pre-test dan post-test dapat dianggap homogen. Kedua, Nilai normalized gain menunjukkan peningkatan yang signifikan pada semua aspek kompetensi, dengan kisaran G antara 0.56 hingga 0.68. Berdasarkan hal tersebut dapat disimpulkan bahwa kegiatan pelatihan yang dilakukan efektif dalam membantu guru meningkatkan kemampuan mereka mengembangkan asesmen yang berorientasi pada pembelajaran abad ke-21 sesuai dengan Kurikulum Merdeka. Saran untuk peneliti selanjutnya berupa pengembangan kegiatan yang berkelanjutan, pendampingan pasca pelatihan, penerapan pada tingkat sekolah yang lebih luar, melakukan penelitian lanjutan yang mengukur dampak asesmen abad ke-21.
PKM Penguatan Kapasitas Guru dalam Implementasi Kurikulum Sekolah Ramah Anak Berbasis Budaya Positif di Lingkungan Belajar Siti Raihan; Saprizal; Fitriana; Awayundu Said; Amir Pada
Kreasi: Jurnal Inovasi dan Pengabdian kepada Masyarakat Vol. 5 No. 1 (2025): April
Publisher : BALE LITERASI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/kreasi.v5i1.1270

Abstract

This Community Service Program (PKM) aims to strengthen the capacity of teachers at SD Inpres Timbuseng in implementing a Child-Friendly School (CFS) curriculum based on a positive school culture. The program was initiated in response to preliminary findings showing that teachers had not fully understood the principles of CFS, had yet to apply empathetic communication, and had not integrated positive values into their teaching materials. The program was carried out using a transformative participatory approach through four stages: needs identification, training and workshops, implementation assistance, and reflective evaluation. One of the main approaches introduced was positive discipline, a pedagogical strategy that emphasizes dialogue, appreciation, and logical consequences to build a non-violent, positive school culture. The program results showed a significant improvement in teachers’ understanding of the CFS curriculum (from 62.5% to 88.3%), the development of child-friendly teaching materials, and changes in classroom teaching practices through the implementation of positive discipline supported by empathetic and reflective communication strategies. Teachers actively participated in all stages of the program, and the principal provided full support for its implementation. The program has implications for improving the quality of inclusive and participatory learning environments and opens opportunities for replication and further development through teacher learning communities and supportive school policies. Thus, this PKM program makes a concrete contribution to the creation of child-friendly schools.
Persepsi Guru Sekolah Dasar Tentang Integrasi Steam Dan Educulture Dalam Pembelajaran Terpadu Siti Raihan; Reza Ma’ruf; Amir Pada; Teguh Putra Gusal; Saprizal Saprizal
CENDEKIA PENDIDIKAN Vol 5 No 2 (2026): Edisi Mei
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Abdurachman Saleh Situbondo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36841/cendekiapendidikan.v5i2.8272

Abstract

This study aims to analyze elementary school teachers' perceptions of integrating the STEAM (Science, Technology, Engineering, Arts, and Mathematics) approach and Educulture (culture-based education) in integrated learning. The research employed a mixed-methods approach with an explanatory sequential design, involving 30 teachers and 5 principals from 7 elementary schools in Makassar City. Quantitative data were collected through a questionnaire measuring three dimensions of perception (knowledge, attitudes, and expectations/concerns), while qualitative data were obtained through semi-structured interviews with principals. The results showed that teachers' knowledge of local wisdom was excellent (93-97%), but their understanding of STEAM (73%) and Educulture (53%) still needs improvement. Teachers' attitudes toward integrating STEAM and Educulture were highly positive (average above 90%), with all teachers agreeing that local culture is important to be introduced in schools. The main needs of teachers were integrated module examples (48%), structured training (32%), and learning communities (20%), while the main concerns included administrative burdens (90%), time constraints (87%), and incomplete curriculum material (83%). The gap between appreciation for local wisdom and the ability to systematically integrate it into STEAM was the most significant finding. This study concludes that teachers have strong social capital in the form of positive attitudes and good cultural knowledge but require concrete support in the form of teaching modules, applicable training, and supportive policies to achieve optimal integration of STEAM and Educulture in elementary schools.
INOVASI KURIKULUM OBE MELALUI PENERAPAN MODEL PROJECT BASED LEARNING BERBASIS DESIGN THINKING TERHADAP KETERAMPILAN MENULIS KARYA ILMIAH MAHASISWA Siti Raihan; Ratih Utami Ramadhaniati; Faisal Salim; Saprizal Saprizal
CENDEKIA PENDIDIKAN Vol 5 No 2 (2026): Edisi Mei
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Abdurachman Saleh Situbondo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36841/cendekiapendidikan.v5i2.8284

Abstract

This study aimed to: (1) describe the implementation of the Design Thinking-based Project Based Learning (PjBL) model; (2) describe students' scientific writing skills before and after the implementation; and (3) determine the effect of OBE curriculum innovation through this model on scientific writing skills. The research employed a quantitative approach with a one-group pretest-posttest design. Subjects were elementary school teacher education students at Universitas Negeri Makassar enrolled in a Scientific Writing course, selected through purposive sampling. The instrument was a validated scientific writing skills rubric with high reliability. Data were analyzed using descriptive statistics, paired sample t-test, and N-Gain. The results showed: (1) model implementation through five phases (empathy, define, ideate, prototype, test) achieved an excellent implementation rate; (2) students' scientific writing skills improved from the low category with no students passing to the high category with all students passing; (3) there was a significant effect with improvement in the medium category. The highest improvement occurred in writing mechanics, approaching the high category, while the lowest improvement was in language skills. This study concludes that OBE curriculum innovation through the Design Thinking-based PjBL model has a significant and moderately effective impact on improving students' scientific writing skills.
Pelatihan Media Digital Multimodal Interaktif Bagi Guru SD Hotimah Hotimah; Erma Suryani Sahabuddin; Rahmawati Patta; Siti Raihan; Hikmawati Usman
Abdimas Indonesian Journal Vol. 6 No. 1 (2026)
Publisher : Civiliza Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59525/aij.1633

Abstract

This community service activity aimed to improve teachers’ digital competencies through interactive multimodal digital media training at SDN Aoeropala, Makassar City. The training involved 15 teachers from various grade levels. The activity was carried out through several stages, namely needs analysis, socialization, training, hands-on practice, mentoring, and evaluation. The needs analysis was conducted using the Mentimeter platform to identify teachers’ experiences in using digital media and the training needs required. The results of the analysis indicated that teachers still experienced limitations in developing interactive digital learning media, particularly in the use of Artificial Intelligence (AI), educational game development, interactive flipbooks, and VR/AR-based media. The training was conducted intensively from morning until 4:00 PM (WITA) using a workshop-based hands-on method with various applications such as Canva AI, Padlet, Quizizz, Heyzine Flipbook, QR Code, and Augmented Reality (AR)-based Assembler Edu. In addition to face-to-face training, participants also received continuous mentoring through a WhatsApp group to support the independent development of learning media products. The results showed that the interactive multimodal digital media training was able to improve teachers’ understanding and skills in developing more creative, interactive, and innovative multimodal learning media. Teachers also demonstrated high enthusiasm in implementing educational technology and were able to produce digital media products as the final assignment of the training. Therefore, this activity is expected to support the development of an adaptive and sustainable digital learning culture in elementary schools.
INOVASI KURIKULUM LITERASI DIGITAL BERBASIS GAMIFIKASI UNTUK SISWA BERKEBUTUHAN KHUSUS DI SEKOLAH DASAR INKLUSIF Wizerti Ariastuti Saleh; Siti Raihan
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Publish
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.48672

Abstract

AbThis study explores the implementation of a gamification-based digital literacy curriculum for students with special needs at SDN Unggulan Mongisidi 1 Makassar. Using a qualitative case study approach, data were collected through in-depth interviews, participatory observation, and FGD with the principal, special assistant teachers, classroom teachers, students, and parents. Data were analyzed using the Miles, Huberman, and Saldaña model. The findings reveal three main results: (1) implementation follows five stages: planning, socialization, phased application of gamification elements (points, badges, leaderboards, levels, challenges), individual assistance, and continuous evaluation; (2) student responses were highly positive with 100% enthusiasm, increased focus (ADHD students from 15 to 40 minutes), and improved learning independence; (3) challenges include limited devices and teacher preparation time, while support comes from school leadership, teacher collaboration, and parent participation. This study provides a contextual understanding of gamification curriculum implementation in inclusive elementary schools.
INTEGRASI STEAM DAN EDUCULTURE DALAM PELAKSANAAN KURIKULUM MERDEKA: SEBUAH STUDI TENTANG HAMBATAN DAN KEBUTUHAN GURU Siti Raihan; Shasliani; Andi Makassau; Amir Pada
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Publish
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.48789

Abstract

This study aimed to analyze the internal barriers, external barriers, and needs of elementary school teachers in integrating STEAM (Science, Technology, Engineering, Arts, and Mathematics) and Educulture (culture-based education) in the implementation of the Merdeka Curriculum. The research employed a mixed-methods approach with an explanatory sequential design, involving 30 teachers and 5 principals from 7 elementary schools in Makassar City. Quantitative data were collected through a questionnaire measuring three dimensions (internal barriers, external barriers, and teacher needs), while qualitative data were obtained through semi-structured interviews with principals. The results showed that the highest internal barrier was teachers' lack of understanding of how to integrate STEAM with local wisdom (73%), while motivational aspects were at the lowest level (33%). The highest external barriers were the unavailability of integrated teaching module examples (87%), time constraints (83%), and the lack of practical training (80%). The most urgent teacher needs were integrated teaching module examples (48%) and practical training (30%). This study concludes that teachers are mentally ready but instrumentally unprepared, requiring interventions in the form of concrete examples, practice-based training, continuous mentoring, and strengthening cross-sector collaboration between education offices, universities, and local communities.
Co-Authors Amir Pada Amir Pada, Amir Andi Dewi Riang Tati Andi Dewi Riang Tati Andi Makassau Andi Makassau Astuti Awayundu Said Ayu Ashari Bhakti Prima Findiga Hermuttaqien Erma Suryani Sahabuddin Faisal Salim Faris Eka Surya Dinata Fitriana Freddi Sarman Hamzah Pagarra Hartoto Hartoto Hartoto Hartoto Hotimah Ika Wahyu Zekreningsih Latri Latri Lusdawani Muh. Rizah Putrawan Muhammad Irfan Munawarah Munawarah Munawarah Nur Abidah Idrus Nur Abidah Idrus Nurhaedah Nurhaedah Nurhaedah Patta Bundu Pratiwi Wulandari Rahmat Rahmawati Amir Rahmawati Patta Rahmawati Patta Ratih Utami Ramadhaniati Resdita Denna Reza Ma’ruf Salman Usman Salman Usman Saprizal Saprizal Saprizal Sayidiman Sayidiman Shasliani Shasliani Sinta Nurul Oktaviana Kasim Syawaluddin, Ahmad Teguh Putra Gusal Usman, Hikmawati Wizerti Ariastuti Saleh yulianti - -