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Strengthening Teachers’ Pedagogical Competence through Theasys-Based Learning Media Training: A Community Service Program at MAN 1 Sleman: Pelatihan Media Pembelajaran Berbasis Theasys untuk Penguatan Kompetensi Pedagogik Guru MAN 1 Sleman Nanang Khuzaini; Naela Faza Fariha; Nuryadi Nuryadi; Nafida Hetty Marhaeni; Muhammad Irfan Rumasoreng; Arie Purwanto
Room of Civil Society Development Vol. 5 No. 2 (2026): Room of Civil Society Development
Publisher : Lembaga Riset dan Inovasi Masyarakat Madani

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59110/rcsd.803

This community service program aimed to improve the pedagogical competence of MAN 1 Sleman teachers through training in developing Theasys-based learning media. The program involved 45 teachers and was implemented through active participation, activity-oriented, program-based, and independent learning approaches. The evaluation instrument was a questionnaire consisting of 20 items distributed across five indicators: understanding of learning media, understanding of software, understanding of Theasys features, ability to create Theasys-based learning media, and ability to integrate the media into classroom learning. The data were analyzed using descriptive quantitative analysis by comparing participants’ understanding before and after the training. The results showed that the average level of participants’ understanding increased from 2.4% before the training to 90.4% after the training. The highest improvement was found in the ability to create Theasys-based learning media, which increased from 2% to 98%. In addition, 92% of participants stated that the training was highly beneficial for developing learning media, and the attendance rate of ≥85% indicated active participation throughout the program. These findings suggest that Theasys-based training can support teachers in developing interactive visual learning media according to subject-specific needs.

Strengthening Teachers’ Pedagogical Competence through Theasys-Based Learning Media Training: A Community Service Program at MAN 1 Sleman: Pelatihan Media Pembelajaran Berbasis Theasys untuk Penguatan Kompetensi Pedagogik Guru MAN 1 Sleman Nanang Khuzaini; Naela Faza Fariha; Nuryadi Nuryadi; Nafida Hetty Marhaeni; Muhammad Irfan Rumasoreng; Arie Purwanto
Room of Civil Society Development Vol. 5 No. 2 (2026): Room of Civil Society Development
Publisher : Lembaga Riset dan Inovasi Masyarakat Madani

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59110/rcsd.803

This community service program aimed to improve the pedagogical competence of MAN 1 Sleman teachers through training in developing Theasys-based learning media. The program involved 45 teachers and was implemented through active participation, activity-oriented, program-based, and independent learning approaches. The evaluation instrument was a questionnaire consisting of 20 items distributed across five indicators: understanding of learning media, understanding of software, understanding of Theasys features, ability to create Theasys-based learning media, and ability to integrate the media into classroom learning. The data were analyzed using descriptive quantitative analysis by comparing participants’ understanding before and after the training. The results showed that the average level of participants’ understanding increased from 2.4% before the training to 90.4% after the training. The highest improvement was found in the ability to create Theasys-based learning media, which increased from 2% to 98%. In addition, 92% of participants stated that the training was highly beneficial for developing learning media, and the attendance rate of ≥85% indicated active participation throughout the program. These findings suggest that Theasys-based training can support teachers in developing interactive visual learning media according to subject-specific needs.

Comparative predictive roles of mathematical self-efficacy and learning motivation on students’ critical thinking skills: Evidence from structural equation modeling Nanang Khuzaini; Nuryadi; Muhammad Irfan Rumasoreng; Muhammad Farid Nasrulloh; Arie Purwanto
Journal of Advanced Sciences and Mathematics Education Vol. 6 No. 3 (2026): Journal of Advanced Sciences and Mathematics Education
Publisher : CV. FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/nkkjsx64

Background: Critical thinking is a key competency in mathematics education that enables students to analyze information, justify reasoning, and solve problems effectively. Although learning motivation and mathematical self-efficacy are widely recognized as important affective factors, their comparative contributions to students’ critical thinking remain unclear. Aims: This study aimed to compare the predictive roles of learning motivation and mathematical self-efficacy in explaining students’ critical thinking skills in solving Pythagorean theorem problems. Method: A quantitative cross-sectional correlational design was employed involving 34 eighth-grade students selected through simple random sampling. Data were collected using an ARCS-based learning motivation questionnaire, a mathematical self-efficacy questionnaire, and an Ennis-based critical thinking test. Confirmatory Factor Analysis (CFA) and Structural Equation Modeling (SEM) with LISREL 8.80 were used to evaluate the proposed model. Results: The measurement model demonstrated satisfactory validity and reliability (KMO = 0.892; factor loadings ≥ 0.50). The refined structural model achieved acceptable fit (NNFI = 0.97, CFI = 0.98, NFI = 0.96, RFI = 0.94, RMSEA = 0.093). Mathematical self-efficacy positively predicted critical thinking (t = 4.40), whereas learning motivation showed a significant negative association (t = −2.26). Conclusion: Mathematical self-efficacy was a stronger predictor of critical thinking than learning motivation, indicating that students’ confidence in performing mathematical tasks is more closely associated with higher-order reasoning. Given the limited sample size, these findings should be interpreted as preliminary evidence requiring further validation.

Peningkatan Kemampuan Literasi Numerasi Siswa SDN 1 Pedes Melalui Program Bimbel Intensif Arie Purwanto; Nanang Khuzaini; Nuryadi; Rusmining; Nafida Hetty Marhaeni; Muhammad Irfan Rumasoreng; Naela Faza Fariha
Kurnia Mengabdi: Jurnal Pengabdian kepada Masyarakat Vol. 3 No. 2 (2026): Kurnia Mengabdi: Jurnal Pengabdian kepada Masyarakat
Publisher : CV. Kurnia Grup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61476/66ekw545

This Community Service Program (PkM) aims to improve the numeracy literacy skills of students at SD Negeri 1 Pedes through intensive tutoring at the UMBY Mathematics Education Tutoring Center "The Brilliant Minds". This activity was conducted from June to July 2026, targeting 3rd grade students. The program was implemented through an academic collaboration between Mathematics Education lecturers from Universitas Mercu Buana Yogyakarta (UMBY), Mathematics Education lecturers from Universitas Ahmad Dahlan (UAD), and students from the UMBY Mathematics Education Student Association (HIMATIKA). The implementation method was based on a need assessment and a participatory approach comprising five stages: preparation, diagnostic assessment, module/tool development, intensive tutoring, and evaluation and follow-up. One of the main innovations applied by student tutors was the use of the Jarimatika method and context-based word problems to reduce math anxiety and enhance students' concrete understanding. The evaluation results showed an increase in the overall average numeracy score, from a pretest score of 93.45 to a posttest score of 95.00. The most significant improvement was experienced by students in the category requiring intensive guidance. This program proved effective in building students' motivation, confidence, and critical thinking skills, while providing a sustainable impact through the handover of learning modules to the partner school.

Penguatan Kompetensi Pedagogik Guru melalui Pelatihan Pengembangan Animasi Pembelajaran Menggunakan Canva di SMA Dharma Amiluhur Muhammad Irfan Rumasoreng; Nanang Khuzaini; Arie Purwanto; Nuryadi Nuryadi; Nafida Hetty Marhaeni; Naela Faza Fariha
Jurnal Kreativitas Pengabdian Kepada Masyarakat (PKM) Vol 9, No 9 (2026): Volume 9 Nomor 9 (2026)
Publisher : Universitas Malahayati Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33024/jkpm.v9i9.27517

ABSTRAK Perkembangan teknologi digital menuntut integrasi media pembelajaran interaktif untuk memperkuat kompetensi pedagogik guru di era modern. Namun, guru-guru di SMA Dharma Amiluhur menghadapi kendala berupa keterbatasan pemahaman teknis dan pedagogis dalam mengembangkan media animasi digital. Kegiatan pengabdian kepada masyarakat ini bertujuan untuk menguatkan kompetensi pedagogik guru melalui pelatihan dan pendampingan pengembangan animasi pembelajaran berbasis Canva. Kegiatan ini menggunakan pendekatan partisipatif dan berbasis proyek (Project-Based Professional Development) yang melibatkan 10 orang guru SMA Dharma Amiluhur. Evaluasi keberhasilan program diukur melalui analisis pretest dan posttest yang mencakup 10 indikator kompetensi pedagogik dan literasi digital. Hasil evaluasi menunjukkan adanya peningkatan signifikan pada rerata skor peserta dari 30,50 (76,25%) pada saat pretest menjadi 35,60 (89,00%) pada saat posttest. Peningkatan tertinggi terjadi pada pemahaman pembuatan animasi (indikator 2), peningkatan keterampilan digital (indikator 3), serta pemahaman pentingnya inovasi pembelajaran (indikator 7). Seluruh peserta (100%) menyatakan kesiapan penuh dan berharap adanya kegiatan pelatihan lanjutan di masa mendatang. Pelatihan pengembangan animasi pembelajaran menggunakan Canva terbukti efektif dalam meningkatkan kompetensi pedagogik, keterampilan digital, serta motivasi inovasi pembelajaran guru di SMA Dharma Amiluhur. Kata Kunci: Animasi Pembelajaran, Canva, Kompetensi Pedagogik, Pengabdian Masyarakat, TPACK. ABSTRACT Rapid digital advancements demand the integration of interactive learning media to strengthen teachers' pedagogical competence in the modern era. However, teachers at SMA Dharma Amiluhur face constraints such as limited technical and pedagogical mastery in developing digital animation media. This community service activity aims to enhance teachers' pedagogical competence through training and mentoring in developing Canva-based learning animations. The program utilized a participatory and project-based approach (Project-Based Professional Development) involving 10 teachers at SMA Dharma Amiluhur. Program success was evaluated using pretest and posttest instruments covering 10 indicators of pedagogical and digital literacy competencies. Evaluation results demonstrated a significant increase in average participant scores from 30.50 (76.25%) in the pretest to 35.60 (89.00%) in the posttest. The most substantial improvements were observed in animation creation understanding (indicator 2), digital skill enhancement (indicator 3), and awareness of learning innovation (indicator 7). Furthermore, all participants (100%) expressed full readiness and enthusiasm for advanced follow-up training in the future. The training on developing learning animations using Canva effectively enhances teachers' pedagogical competence, digital skills, and innovative motivation at SMA Dharma Amiluhur. Keywords: Learning Animation, Canva, Pedagogical Competence, Community Service, TPACK.

Pemberdayaan Guru Madrasah Ibtidaiyah melalui Pengembangan Media Ajar Interaktif dan Evaluasi Pembelajaran Berbasis Gamifikasi Naela Faza Fariha; Muhammad Irfan Rumasoreng; Nafida Hetty Marhaeni; Riska Ayu Ardani; Nuryadi Nuryadi; Nanang Khuzaini; Arie Purwanto
Jurnal Kreativitas Pengabdian Kepada Masyarakat (PKM) Vol 9, No 11 (2026): Volume 9 Nomor 11 (2026)
Publisher : Universitas Malahayati Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33024/jkpm.v9i11.27733

ABSTRAK Kemajuan teknologi abad ke-21 menuntut guru Madrasah Ibtidaiyah (MI) mengintegrasikan TIK dalam pembelajaran, namun hasil observasi pada KKMI Kecamatan Tuntang menunjukkan pemanfaatan teknologi digital dan evaluasi interaktif masih belum optimal akibat keterbatasan kompetensi serta dominasi metode konvensional. Kegiatan PkM ini bertujuan untuk memberdayakan dan mendongkrak kompetensi pedagogik digital guru MI dalam mengembangkan media ajar berbasis game (Canva AI Code) dan instrumen evaluasi digital interaktif (Quizizz Wayground). Menggunakan pendekatan partisipatif-andragogis dengan desain Project-Based Training yang melibatkan 33 guru MI anggota KKMI Tuntang, di mana data dievaluasi menggunakan lembar pretest-posttest (12 indikator) dan angket respon kepuasan. Terjadi peningkatan rerata kompetensi guru secara signifikan sebesar 17,66% (dari 67,44% menjadi 85,10%), dengan kenaikan tertinggi pada pengolahan hasil evaluasi digital (+25,76%) dan penyusunan soal interaktif (+24,24%), serta tingkat kepuasan peserta mencapai kategori sangat baik (rerata 79,67%). Pelatihan ini efektif mendongkrak kepercayaan diri guru dalam mengoperasikan gawai (+13,64%) serta memicu motivasi tinggi (91,67%) untuk menerapkan pembelajaran dan evaluasi digital secara mandiri dan berkelanjutan di madrasah. Kata Kunci: Media Ajar Interaktif, Evaluasi Digital, Canva AI Code, Quizizz Wayground. ABSTRACT 21st-century technological advancements require Madrasah Ibtidaiyah (MI) teachers to integrate ICT into learning; however, observations within the KKMI of Tuntang District reveal that the utilization of digital technology and interactive evaluation remains sub-optimal due to limited competence and the predominance of conventional methods. This community service activity (PkM) aims to empower and boost the digital pedagogical competence of MI teachers in developing game-based learning media (Canva AI Code) and interactive digital evaluation instruments (Quizizz Wayground). Utilizing a participatory-andragogical approach with a Project-Based Training design involving 33 MI teachers from the Tuntang KKMI, data were evaluated using pretest-posttest sheets (12 indicators) and participant satisfaction questionnaires. There was a significant increase in the average teacher competence by 17.66% (from 67.44% to 85.10%), with the highest gains in processing digital evaluation results (+25.76%) and drafting interactive Quizizz questions (+24.24%), while participant satisfaction reached a very good category (average 79.67%). This training effectively boosted teachers' confidence in operating digital devices (+13.64%) and sparked high motivation (91.67%) to implement digital learning and evaluation independently and sustainably in madrasahs Keywords: Interactive Learning Media, Digital Evaluation, Canva AI Code, Quizizz Wayground.

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