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All Journal Al Ishlah Jurnal Pendidikan Jurnal Penelitian Pendidikan IPA (JPPIPA) Jurnal Praksis dan Dedikasi Sosial
Bayu Wijayanto
Universitas Negeri Padang
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Environmental Science Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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PEMBUATAN LEMBAR KERJA PESERTA DIDIK (LKPD) BERBASIS PROJECT DENGAN HYBRID LEARNING UNTUK PENGUATAN PROFIL PELAJAR PANCASILA Sumarmi Sumarmi; Neni Wahyuningtyas; Alfyananda Kurnia Putra; Tuti Mutia; Bayu Wijayanto
Jurnal Praksis dan Dedikasi Sosial (JPDS) Vol 6, No 1 (2023)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um032v6i1p1-9

Abstract

PROJECT-BASED STUDENTS WORKSHEET TO ENHANCE STUDENTS' PANCASILA PROFILE IN HYBRID LEARNINGThe COVID-19 pandemic has had a changing impact on various aspects of life. One of them is the aspect of education which so far tends to be carried out in a conventional classical manner, which must develop towards digitalization. Therefore, this article discusses community service with the aim of improving the skills of teachers in schools under the auspices of YPK East Java in making project-based worksheets with hybrid learning to strengthen the profile of Pancasila students. The method adopted is empowerment through training and mentoring for teachers in schools under the auspices of YPK East Java with three stages namely preparation, implementation and follow-up. Based on an analytical study, the results of community service activities showed a positive impact on improving the skills of teachers in schools under the auspices of YPK East Java in making project-based worksheets with hybrid learning. Thus, teachers in schools have skills in implementing learning that is able to support strengthening the profile of Pancasila students.Pandemi COVID-19 memberikan dampak perubahan pada berbagai aspek kehidupan. Salah satunya yaitu aspek pendidikan yang selama ini cenderung dilaksanakan secara klasikal konvensional harus berkembang ke arah digitalisasi. Oleh karena itu, artikel ini membahas tentang pengabdian masyarakat dengan tujuan meningkatkan keterampilan guru-guru di sekolah yang ada di bawah naungan YPK Jatim dalam pembuatan LKPD berbasis project dengan hybrid learning untuk penguatan profil pelajar Pancasila. Metode yang ditempuh yaitu pemberdayaan melalui pelatihan dan pendampingan pada guru-guru di sekolah yang ada di bawah naungan YPK Jatim dengan tiga tahapan yaitu persiapan, pelaksanaan, dan tindak lanjut. Berdasarkan kajian analisis, hasil kegiatan pengabdian kepada masyarakat menunjukkan dampak positif pada peningkatan keterampilan guru di sekolah yang ada dibawah naungan YPK Jatim dalam membuat LKPD berbasis project dengan hybrid learning. Sehingga, guru di sekolah mempunyai ketrampilan dalam mengimplementasikan pembelajaran yang mampu mendukung penguatan profil pelajar Pancasila.
Content Feasibility and 21st-Century Skill Support in Grade XII Geography Textbooks under Indonesia’s Merdeka Curriculum: A Content Analysis Anita Liliana; Bayu Wijayanto; Dedi Hermon
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 4 (2025): DECEMBER 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i4.8113

Abstract

Textbooks play a vital role in supporting learning and instructional delivery, particularly under Indonesia’s Merdeka Curriculum, which emphasizes not only academic standards but also the development of 21st-century competencies. This study evaluates the feasibility of Grade XII Geography (Phase F) textbooks and their integration of Problem-Based Learning (PBL), Project-Based Learning (PJBL), and 4C skills—critical thinking, creativity, communication, and collaboration. A quantitative content analysis was conducted on three widely used textbooks, selected purposively from senior high schools in Jambi City. The evaluation used a rubric based on national curriculum standards (BSKAP), textbook assessment frameworks, and 4C competency indicators. Each textbook was scored across five content feasibility standards, PBL/PJBL integration, and 4C skill representation. All textbooks demonstrated high feasibility, averaging 93% across content quality indicators. Book C exhibited the most comprehensive integration of PBL, PJBL, and 4C skills, offering diverse activities and assessment formats. Book A was strongest in fostering critical thinking, while Book B emphasized communication and collaboration. However, inconsistencies were noted in environmental engagement, digital resource use, and visual quality, particularly in Book B. While the textbooks align with curriculum objectives, refinements are needed to fully support innovative, student-centered learning. Recommendations include incorporating authentic environmental tasks, enhancing digital interactivity, and expanding project diversity. The study is limited by regional scope and rubric subjectivity; future research should include Grades X and XI and investigate links to student learning outcomes.
Development of Digital Teaching Modules to Enhance Differentiated Learning in Geography Subjects Md. Navri Zulirfan; Syafri Anwar; Dedi Hermon; Bayu Wijayanto
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 4 (2025): DECEMBER 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i4.8041

Abstract

Differentiated learning in geography education requires innovative digital resources that cater to diverse student learning styles. This study aimed to design, validate, and evaluate the effectiveness of a digital teaching module that supports differentiated instruction based on visual, auditory, and kinesthetic learning preferences for Phase E students at SMAN 2 Sungai Apit. This research employed a Research and Development (RD) approach using the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The product was validated by three experts (subject matter, media, and instructional design), tested for practicality through small and large group trials, and evaluated for effectiveness through pretest-posttest experimental design involving 63 students divided into experimental and control groups. Validation results showed the module was highly valid, with expert ratings of 91.5% (content), 90.15% (media), and 83.25% (instructional design). Practicality scores from student trials reached 81.35% (small group) and 83.21% (limited group), both classified as "very practical." The module's effectiveness was confirmed through a significant difference in posttest scores between the experimental group (M = 80.21) and the control group (M = 73.03), with p 0.001. The average N-Gain score for the experimental group was 66.45%, indicating moderate improvement. These findings suggest that the developed digital teaching module is a valid, practical, and effective tool to enhance differentiated learning in geography. Its structure supports personalized learning experiences and can serve as a scalable model for other contexts.
The Effectiveness of the Outdoor Study Method in Improving Students’ Ecological Intelligence in Geography Learning at SMAN 6 Muaro Jambi Nur Sya'bani S; Yurni Suasti; Dedi Hermon; Bayu Wijayanto
Jurnal Penelitian Pendidikan IPA Vol 11 No 12 (2025): December
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i12.11691

Abstract

This study aimed to examine the effectiveness of the outdoor study method in improving students’ ecological intelligence in geography learning at SMAN 6 Muaro Jambi. A quantitative approach with a quasi-experimental non-equivalent control group design was employed, involving 60 eleventh-grade students, divided equally into an experimental group receiving outdoor study instruction and a control group receiving conventional classroom learning. Ecological intelligence was measured using a validated five-point Likert-scale questionnaire administered as both the pretest and posttest, which served as the sole quantitative data source. Observation sheets were used only as supporting documentation of learning activities. Data analysis included descriptive statistics, normality and homogeneity tests, and Analysis of Covariance (ANCOVA) to control initial differences in pretest scores. The ANCOVA results indicated that the pretest covariate significantly influenced posttest scores, and after controlling for this effect, the outdoor study method produced a statistically significant increase in ecological intelligence (p < 0.001). Students in the experimental group achieved higher adjusted mean scores compared with the control group. The findings demonstrate that outdoor study is an effective experiential learning approach that meaningfully enhances ecological awareness, sensitivity, and environmentally responsible tendencies in secondary school geography education.
Development of Geography Literacy-Based Learning Models in an Effort to Build Spatial Intelligence in Students Yulia Permata Sari; Afdhal; Bayu Wijayanto; Lailatur Rahmi
Jurnal Penelitian Pendidikan IPA Vol 11 No 12 (2025): December
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i12.13071

Abstract

This study aims to develop a geography literacy-based learning model in an effort to build spatial intelligence in junior high school students. The model was developed using the ADDIE (Analysis, Design, Development, Implementation, Evaluation) procedure. The analysis stage found that teachers and students needed an innovative model that could connect geographical concepts with the surrounding environment. The design stage produced model tools in the form of syntax, lesson plans, student worksheets, and assessment instruments that were validated by experts with an average score of 88% (highly valid category). In the development stage, a limited trial involving 25 students showed an increase in student engagement from 62% to 82%. The implementation stage involved experiments in two classes, where the experimental class used the geographic literacy model and the control class used conventional methods. The posttest results showed that the average spatial intelligence of students in the experimental class reached 82.6 (high category), higher than the control class at 74.1 (medium category), with a significant difference (p < 0.05). The evaluation showed a 16% increase in geographic literacy skills and an 18% increase in spatial intelligence, as well as positive responses from teachers regarding the practicality of the model. These results confirm that the geography literacy-based learning model is valid, practical, and effective in improving the spatial intelligence of junior high school students.
Model Pembelajaran RADEC dengan Media Interaktif untuk Meningkatkan Literasi dan Kemampuan Berpikir Kritis dalam Pembelajaran Geografi Siti Rohani; Syafri Anwar; Dedi Hermon; Bayu Wijayanto
Jurnal Penelitian Pendidikan IPA Vol 11 No 11 (2025): November
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i11.13275

Abstract

This study aims to analyze the effectiveness of the RADEC (Read, Answer, Discuss, Explain, Create) learning model in improving students’ literacy and critical thinking skills in geography learning at the senior high school level. The need for this research arises from the consistently low literacy and higher-order thinking performance of Indonesian students in PISA and AKM, as well as the limited implementation of RADEC in geography. This study employed a one-group pretest–posttest quasi-experimental design involving 16 eleventh-grade students from SMA Negeri 3 Tebing Tinggi Barat, Riau Province. The instruments consisted of a literacy test based on AKM indicators and a critical thinking test adapted from Facione’s framework, which measured Interpretation, Analysis, and Evaluation. Data were analyzed using descriptive statistics, N-gain calculations, and paired-samples t-tests. The results showed a significant improvement (p < 0.05) in both variables, with N-gain scores of 0.40 for geographic literacy and 0.36 for critical thinking, categorized as moderate. These findings indicate that the RADEC model enhances students’ literacy and critical thinking through structured stages involving reading comprehension, answering tasks, collaborative discussion, explanation, and the creation of learning products. The study provides empirical evidence for the application of RADEC in geography learning and highlights its relevance to the Merdeka Curriculum.
Co-Authors Afdhal Alfyananda Kurnia Putra Anita Liliana Dedi Hermon Lailatur Rahmi Md. Navri Zulirfan Neni Wahyuningtyas, Neni Nur Sya'bani S Siti Rohani Sumarmi Syafri Anwar Tuti Mutia Yulia Permata Sari Yurni Suasti