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All Journal Jurnal Pengabdian Pada Masyarakat Pendas : Jurnah Ilmiah Pendidikan Dasar Kwangsan: Jurnal Teknologi Pendidikan These proceedings represent the work of researchers participating in The International Conference on Elementary Education (ICEE) which is being hosted by the Elementary Education Study Programme School of Postgraduate Studies, Universitas Pendidikan Jurnal Cakrawala Pendas Pedagogia: Jurnal Ilmiah Pendidikan Jurnal Pendidikan Terapan Jurnal Pengabdian Kepada Masyarakat Jurnal Elementaria Edukasia
Indra Suhendra
Universitas Pendidikan Indonesia
Agriculture, Biological Sciences & Forestry Humanities Decision Sciences, Operations Research & Management Education Engineering Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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MULTILITERACY EDUKIT IN ELEMENTARY SCHOOLS: PERCEIVED USEFULNESS, EASE OF USE, CURRICULUM FIT, SCHOOL SUPPORT, AND BEHAVIORAL INTENTION IN INDONESIA–MALAYSIA Indra Suhendra; Tatat Hartati; Muhammad Ikhwan Nugraha; Ira Rengganis; Effy Mulyasari; Dudu Suhandi Saputra
Jurnal Cakrawala Pendas Vol. 12 No. 1 (2026)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jcp.v12i1.16688

Abstract

The multiliteracy Edukit integrates reading, writing, critical thinking, and authentic production into a single elementary classroom session. Purpose: To compare Indonesian and Malaysian elementary teachers’ perceptions across five acceptance dimensions: Perceived Usefulness (PU), Perceived Ease of Use (PEOU), Curriculum Fit (CF), School Support (SS), and Behavioral intention (BI). Methods: A comparative survey of 30 teachers (Indonesia n=15; Malaysia n=15) used a validated 22 item, five point Likert questionnaire; per dimension reliability was adequate (α≥0.70). Mann–Whitney tests were applied to each indicator with effect size r reported. Results: Indonesian teachers scored higher across all dimensions, with 17 of 22 indicators significantly different (p<0.05). PEOU was the strongest discriminator (r≈0.60), followed by CF (r≈0.52), and SS showed the smallest difference (r≈0.32). The findings indicate that curriculum context and institutional support shape teachers’ acceptance of Edukit. Conclusion: Acceptance was driven by ease of use, curriculum alignment, and school support. Implementation strategies must align with the characteristics of Indonesia’s Kurikulum Merdeka and Malaysia’s KSSR. Implications: Strengthening training, aligning teaching/assessment artefacts, and ensuring access to simple materials are necessary to sustain adoption. Limitations: small, perception based sample; future studies should expand the sample and assess the impact on student outcomes.
Diagnostic Profile of Inferential Reading Ability across Four Indicators among Fifth Graders in Bandung Elementary Schools Indra Suhendra; Wahyu Sopandi; Isah Cahyani; Cepi Riyana
Jurnal Pendidikan Terapan Vol 4, No 3 July (2026)
Publisher : Sakura Digital Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61255/jupiter.v4i3.1411

Abstract

Purpose: This study aimed to construct a diagnostic profile of inferential reading ability across four indicators anaphoric resolution, background knowledge activation, predictive reasoning, and retrospective synthesis among fifth-grade students in Bandung elementary schools, addressing the limited availability of dimension-specific empirical data on inferential reading performance at the primary level. Methods: A descriptive survey was conducted with 84 fifth-grade students from three public elementary schools in Bandung, who completed an inferential reading test structured around the four indicators. A broader cohort of 185 students from the same schools responded to a perception questionnaire, while 35 teachers completed a questionnaire on instructional practices. Semi-structured interviews were also conducted with three classroom teachers and three students. Descriptive statistics, frequency distributions, cross-school comparisons, and thematic analysis were employed. Findings: The overall mean score was 45.83 (SD = 15.94), with the majority of students performing below expected levels. Retrospective synthesis recorded the lowest mean (M = 39.06, 84.5% in the lowest category), followed by predictive reasoning and background knowledge activation (78.6% each). Anaphoric resolution, although the highest (M = 54.69), still left more than half of the students below the expected threshold. Comparable patterns were observed across the three schools. Research Implications: The findings indicate that inferential reading competence requires more systematic instructional attention, particularly in retrospective synthesis and predictive reasoning. The four-indicator diagnostic framework offers educators a tool for pinpointing dimension-specific weaknesses and provides researchers a baseline for future intervention studies. Originality: This study contributes an empirically grounded diagnostic profile of inferential reading ability across four discrete indicators at the elementary level, integrating objective test data with teacher and student perceptual evidence within a single analytical framework.
The Effectiveness of Deep Learning-Based Read, Answer, Discuss, Explain, Create (RADEC) Workshop on the Perception of Bandung Principals Indra Suhendra; Wahyu Sopandi; Rendi Restiana Sukardi; Ade Yulianto; Nina Andini
Jurnal Pengabdian Kepada Masyarakat Vol. 6 No. 1 (2026): Volume 6 Nomor 1 Tahun 2026
Publisher : Actual Insight

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56393/jpkm.v6i1.3676

Abstract

This study examines the effectiveness of a workshop in improving school principals' perceptions regarding deep learning implementation using the RADEC model (Read, Answer, Discuss, Explain, Create) in Bandung City, Indonesia. Using a weak experiment design with one group pretest-posttest non-control method and 14 perception indicators, Mann–Whitney U analysis revealed that the workshop significantly improved principals' understanding in 10 of 14 indicators (p < 0.05), particularly on RADEC syntax stages and their contribution to 21st-century skills. However, three foundational deep learning principles (joyful, meaningful, mindful learning) and the Answer stage showed strong understanding prior to the workshop (p > 0.05), indicating the workshop successfully closed knowledge gaps in technical RADEC aspects. Although effectiveness is limited to the perception dimension rather than direct implementation impact, these findings confirm the workshop was effective as a cognitive foundation for adopting innovative pedagogy. The study recommends: (1) continuous mentoring to transform perception into practice; (2) intensive coaching program by the Education Office through lesson study and community of practice; (3) integration of technical and philosophical dimensions in professional development initiatives. The research implies that while workshops are crucial, they are insufficient educational transformation requires a systemic support ecosystem connecting knowledge with implementation at the school level. 
Co-Authors Ade Yulianto Asep Safaat Atep Sujana Cepi Riyana Cucun Sutinah Dadan Setiawan Diska Fratiwi Effy Mulyasari Erna Yuliana Ernawulan Syaodih Faizatun Nazilah Fanny Sumirat Hany Handayani Hany Handayani Indra Gunawan Ira Rengganis Isah Cahyani Johar Permana LELI KURNIAWATI Lina Marlina Nur Rizkiya Muhammad Ikhwan Nugraha Nanda Willian Nina Andini Prana Dwija Iswara, Prana Dwija Rahman Rahman Riska Riska Saputra, Dudu Suhandi Sartono Sartono Sukardi, Rendi Restiana Tatat Hartati Turmudi Udin Syaefudin Sa'ud Udin Syaefudin Sa’ud Wahyu Sopandi Wiwin Winarti Yudi Yanuar Yusup Maulana