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All Journal JURNAL PENELITIAN ILMU PENDIDIKAN Jurnal Pendidikan Anak Usia Dini Undiksha Ilmu Administrasi Publik Jurnal Pendidikan Terbuka Dan Jarak Jauh Journal of Education, Humaniora and Social Sciences (JEHSS) Aksara: Jurnal Ilmu Pendidikan Nonformal Diseminasi : Jurnal Pengabdian kepada Masyarakat Jurnal Paedagogy Budapest International Research and Critics in Linguistics and Education Journal (Birle Journal) ABSYARA: Jurnal Pengabdian Pada Masyarakat Didaktika: Jurnal Kependidikan Inovasi Kurikulum Indonesian Journal of Educational Development (IJED) Jurnal Pemberdayaan Sosial dan Teknologi Masyarakat Kenduri: Jurnal Pengabdian Dan Pemberdayaan Masyarakat Ghaitsa: Islamic Education Journal Compass: Journal of Education and Counselling International Journal of Educational Narratives
Titi Chandrawati
Universitas Terbuka
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Library & Information Science Mathematics Public Health Social Sciences Other

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PENGEMBANGAN ALAT PERMAINAN KOMPREHENSIF UNTUK MENINGKATKAN KOMPETENSI PEDAGOGIK GURU PAUD Sri Tatminingsih; Budi Hermaini; Mukti Amini; Titi Chandrawati; Siti Aisyah; Tedjo Djatmiko
Diseminasi: Jurnal Pengabdian kepada Masyarakat Vol. 5 No. 2 (2023)
Publisher : Pusat Pengabdian kepada Masyarakat- LPPM Universitas Terbuka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33830/diseminasiabdimas.v5i2.6307

Abstract

Setiap guru PAUD harus memiliki kompetensi pedagogik, khususnya kompetensi dalam merancang bahan belajar dan menerapkan pembelajaran menggunakan bahan belajar yang sesuai dengan perkembangan anak didiknya. Kegiatan pengabdian kepada Masyarakat (PkM) Dosen Pendidikan Guru PAUD Universitas Terbuka (PGPAUD UT) bertujuan untuk meningkatkan kompetensi pedagogik Guru PAUD melalui kegiatan pengembangan alat permainan komprehensif (APK). Metode pelaksanaan dilakukan melalui kegiatan luring dan daring. Mitra adalah Dinas Pendidikan dan Kebudayaan Kabupaten Pandeglang dengan peserta 20 guru PAUD/TK yang berasal dari 10 lembaga terpilih. Pengukuran pencapaian PkM dilihat dari produk APK dan Sertifikat HKI yang dihasilkan dan hasil asesmen yang dilakukan terhadap semua peserta. Hasil PkM adalah lima produk APK, lima sertifikat HKI dan peningkatan kompetensi pedagogik sebesar 37%. Rekomendasi yang dapat disampaikan adalah kegiatan Pengembangan APK dapat dilanjutkan dan disebarkan kepada guru-guru PAUD di berbagai wilayah lainnya dan Guru yang telah mengikuti kegiatan ini dapat menyebarkan ilmu dan pengalamannya kepada sejawatnya.   Every PAUD teacher must have pedagogical competence, especially competence in designing learning materials and implementing learning using learning materials that are appropriate to the development of their students. Community service activities (PkM) for PAUD Teacher Education Lecturers at the Open University (PGPAUD UT) aim to improve the pedagogical competence of PAUD Teachers through comprehensive game tool development activities (APK). The implementation method is carried out through offline and online activities. The partner is the Pandeglang Regency Education and Culture Office with 20 PAUD/TK teachers participating from 10 selected institutions. The measurement of PkM achievement can be seen from the APK products and IPR Certificates produced and the results of assessments carried out on all participants. The results of PkM are five APK products, five IPR certificates, and an increase in pedagogical competence of 37%. The recommendation that can be made is that APK development activities can be continued and distributed to PAUD teachers in various other regions and teachers who have participated in this activity can spread their knowledge and experience to their colleagues.
CONTRIBUTION OF SOCIAL ATTITUDE, LEARNING INTEREST, AND TEACHER COMPETENCE TO STUDENT ADAPTABILITY Gusti Ayu Sri Mahartini; Dewa Bagus Sanjaya; Titi Chandrawati
Indonesian Journal of Educational Development (IJED) Vol. 4 No. 2 (2023): August 2023
Publisher : Lembaga Pengembangan Pembelajaran Penelitian dan Pengabdian Masyarakat Universitas PGRI Mahadewa Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59672/ijed.v4i2.3045

Abstract

This study aimed to determine the contribution of social attitude, learning interest, and teacher competence to the adaptability of fifth grade students at SD Semester II Cluster 3, Tabanan District, Tabanan Regency. This research was an ex post-facto study with a population of 137 students. Sampling applied saturated sampling technique. Research data was collected using a questionnaire instrument. Research data were analysed using multiple regression and partial correlation. The results showed that (1) the significant contribution of social attitudes to adaptive skills was 23.50% and the effective contribution was 8.52%; (2) a significant contribution of interest in learning to adapt skills of 32.9% and an effective contribution of 15.60%; (3) the significant contribution of teacher competence to adaptive skills was 37.50% and the effective contribution was 24.97%; and (4) the combination of the contribution of social attitudes, learning interest, and teacher competence to students' adaptive skills was 49.10%.
Student’s learning experiences in an online learning environment using Garrison's Col framework Titi Chandrawati; Laksmi Dewi; Nurhikmah H; A. Afriani; Fajar Arwadi; Heni Safitri; Faaizah Shahbodin
Inovasi Kurikulum Vol 21, No 3 (2024): Inovasi Kurikulum, August 2024
Publisher : Himpunan Pengembang Kurikulum Indonesia (HIPKIN)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jik.v21i3.62813

Abstract

This study was conducted to examine the implementation of online learning in distance education utilizing the Community of Inquiry (CoI) framework, as introduced by Garrison. The CoI framework consists of three core elements essential in implementing online learning: social presence, cognitive presence, and teaching presence. These components are crucial for the success of online learning modalities. This is due to the nature of online learning, where instructors and learners are not present at the exact location or time, necessitating a 'binding element' in the educational process to ensure effective management of learning activities. Consequently, this research involved distributing questionnaires to 317 participants enrolled in online courses at Universitas Terbuka Indonesia. The results obtained from this study were classified as high, indicating that all three CoI elements achieved high ratings. Specifically, the aspect of cognitive presence was dominated by resolution capabilities. In social presence, the open communication capacity scored higher than the affective and cohesive components. Meanwhile, facilitating discourse was rated higher in the teaching presence domain than instructional design, organization, and direct instruction. Based on these findings, it can be concluded that learning across these three aspects is considerably high in the students' online learning experiences. AbstrakPenelitian ini dilakukan untuk mengetahui bagaimana pembelajaran daring pada pembelajaran jarak jauh melalui pendekatan Community of Inquiry (CoI) framework yang diperkenalkan oleh Garrison. CoI memiliki tiga unsur yang menjadi perhatian dalam implementasi pembelajaran daring, yaitu social presence, cognitive presence, dan teaching presence. Ketiga unsur ini menjadi komponen penting dalam keberhasilan pembelajaran yang bersifat daring. Mengapa demikian? Karena pembelajaran daring adalah pembelajaran dimana antara pengajar dan peserta tidak berada pada tempat dan waktu yang bersamaan. Sehingga jika tidak ada “pengikat” dalam proses pembelajaran tersebut akan sulit untuk mengontrol pelaksanaan pembelajaran. Oleh karena itu, pada penelitian ini dilakukan penyebaran kuesioner kepada 317 peserta yang mengikuti perkuliahan pembelajaran daring di Universitas Terbuka Indonesia. Hasil yang diperoleh dari penelitian ini dalam kategori tinggi. Hal ini menunjukkan bahwa dari ketiga unsur CoI berada pada kategori tinggi, sspek cognitive presence didominasi oleh kemampuan resolution. Pada aspek social presence kemampuan open communication tinggi dibandingkan affective dan cohesive. Sedangkan pada aspek teaching presence facilitating discourse memiliki nilai lebih tinggi dibandingkan instructional design and organization dan direct instruction. Berdasarkan data tersebut dapat disimpulkan bahwa kehadiran pembelajaran dari ketiga aspek tersebut cukup tinggi dalam pembelajaran daring yang dialami oleh siswa.Kata Kunci: community of Inquiry; evaluasi pengalaman belajar mahasiswa; pembelajaran daring
Pengaruh Model Problem Based Learning terhadap Kemampuan Bernalar Kritis dan Kreatif Siswa di Sekolah Dasar Sari Imawati; Rabiatul Adawiyah; Titi Chandrawati
Didaktika: Jurnal Kependidikan Vol. 14 No. 1 Februari (2025): Didaktika Jurnal Kependidikan
Publisher : South Sulawesi Education Development (SSED)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/27454312.1973

Abstract

Problem based learning merupakan model yang berfokus pada pemberian masalah sehingga melalui penerapan model ini siswa diharapkan dapat meningkatkan kemampuan bernalar kritis dan kreatif. Penelitian ini bertujuan untuk menganalisis: (1) Pengaruh model problem based learning terhadap kemampuan bernalar kritis siswa sekolah dasar; (2) Pengaruh model problem based learning terhadap kemampuan kreatif siswa sekolah dasar; (3) Pengaruh model problem based learning terhadap kemampuan bernalar kritis dan kreatif siswa sekolah dasar. Jenis penelitian adalah experimental design. Populasi penelitian adalah seluruh siswa kelas V SDN Teluk Mesjid 2 dan SDN Banyu Tajun Dalam. Kelas eksprimen dilaksanakan pada SDN Teluk Mesjid 2 dan kelas kontrol dilaksanakan pada SDN Banyu Tajun Dalam. Metode pengumpulan data berupa tes dan lembar observasi. Data hasil tes dan hasil observasi dianalisis dengan uji independet samples Test dan MANOVA. Berdasarkan hasil uji independet samples Test ditemukan bahwa: (1) Terdapat perbedaan nilai posttest yang signifikan antara kelas eksprimen dan kelas kontrol. Nilai rata-rata posttest kelas eksprimen 83,00 dan nilai rata-rata posstest kelas kontrol 68,31; dan tingkat signifikansi Sig (2-talled) adalah 0,003 < 0,05 sehingga model problem based learning berpengaruh terhadap kemampuan bernalar kritis siwa (2) Terdapat perbedaan nilai hasil observasi yang signifikan antara kelas eksprimen dan kelas kontrol. Nilai rata-rata hasil observasi kelas eksprimen 77,68 dan nilai rata-rata hasil observasi kelas kontrol 64,45 dan tingkat signifikansi Sig (2-talled) adalah 0,000 < 0,05 sehingga model problem based learning berpengaruh terhadap kemampuan kreatif siswa. Sedangkan berdasarkan uji MANOVA didapatkan bahwa semua tingkat signifikansi Sig (2-talled) < 0,05 sehingga model problem based learning berpengaruh terhadap kemampuan bernalar kritis dan kreatif siswa sekolah dasar secara simultan. Dengan demikian penggunaaan model problem based learning berpengaruh dalam meningkatkan kemampuan bernalar kritis dan kreatif siswa sekolah dasar.
Pemberdayaan Guru Dan Orang Tua Paud: Pelatihan Pembuatan Kompos Sebagai Strategi Penguatan Literasi Lingkungan Dan Literasi Makanan Titi Chandrawati; Susy Puspitasari; Gusti Nurdin; Adrian Rasyki; Rusanah Rusanah; Rahma Fatonah; Monika Handayani; Uliya Khoirun Nisa; Dian Novita
KENDURI : Jurnal Pengabdian dan Pemberdayaan Masyarakat Vol. 6 No. 1 (2026): January-April
Publisher : Yayasan Darussalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/kenduri.v6i1.2282

Abstract

This Community Service Program (PKM) aims to empower early childhood education (PAUD) teachers and parents in Lengkong Kulon Village through participatory composting training. The program was motivated by the high volume of unmanaged household organic waste, limited community understanding of sustainable waste management, and the potential for integrating environmental and nutritional issues into early childhood learning. Conducted in November 2025, the program involved 15 participants (12 parents/guardians and 3 PAUD teachers). Implementation followed three phases: (1) preparation through coordination and module development, (2) implementation involving counseling, demonstration, and hands-on composting practice, and (3) evaluation through pre-test/post-test, observation, and post-training mentoring. Results demonstrated a significant increase in participants' knowledge, with mean scores rising from 52.3 (low category) to 85.7 (high category), with an average N-Gain of 0.70 (high category). All participants (100%) successfully practiced composting; 80% began sorting organic waste at home, and 60% used compost to fertilize household vegetable gardens. PAUD teachers initiated a "Our PAUD Garden" project and developed daily lesson plans integrating ecological values. The program contributes to community capacity building toward sustainability aligned with SDGs Goals 2, 4, 11, and 12. Practical-based training effectively builds ecological awareness and household food security
FROM SURFACE TO DEEP: FOSTERING DEEP LEARNING COMPETENCIES (6CS) THROUGH CULTURALLY-GROUNDED STEM BIG BOOKS IN INDONESIAN EARLY CHILDHOOD EDUCATION Titi Chandrawati; Sri Tatminingsih; Dian Novita; Uliya Khoirun Nisa; Monika Handayani; Susy Puspitasari; Andayani
COMPASS: Journal of Education and Counselling Vol. 3 No. 3 (2026): Compass: Journal of Education and Counselling, February 2026
Publisher : ASIAN PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58738/compass.v3i3.1498

Abstract

Early childhood STEM education often remains focused on surface learning, limiting children’s ability to transfer knowledge into meaningful behavior and long-term understanding. This study aimed to investigate how culturally grounded STEM Big Books foster deep learning competencies among children aged 4–6 years in Indonesian early childhood education settings. The study employed a Research and Development design involving 32 teachers and approximately 150 children across several ECE institutions in Indonesia, using pre-post assessment, teacher evaluation, classroom observation, and qualitative reflection data. The findings demonstrated significant improvements across multiple dimensions of the 6Cs framework, particularly character, citizenship, collaboration, communication, and critical thinking. Children showed stronger conceptual understanding, spontaneous environmental behavior, collaborative problem-solving, and transfer of learning into home contexts. The study also identified four key mechanisms supporting deep learning: cultural anchoring, narrative embedding, multimodal exposure, and social co-construction. These findings suggest that culturally responsive STEM pedagogy can support transformative learning experiences in early childhood education.
Kesiapan Guru dan Pemanfaatan Platform Merdeka Mengajar di Sekolah Dasar di Kecamatan Bathin III Efrianti Efrianti; Retno Wahyu Ningsih; Titi Chandrawati
Journal of Education, Humaniora and Social Sciences (JEHSS) Vol 8, No 4 (2026): Journal of Education, Humaniora and Social Sciences (JEHSS), Mei 2026
Publisher : Mahesa Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34007/jehss.v8i4.3045

Abstract

Penelitian ini dilatarbelakangi oleh implementasi Kurikulum Merdeka yang menuntut kesiapan guru secara pedagogik, profesional, dan digital, serta optimalisasi pemanfaatan Platform Merdeka Mengajar (PMM) sebagai instrumen pendukung kebijakan. Meskipun secara konseptual kurikulum ini memberikan fleksibilitas dan otonomi kepada guru, realitas di lapangan menunjukkan adanya variasi kesiapan dan pemanfaatan platform digital, khususnya di wilayah non-perkotaan. Penelitian ini bertujuan menganalisis kesiapan guru, proses implementasi Kurikulum Merdeka, dan pemanfaatan PMM di Sekolah Dasar Kecamatan Bathin III Kabupaten Bungo. Penelitian menggunakan pendekatan deskriptif kualitatif dengan jenis fenomenologi. Data diperoleh melalui observasi, wawancara mendalam, dan dokumentasi pada enam sekolah dasar, kemudian dianalisis menggunakan model interaktif Miles dan Huberman dengan teknik triangulasi untuk menjamin kredibilitas. Hasil penelitian menunjukkan bahwa implementasi kurikulum telah berjalan secara struktural dan administratif, namun secara substantif masih berada pada tahap adaptasi berkembang. Pemanfaatan PMM berkontribusi positif terhadap peningkatan kompetensi guru yang aktif mengaksesnya, tetapi belum merata karena keterbatasan literasi digital, waktu, dan dukungan struktural.
Examining mental health needs of open and distance learning students: A case study of Universitas Terbuka, Indonesia Vita Elysia; Isti Rokhiyah; Made Yudhi Setiani; Arip Priatna; Titi Chandrawati
Jurnal Penelitian Ilmu Pendidikan Vol. 18 No. 2 (2025): July–December
Publisher : Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpip.v18i2.87105

Abstract

The growing demand for open and distance education calls for a stronger focus on student well-being, particularly mental health. This study explores the mental health landscape at Universitas Terbuka (UT), Indonesia’s national open university, which serves a geographically dispersed and diverse student population. Employing qualitative methods, including in-depth interviews and focus group discussions (FGDs), this research aims to assess mental health needs, identify contributing stressors, and develop policy recommendations to strengthen mental health support in a distance learning context. The findings indicate that students experience anxiety, stress, and burnout, exacerbated by academic pressure, social isolation, and the absence of structured counselling services. To address these challenges, the study proposes a phased strategy: short-term awareness programs, medium-term pilot e-counselling initiatives, and long-term institutional development through a centralized mental health center. This study contributes to the field of education by offering a practical framework for integrating mental health support into distance learning environments at UT, with potential implications for similar institutions across the ASEAN region and beyond. Keywords: mental health, counselling, student, UT
A Character-Based Learning Model to Foster Independence in Early Childhood Islamic Education Titi Chandrawati; Susy Puspitasari; Siti Aisyah; Siti Julaeha; Dian Novita; Muktia Pramitasari; Monika Handayani
GHAITSA : Islamic Education Journal Vol. 7 No. 1 (2026): November - February
Publisher : Yayasan Darusssalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/ghaitsa.v7i1.2267

Abstract

This study examines the development and implementation of a character-based learning model designed to foster independence among early childhood learners in Islamic educational settings — specifically Raudhatul Athfal (RA) and PAUD Islam. Grounded in Islamic moral values of amanah (trustworthiness), mas'uliyyah (responsibility), and ta'awun (cooperation), the model integrates structured lesson plans, Islamic narrative big books, and character-themed nasyid (Islamic songs) into daily classroom practice. Employing a Research and Development (R&D) approach based on the Borg and Gall model (2007), the study was conducted with 10 early childhood educators and their students aged 4–6 years across institutions in Tangerang and Sawangan, Indonesia. Pre- and post-intervention data revealed a significant increase in children's independent behaviors from 37% to 83%, alongside substantial growth in teacher instructional competence and confidence in delivering character-integrated Islamic education. The model demonstrates strong scalability and cultural resonance within Indonesia's Islamic early childhood education system, contributing a pedagogically robust and spiritually grounded framework for character education aligned with national curriculum mandates and Islamic values
PEMBERDAYAAN MASYARAKAT DESA LENGKONG KULON MELALUI PENGEMBANGAN KEMAMPUAN LITERASI LINGKUNGAN, LITERASI MAKANAN DAN PENGEMBANGAN KEMAMPUAN BAHASA INGGRIS MENUJU DESA MANDIRI BERBASIS SDG'S Titi Chandrawati; Susy Puspitasari; Gusti Nurdin; Adrian Rasiky; Rusanah Rusanah; Rahma Fatonah
Jurnal Pemberdayaan Sosial dan Teknologi Masyarakat Vol. 5 No. 2 (2025): Desember 2025
Publisher : Smart Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54314/jpstm.v5i2.5733

Abstract

Abstract: This community service activity aims to improve environmental literacy and English language skills of the people of Lengkong Kulon Village, Pagedangan, Kabupaten Tangerang. By referring to the sustainable development goals (SDGs) and for the development of tourism areas in Lengkong Kulon Village,  this Community Service Activity is expected to help encourage village independence through an understanding of environmental issues and increased foreign language competency, especially English, which will open economic and social opportunities for the local community and facilitate the development of tourism areas in the village. This activity is carried out through training and socialization involving the village community, with an approach based on active involvement and the use of relevant technology. This Community Service activity focus on developing environmental literacy and food pedagogy to the Lengkong Kulon Village community through groups of mothers of PAUD students and PAUD teachers as well as Lengkong Kulon village officials. Keywords: environmental literacy , food literacy, food pedagogy  Abstrak: Kegiatan pengabdian masyarakat ini bertujuan untuk meningkatkan literasi lingkungan dan kemampuan bahasa Inggris masyarakat Desa Lengkong Kulon, Kecamatan Pagedangan, Kabupaten Tangerang. Dengan mengacu pada tujuan pembangunan berkelanjutan (SDGs) serta untuk pengembangan daerah wisata di desa Lengkong Kulon.  Kegiatan Pengabdian pada Masyarakat ini diharapkan dapat membantu mendorong kemandirian desa melalui pemahaman terhadap isu-isu lingkungan serta peningkatan kompetensi bahasa asing, khususnya bahasa Inggris, yang akan membuka peluang ekonomi dan sosial bagi masyarakat setempat dan memperlancar pengembangan daerah wisata di desa tersebut. Kegiatan ini dilakukan melalui pelatihan dan sosialisasi yang melibatkan masyarakat desa, dengan pendekatan yang berbasis pada keterlibatan aktif serta pemanfaatan teknologi yang relevan. Kegiatan pengabdian kepada Masyarakat berfokus kepada pengembangan literasi lingkungan dan pedagogi pangan (food pedagogy) kepada Masyarakat desa Lengkong Kulon melalui kelompok ibu-ibu wali murid PAUD dan guru-guru PAUD serta aparat desa Lengkong Kulon.Kata Kunci: literasi lingkungan, literasi makanan, pedagogi pangan 
Co-Authors Adrian Rasiky Adrian Rasyki Afriani Afriani ANDAYANI ANDAYANI Arip Priatna Budi HERMAINI Charles Scott David Kaufman Dewa Bagus Sanjaya Dewi Andriyani Dewi. S, Anita Chandra Dian Novita Dian Novita Efrianti Efrianti Faaizah Shahbodin Fajar Arwadi Gusti Ayu Sri Mahartini Gusti Nurdin Gusti Nurdin Heni Safitri Jasrial Jasrial Jasrial Jasrial, Jasrial Jayawarsa, A.A. Ketut Laksmi dewi Made Yudhi Setiani Menneria Pane Monika Handayani Muhammad Noor Huda Mukti Amini Muktia Pramitasari Muman Hendra Budiman Ngadi Marsinah Nur Salamah Siregar Nurhikmah H Rabiatul Adawiyah Rahma Fatonah Rahma Fatonah Rahmat Hidayat Retno Wahyu Ningsih Rokhiyah, Isti Rosmawati Harahap Rusanah Rusanah Rusanah Rusanah Sari Imawati Siti Aisyah Siti Aisyah Siti Julaeha Sri Tatminingsih Sri Tatminingsih Susy Puspitasari Susy Puspitasari Syahrul Ramadhan Tedjo Djatmiko TRINI PRASTATI Uliya Khoirun Nisa Uliya Khoirun Nisa Untung Laksana Budi Vita Elysia Zakirman