Articles
<![CDATA[Strong Literacy, Great Village: Building Villages Through Literacy Culture in Bima Regency ]]>
<![CDATA[Nurfidah, Nurfidah]]>;
<![CDATA[Oya, Abas]]>;
<![CDATA[Suryaningsih, Sri]]>
<![CDATA[ Abdi Masyarakat Vol 5, No 2 (2023): Abdi Masyarakat ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pendidikan (LPP) Mandala ]]>
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DOI: 10.58258/abdi.v5i2.6035
<![CDATA[Desa Mandala merupakan salah satu desa terpencil dan sebagian besar masyarakatnya memiliki profesi sebagai petani. Masyarakat memandang bahwa gerakan untuk membudayakan literasi seakan-akan tidak ada hubungannya serta korelasi dengan pekerjaannya sehari-hari dan bahkan tidak ada sama sekali ketersediaan sarana infrastruktur penunjang literasi seperti tidak adanya perpustakaan desa maupun taman literasi. Pelaksanaan dan metode pengabdian kepada Masyarakat ini sebagai berikut: (1) Tahap Sosialisasi (2) Tahap seminar, (3) Tahap Penyuluhan dan terakhir (4) Tahap pengadaan taman literasi mandala. Berdasarkan hasil Pengabdian kepada Masyarakat, kegiatan ini dilakukan untuk meningkatkan kesadaran masyarakat dan meningkatkan kualitas sumber daya manusia sehingga berimbas pada peningkatan keterampilan masyarakat. Kegiatan pengabdian ini yang telah tercapai yaitu pelaksanaan sosialisasi, penyuluhan, dan seminar telah terlaksana untuk meningkatkan keberdayaan kesadaran dan kualitas SDM masyarakat Desa Mandala dan pengadaan taman literasi Mandala selesai dan telah dilakukan peresmian secara resmi.]]>
<![CDATA[Video-Based Learning Media Development Training (Learning Videos and Video Assignment Recordings) Flipped Learning Model For Teachers at SMAN 2 Madapangga ]]>
<![CDATA[Oya, Abas]]>;
<![CDATA[Nurfidah, Nurfidah]]>;
<![CDATA[Arwan, Arwan]]>
<![CDATA[ Abdi Masyarakat Vol 5, No 2 (2023): Abdi Masyarakat ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pendidikan (LPP) Mandala ]]>
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DOI: 10.58258/abdi.v5i2.6039
<![CDATA[Learning methods and media are very influential for successful learning. Many teachers at SMAN 2 Madapangga do not apply technology to participate in learning. Lack of skills in the use of technological devices to support the teaching and learning process. Lack of utilization of adequate school facilities and infrastructure to support the learning process. One of the efforts offered is to conduct training on the development of flipped learning model video-based learning media for teachers of SMAN 2 Madapangga. Training on the development of learning media based on learning videos and training on the application of assignments based on video task recordings. The aim of the dedication is to increase the potential of teachers in developing learning media based on learning videos and training in the application of assignments based on video task recordings with a flipped learning model approach. This program is carried out in three stages. The preparation stage is conducting initial observations and designing various conceptual and administrative matters. Implementation is a learning model training (flipped learning) and video-based learning media. Finally, the evaluation stage is evaluating the implementation of the beginner community service program. The training and mentoring programs for teachers at SMAN 2 Madapangga ran smoothly and achieved the set objectives. This is indicated by an increase in teacher understanding of the learning model (Flipped Learning) by 55%, an increase in skills in making learning media with MC. Power Point, Canva and KineMaster applications by 66%, and an increase in the ability to develop learning media by 77%.]]>
<![CDATA[Pengembangan LKS Model Matematika Ceria Sebagai Media Pembelajaran dalam Upaya Meningkatkan Motivasi Belajar dan Prestasi Siswa ]]>
<![CDATA[Ramdani, Nurlailatun]]>;
<![CDATA[Oya, Abas]]>
<![CDATA[ Jurnal Pendidikan dan Humaniora Vol 1, No 01 (2024): Januari 2024 ]]>
Publisher : <![CDATA[STKIP Harapan Bima ]]>
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DOI: 10.56842/jpk.v1i01.212
<![CDATA[Penelitian ini adalah penelitian eksperimental, dengan tujuan mendesain media pembelajaran berupa LKS ceria dan mengetahui pengaruhnya terhadap motivasi belajar dan prestasi siswa. Populasi penelitian ini adalah kelas VII SMPN 4 Bolo tahun ajaran 2015/2016 dan sampel penelitian adalah VIIB sebagai kelas eksperimen dan VIIC sebagai kelas kontrol. Sampel diambil dengan menggunakan teknik purposive sampling. Data yang diperoleh dua jenis yakni; data penguasaan konsep dan data respon siswa yang dikumpulkan dengan angket. Data penguasaan konsep siswa dianalisis menggunakan uji-t dan data respon siswa di analisis menggunakan norma relatif skala lima. Dalam penelitian ini telah didesain LKS Matematika ceria untuk empat kali pertemuan dengan pokok bahasan alat-alat optik. Hasil analisa data menunjukkan bahwa ada perbedaan penguasaan konsep Matematika siswa kelas eksperimen dan kelas kontrol pada taraf signifikansi 5 % dengan harga t’= 3,786 sementara itu harga t tabel lebih kecil dari thitung yakni 2,021. Hal ini berarti LKS model Matematika ceria berpengaruh terhadap peningkatan prestasi belajar siswa. Sedangkan hasil analisis data angket menunjukkan bahwa respon siswa berada pada kategori sangat baik dengan persentase sebesar 77 %.]]>
<![CDATA[Dimension of Attitudes in Flipped Learning: Enjoyment, Engagement, Motivation, Behavioral Intention, and Perception ]]>
<![CDATA[Oya, Abas]]>;
<![CDATA[Parmiti, Desak Putu]]>;
<![CDATA[Jampel, I Nyoman]]>;
<![CDATA[Candiasa, I Made]]>;
<![CDATA[Susilawati, Aay]]>
<![CDATA[ International Journal of Language Education Vol. 8, No. 3, 2024 ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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DOI: 10.26858/ijole.v8i3.66489
<![CDATA[This research investigates the influence of video-based flipped learning on the attitudes of students in non-English language programs, focusing on enjoyment, engagement, motivation, behavioral intentions, and perception. The study employed a descriptive research design, collecting data through questionnaires administered to 30 students enrolled in non-English language courses. The findings reveal a significantly positive attitude towards flipped learning, with high scores in enjoyment and engagement indicating a preference for the interactive and dynamic nature of video-based learning environments. The study confirms that motivation and behavioral intentions are positively affected by the flipped model, enhancing students' proactive learning behaviors and overall engagement with the course material. Moreover, the positive perception of video-based learning among students suggests that this method supports a deeper understanding and retention of language skills. This research contributes to the educational discourse by demonstrating that flipped learning models can significantly improve learning experiences and outcomes in non-English language settings. Future studies are encouraged to explore the long-term impacts of flipped learning on language proficiency and retention, aiming to validate and expand upon the current findings.]]>
<![CDATA[PENGGUNAAN TEKNOLOGI PENDIDIKAN DALAM PENGAJARAN DI SEKOLAH DASAR: TREN DAN DAMPAKNYA TERHADAP HASIL BELAJAR SISWA ]]>
<![CDATA[Sarafiah, Sarafiah]]>;
<![CDATA[Oya, Abas]]>;
<![CDATA[RS, Yuyun Yuningsih]]>;
<![CDATA[Nursa'ban, Eva]]>
<![CDATA[ Pendikdas: Pendidikan Dasar Vol 5, No 1 (2024): Mei 2024 ]]>
Publisher : <![CDATA[STKIP HARAPAN BIMA ]]>
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DOI: 10.56842/pendikdas.v5i1.356
<![CDATA[This study aims to analyze and identify trends in the use of educational technology in teaching at the elementary school level from 2019 to 2024 and evaluate its impact on student learning outcomes. Using a bibliometric approach, data was collected from Crossref via the Publish or Perish application, focusing on keywords such as "educational technology," "elementary school teaching," "student learning outcomes," "interactive multimedia," and "e-learning." The analysis results indicate a significant increase in publications related to educational technology, with a peak occurring in 2022. The most cited articles, such as those by Anggraeni et al. (2021) and Rahmadani Taufina (2020), highlight the effective use of interactive multimedia and problem-based learning (PBL) models in enhancing student engagement and academic achievement. This research also identifies challenges faced by educators in integrating technology, including disparities in access and the need for ongoing training. The findings provide valuable insights for education practitioners and policymakers to better optimize the use of technology in the elementary education system. By recommending further research on new technologies and their impact on education, this study emphasizes that the utilization of educational technology is a crucial step in addressing the educational challenges in the digital era.]]>
<![CDATA[PERAN KOLABORASI DARING DALAM MENINGKATKAN KETERAMPILAN SOSIAL DAN KETERLIBATAN SISWA DI SEKOLAH DASAR: STUDI BIBLIOMETRIK ]]>
<![CDATA[Nurlaila, Nurlaila]]>;
<![CDATA[Oya, Abas]]>;
<![CDATA[Ramdani, Nurlailatun]]>;
<![CDATA[Nurwalidainismawati, Nurwalidainismawati]]>
<![CDATA[ Pendikdas: Pendidikan Dasar Vol 5, No 1 (2024): Mei 2024 ]]>
Publisher : <![CDATA[STKIP HARAPAN BIMA ]]>
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DOI: 10.56842/pendikdas.v5i1.357
<![CDATA[This study aims to analyze the role of online collaboration in enhancing social skills and student engagement in elementary schools from 2019 to 2024. Using a bibliometric approach, data were collected from Crossref through the Publish or Perish application, focusing on keywords such as "online collaboration," "social skills," and "student engagement." A total of 810 publications were analyzed, indicating a positive trend in research on online collaboration, with a peak in publications occurring in 2022 with 253 articles, and the lowest number recorded in 2019 with 93 articles. The results show that online collaboration improves communication and cooperation skills among students and encourages their engagement in learning. Online collaboration tools, such as Google Classroom and Microsoft Teams, have enhanced student motivation and responsibility for their learning outcomes. However, challenges such as the digital divide and the need for teacher training have also been identified as barriers to implementing this method. This research provides important insights for educational practitioners and policymakers to optimize the use of technology in elementary education. With recommendations for further research on new technologies in online collaboration, this study emphasizes the significance of online collaboration as a key element in creating an inclusive and effective learning environment.]]>
<![CDATA[PENGARUH INOVASI DIGITAL TERHADAP PEMBELAJARAN BAHASA DI SEKOLAH DASAR: ANALISIS BIBLIOMETRIK ]]>
<![CDATA[Ismail, Ismail]]>;
<![CDATA[Fauzi, Azra]]>;
<![CDATA[Oya, Abas]]>;
<![CDATA[Nurwalidainismawati, Nurwalidainismawati]]>
<![CDATA[ Pendikdas: Pendidikan Dasar Vol 5, No 1 (2024): Mei 2024 ]]>
Publisher : <![CDATA[STKIP HARAPAN BIMA ]]>
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DOI: 10.56842/pendikdas.v5i1.354
<![CDATA[This study aims to identify and analyze trends in digital innovation in language learning in primary schools during the period from 2019 to 2024. Digital innovation plays a key role in improving students' language skills through interactive media, video-based technologies, and Android-based applications. This study used bibliometric analysis to explore publications related to this topic, with data obtained from Crossref via the Publish or Perish application and analyzed using tools such as VOSviewer. The results of the study show that the number of publications related to digital innovation in language learning has significantly increased over the past five years. The highest number of publications occurred in 2023 with 290 documents, reflecting a surge in research during the COVID-19 pandemic. Conversely, the lowest number of publications was recorded in 2019, with only 40 documents published. The study also found that audio-visual learning media and video-based learning are the most widely used technologies, making a significant impact on the effectiveness of language teaching. The main challenges identified are the limitations in teacher preparedness and infrastructure to support the integration of technology in the teaching process. This study has implications for the importance of developing teacher skills in using digital technology and provides opportunities for further research on the long-term effects of digital innovation in language learning in primary schools.]]>
<![CDATA[KETERLIBATAN SISWA MELALUI METODE PEMBELAJARAN INTERAKTIF DAN TEKNIK PENILAIAN INOVATIF DI SEKOLAH DASAR: ANALISIS BIBLIOMETRIK ]]>
<![CDATA[Faridah, Faridah]]>;
<![CDATA[Oya, Abas]]>;
<![CDATA[Suryaningsih, Sri]]>;
<![CDATA[Fauzi, Azra]]>
<![CDATA[ Pendikdas: Pendidikan Dasar Vol 5, No 1 (2024): Mei 2024 ]]>
Publisher : <![CDATA[STKIP HARAPAN BIMA ]]>
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DOI: 10.56842/pendikdas.v5i1.355
<![CDATA[This bibliometric analysis explores the impact of interactive learning methods and innovative assessment techniques on student engagement in primary education from 2019 to 2024. By analyzing a dataset of 1000 publications, the study highlights significant fluctuations in research outputs, particularly during the COVID-19 pandemic in 2022, which saw an increased focus on educational technology. Publication trends show a rise from 93 documents in 2019 to a peak of 253 documents in 2022, followed by a gradual decline to 150 documents in 2024, suggesting shifts in research priorities or the maturation of the field. The research identifies that video-based learning media and interactive multimedia are proven to be effective in enhancing student engagement and learning outcomes. Key findings indicate that these technologies significantly improve student motivation and learning outcomes while facilitating more innovative teaching practices among educators. The study also examines assessment techniques such as project-based assessment and self-assessment, which are shown to foster greater student engagement by encouraging active and collaborative learning. By synthesizing information across various studies, this research provides a comprehensive overview of the impact of interactive learning methods and assessment techniques on primary education and offers insights into their effectiveness and adaptability in diverse educational contexts.]]>
<![CDATA[Implementation of Flipped Learning Based on Video Learning to Improve English Speaking Ability ]]>
<![CDATA[Abas Oya Oya]]>;
<![CDATA[Nurfidah Nurfidah]]>
<![CDATA[ JUPE : Jurnal Pendidikan Mandala Vol 8, No 4 (2023): JUPE : Jurnal Pendidikan Mandala (Desember) ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pendidikan Mandala ]]>
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DOI: 10.58258/jupe.v8i4.6178
<![CDATA[The video-based learning model is an effective and enjoyable learning concept for students against laziness in learning and understanding material from writing/textbooks. The use of learning videos will make it easier to understand when delivering lecture material. This learning video was designed directly by researchers based on the material in each lecture. Learning using videos with the application of flipped learning will be very suitable and helpful for the conditions of STKIP Harapan Bima students in learning English. The aim of the research is to improve students' English speaking abilities through video-based learning in a flipped learning approach. This research is Research and Development (R & D) research by adopting the ADDIE (Analysis, Design, Development, Implementation, Evaluation) development model. The methodology used is a mix method (a combination of qualitative and quantitative methods). The instrument used in data collection was a questionnaire which was processed through a validity test. This video-based learning supports the success of the flipped classroom for the Non-English PGSD Study Program because it involves several learning characteristics (a) student-centered learning, (b) an ecosystem to generate learning motivation, and (d) contextual learning experiences.]]>
<![CDATA[DEVELOPMENT OF TEACHER PERFORMANCE EVALUATION MODELS OF INCLUSIVE AND REGULAR SCHOOLS ]]>
<![CDATA[Yuyun Yuningsih Ratnasari]]>;
<![CDATA[Nurwalidainismawati]]>;
<![CDATA[Abas Oya]]>;
<![CDATA[Tri Nurrahmania]]>
<![CDATA[ Jurnal Cakrawala Pendas Vol. 10 No. 4 (2024) ]]>
Publisher : <![CDATA[Universitas Majalengka ]]>
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DOI: 10.31949/jcp.v10i4.11284
<![CDATA[The objective of this study is to develop a performance evaluation model for teachers in regular and inclusive schools. The research followed stages of analysis, design, development, implementation, and evaluation. Data were collected through observation, documentation, and questionnaires and analyzed using both descriptive and qualitative methods. The Gregory formula was used to analyze expert validation, and confirmatory factor analysis (CFA) was employed to assess the test results. Findings indicate that the evaluation instrument meets validity criteria, with loading factor values ranging from 0,7 to 1.00 (>0.7) for SDN Doridungga. Meanwhile, SLB Wihdatul Ummah Donggo with loading factor values ranging from -0.074 to 0.979 (>0.7). Confirmatory Factor Analysis (CFA) shows that the model for SDN Doridungga has a good fit with a Standardized Root Mean Square Residual (SRMR) value of 0.001, while the model for SLB Wihdatul Ummah Donggo shows an SRMR value of 0.258, which indicates that the model is not fit.]]>
