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All Journal Jurnal Pendidikan Fisika Journal of Teaching and Learning Physics Jurnal Inovasi dan Pembelajaran Fisika Jurnal Penelitian Pembelajaran Fisika JIPF (Jurnal Ilmu Pendidikan Fisika) Jurnal Penelitian Pendidikan IPA (JPPIPA) Jurnal Ilmiah Pendidikan Fisika JURNAL EKSAKTA PENDIDIKAN (JEP) Abdimas Umtas : Jurnal Pengabdian kepada Masyarakat JPPS (Jurnal Penelitian Pendidikan Sains) DIFFRACTION: Journal for Physics Education and Applied Physics Bubungan Tinggi: Jurnal Pengabdian Masyarakat Pillar of Physics Education : Jurnal Berkala Ilmiah Pendidikan Fisika JURNAL PENDIDIKAN DAN ILMU FISIKA Jurnal Pengabdian Sains dan Humaniora Indonesian Educational Research Journal KARISMAS - JURNAL PENGABDIAN KARYA INOVASI MASYARAKAT
Ernita Susanti
Universitas Siliwangi
Religion Agriculture, Biological Sciences & Forestry Arts Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Control & Systems Engineering Earth & Planetary Sciences Economics, Econometrics & Finance Education Environmental Science Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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Pengembangan Hutan Literasi Sekolah Berbasis Teknologi dalam Mendukung SDGs Ridwan, Irwan Muhammad; Surahman, Endang; Susanti, Ernita; Sulistyaningsih, Dwi; Makiyah, Yanti Sofi; Maulidah, Rifa’atul; Sumantri, Agus
KARISMAS - JURNAL PENGABDIAN KARYA INOVASI MASYARAKAT Vol. 2 No. 2 (2025):
Publisher : Sahira Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70282/karismas.v2i2.25

Abstract

21st-century education demands the development of literacy skills, technology utilization, and environmental awareness. One innovation that integrates these three aspects is the development of a School Literacy Forest, a nature-based learning space that integrates literacy activities and environmental education. SMP Islam Nurul Yaqin in Sodonghilir Sub-District, Tasikmalaya Regency has pioneered the "PENGHUNI SEKOLAH" program (School Literacy Forest Development) as a form of commitment to contextual learning. However, the utilization of this literacy forest area is still not optimal due to the lack of educational media, the absence of technology integration, and limited training for teachers and students. This community service activity aims to: Develop the school literacy forest into a technology-based learning space that supports cross-disciplinary learning; Enhance the capacity of teachers and students in utilizing information technology for the management and enrichment of environmental literacy content; Provide digital media such as interactive QR Codes, infographics, and e-literacy content; and Build a digital-based literacy documentation system accessible to the school community and the public. Implementation methods include teacher-student training and mentoring, creation of digital educational media (plant QR Codes, e-books, infographics), installation of temperature and humidity measuring instruments, and creation of a literacy forest location map. Based on the results of the partner response questionnaire distributed to teachers and students of SMP Islam Nurul Yaqin, this community service activity successfully achieved very positive results. Overall, respondents expressed high satisfaction with all the activities and products generated
The Effectiveness of Using Google Sites-Based E-Modules to Optimize Critical Thinking Skills: Student Perceptions Analysis Ernita Susanti; Sandi Septiana; Shofa Meilinda; Intannia Mulya Rosa
Jurnal Penelitian Pendidikan IPA Vol 9 No 12 (2023): December
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v9i12.5887

Abstract

21st century learning emphasizes the importance of students' critical thinking skills and mastery of information technology. One use of technology in the learning process is through interactive learning media such as e-modules. Using e-modules can facilitate the development of critical thinking skills in students. One platform that can be used to create e-modules is Google Sites. This research aims to determine student perceptions of the effectiveness of Google Sites-based e-modules to facilitate students' critical thinking skills. This research uses a quantitative descriptive approach, with data collection techniques using a Likert scale questionnaire. The analysis results show that the assessment of the usefulness or students' perception of the e-module reached 85.48, including the very high sort. Apart from that, the analysis regarding the influence of e-modules on changes in knowledge and skills earned a score of 81.45, including the high kind. Based on the analysis of student perceptions, a positive response was found towards using e-modules, which indicates that the e-modules used are effective. Therefore, e-modules can be an effective learning medium in increasing understanding and facilitating students' critical thinking skills.
AI-Based Interactive Media Creation Training Using Curipod for High School Teachers: Strengthening Digital Literacy Hani Sulsilah; Ernita Susanti; Rahmat Rizal; Ifa Rifatul Mahmudah
Jurnal Pengabdian Sains dan Humaniora Vol. 4 No. 2 (2025): 2025 October Edition
Publisher : Fakultas Keguruan dan Ilmu Pendidikan-Universitas Timor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32938/jpsh.v4i2.10620

Abstract

The lack of a real-time feedback mechanism in the learning process can lead to undetected misconceptions, delayed reflection, and decreased student participation. This community engagement program is implemented to enrich AI-based interactive learning by utilizing Curipod as a real-time feedback platform, facilitating students' understanding and periodic evaluation. The intervention involved nine teachers (n=9) from multiple subject areas at a public senior high school in Pangandaran Regency, Indonesia. The program comprised three phases: 1) pre-activity, 2) training, and 3) monitoring and evaluation. The training followed a three-step sequence: presentation, live demonstration, and assistance. Evaluation included on-site observation during the training, a post-training test, and the interaction rate during the training. The results showed that the average test achievement reached 94,4% with a “very good” category, while the interaction level during the training reached 95%. Participants provided positive responses toward the activity, and eight out of nine participants have implemented Curipod in their classroom learning. Overall, the program was successful and made a tangible contribution to active learning practices. Overall, the program was successful and made a tangible contribution to active learning practices; eight of nine teachers subsequently integrated Curipod into their classroom instruction.
A Problem Based Learning Management System: Enhancing Learning Motivation and Academic Achievement in Digital Learning Environments Rahmat Rizal; Endang Surahman; Haji Aripin; Ernita Susanti; Surya Gumilar
Indonesian Educational Research Journal Vol. 4 No. 1 (2026): Current trends in education and learning
Publisher : CV. Samuel Manurung and Co

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/ierj.v4i1.151

Abstract

The integration of Learning Management Systems (LMS) into digital learning environments often remains content-focused and fails to foster active student engagement, resulting in low motivation and suboptimal academic achievement. This study aims to examine the effect of a Problem-Based Learning Management System (PBLMS) on students' learning motivation and academic achievement, both separately and simultaneously. A quasi-experimental design with a pretest–posttest non-equivalent control group was employed, involving 64 undergraduate students in physics education. The experimental group was taught using PBLMS, while the control group used a conventional LMS (Google Classroom) with direct instruction. Data were collected using a validated motivation questionnaire based on the ARCS model and an academic achievement test covering cognitive levels C1–C5. Data analysis included N-Gain, ANCOVA, and MANCOVA tests. The results revealed that the experimental group achieved significantly greater improvements in both learning motivation (N-Gain = 0.88, high category) and academic achievement (N-Gain = 0.86, high category) than the control group (0.48 and 0.60, moderate category, respectively). ANCOVA results confirmed a significant effect of PBLMS on both variables (p < 0.05), while MANCOVA indicated a significant simultaneous effect. The findings suggest that integrating problem-based learning within an LMS creates a more interactive, student-centered, and meaningful learning environment that enhances both learning motivation and academic achievement. This study bridges the gap between pedagogical models and digital technology by proposing PBLMS as an effective framework for improving motivation and academic performance in higher education
IMPLEMENTASI MODEL PEMBELAJARAN VARK-FLEMING UNTUK MENINGKATKAN HASIL BELAJAR KOGNITIF SISWA PADA MATERI GELOMBANG MEKANIK Muhamad Lutfi Alfazri; Rahmat Rizal; Ernita Susanti
Journal of Teaching and Learning Physics Vol. 11 No. 1 (2026): Journal of Teaching and Learning Physics (February 2026)
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jotalp.v11i1.40939

Abstract

This study aims to address the low cognitive learning outcomes of students at one of the state high schools in Tasikmalaya, by implementing the Visual, Auditory, Read/Write, Kinesthetic (VARK-Fleming) learning model to enhance students' cognitive learning outcomes in the topic of Mechanical Waves. This research is classified as quantitative, using a non-equivalent control group design. The population consists of the XI MIPA class at SMA Negeri 3 Tasikmalaya, with XI MIPA 4 as the experimental class and XI MIPA 5 as the control class. The assessment instrument comprises 10 essay questions covering 4 indicators of cognitive learning outcomes: C1, C2, C3, and C4. Data analysis techniques involve t-tests and N-gain values, with results indicating that  > , specifically 6.44 > 2.35, and an N-gain value of 0.82, which is categorized as high. It can be concluded that implementing the Visual, Auditory, Read/Write, Kinesthetic (VARK-Fleming) learning model can improve students' cognitive learning outcomes on the topic of mechanical waves and also assist teachers in designing lessons that consider students' learning style preferences.
Co-Authors Adam Malik Agus Sumantri Anjiana, Rifa Apriana, Erfan Aripin Aripin Aripin Aripin Deni Moh Budiman, Deni Moh Deniyatno, Deniyatno Dwi Sulistyaningsih Dwi Sulistyaningsih Dwi Sulistyaningsih Dwi Sulistyaningsih Eko Sujarwanto Endang Surahman Endang Surahman Erfan Apriana Filiyani, Rosa Haji Aripin Hani Sulsilah Ifa Rifatul Mahmudah Ifa Rifatul Mahmudah Intannia Mulya Rosa Isani, Julia Kanti, Luthviana Komarudin, Nanang Lutfiani, Silvia Luthfi Rahman, Luthfi Luthviana Kanti Luthviana Kanti M.Pd Prof. Dr. I Nyoman Sudiana . Mahmudah, Ifa Rifatul Makiyah, Yanti Sofi Maulidah, Rifa'atul Maulidah, Rifa’atul Muhamad Lutfi Alfazri Muhammad Nurkholis Dzikri Alfauzi Muhammad Ridwan, Irwan nana Nana Nana Nana, Nana Nenden Nuraeni Nisa Nisriana Nurfa Nurhidayat, Wahyu Pebriyanti, Helmina Rahayu, Shaniyah F Rahmat Rizal Ramadhan, Ilham Rohman Ratnawulan . Revanika Yusman Bhinekas Ridwan, Irwan Muhammad Rosana Yulia Sandi Septiana Sandi Septiana Shaniyah F Rahayu Shofa Meilinda Sofi Makiyah, Yanti Suera Sarah Budiaman Suera Sarah Budiaman Sulsilah, Hani Sumantri, Agus Suniah, Cici Nabila Surya Gumilar Ulpiah, Syifa Yanti Sofi Makiyah Yanti Sofi Makiyah Zulhendri Kamus