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All Journal Widyagogik : Jurnal Pendidikan dan Pembelajaran Sekolah Dasar Al Ishlah Jurnal Pendidikan Jurnal Penelitian Pendidikan IPA (JPPIPA) Pendas : Jurnah Ilmiah Pendidikan Dasar Premiere Educandum: Jurnal Pendidikan Dasar dan Pembelajaran JURNAL PENDIDIKAN TAMBUSAI Jurnal Basicedu Minda Baharu Indonesian Journal of Educational Science (IJES) Autentik : Jurnal Pengembangan Pendidikan Dasar Bubungan Tinggi: Jurnal Pengabdian Masyarakat Ainara Journal (Jurnal Penelitian dan PKM Bidang Ilmu Pendidikan) Mattawang: Jurnal Pengabdian Masyarakat Jurnal Abdimas Bina Bangsa Edu Cendikia: Jurnal Ilmiah Kependidikan Journal Evaluation in Education (JEE) Journal Of Human And Education (JAHE) Jurnal Basicedu Jurnal Pengabdian Masyarakat Nusantara Jurnal Ilmiah Research Student Jurnal Akademik Pengabdian Masyarakat Jurnal Medika: Medika aktivisme: Jurnal Ilmu Pendidikan, Politik dan Sosial Indonesia Edumaspul: Jurnal Pendidikan El Midad: Jurnal Jurusan PGMI
Ali Armadi
STKIP PGRI Sumenep
Religion Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Dentistry Economics, Econometrics & Finance Education Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Medicine & Pharmacology Nursing Physics Public Health Social Sciences Other

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PENINGKATAN KOMPETENSI PEDAGOGIK GURU SD MELALUI WORKSHOP TRANSFORMASI PEMBELAJARAN MENDALAM Shofiya Amini; Dewi Maisyafarotul Amelia; Andayani Purnamasari; Bahri Nurul Hidayat; Aulil Ardiansyah; Moh. Rosuli; Ali Armadi; Vien Arifiah; Didik Darmadi
JURNAL AKADEMIK PENGABDIAN MASYARAKAT Vol. 4 No. 2 (2026): Maret
Publisher : CV. KAMPUS AKADEMIK PUBLISING

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61722/japm.v4i2.9351

Abstract

This study aims to analyze the improvement of elementary school teachers’ pedagogical competence through a deep learning-based instructional transformation workshop conducted at SDN Dependa 1, in response to the demands of 21st-century education that emphasize meaningful and student-centered learning. This research employed a qualitative approach with a case study design, involving the school principal and teachers selected through purposive sampling. Data were collected through in-depth interviews, participatory observation, and documentation, and analyzed using the Miles and Huberman interactive model, with validity ensured through triangulation and member checking. The findings reveal that the workshop had a positive impact on enhancing teachers’ pedagogical competence, as indicated by improved understanding of deep learning concepts, the ability to design student-centered lesson plans, enhanced classroom management skills, and increased capacity for reflective practice and instructional material development. These improvements also contributed to greater student participation and better conceptual understanding. Therefore, the deep learning transformation workshop is proven to be effective in promoting sustainable changes in teaching practices and improving teachers’ pedagogical competence. It is recommended that such workshops be accompanied by continuous mentoring and replicated in other schools to support broader educational transformation.
Analysis of Field Dependent and Field Independent Cognitive Styles in Solving Science Problems in Elementary Schools Framz Hardiansyah; Ali Armadi; Muhammad Misbahudholam AR; Moh. Wardi
Jurnal Penelitian Pendidikan IPA Vol 10 No 3 (2024): March
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v10i3.5661

Abstract

This research aims to determine the results of the Science Problem Solving Test, describing students' Field Dependent and Field Independent cognitive styles in solving science problems. The research method used is Mixed Methods, which uses Sequential Explanatory Design. The research results showed that the field-independent and field-dependent students' science problem-solving tests were good. This is proven by using a one-sample t-test with a Sig (2-tailed) result of 0.005. which is smaller than 0.05. The cognitive style of field-dependent students in solving science problems, according to the Polya Stage theory, have difficulty absorbing information, so they do not understand the problem and are unable to explain using their sentences, think globally. The cognitive style of field-independent students in solving science problems is effortless to absorb information so that they can understand the situation thoroughly, analytically, and systematically so that they can present the correct solution steps by determining arithmetic operations that are relevant to the problem.
Co-Authors Abdullah hasan AS Agus Wahdian Ahmad Shahibul Wafa Alfie Rahmi Azida Amna, Aisyatul Andayani Purnamasari Arodani, Moh Pudali Aulil Ardiansyah Azida, Alfie Rahmi Bahri Nurul Hidayat Choli Astutik Dewi Maisyafarotul Amelia Didik Darmadi Dinda Tri Septiyan Efendi Efendi Fadila Fadila Framz Hardiansyah Friska Suudiyah Arifiana Heriyanti ., Heriyanti Indraswari, Nur Fitriyah iwan kuswandi Jamilah Kumala, Rate Seftinindias Dwi Kurratul Aini Kurratul Aini Kurratul Aini, Kurratul Lailatul Janna M. Ridwan Masruroh Masruroh Moh. Khairul Fattah Moh. Rosuli Moh. Wardi Moh. Yasir Muhammad Misbahudholam AR Nisma Nisma Oktavia, Vita Nur PUTRI WULANDARI Putriyatul Jamilah Rizkiyanto, Andika Ufuk Sama', Sama' Shofiya Amini Sihabuddin Sihabuddin Sofi Oktalibriyanti Sofiana Sofiana Sulistiyono Vien Arifiah Yeni Puji Astuti Yetti Hidayatillah Zainuddin Zainuddin Zainuddin Zainuddin Zainuddin, Zainuddin