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All Journal Jurnal Basicedu IJIGAEd: Indonesian Journal of Islamic Golden Age Education JURNAL PENGABDIAN PENDIDIKAN MASYARAKAT (JPPM) Jurnal Pendidikan IPA Indonesia
Undang Rosidin
Universitas Lampung, Indonesia
Religion Humanities Computer Science & IT Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Library & Information Science Mathematics Public Health Social Sciences Other

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Pengembangan Instrumen Asesmen Kinerja Berbasis Literasi Sains pada Pembelajaran Tematik Terpadu Peserta Didik Kelas V Sekolah Dasar Resty Diana Putri; Herpratiwi Herpratiwi; Undang Rosidin
Jurnal Basicedu Vol 5, No 6 (2021): December Pages 5001-6500
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/basicedu.v5i6.1688

Abstract

Tujuan penelitian ini adalah mengembangkan instrumen asesmen kinerja berbasis literasi sains yang valid dan praktis pada pembelajaran tematik terpadu peserta didik kelas V Sekolah Dasar. Penelitian pengembangan ini mengikuti tujuh tahap metode Borg and Gall. Subjek penelitian pengembangan ini dibedakan menjadi dua, yaitu subjek uji coba produk adalah validasi ahli dan subjek uji coba pemakaian adalah 30 peserta didik kelas V A SDN 2 Harapan Jaya. Objek dalam penelitian ini adalah instrumen asesmen kinerja berbasis literasi sains pada pembelajaran tematik terpadu kelas V Sekolah Dasar. Data penelitian diperoleh melalui observasi, angket, dan dokumentasi. Hasil penelitian menunjukkan bahwa produk layak digunakan, yang didapat dari rata-rata hasil analisis data oleh validator ahli 85,8% dengan kriteria sangat layak. Selanjutnya hasil analisis instrumen penelitian diperoleh nilai KMO sebesar 0,560>0,5 bahwa butir penilaian yang diamati pada lembar observasi baik untuk digunakan. Hasil uji reliabilitas cronbach's alpha menunjukkan 0,621>0,5. Maka dapat disimpulkan bahwa instrumen asesmen kinerja berbasis literasi sains telah valid dan sangat praktis digunakan pada pembelajaran tematik peserta didik kelas V Sekolah Dasar.
Pengaruh Persepsi Guru dan Kompetensi Pedagogik Terhadap Pelaksanaan Penilaian Portofolio di Lembaga PAUD Kota Bandar Lampung Dian Rahma Putri; Undang Rosidin; Nopiana Nopiana
IJIGAEd: Indonesian Journal of Islamic Golden Age Education Vol. 7 No. 1 (2026): IJIGAEd: Indonesian Journal of Islamic Golden Age Education
Publisher : Universitas Islam Negeri Jurai Siwo Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32332/naq0v634

Abstract

This study aims to examine the influence of early childhood teachers' perceptions of portfolio assessment and their pedagogical competence on the implementation of portfolio assessment in early childhood education institutions in Bandar Lampung. This research employs a quantitative approach with the Ex Post Facto method. The population consists of eight kindergarten institutions in Tanjung Karang Pusat District, Bandar Lampung, with a total sample of 49 teachers selected using a saturated sampling technique. Data were collected through questionnaires and observations using instruments validated by expert lecturers. The data analysis technique applied is multiple linear regression. The results show an F-value of 6.624, which is greater than the F-table value of 3.24, with a significance level (sig.) of 0.003, which is less than α = 0.05. These findings indicate that the alternative hypothesis (Ha) is accepted, meaning that early childhood teachers' perceptions of portfolio assessment and their pedagogical competence simultaneously have a positive and significant influence on the implementation of portfolio assessment in early childhood education institutions in Bandar Lampung.
Analysis of Project-Based Problem-Solving Skills of Optical Equipment Materials with Heller and Heller Steps Viyanti Viyanti; Rizki Eka Shintya; Undang Rosidin; Agus Suyatna; Noor Farawahidah
Jurnal Pendidikan IPA Indonesia Vol. 14 No. 2 (2025): June 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpii.v14i2.23810

Abstract

Problem-solving skills are a crucial competency in physics learning, but assessments of optical instrument materials often focus solely on routine tasks and final project results, without incorporating integrated project-based assessment tools. This study aims to analyze students' problem-solving skills using a project-based assessment on optical instrument materials, following the steps outlined by Heller and Heller. This study employed descriptive research with 64 eleventh-grade students as subjects. The assessment instruments were developed based on problem-solving indicators, as outlined by Heller and Heller, including problem focus, problem description, solution planning, plan implementation, and solution evaluation. Data were collected through observation of students' learning activities and analyzed using descriptive statistics in the form of achievement percentages. The study's results demonstrated a high level of validity, as verified by experts, and a high level of practicality, supported by positive responses from students. Problem-solving indicators, including focus on the problem, solution planning, plan implementation, and solution evaluation, achieved an average of 82% (very good category), while the problem description indicator achieved 77% (good category). These findings suggest that project-based assessment tools have potential in supporting the development of students' problem-solving skills, although they need to be strengthened in terms of physically describing problems. This study contributes to the alignment of project-based problem-solving indicators, offering a process-oriented and contextual approach to assessing cognitive skills. Further research is recommended to test the effectiveness of PjBL directly on improving students' problem-solving skills through experimental designs with control groups, as well as the development of more adaptive digital instruments for application in 21st-century physics education.  
Pemberdayaan Creative pedagogic Guru Fisika dalam Mengimplementasikan Prinsip Deep Learning di Tulang Bawang Barat Abdurrahman Abdurrahman; Kartini Herlina; Undang Rosidin; B. Anggit Wicaksono; Ike Festiana; Tharissa Anita Putri; Kharisma Dwi Cahyani; Lita Maylanindia Nela; Cahyani Viska Marliyenti
Jurnal Pengabdian Pendidikan Masyarakat (JPPM) Vol 7 No 2 (2026): Jurnal Pengabdian Pendidikan Masyarakat (JPPM) Vol.7 No 2 (Oktober 2026)
Publisher : LPPM UNIVERSITAS MUHAMMADIYAH MUARA BUNGO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52060/jppm.v7i2.4738

Abstract

Proses pembelajaran fisika di tingkat menengah umumnya masih didominasi oleh metode konvensional satu arah dan pengujian kognitif tingkat rendah, sehingga menghambat pemahaman konseptual mendalam serta keterampilan berpikir kritis dan kreatif peserta didik. Program pengabdian masyarakat berbasis penelitian aksi ini bertujuan untuk menguatkan keterampilan guru fisika di Kabupaten Tulang Bawang Barat dalam merancang Creative pedagogic berbasis prinsip Deep Learning. Mengadaptasi kerangka Teacher Professional Development (TPD) berkelanjutan, intervensi dilaksanakan melalui pendekatan Participatory Action Research (PAR) yang meliputi empat siklus: perencanaan (plan), tindakan (act), observasi/pendampingan (observe), dan refleksi (reflect). Subjek penelitian terdiri atas 19 guru fisika anggota MGMP Kabupaten Tulang Bawang Barat yang dipilih menggunakan teknik purposive sampling. Data dikumpulkan melalui angket evaluasi terstruktur pascapelatihan skala Likert 1-4, observasi keterlaksanaan pembelajaran, serta lembar validasi produk perangkat ajar. Hasil analisis statistik deskriptif menunjukkan bahwa program ini sangat efektif meningkatkan kompetensi profesional dan pedagogik guru. Dimensi kualitas materi dan penjelasan narasumber masing-masing memperoleh rerata skor 3,75 (93,7%) dan 3,80 (95,0%) dalam kategori Sangat Baik. Peningkatan pemahaman konsep Deep Learning dan keterampilan merancang Creative pedagogic guru mencapai rerata 3,63 (90,8%), serta pemahaman wawasan profesional mencapai skor tertinggi 3,89 (97,25%). Sebanyak 100% peserta berhasil menyusun modul ajar, LKPD berbasis fenomena kontekstual, dan instrumen asesmen HOTS yang valid. Pembentukan komunitas praktik di forum MGMP menjamin keberlanjutan penerapan Deep Learning secara mandiri.
Co-Authors Abdurrahman Abdurrahman Agus Suyatna B. Anggit Wicaksono Cahyani Viska Marliyenti Dian Rahma Putri Herlina, Kartini Ike Festiana Kharisma Dwi Cahyani Lita Maylanindia Nela Noor Farawahidah Nopiana, Nopiana Resty Diana Putri Rizki Eka Shintya Tharissa Anita Putri Viyanti Viyanti