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All Journal Journal of Biology Learning TEACHING : Jurnal Inovasi Keguruan dan Ilmu Pendidikan Indo-MathEdu Intellectuals Journal Jurnal Edukasi Biologi AMPLITUDO: Journal of Science & Technology Innovation AKSELERASI: Jurnal Pengabdian Masyarakat Jurnal Abdi Negeriku Jurnal Transformasi Pendidikan Indonesia KREATIF: Jurnal Pengabdian Masyarakat Nusantara
Ferry Irawan
Universitas Musamus Merauke
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Automotive Engineering Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Law, Crime, Criminology & Criminal Justice Mathematics Public Health Social Sciences Other

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Pelatihan Model Pembelajaran Inquiry Terbimbing (Guided Inquiry) Terintegrasi Pendekatan Saintifik Untuk Guru di SMP YAPIS Merauke Ferry Irawan; Hernita A.
AKSELERASI: Jurnal Pengabdian Masyarakat Vol 3 No 2 (2025): AKSELERASI: Jurnal Pengabdian Masyarakat
Publisher : PT. Akselerasi Karya Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70210/ajpm.v3i2.144

Abstract

Orientasi pendidikan adalah membuat peserta didik mampu untuk memecahkan masalah secara terstruktur dengan menggunakan pendekatan proses sains terutama pada pembelajaran IPA/Sains. Derivasi materi yang cukup luas pada pembelajaran IPA/Sains membuat peserta didik harus terampil dalam melakukan analisis pemecahan masalah. Analisis pemecahan masalah dapat dilakukan dalam proses pembelajaran ketika peserta didik dalam proses pembelajaran dengan menggunakan model pembelajaran inovatif, salah satunya adalah model pembelajaran inquiry terbimbing yang memfasilitasi peserta didik melakukan kegiatan penyelidikan. Dengan demikian guru sebagai fasilitator dalam setiap aktivitas pembelajaran harus mampu mengintegrasikan model pembelajaran tersebut dalam aktivitas pembelajaran, sehingga proses pembelajaran dapat dilaksanakan sesuai prinsip pembelajaran menyenangkan (meaningful learning). Kegiatan yang dilakukan berorientasi pada pelatihan kemampuan guru untuk menjadi role model yang inovatif dalam mengembangkan desain pembelajaran yang inovatif. Kegiatan yang telah dilakukan mampu mengakomodasi peran guru dalam menggunakan model pembelajaran yang adaptif sehingga pembelajaran menjadi menyenangkan baik untuk guru maupun bagi peserta didik.
Peningkatan Kompetensi Guru dalam Pemanfaatan Akun Google untuk Kolaborasi dan Penyimpanan Data Olga Sabon; Minuk Riyana; Cristiana Normalita de Lima; Ferry Irawan
Jurnal Transformasi Pendidikan Indonesia Vol. 4 No. 2 (2026): JTPI April
Publisher : Yayasan Perguruan Kampus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65474/n7gs3k59

Abstract

Kebutuhan akan pengelolaan data secara digital menjadi semakin penting untuk mendukung kegiatan administrasi sekolah yang lebih efisien dan terorganisir. Metode penyimpanan konvensional menjadi kurang efektif karena memiliki keterbatasan dalam aspek keamanan dan pencadangan data. Oleh karena itu, diperlukan solusi pengelolaan administrasi yang lebih modern dan kompetensi guru yang handal untuk dapat memanfaatkan teknologi digital untuk menunjang proses pembelajaran dan pengarsipan data peserta didik. Hal tersebut menjadi latar belakang dalam pelaksanaan PKM ini. Kegiatan PKM dilaksanakan di TK Pertiwi XI Merauke. Kegiatan PKM dilaksanakan dalam bentuk pelatihan. Hasil evaluasi kegiatan menunjukan peningkatan kompetensi guru dalam memanfaatkan akun google (google drive).  10 dari 11 peserta kegiatan melaporkan dapat memanfaatkan akun google drive untuk kolaborasi dan penyimpanan data. Melalui PKM ini diketahui bahwa penguatan kompetensi guru melalui kegiatan pengembangan profesional berkelanjutan seperti penguasaan teknologi digital merupakan kebutuhan yang harus terus didukung.
Development of artificial intelligence-based interactive learning media to enhance students' critical thinking skills Ferry Irawan; Rival Hanip; Minuk Riyana; Hernita A
Jurnal Edukasi Biologi Vol 12, No 2 (2026): Jurnal Edukasi Biologi
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/edubio.v12i2.30156

Abstract

The rapid advancement of Artificial Intelligence (AI) has significantly transformed educational practices. In biology education, many concepts remain abstract and difficult to understand through conventional instruction, leading to low conceptual understanding and inadequate critical thinking skills among students. Therefore, this study aimed to develop an Artificial Intelligence-based interactive learning media and evaluate its validity, practicality, and effectiveness in enhancing senior high school students' critical thinking skills in biology learning. This research employed the Research and Development (RD) method using the ADDIE instructional design model, consisting of Analysis, Design, Development, Implementation, and Evaluation stages. The participants included biology education experts, instructional media experts, biology teachers, and Grade XI students. The research instruments consisted of expert validation sheets, teacher and student practicality questionnaires, observation sheets, and critical thinking tests. Data were analyzed using descriptive statistics, Aiken's V, Cronbach's Alpha, normalized gain (N-Gain), paired-sample t-test, and Cohen's d effect size. The developed media integrates AI-assisted tutoring, adaptive quizzes, animated biological simulations, virtual laboratory activities, personalized feedback, and learning analytics. Expert validation results indicated that the media achieved a very high level of validity (94.2%). Practicality evaluation showed positive responses from both teachers (93.7%) and students (89.3%), indicating that the media was highly practical for classroom implementation. Furthermore, the effectiveness test showed significant improvement in students' critical thinking skills, with an average N-Gain score of 0.72, categorized as great improvement. Statistical analysis confirmed significant differences between pre-test and post-test scores (p 0.001) with a large effect size. The findings suggest that integrating Artificial Intelligence into biology learning media provides meaningful learning experiences by facilitating personalized instruction, immediate feedback, and interactive visualization of complex biological concepts. Consequently, AI-based interactive learning media can serve as an effective educational innovation to improve biology learning outcomes and foster higher-order thinking skills.
Enhancing Neuroplasticity in Science Learning through Reflective Inquiry Learning in Preschool Children in the Indonesia-Papua New Guinea Border Dharma Gyta Sari Harahap; Muhammad Novan Prasetya; Yulia Anita Siregar; Muh. Rafi’y; Salman Alparis Sormin; Ferry Irawan; Erwin Siregar; Musawer Hakimi; H. L. M. Mohideen
AMPLITUDO : Journal of Science and Technology Innovation Vol. 5 No. 2 (2026): August
Publisher : Balai Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56566/amplitudo.v5i2.685

Abstract

To support the achievement of Sustainable Development Goal 4 regarding quality and equitable education, the development of innovative science learning models is crucial for early childhood in underdeveloped regions, such as the Indonesia-Papua New Guinea border. Disparities in educational access in border areas often hinder the optimization of children's cognitive potential during their golden years. This study aims to analyze the effectiveness of a neuroscience-based Reflective Inquiry Learning (RIL) model to improve Executive Function (EF) in preschool children. The intervention was implemented through two cycles of Classroom Action Research (CAR) involving 40 preschool children, utilizing data triangulation to assess behavioral changes across the cycles. Quantitative analysis using paired t-tests showed highly statistically significant improvements (p < 0.05$) from the baseline to the completion of the second cycle across all domains, particularly in socio-emotional (+32.70%) and language (+25.60%) skills. The most prominent EF enhancements were observed in emotion regulation (+35%) and inhibitory control (+30%), indicating improvements in executive functions associated with neuroplasticity-related learning processes. In conclusion, the neuroscience-based RIL model serves as an effective and practical pedagogical intervention to optimize EF and support holistic child development in remote border regions
Co-Authors Beatus Tambaip Cristiana Normalita de Lima Cristiana Normalita de Lima Dharma Gyta Sari Harahap Erwin Siregar Febry Ramadhani Suradji H. L. M. Mohideen Hanip, Rival Hariani Fitrianti Hernita A Hernita A. Makmum Ashari Minuk Riyana Muh. Rafi&#039;y Muh. Rafi'y Muh. Rafi’y Muhammad Novan Prasetya Musawer Hakimi Olga Sabon Riyana Minuk rosmala widijastuti Salman Alparis Sormin Salman Alparis Sormin Siti Meutia Sari Yulia Anita Siregar