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<![CDATA[Bimbingan Teknis Pemanfaatan Portal Rumah Belajar bagi Guru Sekolah Dasar ]]>
<![CDATA[Rima Meilita Sari]]>;
<![CDATA[Mentari Darma Putri]]>;
<![CDATA[Ahmad Fauzi Syahputra Yani]]>
<![CDATA[ Bubungan Tinggi: Jurnal Pengabdian Masyarakat Vol 4, No 3 (2022) ]]>
Publisher : <![CDATA[Universitas Lambung Mangkurat ]]>
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DOI: 10.20527/btjpm.v4i3.5694
<![CDATA[Pengabdian ini bertujuan untuk memberikan informasi dan bimbingan teknis terkait portal rumah belajar Kemdikbud sebagai salah satu solusi untuk menciptakan pembelajaran yang efektif dan inovatif di era society 5.0 pada guru Sekolah Dasar. Adapun program kegiatan pengabdian ini terbagi menjadi dua kegiatan yaitu sosialisasi portal rumah belajar Kemdikbud dan bimbingan teknis Portal Rumah Belajar Kemdikbud. Sasaran kegiatan adalah Guru Sekolah Dasar Negeri 2 Seulalah Kota Langsa, Aceh yang berjumlah 20 orang. Pelaksanaan kegiatan dilakukan pada tanggal 10-11 Mei 2022. Metode yang dilakukan untuk bimbingan teknis adalah metode ceramah, diskusi, dan praktik langsung dengan guru. Kegiatan bimbingan teknis dilaksanakan dengan lancar dan penuh antusiasme dari peserta pelatihan. Kesimpulan dari acara ini adalah pelaksanaan bimbingan teknis mampu meningkatkan pemahaman dan keterampilan guru dalam mengaplikasikan portal rumah belajar. Implikasi dari kegiatan pengabdian ini adalah diharapkan guru sekolah dasar mampu melaksanakan pembelajaran dengan efektif dan mampu mengimplementasikan pembelajaran berbasis web dengan menggunakan portal rumah belajar. Community service aims to provide information and technical guidance related to the Rumah Belajar From the Ministry of Education and Culture's learning as a solution to create effective and innovative learning in the era of society 5.0 for elementary school teachers. The program of service activities is divided into two activities, namely the socialization of the Rumah Belajar and technical guidance of Rumah Belajar Platform. The target of the activity was the teacher of the State Elementary School 2 Seulalah, Aceh. The activities were carried out on 10-11 May 2022. The methods used for technical guidance were lectures, discussions, and direct practice with teachers. Technical guidance activities were carried out smoothly and were full of enthusiasm from the training participants. This event concluded that implementing technical guidance could improve teachers' understanding and skills in applying the learning house portal. This service activity implies that elementary school teachers are expected to be able to carry out learning effectively and be able to implement web-based learning using the home learning portal. ]]>
<![CDATA[Analysis of College Student Technology Literacy and Information Literacy Skills: E-Learning Activities Based on Online Platforms in Higher Education ]]>
<![CDATA[Setyoko Setyoko]]>;
<![CDATA[Ahmad Fauzi Syahputra Yani]]>;
<![CDATA[Dini Fitria]]>;
<![CDATA[Suryanti Suryanti]]>
<![CDATA[ Jurnal Penelitian Pendidikan IPA Vol 9 No 11 (2023): November ]]>
Publisher : <![CDATA[Postgraduate, University of Mataram ]]>
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DOI: 10.29303/jppipa.v9i11.5276
<![CDATA[Online platform-based e-learning makes use of a variety of technologies as communication and information mediums, encouraging students to engage in productive and worthwhile learning activitiesThis study intends to ascertain the abilities and impact of students' technological and informational literacy on their participation in online learning activities for e-learning. A descriptive quantitative research methodology is used here. Universitas Samudra and Universitas Islam Riau were the sites of the research, which took place from June to August of 2023. Students in the 155-student sample population of the Biology Education Study Program. Using google forms, interviews, and observations, a random sampling technique is used. Validation and reliability tests were conducted on the research instrument. The use of technological devices to obtain information falls into the very good category; locating available technological devices and using technological devices fall into the good category; while the use of technological devices for self-development falls into the moderate category, according to research on technological literacy skills. Information literacy among students in higher education is significantly influenced by technical literacy abilities, with an influence of 63.6%, according to the significance value (sig) 0.00 < (α) 0.05, which means that Ho is rejected and Ha is approved. According to the regression equation Y = 0.237 + 0.922X, the value of information literacy abilities will rise with each increase in the value of technology literacy skills. the significance of improving students' technology and information literacy skills in higher education to prepare them for the era of the digital revolution]]>
<![CDATA[Pemanfaatan e-LKPD Menggunakan Website wizer.me pada Materi Stoikiometri ]]>
<![CDATA[Harahap, Ade Ika Kartina]]>;
<![CDATA[Nurhafidhah, Nurhafidhah]]>;
<![CDATA[Yani, Ahmad Fauzi Syahputra]]>
<![CDATA[ Jurnal Jeumpa Vol 11 No 2 (2024): Jurnal Jeumpa (In Progress) ]]>
Publisher : <![CDATA[Department of Biology Education, Faculty of Teacher Training and Education, Samudra University ]]>
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DOI: 10.33059/jj.v11i2.10603
<![CDATA[Kurikulum merdeka telah diimplementasikan sejak tahun 2021. Dalam menghadapi tantangan kurikulum merdeka diperlukan bahan ajar yang sesuai. Perkembangan teknologi informasi seperti lembar kerja siswa elektronik dapat membantu proses pengajaran menggunakan kurikulum merdeka di kelas. Penelitian ini bertujuan untuk menghasilkan e-LKPD berbasis website wizer.me yang menarik dan praktis bagi peserta didik. Jenis penelitian ini adalah Research and development menggunakan model ADDIE. Ahli materi, ahli media, guru kimia, dan siswa menjadi subjek penelitian ini. Metode pengumpulan data yang digunakan adalah lembar validasi ahli materi, ahli media, angket uji praktikalitas, dan angket kemenarikan. Data dianalisis dengan menghitung dan dikategorikan. Hasil penelitian menunjukkan penilaian validasi materi sebesar 0.8 dengan kriteria sangat valid dan penilaian validasi media sebesar 0.7 dengan kriteria valid. Hasil uji keperaktisan oleh 2 guru menunjukkan persentase rata-rata 90% dengan kriteria sangat praktis. Tingkat tes bandingnya mencapai rata-rata 87% dengan ukuran yang sangat menarik. Dapat diambil kesimpulan bahwa e-LKPD yang dikembangkan pada materi stoikiometri SMA kelas XI dengan menggunakan website wizer.me layak digunakan di kelas.]]>
<![CDATA[Praktikum Kimia SMA Kelas XI pada Materi Asam Basa Sesuai Model Discovery dan Project Based Learning ]]>
<![CDATA[Ahmad Fauzi Syahputra Yani]]>;
<![CDATA[Oktaviani, Coryna]]>
<![CDATA[ KATALIS: Jurnal Penelitian Kimia dan Pendidikan Kimia Vol 5 No 1 (2022): Katalis: Jurnal Penelitian Kimia dan Pendidikan Kimia ]]>
Publisher : <![CDATA[Universitas Samudra ]]>
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DOI: 10.33059/katalis.v5i1.5367
<![CDATA[Penelitian ini dilakukan dengan tujuan mengembangkan penuntun praktikum asam basa sesuai discoverylearning dan project based learning . Pengembangan penuntun praktikum berdasarkan Langkah-langkahdiscovery learning dan project based learning. Penuntun praktikum disusun oleh penulis dan divalidasioleh dosen. Penuntun praktikum kemudian diuji cobakan ke SMA Muhammadiyah 8 Kisaran sebagailokasi penelitian. Penelitian dilaksanakan pada bulan Februari sampai Maret 2019. Penelitianmenggunakan sampel sebanyak dua kelas yaitu kelas eksperimen I yang diajar menggunakan penuntunpraktikum sesuai discovery learning dan kelas eksperimen II yang diajar menggunakan penuntunpraktikum sesuai project based learning. Angket yang diberikan kepada dosen dan guru menunjukkanhasil nilai rata-rata penuntun project based learning lebih tinggi dibandingkan dengan discoverylearning. Sedangkan peningkatan hasil belajar peserta didik yang diajar dengan menggunakan penuntundiscovery learning lebih tinggi dibandingkan project based learning yaitu masing-masing sebesar79,48% dan 60,33%. Hal ini terjadi disebabkan peserta didik belum terbiasa menyusun sendirirancangan praktikum sebagaimana yang harus dilakukan pada kelas yang menerapkan project basedlearning]]>
<![CDATA[Analisis Kebutuhan Bahan Ajar Interaktif Berbasis Augmented Reality (AR) Pada Topik Elektrolisis ]]>
<![CDATA[Ahmad Fauzi Syahputra Yani]]>
<![CDATA[ KATALIS: Jurnal Penelitian Kimia dan Pendidikan Kimia Vol 6 No 2 (2023): Katalis: Jurnal Penelitian Kimia dan Pendidikan Kimia ]]>
Publisher : <![CDATA[Universitas Samudra ]]>
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DOI: 10.33059/katalis.v6i2.9006
<![CDATA[Teaching materials are an important aspect of the implementation of the teaching and learning process. In the post-covid-19 era, students are used to learning not only during class hours but also outside class hours. Teaching materials that can be used in this case are digital-based teaching materials. This research aims to analyze students' needs for interactive teaching materials that integrate augmented reality technology. This type of teaching material is digital teaching material that can be installed on students' gadgets such as smartphones and laptops. Students can access and learn anywhere and anytime. This research belongs to the realm of mixed methods which combines quantitative and qualitative research. Based on the results of a closed questionnaire filled out by chemistry education students who carried out PLP in Langsa city and the students showed an average percentage of 76.32%. This percentage is included in the mostly needy category. These results are supported by the results of an open questionnaire distributed to chemistry education students who carry out PLP in Langsa city and students. The results of an open questionnaire filled out by chemistry education students who carry out PLP in Langsa city and students also provide information that studying the reactions that occur at the cathode and anode is one of the main problems in studying electrolysis. This is because students feel that this topic is something abstract, so teaching materials are needed that accommodate this topic to make it more real in the eyes of students. In this case, augmented reality technology is an alternative technology that can be used.]]>
<![CDATA[PENGGUNAAN QUIZIZZ PAPER MODE SEBAGAI MEDIA ASESMEN FORMATIF DALAM PEMBELAJARAN KIMIA ]]>
<![CDATA[nasution, adelia dini prana]]>;
<![CDATA[Nurhafidhah]]>;
<![CDATA[Yani, Ahmad Fauzi Syahputra]]>
<![CDATA[ KATALIS: Jurnal Penelitian Kimia dan Pendidikan Kimia Vol 7 No 1 (2024): Katalis: Jurnal Penelitian Kimia dan Pendidikan Kimia ]]>
Publisher : <![CDATA[Universitas Samudra ]]>
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DOI: 10.33059/katalis.v7i1.10869
<![CDATA[Penggunaan quizizz paper mode sebagai media asesmen formatif dalam pembelajaran kimia merupakan alat evaluasi dalam pembelajaran berbasis platform digital. Penelitian ini bertujuan untuk mengetahui kebutuhan, kelayakan, kepraktisan serta kemenarikan asesmen formatif yang dikembangkan. Jenis penelitian ini adalah penelitian pengembangan (R&D) dengan model ADDIE. Subjek penelitian ini adalah guru kimia dan siswa kelas XI SMA. Teknik pengumpulan data dalam penelitian ini mencakup beberapa yaitu observasi, wawancara, validasi ahli serta angket. Hasil penelitian berdasarkan analisis kebutuhan, quizizz paper mode sebagai media asesmen formatif ini sangat dibutuhkan dengan persentase 90%. Kelayakan quizizz paper mode sebagai media asesmen formatif dinyatakan layak untuk digunakan. Kepraktisan quizizz paper mode sebagai media asesmen formatif dinyatakan sangat praktis dengan nilai 95%. Serta kemenarikan quizizz paper mode sebagai media asesmen formatif dinyatakan sangat menarik dengan persentase 87%. Dari hasil penelitian tersebut maka disimpulkan bahwa quizizz paper mode sebagai media asesmen formatif yang telah dikembangkan sangat layak untuk digunakan sebagai evaluasi dalam pembelajaran.]]>
<![CDATA[Optimalisasi Kompetensi Profesional Guru Sekolah Menengah Pertama Melalui Kegiatan Pengembangan Asesmen Formatif Literasi Sains ]]>
<![CDATA[Putri, Mentari Darma]]>;
<![CDATA[Syahputra Yani, Ahmad Fauzi]]>;
<![CDATA[Dini Fitria]]>
<![CDATA[ Jurnal Pemberdayaan Masyarakat Vol 8 No 2 (2023): November ]]>
Publisher : <![CDATA[Direktorat Penelitian dan Pengabdian kepada Masyarakat (DPPM) ]]>
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DOI: 10.21067/jpm.v8i2.9176
<![CDATA[The scientific literacy formative assessment is an instrument designed with the aim of improving students' scientific literacy skills. Based on interviews conducted with the Principal of SMP Negeri 4 Langsa, it is known that the teachers' skills in compiling scientific literacy formative assessment instruments are still low. This is because training regarding formative assessment of scientific literacy has not been evenly distributed among teachers at SMP Negeri 4 Langsa. Therefore, it is necessary to hold training in preparing formative assessments of scientific literacy for teachers at SMP Negeri 4 Langsa. Methods for implementing activities include: 1) planning, 2) implementation, 3) monitoring and evaluation. This community service activity aims to increase the knowledge, understanding and skills of junior high school teachers in Langsa City in developing learning assessments in the form of scientific literacy formative assessments. The results of the PKM activities showed that the pre-test and post-test scores for teachers' scientific literacy formative assessment knowledge increased from an average of 72 to an average of 84. The satisfaction questionnaire also showed that teachers were satisfied with the PKM activities. Apart from that, it was also concluded from the questionnaire that teachers' knowledge and skills related to formative assessment of scientific literacy increased.]]>
<![CDATA[Development of Teaching Module Based on the Merdeka Curriculum with the Application of Character Integrated Problem Solving Model ]]>
<![CDATA[Nurhafidhah, Nurhafidhah]]>;
<![CDATA[Mauliza*, Mauliza]]>;
<![CDATA[Yani, Ahmad Fauzi Syahputra]]>;
<![CDATA[Aprilia, Rapita]]>;
<![CDATA[Zatya, Ismi]]>;
<![CDATA[Wan Mustapha, Wan Zumusni]]>
<![CDATA[ Jurnal Pendidikan Sains Indonesia Vol 12, No 3 (2024): JULY 2024 ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/jpsi.v12i3.37750
<![CDATA[Starting in 2022, the merdeka curriculum can be implemented by educational units even though they are not Driving Schools. One of the learning tools needed to implement the independent curriculum is teaching modules. The lack of sources of information and examples of the application of the character integrated learning model in developing teaching modules is an urgency in this research. The aim of this research is to develop an independent curriculum teaching module by implementing an integrated problem solving model of character education in science lessons that is valid and feasible and can be well received by teachers as product users. This research uses research and development (RD) methods, with the ADDIE (analysis, design, development, implement and evaluation) development model. The instruments used were interview guides, questionnaire sheets and observations. The population in this research is teachers at Langsa City State Middle School, the research sample was taken using a purposive sampling technique. The product produced in this research is a science learning teaching module with an integrated problem solving model of character education. The teaching module developed is valid and suitable for use in science learning, with a percentage score of 89.2% in the very valid category. Apart from that, the teacher response to the teaching module product was 89% in the very good category. Therefore, it is recommended that this integrated problem solving model of character education science teaching module be implemented in learning to determine its effectiveness and influence on student learning outcomes.]]>
<![CDATA[Assistance In the Preparation of Teaching Modules Based on Problem Solving Integrated with Character by Utilizing Artificial Intelligence to Junior High School Teachers ]]>
<![CDATA[Nurhafidhah, Nurhafidhah]]>;
<![CDATA[Mauliza, Mauliza]]>;
<![CDATA[Yani, Ahmad Fauzi Syahputra]]>
<![CDATA[ Unram Journal of Community Service Vol. 6 No. 1 (2025): March ]]>
Publisher : <![CDATA[Pascasarjana Universitas Mataram ]]>
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DOI: 10.29303/ujcs.v6i1.884
<![CDATA[In the Merdeka Curriculum, one of the stages of lesson planning is the preparation of teaching modules. Teaching modules replace the Lesson Plan (RPP) that teachers typically prepare before teaching. Results from interviews with the principal of SMP Negeri 2 Idi Timur revealed two problems: 1) many teachers still do not understand the principles and structure of preparing teaching modules for the Merdeka Curriculum due to limited intensive training they have participated in for module preparation, and 2) teachers' skills in integrating a learning model with Artificial Intelligence (AI) into the teaching module are still lacking. The urgency of this community service lies in the need to optimize teachers' professional competence by providing training on the preparation of teaching modules based on a character-integrated problem-solving model using Artificial Intelligence (AI). The results of the community service activity showed that 40% of participants were very satisfied with the quality of guidance provided in the preparation of character-integrated problem-solving teaching modules using AI, while 45% and 15% were satisfied and somewhat satisfied, respectively. In another question, 60% of participants stated that the guidance helped improve their understanding of teaching modules and the use of AI]]>
<![CDATA[PENGEMBANGAN MEDIA INTERAKTIF MENGGUNAKAN ARTICULATE STORYLINE 3 PADA MATERI KONSEP ASAM BASA ]]>
<![CDATA[Pratiwi, Ika Bella]]>;
<![CDATA[Hasby]]>;
<![CDATA[Ahmad Fauzi Syahputra Yani]]>
<![CDATA[ KATALIS: Jurnal Penelitian Kimia dan Pendidikan Kimia Vol 8 No 2 (2025): Jurnal Katalis Vo.8 No.2 Tahun 2025 ]]>
Publisher : <![CDATA[Universitas Samudra ]]>
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DOI: 10.33059/katalis.v8i2.12000
<![CDATA[This research is an innovation in learning media development, by creating interactive media based on Articulate Storyline 3 on acid-base concept. The method used is Research and Development (R&D) with the ADDIE development model. Data were collected through validation sheets filled out by material and media experts, as well as response questionnaires involving teachers and students. The trial was conducted on 28 students of class XI IPA 2 at SMAN 2 Langsa. The validation results showed a score of 0.87 from the material expert and 0.93 from the media expert. In addition, the practicality results based on response questionnaires from teachers and students reached 90.4%. Thus, the interactive media that has been developed is declared feasible and practical to be used in learning acid-base concepts.]]>
