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All Journal Jurnal Pendidikan Vokasi JURNAL GIZI INDONESIA Jurnal PAJAR (Pendidikan dan Pengajaran) Journal Economics & Business Atmajaya Indonesia VISI : Jurnal Ilmiah Pendidik dan Tenaga Kependidikan Pendidikan Non Formal JURNAL PENDIDIKAN TAMBUSAI JUDIKA (JURNAL PENDIDIKAN UNSIKA) Journal of Nonformal Education and Community Empowerment Journal of Vocational Education Studies (JOVES) RESEARCH AND DEVELOPMENT JOURNAL OF EDUCATION (RDJE) Lumbung Inovasi: Jurnal Pengabdian Kepada Masyarakat Pengmasku Sosio-Didaktika: Social Science Education Journal Jurnal Masyarakat Madani Indonesia Indonesian Research Journal on Education Abdimas Mandalika Jurnal Pengabdian Kepada Masyarakat Bangun Cipta, Rasa, & Karsa (Jurnal PKM BATASA) MARAS : Jurnal Penelitian Multidisplin Jurnal Svasta Harena Rafflesia Herodotus: Jurnal Pendidikan IPS Jurnal Pendidikan Progresif Indonesia Economic Journal
Sri Hapsari
Universitas Indraprasta PGRI
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemistry Computer Science & IT Economics, Econometrics & Finance Education Energy Engineering Environmental Science Health Professions Immunology & microbiology Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Medicine & Pharmacology Physics Public Health Social Sciences Other

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THE EFFECT OF VISUAL MEDIA ON SOCIAL STUDIES LEARNING IN SECONDARY SCHOOL Amalia, Dini; Hapsari, Sri
Sosio-Didaktika: Social Science Education Journal Vol. 5 No. 1 (2018)
Publisher : Sosio-Didaktika: Social Science Education Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/sd.v1i1.9485

Abstract

This study aims to determine differences in social studies achievement in students who use instructional media visuals that do not use. The study was conducted in Yasmine School with a sample size of 40 students. The study used an experimental method, namely by providing pre-test and post-test. Visual learning media can facilitate understanding and strengthen memory, and cultivate students' interest and can provide the relationship between the content of the subject matter with the real world. The use of visual learning media, hopefully not boring learning social studies only look at the text, but with the visualization of the material presented by the teacher, the learning more interesting and challenging.
Pengaruh Persepsi Atas Sarana Prasarana Dan Lingkungan Kerja Terhadap Kinerja Guru Hajar, Hajar; Sumaryoto, Sumaryoto; Hapsari, Sri
Herodotus: Jurnal Pendidikan IPS Vol 7, No 2 (2024): Herodotus: Jurnal Pendidikan IPS
Publisher : Universitas Indraprasta PGRI, Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/herodotus.v7i2.20308

Abstract

Tujuan dari penelitian ini adalah untuk mengetahui (1) pengaruh persepsi atas sarana prasarana dan lingkungan kerja terhadap kinerja guru (2) pengaruh persepsi atas sarana prasarana terhadap kinerja guru (3) pengaruh lingkungan kerja terhadap kinerja guru. Metode yang digunakan dalam penelitian ini adalah Survei. Penelitian menggunakan pendekatan kuantitatif dengan analisis regresi ganda. Penelitian dilaksanakan pada guru SMP Negeri di Kota Tangerang Selatan. Sampel dalam penelitian ini berjumlah 83 guru dengan menggunakan teknik pengambilan sampel adalah Simple Random Sampling. Analisis data diolah menggunakan SPSS 22. Istrumen yang digunakan dalam bentuk angket. Hasil penelitian menunjukkan bahwa (1) Terdapat pengaruh yang signifikan antara persepsi atas sarana prasarana dan lingkungan kerja secara bersama-sama terhadap kinerja guru SMP Negeri di Kota Tangerang Selatan. (2) Terdapat pengaruh yang signifikan persepsi atas sarana prasarana terhadap kinerja guru SMP Negeri di Kota Tangerang Selatan. (3) Terdapat pengaruh yang signifikan lingkungan kerja terhadap kinerja guru SMP Negeri di Kota Tangerang Selatan.
Pendekatan Deep Learning Model Project Based-Learning Munali, Munali; Dewi, Shinta; Alifah, Siti; Hapsari, Sri
Lumbung Inovasi: Jurnal Pengabdian kepada Masyarakat Vol. 10 No. 4 (2025): December
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/vb141e09

Abstract

The purpose of the Community Service (PkM) activity is to provide socialization on the optimal implementation of the deep learning approach using the project-based learning model in the classroom. Participants in the Community Service with SDN 04 Cimande, Bogor Regency, were 15 educators. Based on a survey with partners, there were several problems faced by partners in the field regarding the socialization of the deep learning approach in the classroom. The problem that occurred for partners was that educators wanted to implement the deep learning approach in the classroom optimally. Through discussions with several educators at SDN 04 Cimande, Bogor Regency, the average educator did not understand the implementation of the deep learning approach using the project-based learning model in the classroom. Based on this information, we from the PkM team of Indraprasta PGRI University will provide training to educators at the school, both theoretically and directly in practice. The PkM activity uses presentation, lecture, discussion, or a combination of these methods. Then, to deepen the material that has been presented, training participants are given the opportunity to ask questions. The success of the PkM activity, educators are given the task of implementing the deep learning approach in the classroom two weeks after the activity. The data collection technique is through Google Forms. The success indicator with the formula of the average score of the mindful learning dimension, the meaningful learning dimension, and the joyful learning dimension is more than or equal to 70%. The results of the PkM: 1) the total average score on the mindful learning dimension is 85%, 2) the total average score on the meaningful learning dimension is 87%, and 3) the total average score on the joyful learning dimension is 100%. The conclusion of the PkM results is that educators at SDN 04 Cimande, Bogor Regency can implement the deep learning approach using the project-based learning model.
Successful exclusive breastfeeding through ‘‘Kiper Si Gizi’’ to mothers since pregnancy Hapsari, Sri; Noor SU, Yuliana; Purwanti, Dwi
Jurnal Gizi Indonesia (The Indonesian Journal of Nutrition) Vol 14, No 1 (2025): December
Publisher : Department of Nutrition Science, Faculty of Medicine, Universitas Diponegoro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14710/jgi.14.1.1-10

Abstract

ABSTRACTBackground: One of the important intakes given to infants is exclusive breastfeeding. Training mothers to be ready to breastfeed is done since they are pregnant. Website media makes it easier for mothers to access information online.Objective: To increase the success of exclusive breastfeeding through website-based nutrition education ‘Kiper Si Gizi’ (Kelompok Ibu Peduli ASI dan Gizi) for mothers since pregnancy.Methods: Quasi-experimental design with two-group pre- and post-test control group design and two-group post-test only control group design. The subjects were 30 pregnant women in trimester 3 at Puskesmas Dempet, Demak Regency, who received ‘Kiper Si Gizi’ education and 30 mothers at Puskesmas Wedung II, Demak Regency, who received Maternal and Child Health (MCH) book education. Statistical tests to determine differences in knowledge, attitudes and differences in breastfeeding practices used Independent sample T-test. Chi Square test to test the difference in exclusive breastfeeding success between the two groups. Results: The average change in knowledge of pregnant women after being given education using website media (25%) was more effective (p=0.007) than using MCH book media (16.33%). The average change in the attitude of pregnant women after being given education using website media (Δ=10.20) is more effective (p=0.025) than using MCH book media (Δ=7.4). The breastfeeding practice score of mothers after being educated using the website media (score=9.6) was more effective (p= 0.017) than using the  MCH book media (score=8.5). Mothers who breastfeed exclusively in the website group are more (83.3%) and different (p= 0.001) than the  MCH book group (40.7%).Conclusion: Education with ‘Kiper Si Gizi’ can improve knowledge, attitudes, breastfeeding practices and more exclusive breastfeeding better than the  MCH book.Keywords : Exclusive breastfeeding; MCH book; ‘Kiper Si Gizi’; website
ANIMATION VIDEO AND BOOK COVERS EFECTIVE TO IMPROVE ATTITUDES ABOUT BALANCED NUTRITION OF ELEMENTARY SCHOOL STUDENTS Hapsari, Sri
JURNAL SVASTA HARENA RAFFLESIA Vol 4 No 2 (2025): Volume 4 Nomor 2 Desember 2025
Publisher : Poltekkes Kemenkes Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33088/shr.v4i2.1194

Abstract

The prevalence of obesity in students aged 5-12 years is quite high which is thought to be related to their knowledge and attitudes about balanced nutrition, which can be improved through education using various media. The study aims to assess the effectiveness of animated videos and book covers to increase elementary school students' knowledge and attitudes about balanced nutrition. True experimental research was conducted on two groups of 27 students each, which were determined randomly. One group was given education with an animated video and one group with a book cover. Knowledge and attitudes were measured by questionnaires using questionnaires, before and after treatment. The difference before and after was tested with paired t-test samples and the difference in effectiveness of the two media was tested with independent ttest..The results showed a difference in pre and post knowledge scores in animated videos (32.83±12.93%) and book covers (22.22±14.20%). The difference in pre and post attitude scores in animated videos (7.77±6.90%) and book covers (4.53±6.82%). All of these differences are significant with p=0.001 and p=0.001 in animated videos and p=0.001 and 0.002 on book covers. The difference in knowledge and attitude improvement between animated videos and book covers was 10.61 (p=0.006) and 3.24 (p=0.089). Both media are effective in increasing knowledge and attitudes about balanced nutrition. Animated videos are more effective at increasing knowledge than book covers, but they are equally effective at improving attitudes.
Analysis of improving innovative work behaviour of vocational high school teachers in terms of servant leadership with knowledge sharing as an intervening variable Hendro Prasetyono; Sumaryati Tjitrosumarto; J. Sabas Setyohadi; Sri Hapsari; Ira Pratiwi Ramdayana
Jurnal Pendidikan Vokasi Vol. 14 No. 1 (2024)
Publisher : ADGVI & Graduate School of Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpv.v14i1.65445

Abstract

The purpose of this research is to describe the innovative work behavior of vocational high school teachers in terms of servant leadership which is intervened by knowledge sharing. This research uses a quantitative approach with a survey method. The sampling technique was simple random sampling which came from vocational high school teachers from the provinces of East Java, Central Java, West Java, DKI Jakarta, Banten, Riau Islands, and South Sumatra with a total of 165 teachers. Data analysis techniques using descriptive analysis and path analysis. Results: The dimension of the teacher's innovative work behavior, namely with the intent of benefit to the organization has the highest score and the idea promotion dimension has the lowest score. Servant leadership has a positive and significant influence on knowledge sharing with a contribution of 42.3%. knowledge sharing has a positive and significant influence on innovative work behavior with a contribution of 58.4%. Knowledge sharing cannot be an intervening variable of servant leadership on innovative work behavior because the path analysis results show that servant leadership does not directly affect innovative work behavior through knowledge sharing. The implication is that city or district education offices must further enhance the idea promotion exploration of teachers through training or workshops and maintain that with the intent of benefit to the organization of teachers through servant leadership style and knowledge sharing of teachers and school principals.
Penulisan Butir Soal Berbasis Higher Order Thinking Skills (HOTS) Munali Munali; Shinta Dewi; Siti Alifah; Sri Hapsari
Abdimas Mandalika Vol 5, No 4 (2026): Juni
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/am.v5i4.39341

Abstract

Abstract: Partner problems currently faced by teachers at SMKN 54 Jakarta: 1) lack of teacher ability in writing test items with revised Bloom's Taxonomy, especially based on HOTS, 2) lack of teacher ability in writing test items for the Academic Ability Test (TKA), and 3) lack of teacher ability in scoring analytical rubrics on essay test items and TKA test items. Partner problems are mainly related to the results of SMKN TKA in Jakarta, with a national average of 38.25 in the fields of study: Mathematics at 38.25; English at 31.29; and Advanced Mathematics at 39.61. The objectives of Community Service (PkM) activities: 1) provide teachers' understanding of writing test items with revised Bloom's Taxonomy, especially based on HOTS, 2) improve teachers' ability in writing test items for TKA, and 3) improve teachers' ability in scoring analytical rubrics on essay test items and TKA test items. The research methodology uses a qualitative approach through observation, interviews, and discussions. Activities are carried out through the following stages: pre-activity, activity implementation, and monitoring and evaluation. The pre-activity phase includes coordination with partners, needs analysis, preparation of presentation materials, and event rundown. The implementation phase lasts two days. The monitoring and evaluation phase is conducted after the workshop through observation, discussion, and Q&A. The results of the Community Service Program (PKM) show that the activity's objectives were achieved well in both soft and hard skill aspects. This can be seen from the measurements.Workshop on the first and second days. Measurements from the first and second days of the workshops showed a 25% increase in teachers' ability to understand HOTS test writing, TKA, and analytical rubric scoring. This increase demonstrates the effectiveness of the workshop support on the first and second days.Abstrak: Permasalahan mitra yang sedang dihadapi oleh guru di SMKN 54 Jakarta: 1) kurangnya kemampuan guru dalam penulisan butir soal dengan Taksonomi Bloom revisi terutama berbasis HOTS, 2) kurangnya kemampuan guru dalam penulisan butir soal Tes Kemampuan Akademik (TKA), dan 3) kurangnya kemampuan guru dalam penskoran rubrik analitik pada butir soal esai dan butir soal TKA. Permasalahan mitra terutama terkait hasil TKA SMKN di Jakarta dengan rerata nasional bidang studi: Matematika sebesar 38,25; Bahasa Inggris sebesar 31,29; dan Matematika Lanjut sebesar 39,61. Tujuan kegiatan Pengabdian kepada Masyarakat (PkM): 1) memberikan pemahaman guru dalam penulisan butir soal dengan Taksonomi Bloom revisi terutama berbasis HOTS, 2) meningkatkan kemampuan guru dalam penulisan butir soal TKA, dan 3) meningkatkan kemampuan guru dalam penskoran rubrik analitik pada butir soal esai dan butir soal TKA. Metodologi penelitian menggunakan pendekatan kualitatif melalui: observasi, wawancara, dan diskusi. Kegiatan dilaksanakan melalui tahapan: prakegiatan, pelaksanaan kegiatan, dan monitoring dan evaluasi. Pada tahap prakegiatan dilakukan koordinasi dengan mitra, analisis kebutuhan, persiapan materi presentasi, dan rundown acara. Tahap pelaksanaan dilakukan selama dua hari. Tahap monitoring dan evaluasi dilakukan setelah kegiatan workshop melalui observasi, yaitu diskusi dan tanya jawab. Hasil PkM menunjukkan bahwa tujuan kegiatan tercapai dengan baik pada aspek soft skill dan hard skill. Hal ini terlihat dari pengukuran workshop hari pertama dan hari kedua. Pengukuran workshop hari pertama dan hari kedua menunjukkan peningkatan kemampuan guru dalam memahami penulisan butir soal HOTS, TKA, dan penskoran rubrik analitik sebesar 25%. Peningkatan tersebut menunjukkan efektivitas pendampingan workshop pada hari pertama dan hari kedua.
Co-Authors Abdul Munir Abdul Munir Agus Sartono Alifah, Siti Annisa Ayuningtyas, RR Askardiya Mirza Gayatri Benedicta Evienia Prabawanti Deden Ibnu Aqil, Deden Ibnu Dewi, Shinta Dhova Shahroza Dika Ayuning Dini Amalia Dini Amalia, Dini Dwi Handayani, Cindi Fajri, Yoan Nur Hajar Hajar Hendro Prasetyono Ira Pratiwi Ramdayana J. Sabas Setyohadi Lilly Dwi Wulandari Lutfia Rizkyatul Akbar Munali Munali Munali, Munali Munir , Abdul Nur Amega Setiawati Rita Sugiarti Ritiauw, Samuel P. Setiawati , Nur Amega Setiawati, Nur Amega Shinta Dewi Silalahi, Engelbertha E Siti Alifah Sumaryati Tjitro Sumarto Sumaryoto Sumaryoto, Sumaryoto Yuliana Noor SU