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All Journal Jurnal Penelitian Pendidikan IPA (JPPIPA) Orbital: Jurnal Pendidikan Kimia Dinamisia: Jurnal Pengabdian Kepada Masyarakat JMM (Jurnal Masyarakat Mandiri) JMKSP (Jurnal Manajemen, Kepemimpinan, dan Supervisi Pendidikan) Kumawula: Jurnal Pengabdian Kepada Masyarakat Bubungan Tinggi: Jurnal Pengabdian Masyarakat Jurnal Paedagogy Jurnal Sains dan Edukasi Sains Prosiding Temu Ilmiah Nasional Guru Jurnal KALANDRA
Dola Suciana
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Exploring Chemistry Teacher’s TPCK in Rasch Model: A Point of View from Difference of Teaching Stage, Gender, and Ages. Inas Sausan; Jamaludin; Elda Frediana Rety Kartika; Dola Suciana; Sukma Wahyu Wijayanti
Jurnal Penelitian Pendidikan IPA Vol 9 No 10 (2023): October
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v9i10.4297

Abstract

Teachers should have different knowledge types including technological, pedagogical, and content to realize effective learning in the digital era. Technological Pedagogical and Content Knowledge (TPCK) is a framework that explains these knowledge types and the interactions between them. It is considered to enable chemistry teachers’ multifaceted teaching. Coping, for this reason, a study to examine chemistry teachers’ level of TPCK is needed. This paper reports the level of chemistry teacher’s TPCK and their perception in terms of teaching stage, gender, and age. The study involved fifty-three students of chemistry education in a public university in Indonesia. A quantitative method was applied to explore their perspective on TPCK. Data were collected through surveys and interviews. The findings showed that the majority of chemistry teachers’ TPCK skills are currently good. They integrate technology into their teaching while conducting online learning due to the COVID-19 pandemic. In terms of teaching stage, age, and gender, provide deep insight into seven indicators of TPCK. However, some indicators still need to be improved, so a TPCK training program for individuals or centralized individuals should be added to the chemistry department program.
Pelatihan Kahoot! pada Guru Sekolah Menengah Pertama di Kota Tangerang Selatan Sebagai Upaya Peningkatan Kemampuan TPACK dalam Pembelajaran Sukma Wahyu Wijayanti; Faizal Akhmad Adi Masbukhin; Inas Sausan; Dola Suciana; Ayu Fahimah Diniyah Wathi
Bubungan Tinggi: Jurnal Pengabdian Masyarakat Vol 5, No 4 (2023)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/btjpm.v5i4.9475

Abstract

Tujuan dari pelaksanaan kegiatan pengabdian kepada masyarakat ini adalah untuk meningkatkan kemampuan Technological Pedagogical Content Knowledge (TPACK) pada guru-guru Sekolah Menengah Pertama (SMP) di Kota Tangerang Selatan melalui pelatihan platform Kahoot! Perlunya dilaksanakan pelatihan TPACK karena belum maksimalnya penggunaan teknologi dalam pembelajaran di sekolah-sekolah menengah di daerah Tangerang Selatan. TPACK merupakan kemampuan integrasi antara pengetahuan teknologi, pedagogi, dan konten dalam konteks pembelajaran. Metode yang digunakan adalah metode ceramah, demonstrasi dan praktik secara daring melalui platform Zoom Meetings dengan bantuan fasilitator yang dilaksanakan pada 2 Juli 2022 dan luring pada 6 Agustus 2022. Hasil pelaksanaan pengabdian kepada masyarakat ini menunjukkan bahwa terdapat peningkatan kemampuan TPACK pada kelompok guru yang menerima pelatihan Kahoot! sehingga dapat memanfaatkannya untuk membuat kegiatan pembelajaran menjadi lebih menyenangkan. Hasil pengisian angket menunjukkan bahwa para guru menjadi termotivasi dalam menggunakan platform Kahoot! untuk pembelajaran. Kegiatan pelatihan ini menyimpulkan bahwa pelatihan Kahoot! efektif dalam meningkatkan kemampuan TPACK guru SMP di Kota Tangerang Selatan. Para guru dapat mengintegrasikan teknologi secara lebih efektif dalam pembelajaran mereka, meningkatkan keterlibatan peserta didik, dan memfasilitasi pemahaman konten yang lebih baik. Rekomendasi untuk kegiatan pengabdian kepada masyarakat mendatang mencakup eksplorasi penggunaan platform pembelajaran berbasis game lainnya.Implementation of community engagement activities aims to enhance the Technological Pedagogical Content Knowledge (TPACK) abilities of junior high school (SMP) teachers in South Tangerang City through Kahoot! Platform training. TPACK refers to integrating technological, pedagogical, and content knowledge in the context of learning. The method used was a combination of lectures, demonstrations, and online practice, carried out on July 2nd, 2022, and offline on August 6th, 2022. The results of this community engagement initiative show improved TPACK abilities among the teachers who received Kahoot! Training enables them to make learning activities more enjoyable. The questionnaire results indicate that teachers are motivated to use Kahoot! A platform for teaching. This study concludes that Kahoot! Training effectively enhances the TPACK abilities of junior high school teachers in South Tangerang City. Teachers can integrate technology more effectively in their teaching, increase student engagement, and facilitate better content comprehension. Recommendations for future community engagement activities include exploring other game-based learning platforms.
Exploring Chemistry Teacher’s TPCK in Rasch Model: A Point of View from Difference of Teaching Stage, Gender, and Ages. Inas Sausan; Jamaludin; Elda Frediana Rety Kartika; Dola Suciana; Sukma Wahyu Wijayanti
Jurnal Penelitian Pendidikan IPA Vol. 9 No. 10 (2023): October
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v9i10.4297

Abstract

Teachers should have different knowledge types including technological, pedagogical, and content to realize effective learning in the digital era. Technological Pedagogical and Content Knowledge (TPCK) is a framework that explains these knowledge types and the interactions between them. It is considered to enable chemistry teachers’ multifaceted teaching. Coping, for this reason, a study to examine chemistry teachers’ level of TPCK is needed. This paper reports the level of chemistry teacher’s TPCK and their perception in terms of teaching stage, gender, and age. The study involved fifty-three students of chemistry education in a public university in Indonesia. A quantitative method was applied to explore their perspective on TPCK. Data were collected through surveys and interviews. The findings showed that the majority of chemistry teachers’ TPCK skills are currently good. They integrate technology into their teaching while conducting online learning due to the COVID-19 pandemic. In terms of teaching stage, age, and gender, provide deep insight into seven indicators of TPCK. However, some indicators still need to be improved, so a TPCK training program for individuals or centralized individuals should be added to the chemistry department program.
Development of Learning Models for Post-Earthquake Elementary School Students: Preliminary Studies Ucu Rahayu; Leonard R. Hutasoit; Mestika Sekarwinahyu; Tri Wahyuningsih; Dyah Aniza Kismiati; Danang Budi Setyawan; Dola Suciana
Jurnal Penelitian Pendidikan IPA Vol 9 No 12 (2023): December
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v9i12.6325

Abstract

Disasters including earthquakes can traumatize people, especially children. One of the impacts is impaired concentration, making it difficult for children to learn or study. Hopefully, the right learning model can help students continue to participate in learning and heal the trauma. To find out this learning model, it is necessary to carry out a process of characterizing students in post-disaster areas. Based on the results of questionnaires and interviews with teachers and students in post-disaster areas, it is known that some students are still experiencing trauma, as indicated by 51.80% of students still having difficulty concentrating on studying. It is also known that the learning style of most students is auditory because 91.10% of students learn happier when they hear the teacher telling stories. Furthermore, student’s learning styles are visual as shown by 83.90% of students enjoying reading, 80.4% of students enjoying seeing pictures, and 57.10% enjoying seeing animations. Judging from the tendency for collaboration, students prefer to study in groups. Based on these characteristics, students enjoy learning with active, interactive, and fun activities, so the AICEF learning model can be an alternative that can be used as a learning model for elementary school students in post-earthquake areas
Implementation of Traumatic Healing for Earthquake Victim Children through Fun Outbound Activities: Pelaksanaan Traumatic Healing bagi Anak Korban Gempa melalui Kegiatan Fun Outbond Sandra Sukmaning Adji; Inas Sausan; Dola Suciana; Faizal Akhmad Adi Masbukhin; Ayu Fahimah
Dinamisia : Jurnal Pengabdian Kepada Masyarakat Vol. 8 No. 3 (2024): Dinamisia: Jurnal Pengabdian Kepada Masyarakat
Publisher : Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/dinamisia.v8i3.16791

Abstract

On November 21, 2022, Cianjur, West Java, experienced an earthquake with a magnitude of Mw 5.6, followed by 140 aftershocks until November 22, 2022. The earthquake resulted in loss of life, injuries, and infrastructure damage. The damaged school conditions due to the earthquake affected the learning environment for children, subsequently influencing their motivation and academic performance. Additionally, the psychological impact on survivors, particularly children, included anxiety, depression, and post-traumatic stress disorder (PTSD). This article discusses the importance of psychological recovery for children after a disaster, particularly earthquakes, using fun outbound activities as a method of traumatic healing. Fun outbound comprises outdoor activities involving games, physical challenges, and group cooperation. The study indicates that fun outbound can assist children in overcoming fear and trauma, boost self-confidence, and develop social skills. The research was conducted at SDN Sukamaju 1 Cugenang, one of the schools significantly affected by the earthquake. Through tangram puzzle games and synchronized cooperation, students experienced joy and enthusiasm, with over 50% of them reporting relief from fear and trauma. Evaluation results demonstrate the effectiveness of fun outbound in supporting the psychological recovery of children after a disaster. In conclusion, the fun outbound method can be an effective tool in helping earthquake-affected children overcome trauma, enhance self-confidence, and build social skills, creating a positive and enjoyable environment for children in challenging post-earthquake situations.
PEMBERDAYAAN PENDIDIK DI TANGERANG SELATAN MELALUI PELATIHAN PEMBUATAN QUIZ KAHOOT! DENGAN DUKUNGAN BARD Masbukhin, Faizal Akhmad Adi; Sausan, Inas; Suciana, Dola; Wathi, Ayu Fahimah Diniyah; Wijayanti, Sukma Wahyu; Adji, Sandra Sukmaning
Kumawula: Jurnal Pengabdian Kepada Masyarakat Vol 7, No 2 (2024): Kumawula: Jurnal Pengabdian Kepada Masyarakat
Publisher : Universitas Padjadjaran

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24198/kumawula.v7i2.53955

Abstract

Kemampuan menyajikan suasana belajar interaktif merupakan hal penting bagi para pendidik dalam memfasilitasi pembelajaran yang efektif. Salah satu solusi yang dapat digunakan adalah pembuatan kuis Kahoot! dengan bantuan Bard. Pengabdian kepada masyarakat ini bertujuan untuk mengetahui pelaksanaan pelatihan bagi para pendidik dalam pembuatan kuis Kahoot! berbantuan Bard. Metode yang digunakan melibatkan ceramah, demonstrasi, dan praktik secara luring dengan dukungan fasilitator. Hasil pengabdian ini menunjukkan adanya peningkatan kemampuan guru dalam menciptakan suasana belajar yang efektif untuk meningkatkan keterlibatan peserta didik melalui pembuatan kuis Kahoot! berbantuan Bard. Meskipun demikian, kendala seperti ketidakstabilan sinyal internet dan batas karakter dalam soal Kahoot! juga diidentifikasi. Solusi untuk mengatasi kendala ini melibatkan integrasi teknologi yang lebih efektif dalam pembelajaran, meningkatkan keterlibatan peserta didik, dan memfasilitasi pemahaman konten yang lebih baik. Rekomendasi untuk kegiatan pengabdian mendatang meliputi eksplorasi penggunaan platform pembelajaran berbasis game lainnya.
Portrait of Chemistry Teachers' Readiness in Implementing the Independent Curriculum in High Schools Suciana, Dola; Fahimah Diniyah Wathi, Ayu; Sausan, Inas; Akhmad Adi Masbukhin, Faizal; Lisa Rosanna, Desi
Orbital: Jurnal Pendidikan Kimia Vol. 8 No. 1 (2024): Orbital: Jurnal Pendidikan Kimia
Publisher : Chemistry Education Department of Education and Teaching Faculty

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/ojpk.v8i1.22590

Abstract

This research aims to describe portrait of chemistry teachers' readiness to implement the Independent Curriculum in high schools throughout South Tangerang City. The Independent Curriculum aims to increase the relevance and quality of education in Indonesia. The research was conducted using a quantitative approach with descriptive data analysis.  This research was conducted in South Tangerang City involving 56 chemistry teachers at high schools in South Tangerang City. The type of data used in this research is primary data. The instrument used to collect data in this research was a list of questions in the form of a questionnaire. The results of the research show that chemistry teachers in South Tangerang City are relatively ready to implement the independent curriculum in the schools where they teach. Researchers looked at the level of teacher readiness in implementing the independent curriculum from their knowledge regarding the characteristics and structure of the independent curriculum, readiness in planning learning, readiness in implementing learning, and readiness in implementing learning assessments. This research provides insight into the development of educational policies and the development of teacher professionalism in facing the challenges of the new curriculum.
PENERAPAN JARIMATIKA DALAM PENINGKATAN KEMAMPUAN BERHITUNG PERKALIAN KELAS 3 MI MUHAMMADIYAH KALITENGAH Rahayu, Tri Berkah; Suciana, Dola
Prosiding Temu Ilmiah Nasional Guru Vol. 15 No. 1 (2023): TING XV 2023
Publisher : Fakultas Keguruan dan Ilmu Pendidikan (FKIP), Universitas Terbuka

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This research was carried out because the ability of grade 3 students at MI MuhammadiyahKalitengah in calculating multiplication was still low. It aims to determine the impact on the ability tocalculate multiplication using the way of jarimatika. The population used is the same as the sample,namely grade 3 at MI Muhammadiyah Kalitengah with a total of 21 students. Researchers got data fromobservations in class and evaluation tests at the end of the study. Then it was tested with the T OneSample t-test method by the researcher to find out the impact of using jarimatics on multiplicationmaterial. Based on this research, it was found that there was an impact of using jarimatics on the abilityto calculate multiplication of students which had increased. This is shown from the results of the ti test,the t value is 5.93 higher than the ti table, namely 2.08 (5.93 > 2.08) with a significance level of 0.5.Researchers can conclude that using jarimatics has a good impact on the ability to calculate themultiplication of grade 3 students at MI Muhammadiyah Kalitengah
PENGGUNAAN MEDIA AUDIOVISUAL UNTUK MENINGKATKAN HASIL BELAJAR MATERI SISTEM PENCERNAAN SISWA SEKOLAH DASAR Karyati; Zamsolih, Inti; Suciana, Dola
Prosiding Temu Ilmiah Nasional Guru Vol. 15 No. 1 (2023): TING XV 2023
Publisher : Fakultas Keguruan dan Ilmu Pendidikan (FKIP), Universitas Terbuka

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Patterns of interaction between teachers and students are strongly influenced by developments in the digital world in education. When traditional education is practiced, most students who have a good level of ability to use technology tend to become disinterested. The purpose of this research is to describe the use of audio-visual media to improve learning outcomes. Classroom action research is used as a descriptive research method. The method used to collect data in this study is a test technique that is carried out once in each cycle. The instrument used is a description test to find out how far students' understanding and ability to receive and absorb learning material. The data obtained were then analyzed using a percentage descriptive analysis method. This technique is used to measure the increase in student learning outcomes after the use of audiovisual media is applied. Based on the results of the study, during the pre-cycle the average student score was only 60 with classical completeness of 38.46%. In cycle 1 the average value of students rose to 64 with classical completeness of 46.15%. Then in cycle 2 the average value of students experienced a significant increase, namely 69 with 69.23% classical completeness. In the final cycle, namely cycle 3, the increase in student learning outcomes was seen to increase significantly with the class 77 average with classical completeness reaching 92.31%. Based on this description, researchers can draw conclusions that the use of audiovisual media has a significant impact on improving student learning outcomes.
MENINGKATKAN HASIL BELAJAR SISWA MATA PELAJARAN IPA MATERI SIFAT-SIFAT BUNYI MENGGUNAKAN MODEL COOPERATIVE LEARNING Gumiwang, Ridyo Estu; Suciana, Dola
Prosiding Temu Ilmiah Nasional Guru Vol. 15 No. 1 (2023): TING XV 2023
Publisher : Fakultas Keguruan dan Ilmu Pendidikan (FKIP), Universitas Terbuka

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Abstract

The background to the problem in this research is the low learning outcomes of students in understanding the material on the properties of sound, with traditional learning making students disinterested and less active in learning. The aim of this research is to describe the improvement in student learning outcomes in science lessons on the properties of sound using the Cooperative Learning Model in class 2 of SDN Ngepoh. This research method is classroom action research (PTK) with class 2 research subjects as many as 12 students with 2 research cycles. The findings from this research are that the increase in student learning outcomes in science learning material on the properties of sound using the cooperative learning model starting from the Pre-cycle and then Cycle I to Cycle II shows an increase, which can be seen from the average in the Pre-cycle of 53, in Cycle I was 68.3 and in Cycle II it was 85. From these data it can be concluded that the use of the cooperative learning model in science learning can improve student learning outcomes. So, the cooperative learning model is effective in improving student learning outcomes in science lessons, especially material on the properties of sound.
Co-Authors Achmad Noerkhaerin Putra Akhmad Adi Masbukhin, Faizal Asyhar Basyari Ayu Fahimah Ayu Fahimah Diniyah Wathi Ayu Fahimah Diniyah Wathi Danang Budi Setyawan Elda Frediana Rety Kartika Fahimah Diniyah Wathi, Ayu Faizal Akhmad Adi Masbukhin Gumiwang, Ridyo Estu JAMALUDIN JAMALUDIN Karyati Kismiati, Dyah Aniza Leonard R. Hutasoit Lisa Rosanna, Desi Mabukin, Faizal Akhmad Adi Masbukhin, Faizal Akhmad Adi Mestika Sekarwinahyu Rahayu, Tri Berkah Sandra Sukmaning Adji Siti Aisyah Suci Nurhayati Sukma Wahyu Wijayanti Tri Wahyuningsih Ucu Rahayu Wahyu Wijayanti, Sukma Widiasih Wijayanti, Sukma Wahyu Yurina Nabila, Rima Zakirman Zamsolih, Inti