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All Journal Jurnal Penelitian Pendidikan IPA (JPPIPA) Orbital: Jurnal Pendidikan Kimia Dinamisia: Jurnal Pengabdian Kepada Masyarakat 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
Universitas Terbuka
Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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Design of a Collaborative Learning Platform Based on Problem-Based Learning for Distance Education: A Preliminary Study Suciana, Dola; Wathi, Ayu Fahimah Diniyah; Mabukin, Faizal Akhmad Adi; Sausan, Inas; Wijayanti, Sukma Wahyu
Jurnal Paedagogy Vol. 12 No. 4 (2025): October
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v12i4.17842

Abstract

This study aims to design and validate an initial concept of a collaborative Problem-Based Learning (PBL)-based learning platform tailored for the context of distance learning. The research employed a descriptive-exploratory design with a mixed-methods approach. Quantitative data were collected through a 5-point Likert scale questionnaire administered to 23 chemistry education students, while qualitative data were obtained from open-ended questions and expert reviews involving four subject matter experts. Quantitative data were analyzed using descriptive statistical techniques, including the calculation of mean scores and reliability testing with Cronbach’s Alpha, whereas qualitative data were analyzed through thematic analysis to identify key themes and insights. The results indicate high user demand for integrated features, including scheduled consultations with lecturers (M = 4.52), collaborative group work within a single platform (M = 4.39), direct upload and feedback mechanisms (M = 4.26), activity logs and contribution rubrics (M = 4.21), and online project presentations (M = 4.17). Expert evaluations confirmed the alignment of the proposed design with PBL stages while emphasizing three prerequisites for implementation: (i) an intuitive interface that minimizes user cognitive load, (ii) concise orientation or training sessions for both lecturers and students, and (iii) connectivity mitigation strategies such as low-bandwidth modes and asynchronous alternatives. These findings provide an evidence-based foundation for subsequent prototyping and pilot testing to ensure the platform’s effectiveness in enhancing collaboration, process transparency, and learner engagement in distance PBL contexts. The study's outcomes are expected to contribute to the development of innovative learning platforms that support student-centered learning and foster collaborative problem-solving skills in online learning environments.
Exploring Chemistry Teacher’s TPCK in Rasch Model: A Point of View from Difference of Teaching Stage, Gender, and Ages. Sausan, Inas; Jamaludin; Kartika, Elda Frediana Rety; Suciana, Dola; Wijayanti, Sukma Wahyu
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 Rahayu, Ucu; Hutasoit, Leonard R.; Sekarwinahyu, Mestika; Wahyuningsih, Tri; Kismiati, Dyah Aniza; Setyawan, Danang Budi; Suciana, Dola
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 Adji, Sandra Sukmaning; Sausan, Inas; Suciana, Dola; Masbukhin, Faizal Akhmad Adi; Fahimah, Ayu
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.
Peningkatan Kompetensi Literasi Media Guru Sd Desa Situ Udik Cibungbulang Melalui Pelatihan Perancangan E-Game For Learning Zakirman; Aisyah, Siti; Widiasih; Nurhayati, Suci; Wahyu Wijayanti, Sukma; Budi Setyawan, Danang; Sucianan, Dola; Sausan, Inas; Yurina Nabila, Rima
KALANDRA Jurnal Pengabdian Kepada Masyarakat Vol 3 No 2 (2024): Maret
Publisher : Yayasan Kajian Riset Dan Pengembangan Radisi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55266/jurnalkalandra.v3i2.383

Abstract

Saat ini dunia Pendidikan menghadapi berbagai tantangan diantaranya tantangan literasi digital dan literasi media. Guru yang memiliki keterampilan literasi yang baik memiliki dampak yang signifikan pada pembelajaran siswa. Siswa SD mengalami perkembangan dari aspek kognitif, emosional, afektif, psikomotor dan social melalui kegiatan bermain dan belajar. Oleh karena itu dibutuhkan media yang mampu memenuhi kebutuhan perkembangan para siswa. Kegiatan Pengabdian Kepada Masyarakat yang dilakukan merupakan bagian dari program desa Binaan Universitas Terbuka. Tujuan dari kegiatan PKM ini untuk memberikan pelatihan perancangan e-game for learning untuk meningkatkan literasi media guru SD Desa Situ Udik Cibungbulang. Fokus pengembangan yang dilakukan adalah peningkatan kapasitas SDM guru-guru tingkat sekolah dasar sebanyak 18 orang untuk merancang elektonik game dalam pembelajaran. Peserta pelatihan dipilih berdasarkan kriteria dengan rincian diantaranya: tingkat pengalaman mengajar, keahlian teknologi, dan minat terhadap integrasi game dalam pembelajaran. Pelatihan daring dilaksanakan melalui platform MOOCs yang interaktif dan melalui zoom. Proses evaluasi dilakukan secara formatif dan sumatif. Peserta dinilai melalui tugas daring, partisipasi dalam sesi luring, dan proyek pengembangan game dalam pembelajaran. Berdasarkan hasil kegiatan PKM dapat disimpulkan bahwa kegiatan pelatihan electronic-game dalam pembelajaran di sekolah tersebut dapat meningkatkan literasi media peserta pelatihan. Pelatihan dalam merancang electronic games memberikan kesempatan untuk meningkatkan keterampilan teknologi guru yang mencakup pemahaman tentang platform game, perangkat lunak desain game, dan penggunaan elemen-elemen teknologi dalam konteks pembelajaran.
Co-Authors Achmad Noerkhaerin Putra Akhmad Adi Masbukhin, Faizal Asyhar Basyari Ayu Fahimah Diniyah Wathi Ayu Fahimah Diniyah Wathi Danang Budi Setyawan Elda Frediana Rety Kartika Fahimah Diniyah Wathi, Ayu Fahimah, Ayu Faizal Akhmad Adi Masbukhin Gumiwang, Ridyo Estu JAMALUDIN Kartika, Elda Frediana Rety 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 Suci Nurhayati Sukma Wahyu Wijayanti Tri Wahyuningsih Ucu Rahayu Wahyu Wijayanti, Sukma Widiasih Wijayanti, Sukma Wahyu Yurina Nabila, Rima Zakirman Zamsolih, Inti