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All Journal JAUR (Journal of Architecture and Urbanism Research) Jurnal Kreativitas PKM Community Development Journal: Jurnal Pengabdian Masyarakat Jurnal Pengabdian UNDIKMA Journal of Infrastructure and Civil Engineering Journal of Pedagogy and Education Science Carmin: Journal of Community Service Journal of Sustainable Infrastructure Arsir: Jurnal Arsitektur Jurnal Arsitektur ARCADE
Ahmad Zulfikar
Universitas Negeri Medan
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Civil Engineering, Building, Construction & Architecture Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Medicine & Pharmacology Nursing Public Health Social Sciences Transportation Other

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Enhancing Vocational Higher Education Lecturers’ Pedagogical Competence through a Digital Platform-Based Flipped Classroom Sarwa; Riansyah Putra; Ahmad Zulfikar; Liana Atika; Mita Dwi Putri; Ridho Azahar
Journal of Pedagogy and Education Science Vol 5 No 02 (2026): Journal of Pedagogy and Education Science
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/IISTR.jpes.001912

Abstract

This study aims to analyse the effectiveness of implementing the flipped classroom model using the Moodle and Google Classroom learning management systems in enhancing pedagogical competence and learning management skills. This model is implemented through pre-class, during-class, and post-class learning stages facilitated by digital materials, interactive forums, and automatic evaluation mechanisms on the platform. The research method used a one-group pretest–posttest design with 37 lecturers in the Faculty of Engineering as subjects. Data analysis was performed using a paired sample t-test, one-sample t-test, and N-Gain calculation to assess competency improvement after the intervention. The results showed a significant increase in lecturers' initial and final competencies after participating in the flipped classroom model, as evidenced by a significant value of (p = .00 < .05). The N-Gain value of (.502) was in the moderate category, reflecting a consistent improvement in lecturers' abilities in the aspects of learning design, digital technology utilisation, and feedback provision through the platform. The integration of technology also strengthened the efficiency of classroom management and enabled lecturers to implement more adaptive, collaborative, and vocationally-oriented learning. This research implies that the flipped classroom model can be used as a strategy for developing lecturers’ professional skills in instructional design, the use of digital media, and interactive classroom management, and can serve as a basis for vocational higher education institutions to systematically integrate digital platforms to drive a transformation towards more effective teaching practices.
Implementation of Building Information Modelling Training to Strengthen Design-Building Competencies of Vocational Teachers and Students Ahmad Zulfikar; Kinanti Wijaya; Sutrisno; Harry Wibowo; Rafika Hilmi Nasution; I Gede Wyana Lokantara; Fajar Arjuna; M. Andrey Harun; Jun Kristiani Nduru; Natachia Siburian; Nabilah Fernanda Daulay; Riansyah Putra; Wisnu Prayogo
Jurnal Pengabdian UNDIKMA Vol. 7 No. 3 (2026): August
Publisher : LPPM Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jpu.v7i3.21827

Abstract

This community service program aims to improve the Building Information Modeling (BIM) competencies of vocational teachers and students at SMKN 1 Lubuk Pakam and to support the integration of BIM into vocational building design education. The program was implemented through demonstrations, hands-on training, and curriculum integration assistance. A total of 16 participants, consisting of teachers and students from the Building Modeling and Information Design program, took part in the activities. Data were collected using a BIM knowledge test, a perception questionnaire, a teacher readiness questionnaire, and a practical assessment rubric for BIM modeling skills. Descriptive statistics were used to summarize the data, while changes in participants' BIM knowledge were analyzed using the Wilcoxon signed-rank test. The results showed that the mean BIM knowledge score increased from 17.62 on the pre-test to 19.88 on the post-test. This improvement was statistically significant (p = 0.039), with a moderate effect size (0.65). Participants' perceptions of BIM also improved, with the mean score increasing from 3.44 to 4.09 and the proportion of responses in the high category rising from 51.3% to 90.0%. Teachers' readiness to integrate BIM into classroom instruction increased substantially, with the mean score rising from 2.00 to 4.36 and the proportion of high-category responses increasing from 13.9% to 94.0%. In addition, participants successfully applied fundamental BIM workflows and produced simple digital building models. These findings indicate that the program effectively enhanced participants' BIM knowledge, practical competencies, and teachers' readiness to integrate BIM into vocational learning. Nevertheless, sustained mentoring and advanced training are recommended to support the development of more complex BIM competencies and long-term curriculum implementation.
Community Empowerment Through the Development of Interactive Pop-Up Book Media as a Creative Learning Tool for Early Childhood Education Zhilli Izzadati Khairuni; Siti Zulfa Yuzni; Liana Atika; Wahyu Hutria; Mita Dwi Putri; Mirzal Yacub; Ahmad Zulfikar; Khairunnisak Khairunnisak; Wisnu Prayogo
Carmin: Journal of Community Service Vol. 6 No. 1 (2026)
Publisher : Borneo Research and Education Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59329/carmin.v6i1.311

Abstract

Community empowerment through creative education can strengthen teachers' capacity to independently develop contextual and accessible learning media, particularly for early childhood settings where engaging, hands-on resources are essential. This community service program aimed to develop and implement interactive pop-up books as creative learning tools while strengthening teachers' capacity to design, produce, and utilize visual learning media for early childhood education. The program was conducted at RA Nadhira Asy Syafa, Deli Serdang Regency, Indonesia, employing participatory, educational, and practical approaches. Teachers were actively involved throughout the process, including problem identification, theme selection, media design, production, classroom implementation, and evaluation, ensuring that the resulting media reflected both pedagogical needs and local context. Data were collected through observation, interviews, discussions, documentation, and a simple response questionnaire structured around four indicators: student engagement, early reading responses, creativity, and perceived support of pop-up books for learning. The findings revealed generally positive responses to the developed media. Specifically, 66.7% of respondents agreed or strongly agreed that the media supported student engagement and early reading responses, while 91.7% reported positive perceptions of children's creativity, and 91.7% agreed or strongly agreed that the pop-up books effectively supported learning activities. Nevertheless, variations in children's responses suggest that continued teacher guidance and adaptation to individual developmental needs remain necessary for optimal outcomes. Overall, the program demonstrates that collaboratively developed pop-up books can serve as accessible, low-cost, and context-sensitive learning media, while simultaneously strengthening teachers' practical capacity to independently design and produce creative educational materials suited to their classroom needs.
Co-Authors Adalan Nur Daulay Adilla Yuliananda Al Fatahillah Annisa Fillaeli Barlian, Edo Denny Meisandy Hutauruk Desi Paskalia Tinambunan Fajar Arjuna Fikri Damara Fikryah Atikah Pane Harry Wibowo I Gede Wyana Lokantara . Isak Kelfin Pasaribu Iva Yenis Septiariva Jun Kristiani Nduru Khairun Nadia Khairunnisak Khairunnisak Kharisma Roh Turang Gajah Manik Kharunnisak Kharunnisak Kinanti Wijaya Liana Atika M. Andrey Harun M. Faisi Ikhwali Maulana Al Fathir Melvi Maulita Napitupulu Mena Fadilia Lukman Meuthia Fadila Mita Dwi Putri Nabilah Fernanda Daulay Natachia Siburian Naufal Tinov Nono Sebayang Nur Fitri Nur Novilina Arifianingsih Parlaungan Hutagaol Paskia Damanik Putra, Riansyah Rachmat Mulyana Rafika Hilmi Nasution Rani, Cut Meuthia Riansayah Putra Ridho Azahar Ridho Azahar Sakkot Matua Gong Hasibuan Sapta Suhardono Sarra Rahmadani Sarwa Sarwa, Sarwa Simanjuntak, Rizky Siti Zulfa Yuzni Sitorus, Heri Franata Suryawan, I Wayan Koko Sutrisno Ummu Salamah Wahyu Hutria Wisnu Prayogo Yacub, Mirzal Zhilli Izzadati Khairuni