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All Journal Jurnal Inovasi Teknologi Pendidikan Indonesian Journal of Early Childhood Education Studies Jurnal Pendidikan Agama Islam Al-Thariqah Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini JURNAL INDRIA (Jurnal Ilmiah Pendidikan Prasekolah dan Sekolah Awal) Jurnal Dimensi Pendidikan dan Pembelajaran Jurnal SOLMA Cetta: Jurnal Ilmu Pendidikan Jurnal Ilmiah Pendidikan Profesi Guru Adimas : Jurnal Pengabdian Kepada Masyarakat EDUPEDIA JTP - Jurnal Teknologi Pendidikan Jurnal Pendidikan Edutama Buletin KKN Pendidikan AL MA'ARIEF : JURNAL PENDIDIKAN SOSIAL DAN BUDAYA Epistema Bima Abdi: Jurnal Pengabdian Masyarakat JCP (Jurnal Cahaya Pendidikan) Fakultas Keguruan dan Ilmu Pendidikan Jurnal Pemberdayaan Masyarakat Community: Jurnal Pengabdian Kepada Masyarakat Prosiding Seminar Nasional Pengabdian Masyarakat International Journal of Law and Society ICONESTH Jurnal Pengabdian Masyarakat Proceedings Series of Educational Studies Jurnal Pendidikan Progresif Educational Technology in Developing Countries Abdimas Pedagogi: Jurnal Ilmiah Pengabdian kepada Masyarakat
Muhibuddin Fadhli
Universitas Negeri Malang
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Dentistry Economics, Econometrics & Finance Education Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Medicine & Pharmacology Neuroscience Nursing Physics Public Health Social Sciences Other

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Game-Based Learning and Children’s Digital Literacy to Support Pervasive Learning: A Systematic Reviews Fadhli, Muhibuddin; Kuswandi, Dedi; Utami, Prihma Sinta; Sartika, Septi Budi; Mohamad Hardyman bin Barawi
JTP - Jurnal Teknologi Pendidikan Vol. 25 No. 3 (2023): Jurnal Teknologi Pendidikan
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat, Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/jtp.v25i3.38388

Abstract

In this study, we investigate the impact of game-based learning on children's digital literacy in processing and acquiring information, focusing on the generation of digital natives who excel in responding to multimedia information. Utilizing data mining and the PRISMA Protocol, we conducted a systematic review based on the keywords 'Game-based learning on children’s digital literacy.' Data from the years 2017 to 2019, extracted from Sagepub and Emerald databases, reveal strong empirical support for the enhancement of children's digital literacy, particularly through game-based learning interventions, as evidenced by a significant effect size of 0.66. This translates to children becoming better at deciphering visual cues, understanding audio narratives, and critically evaluating the information presented in a variety of multimedia formats. Furthermore, game-based learning fosters critical thinking and problem-solving skills, keeping children engaged and motivated to learn in this dynamic digital landscape.
Anti-Bullying Seminar as a Community Service Model: University Students’ Engagement in Fostering Safe School Environments for Elementary School Children in Cidokom Village Zh, Miftah Hur Rahman; Kamilah, Athia Nur; Fadhli, Muhibuddin; Febriansyah, Ferry Irawan; Ikhwan, Afiful; Risbiyantoro, Hendro
Jurnal Pengabdian Masyarakat (Bisma) Vol. 3 No. 2 (2025): Jurnal Pengabdian Masyarakat (Bisma)
Publisher : Universitas Darunnajah, Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61159/bisma.v3i2.771

Abstract

Bullying remains a pervasive concern in Indonesian elementary schools, with approximately 30% of reported cases occurring at the primary education level. This community service study examines the implementation and effectiveness of an anti-bullying seminar conducted by university students from Universitas Darunnajah for elementary school children in Cidokom Village, Bogor Regency. The program employed a participatory action approach that integrated interactive seminars, role-playing activities, and psychoeducational workshops, targeting 85 students in grades 4 through 6. Pre-test and post-test assessments were administered to measure changes in students’ knowledge of how to identify bullying, empathy levels, and intentions to intervene as bystanders. Descriptive statistical analysis, supplemented by qualitative observational data, revealed significant improvements across all measured indicators. Students’ knowledge of bullying types and recognition increased from a mean score of 52.4 to 78.6, while empathy scores improved from 48.7 to 74.2. Bystander intervention intentions rose from 45.3 to 76.8. Qualitative findings indicated heightened student engagement and increased willingness to report bullying incidents. This study contributes to the growing body of literature on university-community partnerships in bullying prevention. It demonstrates the viability of student-led community service programs as vehicles for promoting safe school environments in rural Indonesian communities.
Re-examining Quality in AI-Mediated Language Learning: A PLS-SEM Analysis of Pedagogical Alignment, Engagement, and Arabic Language Proficiency Hendro Risbiyantoro; Nunu Mahnun; Aprijon Efendi; Miftah Hur Rahman Zh; Muhibuddin Fadhli; Zahid Zufar At Thaariq; Aldo Redho Syam; Jimly Assiddiqi
Jurnal Pemberdayaan Masyarakat Vol 5, No 1 (2026)
Publisher : Yayasan Keluarga Guru Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46843/jpm.v5i1.709

Abstract

This study examines the effects of AI-based learning tools on Arabic language learning among Arabic students, with student engagement and educational content quality as mediators. This study used a quantitative causal-explanatory design and administered an online questionnaire to students, teachers, and education professionals (N=960). Using Partial Least Squares Structural Equation Modeling (PLS-SEM) to analyze the data, there was a large direct positive effect of AI tools on proficiency and an even stronger positive mediating effect of student engagement. Unexpectedly, perceptions of educational content quality were strongly negatively associated with proficiency, suggesting that a mismatch between content design and the learner’s sociocultural context may impede learning even when the pedagogical design is sound. The results highlight that the success of AI in language learning is not merely a function of the state of the technology, but, more importantly, a function of pedagogically sound content and its continued capacity to promote profound engagement. This research enhances the science of technology-enhanced learning by proposing a refined model for English language education in Egypt and by providing implementation-oriented suggestions for furthering practice, calling for a shift from technocentric implementation to learner-centric orchestration of AI in Arabic language education.
Digital Library-Based LMS with TRINGO Strategy: Cross-Tradition Approach for Technological Content Knowledge Development Muhammad Najmi Alwi Sinaga; Muhibuddin Fadhli; Ahmad Alief Al Fawaz; Fikri Aulia
Educational Technology in Developing Countries Vol. 1 No. 1 (2026): Educational Technology in Developing Countries (ETDC)
Publisher : Jambi Tuah Tengganai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64929/etdc.v1i1.65

Abstract

Indonesian faith-based educators lack structured digital environments that integrate pedagogical strategies with the development of Technological Content Knowledge. This Research and Development study, following the Lee and Owens model, developed and validated a digital library-based Learning Management System operationalizing Ki Hadjar Dewantara's TRINGO strategy (Ngerti, Ngrasa, Nglakoni) as a cross-tradition learning architecture for Muhammadiyah educators. 45 educators from 21 Malang City schools completed a 4-week training cycle. Expert validation across media (95%), content (90%), and learning strategy (100%) domains classified the LMS as Highly Valid. A focus group discussion with 21 school principals revealed an institutional appetite for structured teacher development and a resonance between TRINGO's tripartite structure and Muhammadiyah's Pendidikan Berkemajuan commitments. Class-level Technological Content Knowledge improved by eighteen percentage points from pre-test (42%) to post-test (60%). Critically, post-test performance plateaued below the seventy-percent mastery threshold, with the affective Ngrasa dimension showing the smallest gains, suggesting that four weeks suffice for procedural learning but not for deeper reflective engagement. The study contributes a validated cross-tradition prototype for faith-based teacher development while identifying the boundary conditions of its application. Future research requires multi-site replication, extended training cycles, and deeper integration of Muhammadiyah's own pedagogical sources to address the affective dimension.
The Effect of Learning Management System with TRINGO Strategy on Technological Content Knowledge in Procedural Setting Dedi Kuswandi; Muhammad Najmi Alwi Sinaga; Muhibuddin Fadhli; Fanny Kusdianti Nur Sya’bani; Zainullah Zainullah; Triyo Supriyatno; Winda Trimelia Utami
Jurnal Pendidikan Progresif Vol 14, No 2 (2024): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

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

Abstract

The Effect of Learning Management System with TRINGO Strategy on Technological Content Knowledge in Procedural Setting. Objectives: This study aims to evaluate the effect of using the Learning Management System (LMS) combined with the TRINGO strategy on procedural learning outcomes (nglakoni) of educators who are also Muhammadiyah cadres in Malang City. TRINGO strategy, which consists of three stages, namely conceptual understanding (ngerti), emotional experience (ngrasa), and practical application (nglakoni) integrated in the use of LMS to improve the quality of education. Methods: This study used a quantitative approach with a one group pretest-posttest only quasi-experiment design. A total of 45 educators from 21 Muhammadiyah schools became respondents in this study. Data analysis was conducted using SPSS 27 through Wilcoxon test and multiple linear regression to test the proposed hypothesis.  Findings: The results showed that the use of LMS in TRINGO strategy significantly improved the concept understanding (ngerti) and emotional engagement (ngrasa) of the educators, with Z values of -5.982 and -6.214, respectively, and a significance value of 0.000. Furthermore, the combination of the LMS with the TRINGO strategy simultaneously had a significant effect on procedural learning outcomes (nglakoni), as indicated by an F-count of 94.550 (greater than the F-table of 3.21) and a coefficient of determination (R Square) of 0.818, indicating that 81.8% of the variation in procedural learning outcomes can be explained in this research. Conclusion: The conclusion of this study confirms that the integration of LMS with TRINGO strategy is effective in improving the procedural learning outcomes of cadres & educators, and provides important implications for the development of technology-based learning methods in Muhammadiyah educational environment. The results of this study are expected to contribute to the development of more effective learning models, especially in the context of cadre-based education in Indonesia. Keywords: LMS, TPaCK, tringo strategy, educational technology, muhammadiyah.DOI: http://dx.doi.org/10.23960/jpp.v14.i2.202485
SCENIC: INSTRUMEN EVALUASI KONTEKSTUAL BERBASIS SKENARIO UNTUK MEMPERKUAT KOMPETENSI MAHASISWA CALON GURU DALAM PROYEK STUDI KASUS Intan Sari Rufiana; Anita Dewi Utami; Muhibuddin Fadhli; Mohammad Yusuf Randy; Fina Zulfa Mustafidah; Fierda Nursitasari Amaliya; Aulia Al Tsani Izzati
EDUPEDIA Vol 10 No 1 (2026): April
Publisher : Universitas Muhammadiyah Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24269/ed.v10i1.3640

Abstract

The evaluation of prospective teachers’ competencies during the pre-PPL phase still relies heavily on conventional instruments that fail to authentically assess their ability to solve classroom problems. In line with recent policies requiring case study projects in the PPG program, this article reports on the development of SCENIC (Scenario-based Contextual Evaluation for Nurturing Instructional Competence), a set of contextual scenario-based evaluation instruments integrated with case study projects. The research employed an R&D approach (Borg & Gall) through needs analysis, the design of seven scenarios, expert validation, and phased pilot testing with PPG students. The results indicate competency gaps in student needs analysis, inclusive learning design, and contextual communication; expert validation rated the content as relevant and highly applicable; and pilot testing showed that SCENIC helps calibrate performance assessments and strengthens students’ readiness to tackle case study assignments and UKIN/PPL. SCENIC is recommended as an authentic evaluation framework to bridge theory and practice in elementary teacher education.
Peningkatan Kapabilitas Guru dalam Penggunaan Artificial Intelligence di MI Ar Raudhah Lawang: Studi Pelaksanaan Pelatihan dan Evaluasi Hasil Pelatihan Henry Praherdhiono; Yulias Prihatmoko; Muhibuddin Fadhli; Nunung Nindigraha; Widi Hasanah; Kevin Herdinata cahyadi Firdaus
Abdimas Pedagogi: Jurnal Ilmiah Pengabdian kepada Masyarakat Vol. 8 No. 1 (2025)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um050v8i12025p47-53

Abstract

In the era of the industrial revolution 4.0 and society 5.0, the ability to utilize technology, especially artificial intelligence, is crucial in various sectors, including education. AI has been proven to increase effectiveness and efficiency in the learning process, for example through assessment automation, personalization of learning materials, and analysis of student progress. For teachers, the ability to use and optimize AI is a powerful tool in supporting learning that is more adaptive, interactive, and centered on individual student needs. Improving the capabilities of teachers at MI Ar Raudhah Lawang in using AI aims to help teachers optimize learning and combine IMTAQ and IPTEK values. Improving teacher capabilities in using AI is in line with the goals of national education to form a generation that is intelligent, has character, and is competent in their fields. Teacher training related to the use of AI technology in learning is an ongoing process, which requires ongoing efforts and commitment. The training process is carried out in several steps: Providing an understanding of AI technology in learning, identifying training needs, making a training plan, providing practical training, providing support after training, and Evaluating training. The results of the training that has been carried out show an increase in the ability to utilize AI. Evaluation is carried out through pretests and post-tests to assess changes in teacher capabilities. Data from 15 respondents showed significant improvements in most aspects of the evaluation.
Co-Authors Afiful Ikhwan Agus Wedi Ahmad Alief Al Fawaz Aldo Redho Syam Andang Andang Anifatur Rowiyah Aniisah, Amiirah Anita Dewi Utami Anthori, Muhammad Aprijon Efendi Arief Ardiansyah Arif Hidayat Aris Triwahyu Febriansah Arnasari Merdekawati Hadi At Thaariq, Zahid Zufar Aulia Al Tsani Izzati Betty Yulia Wulansari Dedi Kuswandi Dewi Sartika Dian Kristiana Dini Rosyada Mahmud Divina P, Amina Edi Mulyadin Eka Pramono Adi Endang Fauziati Eny Pemilu Kusparlina Fanny Kusdianti Nur Sya'bani Fanny Kusdianti Nur Sya’bani Ferry Irawan Fierda Nursitasari Amaliya Fikri Aulia Fina Zulfa Mustafidah Fransiskawati, Enny Haditia, Mohamad Hendro Risbiyantoro Henry Praherdhiono Hidayat, Melingga Nabilla Hussein, Wzamah Al Ida Yeni Rahmawati Ika Indra Lestari Ika Wirahmad Insiyah Insiyah Intan Sari Rufiana Jimly Assiddiqi Kamilah, Athia Nur Kartika Sari, Dewi Nur Laili Kevin Herdinata cahyadi Firdaus khusnul khotimah Khusnul Khotimah M Fadlillah M. Fadlilah Mardhatillah Mardhatillah, Mardhatillah Masrinda Mar'atul Janah Miftah Hur Rahman Zh Mikrayanti Mikrayanti Mirana, Ludiya Yayang Mohamad Hardyman bin Barawi Mohammad Yusuf Randy Muchlis Muchlis Muhammad Fahmi Johan Syah Muhammad Najmi Alwi Sinaga Muhammad Najmi Alwi Sinaga Munzil Murtalib Murtalib Mutmainah Mutmainah Nindya Liftia Sani Nunu Mahnun Nunung Nindigraha Oktaviani Adhi Suciptaningsih Prihma Sinta Utami Prihma Sinta Utami, Prihma Sinta Priyatama, Muhammad Aldwin Purna Bayu Nugroho Rahman, Aditya Ramadito Rendy Setyowahyudi Risbiyantoro, Hendro Saida Ulfa Saiful Anwar Septi Budi Sartika Sinaga, Muhammad Najmi Alwi Siti Nurhidayah Surahman, Ence Syarifuddin Syarifuddin Sylvester Arnab Thaariq, Zahid Zufar At Triyo Supriyatno Utami, Deka Dyah Ventiana, Yolanda Asri Widi Hasanah Winda Trimelia Utami Yerry Soepriyanto Yulias Prihatmoko Zahid Zufar At Thaariq Zainullah Zainullah Zakiyyah, Amirah Qonitatus Zuhkhriyan Zakaria