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PELATIHAN PEMANFAATAN MEDIA PEMBELAJARAN BERBASIS MULTIMEDIA INTERAKTIF PEACE GENERATION GAMES DI SD MODEL TERPADU MADANI Hasan; Junarti; Mahfud. M. Gamar; Idrus; Wilman D. Lumangino
EZRA SCIENCE BULLETIN Vol. 1 No. 2 (2023): July - December 2023
Publisher : Kirana Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58526/ez-sci-bin.v1i2.72

Abstract

Program dilaksanakannya pengabdian pada masyarakat ini menjadi salah satu alternatif bagi para guru untuk mengimplementasikannya di dalam proses pembelajaran. Tujuan dilaksanakannya pengabdian kepada masyarakat ini adalah memberikan pelatihan pemanfaatan media pembelajaran berbasis multimedia interaktif Peace Generation Games dalam proses pembelajaran di sekolah SDN Terpadu Madani. Luaran yang ditargetkan dalam pelatihan ini adalah para peserta dapat mengaplikasikan dan menerapkan, serta mengembangkan media pembelajaran berbasis multimedia game interaktif yang akan mereka gunakan di dalam proses pembelajaran di Sekolah Dasar Alkhairaat Tondo. Tahapan dalam Kegiatan Pelaksanaan pengabdian kepada Masyarakat di SDN Terpadu Madani. dilakukan dengan 3 (tiga) tahapan yaitu :Tahap Pertama, merupakan tahap persiapan, dengan cara melakukan suvey pendahuluan untuk melihat kondisi guru dalam pelaksanaan pembelajaran di ruang kelas.Tahap kedua, tahap ini merupakan tahapan pelaksanaan kegiatan pengabdian. Pelaksanaan egiatan dikemas dengan menggunakan pendekatan workshop.Adapun langkah-langkah dalam pelaksanaan kegiatan pengabdian ini adalah sebagai berikut: Langkah 1: Peserta pelatihan diberikan materi mengenai game interaktif Peace Generation games. Langkah 2: pada Langkah ini, peserta diberikan kesempatan untuk mendiskusikan materi game yang telah diberikan. Langkah 3: seluruh pengabdi sesuai dengan tugas pokok dan fungsinya akan mempresentasekan atau menjelaskan materi game kepada seluruh peserta (guru). Langkah 4: diberi kesempatan kepada seluruh peserta untuk tanya jawab dan diskusi dengan pemateri terkait apa yang belum dipahami sehingga melahirkan pemahaman secara komprehenship. Langkah 5: Peserta diberikan bimbingan dan arahan serta pendampingan dalam mempraktekkan game yang telah dijelaskan oleh pemateri.
Pelatihan Modul Ajar Berbasis Pendekatan Culturally Responsive Teaching (CRT) Dalam Memperkuat Identitas Budaya Terhadap Guru dan Mahasiswa PPG Calon Guru di SMA Madani Palu Nuraedah; Hasan; Windayanti; Mahfud M. Gamar; Suyuti
Jurnal Ragam Pengabdian Vol. 3 No. 2 (2026): Mei-Agustus, Sustainable Development Goals (SDGs): Multidisciplinary Perspectiv
Publisher : Lembaga Teewan Journal Solutions

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62710/x0ygyh55

Abstract

Culturally Responsive Teaching (CRT)-based teaching module training plays a strategic role in fostering cultural sensitivity while strengthening the cultural identity of students and educators. This study aims to describe the process, results, and impact of CRT-based teaching module training for teachers and prospective teacher Professional Education (PPG) students at SMA Madani Palu. The method used is research and development (R&D) with a 4-D development model (define, design, develop, disseminate). Data were obtained through observation, in-depth interviews, questionnaires, and documentation, then analyzed descriptively qualitatively and quantitatively. The results of the study indicate that this training successfully produced teaching modules that are contextual and responsive to local cultural diversity, marked by an increase in participants' pedagogical competence, understanding of Kaili cultural values, and the ability to integrate local wisdom in learning. Evaluation through pre-test and post-test showed an average increase in the CRT concept understanding score of 28%, while the results of the module feasibility test by experts obtained an average score of 92% (very feasible category). These findings indicate that the CRT approach is not only effective in strengthening the cultural identity of teachers and PPG students as prospective teachers, but also enriches inclusive and relevant learning practices to the local context.
THE EFFECTIVENESS OF GROUP COUNSELING WITH SELF-MANAGEMENT TECHNIQUES IN REDUCING STUDENT'S ACADEMIC PROCRASTINATION Widiawati L widia; Mardi Lestari; Dhevy Puswiartika; Hasan
SOSIOEDUKASI Vol 15 No 3 (2026): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Publisher : Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/sosioedukasi.v15i3.9073

Abstract

Academic procrastination is a common behavioral problem among junior high school students, characterized by delaying academic tasks despite awareness of the negative consequences that follow, and is often linked to poor time management, low motivation, and avoidance driven by fear of failure. This study examined the effectiveness of group counseling with self-management techniques in reducing students' academic procrastination using a quantitative quasi-experimental non-equivalent control group design, involving 12 junior high school students divided into an experimental group (n = 6), which received group counseling with self-management techniques, and a control group (n = 6), which received conventional group guidance without self-management techniques. Data were collected using a validated and reliable academic procrastination questionnaire (Cronbach's Alpha = 0.948) administered before and after treatment, and analyzed using the Wilcoxon Signed-Rank Test and the Mann-Whitney U Test. The results showed that the experimental group's mean score increased substantially from 43.67 (pretest) to 62.83 (posttest), a significant within-group improvement confirmed by the Wilcoxon Signed-Rank Test, whereas the control group's mean score remained largely unchanged (42.33 to 41.17); the posttest comparison between the two groups was statistically significant (Mann-Whitney U = 0, p = 0.0022), with no overlap between the two score distributions. These findings indicate that group counseling with self-management techniques is effective in reducing academic procrastination among junior high school students and offer practical guidance for school counselors in designing effective, evidence-based strategies to address this behavior.
Co-Authors Dhevy Puswiartika Idrus Idrus Junarti Mahfud M. Gamar Mahfud. M. Gamar Mardi Lestari Nuraedah Suyuti Suyuti Widiawati L widia Wilman D. Lumangino Windayanti