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All Journal JURNAL IQRA´ Pendas : Jurnah Ilmiah Pendidikan Dasar PROFICIO: Jurnal Pengabdian Masyarakat Bulletin of Pedagogical Research Novae Giunea Jurnal Biologi
Suriyah Satar
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Humanities Biochemistry, Genetics & Molecular Biology Computer Science & IT Education Social Sciences Other

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PENGEMBANGAN RENCANA PEMBELAJARAN SEMESTER (RPS) BERBASIS PEMBELAJARAN MANDIRI DENGAN MENGGUNAKAN MODEL PEMBELAJARAN FLIPPED LEARNING TERINTEGRASI GOOGLE CLASSROOM Suriyah Satar
NOVAE GUINEA Jurnal Biologi Vol. 14 No. 1 (2023)
Publisher : Universitas Cenderawasih

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

Abstract

ABSTRAKPenelitian ini merupakan penelitian pengembangan (R&D) yang bertujuan untuk mengembangkan RPS dengan model Flipped Learning dalam kondisi daring dan luring yang valid pada mata kuliah Evaluasi pendidikan. Model Pengembangan yang digunakan adalah Model 4D yang diadaptasi dengan mengacu pada rancangan RPS sesuai dengan model Flipped learning. Pengembangan RPS dengan model Flipped Learning  dalam kondisi daring dan luring ini yang diintegrasikan dengan Google Classroom menghasilkan Rencana Perkuliahan Semester mata kuliah  Evaluasi Pendidikan dengan model pembelajaran Flipped Learning untuk 16 kali pertemuan dengan model Flipped Learning. Setelah divalidasi diperoleh nilai validasi 3,81 dari skala 4 dan dinyatakan sangat valid dan dapat digunakan sebagai perangkat pembelajaran pada mata kuliah teknik evaluasi pendidikan.Kata Kunci : Flipped Learning, RPS, Pembelajaran daring, Google Classroom ABSTRACTThis research is a reasearch and development  (R&D) which aims to develop SLP using the Flipped Learning model in online and offline conditions that are valid in educational evaluation courses. The development model used is the 4D model which is adapted with reference to the SLP design according to the Flipped learning model. The development of SLP using the Flipped Learning model in online and offline conditions which is integrated with Google Classroom produces a Semester Lecture Plan for the Education Evaluation course using the Flipped Learning learning model for 16 meetings with the Flipped Learning model. After being validated, a validation value of 3.81 was obtained from a scale of 4 and was stated to be very valid and could be used as a learning tool in educational evaluation engineering courses.Keywords : Flipped Learning, SLP, Online Learing, Google Classroom
PELATIHAN INTEGRASI ICT PADA FITUR E-LEARNING BAGI DOSEN FKIP UNIVERISTAS CENDERAWASIH Nurbaya; Hanida Listian; Suriyah Satar; Tiffany Shahnaz Rusli; Agnes Teresa Panjaitan; Rio Wakhid Hujjatul Islam
PROFICIO Vol. 5 No. 2 (2024): PROFICIO : Jurnal Abdimas FKIP UTP
Publisher : FKIP UNIVERSITAS TUNAS PEMBANGUNAN SURAKARTA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36728/jpf.v5i2.3398

Abstract

Integrasi ICT dalam proses pembelajaran merupakan salah satu karakteristik meningkatnya kualitas pendidikan. Penggunaan LMS oleh dosen dalam proses pembelajaran adalah cara efektif integrasi digital teknologi untuk meningkatkan kompetensi ICT mahasswa. Keharusan dosen dalam mengaplikasikan LMS dalam proses perkuliahan menuntut mereka untuk menguasai fitur-fitur yang ada pada platform E-Learning yang dikembangkan oleh Tim IT universitas Cenderawasih. Tujuan utama diadakannya pelatihan ini adalah meningkatkan pemahaman para dosen di lingkungan FKIP Universitas Cenderawasih terhadap fitur LMS yang akan diaplikasikan dalam proses pembelajaran. Pelatihan ini berlangsung dalam 4 tahap kegiatan, yaitu 1) Pembentukan tim IT oleh FKIP Universitas Cenderawasih sebagai narasumber; 2) Pemaparan materi oleh narasumber; 3) Demonstrasi LMS olleh dosen dan narasumber; dan 4) Evaluasi kegiatan pelatihan. Hasil dari pelatihan adalah seluruh peserta pelatihan dosen yang hadir, sebanyak 150 orang, telah mengetahui fitur-fitur pada LMS yang akan digunakan dalam perkuliahan. Diharapkan pelatihan ini tidak hanya dilakukan kepada dosen di Lingkungan FKIP Universitas Cenderawasih, tetapi juga di sekolah-sekolah yang ada di Kota Jayapura. Hal ini untuk meningkatkan literasi digital yang turut digalakkan oleh pemerintah dalam Kurikulum Merdeka Belajar – Kampus Merdeka.
PELATIHAN INTEGRASI DIGITAL TOOLS DALAM PEMBUATAN AKSI NYATA GURU SMP IPA KABUPATEN KEEROM, PAPUA Nurbaya, Nurbaya; Hanida Listian; Suriyah Satar; Ledoh, Cartika Candra
PROFICIO Vol. 6 No. 1 (2025): PROFICIO : Jurnal Abdimas FKIP UTP
Publisher : FKIP UNIVERSITAS TUNAS PEMBANGUNAN SURAKARTA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36728/jpf.v6i1.4133

Abstract

Implikasi perkembangan teknologi mengharuskan guru menguasai integrasi digital tools dalam proses pembelajaran maupun pemenuhan kinerja sebagai seorang profesional. Implementasi Kurikulum Merdeka ditandai dengan terbitnya Platform Merdeka Mengajar (PMM), mengharuskan guru membuat aksi nyata. Aksi nyata dibuat oleh guru dengan mengintegrasikan ICT kedalam proses dan output nya. Masih banyak guru di Kabupaten Keerom yang membutuhkan asistensi dalam pembuatan aksi nyata dan pemanfaatan teknologi secara bersamaan. Kesenjangan yang terjadi ini, menjadi latarbelakan dilakukannya Pengabdian Kepada Masyarakat terkhusus untuk guru SMP di Kabupaten Keerom. Pelatihan yang diberikan berlangsung dalam 4 tahapan kegiatan. Rangkuman kegiatan pada tahap 1 yaitu persiapan pelaksanaan PKM di Kabupaten Keerom. Tahap 2 ditandai dengan pemaparan materi PKM, dan dilanjutkan pada tahap 3 mendemonstrasikan materi yang telah disampaikan. Tahapan 4 adalah evaluasi kegiatan yang telah berlangsung. Peserta pelatihan berjumlah 23 Guru SMP di Kabupaten Keerom. Diharapkan pelatihan bisa memberikan kemudahan bagi guru dalam pembuatan aksi nyata dengan memanfaatkan digital tools sebagai penunjang dalam penyusunannya. Pelatihan selanjutnya diharapkan mampu menghadirka peserta dengan jumlah yang lebih banyak dengan durasi pelatihan yang juga lebih lama.
IDENTIFIKASI LITERASI SAINS SISWA KELAS XI SMA YPK DIASPORA KOTARAJA Hanida Listiani; Nurbaya Nurbaya; Suriyah Satar
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 01 (2025): Volume 10 Nomor 1, Maret 2025
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i01.22223

Abstract

Scientific literacy is one of the skills that must be possessed in the 21st Century. The aim of this research is to identify the scientific literacy abilities of class XI students at SMA YPK Diaspora Kotaraja, Papua. This research uses a quantitative descriptive method to describe the initial scientific literacy abilities of YPK Diaspora Kotaraja High School students. The population used in this research were all class XI students of SMA YPK Diaspora Kotaraja. The sample in this study consisted of 30 students from class XI using a random cluster sampling technique (cluster sampling). Quantitative data in this research was obtained using the NoSLiT test instrument. The data obtained was then analyzed descriptively. The research results show that the scientific literacy abilities of YPK Diaspora Kotaraja High School students are in the low category. Based on these results, it is necessary to consistently apply scientific literacy in learning so that 21st century skills can be improved and become the foundation for students to build the nation in the future.
The Study of Constructivistic Learning Experience, Democratic Attitude, Learning Independence & Learning Motivation of Senior High School Students at Wajo Regency South Sulawesi Muhammad Arafah; Syamsu Rijal; Sumarni; Suriyah Satar; Besse Sulfiani
Jurnal Iqra' : Kajian Ilmu Pendidikan Vol. 10 No. 1 (2025): Jurnal Iqra' : Kajian Ilmu Pendidikan
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/ji.v10i1.4905

Abstract

This study employs a quantitative survey method with correlation analysis to investigate the influence of constructivist biology learning experiences, democratic attitudes, and learning independence on the learning motivation of high school students in Wajo Regency. The research utilizes Structural Equation Modeling (SEM) for path analysis to determine the direct and indirect effects among the studied variables. The population comprises all high school students in Wajo Regency, with a sample of 274 students selected through simple random sampling from three schools: SMAN 1 Wajo, SMAN 3 Wajo, and SMAN 7 Wajo. Data were collected using four validated instruments: a 35-item constructivist biology learning experience questionnaire, a 30-item democratic attitude questionnaire, a 49-item learning independence questionnaire, and a 30-item learning motivation questionnaire. Descriptive analysis reveals that the average scores for constructivist learning experience, democratic attitudes, learning independence, and learning motivation are 66.16%, 67.56%, 70.79%, and 72.35%, respectively. SEM results show that constructivist biology learning experiences positively influence learning motivation (path coefficient = 0.228), as does learning independence (path coefficient = 0.430). In contrast, democratic attitudes exhibit a significant negative influence on learning motivation (path coefficient = -0.645). These findings highlight the critical role of active, student-centered learning approaches and learner autonomy in enhancing motivation. Interestingly, the negative correlation between democratic attitudes and learning motivation suggests a complex relationship that may reflect contextual or cultural factors specific to the student population. This study contributes to the field of educational psychology by emphasizing the effectiveness of constructivist pedagogical strategies and the promotion of student independence in motivating learners. The results provide practical implications for educators and policymakers seeking to improve motivation and learning outcomes through the design of more effective instructional practices.
Digital Creativity Based on Local Wisdom: Creating Science Audio Comics for Science Teachers Using Canva and AI Suriyah Satar; Ricky Engel Mawara; Mustika Irianti; Cartika Candra Ledoh; Nurbaya, Nurbaya; Hanida Listiani; Ramadani Widi Permadi; Grand Barrang; St. Rahmadani
Bulletin of Pedagogical Research Vol. 5 No. 2 (2025): Bulletin of Pedagogical Research
Publisher : CV. Creative Tugu Pena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51278/bpr.v5i2.1999

Abstract

This community service program was designed to empower science teachers in Keerom Regency, Papua, through the development of audio comics based on local ethnography, utilizing Canva and Artificial Intelligence (AI) as digital tools. The program specifically aimed to integrate Papuan cultural narratives into science learning, thereby creating contextualized and culturally relevant instructional materials for students. A total of 35 science teachers, organized under the MGMP IPA (Subject Teachers Forum), participated in the program. The method employed a participatory workshop model, followed by sustained coaching and evaluation. Teachers were trained to design digital comics using Canva, generate illustrations and voice-overs with AI tools, and embed local cultural stories such as traditional hunting, forest management, and local folklore into science topics like ecosystems, energy cycles, and adaptation of living organisms. The process included pre-test and post-test assessments, hands-on production of audio comics, classroom trials, and the establishment of a digital repository for documentation and dissemination. The findings revealed a 33% increase in teachers’ digital literacy across three assessed domains: mastery of Canva and AI tools, integration of culture into science content, and pedagogical competence in developing audio comics. Five audio comics were fully developed and ready for classroom use, while 28 were in progress. Classroom trials demonstrated enhanced student engagement, improved comprehension of abstract science concepts, and stronger connections between cultural knowledge and scientific understanding. Overall, this program demonstrates that combining digital technologies with local ethnography is an effective approach to empower teachers, enrich science learning, and promote educational innovation in underserved regions such as Papua.
Co-Authors Agnes Teresa Panjaitan Besse Sulfiani Cartika Candra Ledoh Grand Barrang Hanida Listian Hanida Listiani Hery Widijanto Ledoh, Cartika Candra Muhammad Arafah Mustika irianti Nurbaya nurbaya nurbaya Nurbaya Nurbaya, Nurbaya Ramadani Widi Permadi Rio Wakhid Hujjatul Islam St. Rahmadani SUMARNI Syamsu Rijal Tiffany Shahnaz Rusli