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All Journal Sinar Sang Surya: Jurnal Pusat Pengabdian kepada Masyarakat Lambda: Jurnal Ilmiah Pendidikan MIPA dan Aplikasinya
Muhamad Alfarisi
UNIVERSITAS MUHAMMADIYAH METRO
Agriculture, Biological Sciences & Forestry Chemical Engineering, Chemistry & Bioengineering Civil Engineering, Building, Construction & Architecture Control & Systems Engineering Decision Sciences, Operations Research & Management Education Energy Environmental Science Mathematics Physics Public Health Other

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Analisis Hasil Asesmen Diagnostiksebagai Dasar Pelaksanaan Pembelajaran Berdiferensiasi Di Sekolah Dasar Muhamad Alfarisi
LAMBDA : Jurnal Ilmiah Pendidikan MIPA dan Aplikasinya Vol. 4 No. 1 (2024): April
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/lambda.v4i1.848

Abstract

Students have different characteristics and a diversity of learning needs. Educators need to map students' learning needs according to students' learning abilities, interests and learning talents. Cognitive and non-cognitive diagnostic assessments make it easier for teachers to map students' learning needs through tests or expanded questionnaires. Diagnostic assessments are carried out with the aim of reviewing students' initial abilities in learning readiness. So it can be a solution in applying differentiated learning. The purpose of this observation is to analyze the number of diagnostic assessments as a benchmark for differentiated learning for Pancasila Education subjects in class IV. The research method used is descriptive qualitative. This data was collected using non-participatory observation from carrying out cognitive diagnostic assessment tests. Data analysis techniques use the Milles and Huberman models, including value reduction, data presentation and drawing conclusions. Research in class IV A. The results of the research show that educators have mapped groups based on students' learning readiness using cognitive diagnostic assessment tests. Groupings are made from developing, and advanced groups. Content differentiated learning can be applied to provide learning material based on proficiency level so that students' learning needs are met.
Analisis Hasil Asesmen Diagnostiksebagai Dasar Pelaksanaan Pembelajaran Berdiferensiasi Di Sekolah Dasar Muhamad Alfarisi
Lambda: Jurnal Ilmiah Pendidikan MIPA dan Aplikasinya Vol. 4 No. 1 (2024): Lambda
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/lambda.v4i1.848

Abstract

Students have different characteristics and a diversity of learning needs. Educators need to map students' learning needs according to students' learning abilities, interests and learning talents. Cognitive and non-cognitive diagnostic assessments make it easier for teachers to map students' learning needs through tests or expanded questionnaires. Diagnostic assessments are carried out with the aim of reviewing students' initial abilities in learning readiness. So it can be a solution in applying differentiated learning. The purpose of this observation is to analyze the number of diagnostic assessments as a benchmark for differentiated learning for Pancasila Education subjects in class IV. The research method used is descriptive qualitative. This data was collected using non-participatory observation from carrying out cognitive diagnostic assessment tests. Data analysis techniques use the Milles and Huberman models, including value reduction, data presentation and drawing conclusions. Research in class IV A. The results of the research show that educators have mapped groups based on students' learning readiness using cognitive diagnostic assessment tests. Groupings are made from developing, and advanced groups. Content differentiated learning can be applied to provide learning material based on proficiency level so that students' learning needs are met.
Pengembangan Bahan Ajar Berbasis Literasi Bahasa dan Sains Untuk Sekolah Dasar Ade Gunawan; Muhamad Alfarisi; Andi Widiono
Lambda: Jurnal Ilmiah Pendidikan MIPA dan Aplikasinya Vol. 6 No. 2 (2026): Lambda
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/lambda.v6i2.3050

Abstract

The integration of language and science literacy in elementary schools is crucial in 21st-century learning. However, these aspects are often taught separately. Additionally, the lack of integrated teaching materials hinders meaningful learning. This study aims to develop innovative teaching materials based on the integration of language and science literacy for elementary students. The method used is Research and Development (R&D) with the ADDIE model. The development process includes needs analysis, design, development, implementation, and evaluation. Expert validation results show that the materials are categorized as "highly feasible" to "feasible." Limited trials in two elementary classes showed improvements in language and science literacy of 37.1% and 40%, respectively. This study concludes that integrative teaching materials effectively enhance students' literacy and are relevant to support the Merdeka Curriculum.
Pelatihan Pemanfaatan Buku Bacaan Bermutu Berbasis Lesson Study Learning Community untuk Meningkatkan Literasi dan Numerasi Bahtiar Afwan; Muhamad Alfarisi; Arif Rahman Aththibby; Rahmad Bustanul Anwar; Muhammad Barkah Salim; Dedy Hidayatullah Alarifin; Ade Gunawan; Adya Rosa Prasasti; Titin Sarwendah; Fikriana Fikriana
SINAR SANG SURYA Vol 9 No 2 (2025): Agustus 2025
Publisher : UM Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/sss.v9i2.4182

Abstract

Rendahnya kemampuan literasi dan numerasi siswa Sekolah Dasar di Kota Metro menjadi masalah yang membutuhkan penanganan segera. Pengabdian kepada masyarakat ini bertujuan untuk meningkatkan kemampuan literasi dan numerasi melalui pelatihan dan pendampingan guru menggunakan model Lesson Study Learning Community (LSLC) dengan fokus pada pemanfaatan buku bacaan bermutu. Kegiatan dilaksanakan di 12 Sekolah Dasar dengan capaian literasi dan numerasi rendah. Metode yang digunakan meliputi sosialisasi, pelatihan intensif guru, pelaksanaan lesson study dalam tiga siklus pembelajaran, serta refleksi dan replikasi praktik baik. Data dikumpulkan melalui observasi, angket, dan dokumentasi, kemudian dianalisis secara deskriptif kualitatif. Hasil menunjukkan peningkatan signifikan dalam pelaksanaan pembelajaran dan keterlibatan siswa dari siklus pertama ke siklus berikutnya. Guru melaporkan peningkatan kemampuan profesional dan kesiapan dalam mengintegrasikan buku bacaan bermutu, sementara siswa menunjukkan peningkatan motivasi belajar serta kemampuan berpikir kritis dan numerik. Pengabdian ini membuktikan bahwa penerapan model LSLC yang terintegrasi dengan pemanfaatan buku berkualitas efektif dalam memperkuat budaya literasi dan numerasi di sekolah dasar, sekaligus meningkatkan kualitas pembelajaran secara berkelanjutan. Implikasi dari kegiatan ini diharapkan dapat menjadi rujukan bagi sekolah lain dalam pengembangan pembelajaran berbasis literasi dan numerasi.
Co-Authors Ade Gunawan Ade Gunawan Adya Rosa Prasasti Andi Widiono Arif Rahman Aththibby Bahtiar Afwan Dedy Hidayatullah Alarifin Fikriana Fikriana Muhammad Barkah Salim Rahmad Bustanul Anwar Titin Sarwendah