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All Journal SELAPARANG: Jurnal Pengabdian Masyarakat Berkemajuan Journal of General Education and Humanities
M. Syahri
Universitas Muhammadiyah Malang
Agriculture, Biological Sciences & Forestry Humanities Computer Science & IT Control & Systems Engineering Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Medicine & Pharmacology Nursing Public Health Social Sciences Other

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Pelatihan dan pendampingan pembelajaran berbasis gamifikasi di SMP ‘Aisyiyah Muhammadiyah 3 Malang untuk meningkatkan kompetensi pedagogi guru Rose Fitria Lutfiana; M. Syahri; M. Mansur; Jamaludin Jamaludin
SELAPARANG: Jurnal Pengabdian Masyarakat Berkemajuan Vol 8, No 1 (2024): March
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/jpmb.v8i1.22072

Abstract

Abstrak Guru professional di abad 21 ini dituntut untuk memiliki empat kompetensi yaitu kompetensi pedagogi, professional, kepribadian dan sosial. Kompetensi pedagogi guru berkaitan dengan proses belajar mengajar seperti memdesain perangkat pembelajaran dengan media berbasis IT dan implementasi model pembelajaran inovatif. Pembelajaran gamifikasi merupakan salah satu metode yang mengintegrasikan teknik game dalam proses pembelajaran. Metode pengabdian yang digunakan yaitu FGD, workshop dan pendampingan serta evaluasi dan refleksi. Kegiatan PkM yang dilakukan di SMP ‘Aisyiyah Muhammadiyah 3 Malang diikuti oleh semua guru yang ada di sekolah yang berjumlah 13 orang. Kegiatan pelatihan gamifikasi terdiri dari tiga yaitu pelatihan aplikasi wordwall, quizzis dan Kahoot! Kata kunci: gamifikasi; guru; kompetensi pedagogi. Abstract Professional teachers in the 21st century are required to have four competencies, namely pedagogical, professional, personality and social competencies. Teacher pedagogical competence is related to the teaching and learning process such as designing learning tools with IT-based media and implementing innovative learning models. Gamification learning is a method that integrates game techniques in the learning process. The methods used are FGD, workshops and mentoring as well as evaluation and reflection. The PkM activities carried out at SMP 'Aisyiyah Muhammadiyah 3 Malang were attended by all 13 teachers at the school. Gamification training activities consist of three, namely wordwall application training, quizzis and Kahoot! Keywords: gamification; teacher; pedagogy competencies.
Implementing Deep Learning to Enhance Critical Thinking Skills in Early Childhood: A Qualitative Study at Aisyiyah Bustanul Athfal 26 Kindergarten, Malang Baria Ulfah; M. Syahri; Dyah Worowirasti Ekowati
Journal of General Education and Humanities Vol. 5 No. 2 (2026): April
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i2.1491

Abstract

This study addresses the persistence of one-way instructional practices in early childhood education that limit the development of children’s critical thinking skills. It aims to describe the implementation of a deep learning pedagogical approach and its impact on critical thinking among children aged 5-6 years at Aisyiyah Bustanul Athfal 26 Kindergarten, Malang. A descriptive qualitative method was employed, with data collected through observations, semi-structured interviews, and documentation involving teachers, children, and the school principal. Data were analyzed using an interactive qualitative analysis technique, including data reduction, data display, and conclusion drawing. The findings indicate that deep learning is implemented through meaningful, mindful, and joyful learning experiences, where teachers act as facilitators and children actively engage in exploration and play-based activities. The results show a noticeable improvement in children’s critical thinking, reflected in increased curiosity, a willingness to ask questions, the ability to provide simple, logical reasons, and growing independence in solving everyday problems. These outcomes suggest a positive shift in children’s thinking from passive reception to more reflective engagement. However, the study does not claim absolute effectiveness, as the results are context-specific and influenced by teacher readiness and learning environment. Overall, the deep learning approach (as a pedagogical model, not an AI-based approach) provides opportunities for children to construct knowledge through meaningful experiences.
Co-Authors Baria Ulfah Dyah Worowirasti Ekowati Jamaludin Jamaludin M Mansur Rose Fitria Lutfiana