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All Journal Bubungan Tinggi: Jurnal Pengabdian Masyarakat Journal of Mathematics Science and Computer Education Komunita: Jurnal Pengabdian dan Pemberdayaan Masyarakat
Delthawati Isti Ratnaningtyas
Universitas Tadulako
Economics, Econometrics & Finance Education Environmental Science Mathematics Physics Public Health Social Sciences Other

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Training on the Use of Mendeley Application to Support the Ability of Teachers in Creating Publication Manuscripts Sahrul Saehana; Darsikin Darsikin; Amiruddin Hatibe; Delthawati Isti Ratnaningtyas
Bubungan Tinggi: Jurnal Pengabdian Masyarakat Vol 6, No 3 (2024)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/btjpm.v6i3.7316

Abstract

The Mendeley application is a supporting tool for writers creating manuscripts for publication. Teachers need publications to improve their career path, especially achieving credit scores for promotion to functional positions. This program aims to train teachers in using the Mendeley application to make it easier to create publication manuscripts. Training activities were carried out by presenting ten teachers from PGRI Palu City, Central Sulawesi and two trainers. At the first meeting on July 23 2022, the teachers' ability to use this application was identified, and it was found that almost all teachers needed to be proficient in using it. Training is then carried out using presentation, demonstration, practice and question-and-answer methods. Next, three trainers guided the participants to recognize and apply their obtained information. At the second meeting on July 26 2022, participants completed citations on the manuscript created using the Mendeley application. Assistance is provided by the service team in language that is easily understood by the participants and immediately produces output in the form of a script. This training activity was carried out over two meetings, and the results of the final evaluation showed that the participants who were initially unable to use the Mendeley application (pretest) were then able to use the Mendeley Program well (posttest). It is hoped that the implications of this activity will help participants prepare research results manuscripts to help collect credit. 
Pelatihan Pembuatan Permainan Edukasi Online Menggunakan Aplikasi QuizWhizzer untuk Meningkatkan Kecakapan Digital Guru Delthawati Isti Ratnaningtyas; Sahrul Saehana; Ielda Paramita; Rudi Santoso
KOMUNITA: Jurnal Pengabdian dan Pemberdayaan Masyarakat Vol 5 No 2 (2026): Mei
Publisher : PELITA NUSA TENGGARA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.60004/komunita.v5i2.597

Abstract

Teachers have commonly utilized existing online educational games to create more engaging learning experiences. However, their digital competence in developing online educational games remains insufficiently developed. QuizWhizzer is one of the digital applications that can be used to create online educational games. Therefore, this community service program aimed to (1) train teachers to use the QuizWhizzer application in developing online educational games, (2) improve teachers’ digital competence, and (3) examine teachers’ responses to the training program. The participants consisted of 34 teachers from SMPN 6 Palu. The program was conducted through three stages: preparation, implementation, and evaluation. The training activities included lectures, demonstrations, and hands-on practice in using the QuizWhizzer application. The results showed that the average pre-test score of teachers’ digital competence was 53.33, while the average post-test score increased to 72.94, with a normalized gain score of 0.44. In addition, 94.12% of the participants successfully completed the practical assignment of developing online educational games using QuizWhizzer. The average score of teachers’ responses to the training was 4.65, indicating a highly positive perception. Based on these findings, it can be concluded that (1) the teachers were successfully trained to use QuizWhizzer for developing online educational games, (2) their digital competence improved at a moderate level, and (3) they expressed highly positive responses toward the training program.
Mapping the Intellectual Structure of Item Response Theory and Rasch Model Applications in Physics Education Assessment: A Scopus-Based Bibliometric Analysis Haeruddin Haeruddin; Delthawati Isti Ratnaningtyas; Muhammad Jarnawi; Syamsuriwal Syamsuriwal; Rudi Santoso
Journal of Mathematics Science and Computer Education Vol 6, No 1 (2026): MAY 2026
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jmscedu.v6i1.18491

Abstract

Assessment in physics education requires valid and reliable measurement instruments capable of accurately representing students’ cognitive abilities, including conceptual understanding, scientific reasoning, and problem-solving skills. Over the past decades, instrument validation has shifted from Classical Test Theory to modern probabilistic measurement models, particularly Item Response Theory (IRT) and the Rasch model. Despite the growing application of these models in physics education research, the expanding literature remains thematically and methodologically fragmented, limiting a comprehensive understanding of the field’s intellectual development. Therefore, this study aims to map the intellectual structure and research trends of IRT and Rasch model applications in physics education assessment. This study employed a bibliometric research design using 243 Scopus-indexed publications published between 2001 and 2026. Bibliographic metadata were retrieved using Publish or Perish and analyzed using the Bibliometrix package in RStudio and VOSviewer to examine publication trends, influential sources, collaboration networks, and keyword co-occurrence patterns. The results reveal substantial growth in publications, increasing by more than 1,150% over the past two decades. Five major thematic clusters were identified: measurement frameworks, psychometric modeling, validity and fairness, instrument development and technology, and learning progression. Emerging themes such as computational thinking, digital instrument development, and multidimensional assessment indicate a shift toward competency-based and technology-supported assessment practices. Overall, the findings reveal the intellectual structure and research trends of IRT and Rasch model applications in physics education assessment, demonstrating their growing role as central methodological frameworks in contemporary assessment research. These findings also provide directions for future research, particularly in developing multidimensional Rasch-based instruments and technology-enhanced assessment systems in physics education
Co-Authors Amiruddin Hatibe Darsikin Darsikin Haeruddin Haeruddin Ielda Paramita Muhammad Jarnawi Rudi Santoso Sahrul Saehana Syamsuriwal, Syamsuriwal