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All Journal International Journal of Health, Economics, and Social Sciences (IJHESS) Information Technology Education Journal Jurnal Kemitraan Responsif untuk Aksi Inovatif dan Pengabdian Masyarakat
Feby Indayani
Universitas Tomakaka
Humanities Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Public Health Social Sciences

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Integrating Character Education into STEM-Based Chemistry Learning Through Interactive Digital Media Feby Indayani
Information Technology Education Journal Vol. 4, No. 4, November (2025)
Publisher : Jurusan Teknik Informatika dan Komputer

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59562/intec.v4i4.10786

Abstract

This study examines the integration of character education into STEM-based chemistry learning enhanced by interactive digital media in secondary schools in Mamuju, West Sulawesi. The research investigates how four instructional components STEM Implementation, Character Education Integration, Teacher Competence, and School Support collectively influence Character Outcomes and Chemistry Achievement when delivered through digital interactive platforms. Using a quantitative design, data were collected from 300 students and analyzed through descriptive statistics, correlation testing, and multiple regression models. The results show that Character Education Integration remains the strongest predictor of Character Outcomes, demonstrating that explicit value-based instructional strategies significantly shape students’ ethical behavior, responsibility, and collaboration. STEM Implementation also contributes substantially to both outcomes, particularly when supported by interactive digital tools such as virtual laboratories, simulations, and digital modeling environments that facilitate inquiry, real-time feedback, and authentic scientific engagement. Teacher Competence is identified as the primary determinant of Chemistry Achievement, emphasizing the need for strong pedagogical content knowledge and digital proficiency to optimize the use of interactive media in STEM-based chemistry instruction. Although School Support shows the smallest effect, it remains a significant enabling factor by providing technological infrastructure and administrative backing necessary for consistent digital-based learning. Overall, the findings indicate that integrating character education within digital-supported STEM chemistry learning produces synergistic benefits for both cognitive and affective domains. This study underscores the importance of combining STEM pedagogy, character-focused instruction, and interactive digital media to enhance student learning experiences and inform policy and instructional development in emerging educational contexts.
The Implementation of Project Based Learning Model in CAD/CAM Instruction to Improve Learning Outcomes of Mechanical Engineering Students Feby Indayani;  Mulyana; Zumrotul Avifa Kasjib; Nirmala Dewi
International Journal of Health, Economics, and Social Sciences (IJHESS) (Special Issue) - International Journal of Health, Economics, and Social Sciences (IJHESS) July 2025
Publisher : Universitas Muhammadiyah Palu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56338/ijhess.v7i3.8231

Abstract

This study aims to analyze the effectiveness of implementing the Project Based Learning (PjBL) model in the CAD/CAM course to improve the learning outcomes of Mechanical Engineering students at Universitas Tomakaka. Using a quasi-experimental method with a pretest-posttest control group design, the study involved 60 fourth-semester students divided equally into an experimental group taught with PjBL and a control group taught using conventional methods. Data were collected through cognitive tests, project assessments, and affective rubrics, then analyzed using normality and homogeneity tests, independent t-tests, and N-Gain scores.The findings showed that the experimental group experienced significant improvement in cognitive learning outcomes, with higher posttest scores and moderate to high N-Gain values, compared to the control group, which demonstrated only low improvement. Psychomotor outcomes also revealed a strong positive effect, with the PjBL group outperforming the control group in 3D modeling accuracy, design quality, and software utilization. Furthermore, affective outcomes highlighted that the experimental group exhibited greater teamwork, communication, and participation, supported by significant statistical differences.These results confirm that PjBL is an effective learning model that enhances not only cognitive and technical competencies but also essential soft skills required by the engineering profession. The integration of PjBL in CAD/CAM courses provides a holistic learning experience that prepares students to face the challenges of Industry 4.0. This study recommends broader implementation of PjBL in technical education, supported by adequate facilities and collaboration with industry to ensure the relevance and sustainability of project-based curricula.
Pelatihan Desain Konten Promosi Produk Berbasis Canva dan Media Sosial untuk Meningkatkan Jiwa Technopreneurship Siswa SMK Negeri 1 Mamuju Nirmala Dewi Dewi; Zumrotul Avifa K Avifa K; Riswandi Riswandi; Restu Aji Nur Kahfi B.P; Feby Indayani
Jurnal Kemitraan Responsif untuk Aksi Inovatif dan Pengabdian Masyarakat Volume 3 Issue No. 3: June 2026
Publisher : Lontara Digitech Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61220/kreativa.v3i3.1699

Abstract

Perkembangan pemasaran digital menuntut siswa sekolah menengah kejuruan memiliki keterampilan merancang konten promosi dan memanfaatkan media sosial secara produktif. Kegiatan pengabdian kepada masyarakat ini bertujuan meningkatkan pengetahuan dan keterampilan siswa dalam membuat konten promosi produk berbasis Canva serta memperkuat jiwa technopreneurship siswa SMK Negeri 1 Mamuju. Pelatihan dilaksanakan pada 5–7 Februari 2026 dengan melibatkan 120 siswa yang dibagi menjadi 24 kelompok. Metode kegiatan meliputi ceramah interaktif, demonstrasi, diskusi, praktik langsung, pembelajaran berbasis proyek, pendampingan, presentasi, dan evaluasi. Evaluasi dilakukan melalui tes awal dan tes akhir, observasi, penilaian produk, angket technopreneurship, dan angket respons peserta. Hasil kegiatan menunjukkan bahwa nilai rata-rata peserta meningkat dari 58,40 pada tes awal menjadi 82,60 pada tes akhir, dengan 88,33% peserta mencapai nilai minimal 75. Peserta menghasilkan 24 paket konten promosi digital dengan rata-rata kualitas sebesar 84,69% dalam kategori baik. Penguatan jiwa technopreneurship memperoleh skor rata-rata 4,28 dari skala 5 dalam kategori sangat baik, sedangkan respons positif peserta mencapai 91,25%. Hasil tersebut menunjukkan bahwa integrasi Canva, media sosial, pembelajaran berbasis proyek, dan pendampingan efektif meningkatkan kompetensi desain promosi, pemahaman pemasaran digital, kreativitas, kepercayaan diri, serta kemampuan siswa dalam melihat peluang usaha berbasis teknologi.  
Co-Authors Nirmala Dewi Nirmala Dewi Dewi Restu Aji Nur Kahfi B.P Riswandi Riswandi Zumrotul Avifa K Avifa K Zumrotul Avifa Kasjib  Mulyana