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All Journal Jurnal Tadris Kimiya PAEDAGOGIA MODELING: Jurnal Program Studi PGMI Jurnal SOLMA Dinamisia: Jurnal Pengabdian Kepada Masyarakat JMM (Jurnal Masyarakat Mandiri) JMKSP (Jurnal Manajemen, Kepemimpinan, dan Supervisi Pendidikan) CARADDE: Jurnal Pengabdian Kepada Masyarakat Walisongo Journal of Chemistry Kumawula: Jurnal Pengabdian Kepada Masyarakat Jurnal Sains dan Edukasi Sains Jurnal Penelitian Agama Hindu Atthiflah: Journal of Early Childhood Islamic Education
Masbukhin, Faizal Akhmad Adi
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Religion Humanities Chemistry Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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Implementation of Traumatic Healing for Earthquake Victim Children through Fun Outbound Activities: Pelaksanaan Traumatic Healing bagi Anak Korban Gempa melalui Kegiatan Fun Outbond Adji, Sandra Sukmaning; Sausan, Inas; Suciana, Dola; Masbukhin, Faizal Akhmad Adi; Fahimah, Ayu
Dinamisia : Jurnal Pengabdian Kepada Masyarakat Vol. 8 No. 3 (2024): Dinamisia: Jurnal Pengabdian Kepada Masyarakat
Publisher : Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/dinamisia.v8i3.16791

Abstract

On November 21, 2022, Cianjur, West Java, experienced an earthquake with a magnitude of Mw 5.6, followed by 140 aftershocks until November 22, 2022. The earthquake resulted in loss of life, injuries, and infrastructure damage. The damaged school conditions due to the earthquake affected the learning environment for children, subsequently influencing their motivation and academic performance. Additionally, the psychological impact on survivors, particularly children, included anxiety, depression, and post-traumatic stress disorder (PTSD). This article discusses the importance of psychological recovery for children after a disaster, particularly earthquakes, using fun outbound activities as a method of traumatic healing. Fun outbound comprises outdoor activities involving games, physical challenges, and group cooperation. The study indicates that fun outbound can assist children in overcoming fear and trauma, boost self-confidence, and develop social skills. The research was conducted at SDN Sukamaju 1 Cugenang, one of the schools significantly affected by the earthquake. Through tangram puzzle games and synchronized cooperation, students experienced joy and enthusiasm, with over 50% of them reporting relief from fear and trauma. Evaluation results demonstrate the effectiveness of fun outbound in supporting the psychological recovery of children after a disaster. In conclusion, the fun outbound method can be an effective tool in helping earthquake-affected children overcome trauma, enhance self-confidence, and build social skills, creating a positive and enjoyable environment for children in challenging post-earthquake situations.
Penguatan Kapasitas Guru Menuju Sekolah Inklusi Adaptif dan Berkelanjutan di SMAN 3 Tangerang Selatan Masbukhin, Faizal Akhmad Adi; Abidin, Achmad Anwar; Risnawati, Erna; Fauziah, Nurul Isra; Sausan, Inas
Jurnal SOLMA Vol. 14 No. 3 (2025)
Publisher : Universitas Muhammadiyah Prof. DR. Hamka (UHAMKA Press)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/solma.v14i3.20809

Abstract

Latar belakang: Pendidikan inklusi merupakan agenda global dan nasional untuk menjamin hak belajar semua anak tanpa diskriminasi. Kegiatan ini berangkat dari kebutuhan SMAN 3 Tangerang Selatan untuk meningkatkan kapasitas guru dalam memahami, menerima, dan mendukung keberagaman peserta didik, khususnya anak berkebutuhan khusus. Tujuan: Pemberdayaan guru SMAN 3 Tangerang Selatan melalui model Scaffolding-Oriented Pedagogical E-Media (SCOPE) agar mampu mewujudkan sekolah inklusi yang adaptif dan berkelanjutan. Metode: Kombinasi pendidikan masyarakat, pelatihan tatap muka, advokasi, dan difusi ipteks yang disertai pembelajaran asinkronus melalui platform MolecuLearn pada Juli–Agustus 2025. Hasil: Rata-rata nilai peserta meningkat dari 6,46 menjadi 8,62 (kenaikan 33,5%), 63% guru menyelesaikan kursus daring, 85% menuntaskan tugas analisis situasi peserta didik, dan 96% menyatakan MolecuLearn memudahkan akses materi. Observasi lapangan memperlihatkan perubahan perilaku guru dalam pengelolaan kelas inklusi dan modifikasi kurikulum. Kesimpulan: SCOPE efektif meningkatkan kompetensi guru dan mengubah budaya sekolah menuju inklusivitas. Program ini berpotensi direplikasi di sekolah lain dengan penguatan fitur teknologi.
PELATIHAN PENGEMBANGAN E-MODUL INTERAKTIF BERBASIS MULTIPLATFORM: CANVA, EDPUZZLE, DAN GOOGLE FORM UNTUK MENINGKATKAN KOMPETENSI DIGITAL GURU Sausan, Inas; Suciana, Dola; Wijayanti, Sukma Wahyu; Masbukhin, Faizal Akhmad Adi; Wathi, Ayu Fahimah Diniyah
JMM (Jurnal Masyarakat Mandiri) Vol 9, No 4 (2025): Agustus
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/jmm.v9i4.32966

Abstract

Abstrak: Digitalisasi yang terus berkembang memberikan tantangan tersendiri bagi para guru untuk dapat menunjukkan profesionalismenya dalam merancang pembelajaran yang praktis, dinamis, menarik, interaktif, dan berpusat pada siswa. Kegiatan pengabdian kepada masyarakat ini dilaksanakan sebagai solusi untuk memberdayakan guru dalam rangka memperkuat kompetensi digital dan meningkatkan kreativitas guru SMA di Jakarta guna merancang pembelajaran yang menarik dan interaktif melalui pembuatan bahan ajar e-modul dengan memanfaatkan berbagai platform: Canva, Edpuzzle, dan Google Form. Kegiatan pelatihan diberikan melalui tiga pertemuan dengan menggunakan metode ceramah, demonstrasi, simulasi, dan praktik terbimbing. Kegiatan pelatihan ini diikuti oleh 23 peserta. asil dari kegiatan pelatihan ini menunjukkan bahwa kegiatan pelatihan mampu meningkatkan lebih dari 80% keyakinan diri dalam menggunakan Canva, Edpuzzle, dan Google Form secara mandiri dalam pembelajaran serta memberikan pengalaman baru dalam memanfaatkan tiga platform sekaligus. Rekomendasi untuk ke depannya adalah perlunya pelatihan lanjutan terkait pemanfaatan teknologi AI dalam pembuatan bahan ajar yang akan digunakan di kelas.Abstract: The rapid advancement of digitalization presents unique challenges for teachers to demonstrate their professionalism in designing practical, dynamic, engaging, interactive, and student-centered learning experiences. This community service program was implemented as a solution to empower senior high school teachers at a senior high school in Jakarta by enhancing their digital competence and fostering creativity through the development of e-learning materials using multiple platforms: Canva, Edpuzzle, and Google Forms. The training was conducted over three sessions using a combination of lectures, demonstrations, simulations, and guided practice. A total of 23 teachers participated in this program. The results indicate that the training significantly increased participants' self-confidence by over 80% in independently utilizing Canva, Edpuzzle, and Google Forms in their teaching practices. Moreover, the program offered new learning experiences by integrating the use of these three platforms. Future recommendations include the need for continued training, particularly in the integration of AI-based technologies for the development of digital instructional materials.
From Chalkboard to Cliks: Digital Media Preferences and Learning Barriers in Distance Organic Chemistry Education Sausan, Inas; Wathi, Ayu Fahimah Diniyah; Masbukhin, Faizal Akhmad Adi
PAEDAGOGIA Vol 29, No 1 (2026): PAEDAGOGIA Jilid 29 No 1 (2026)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/paedagogia.v29i1.110505

Abstract

This study investigates students’ preferences for digital instructional media and the main learning barriers in the Organic Chemistry 3 course at Universitas Terbuka (UT), Indonesia’s leading open and distance learning institution. Using a descriptive quantitative approach, data were collected from 25 students and alumni through an online questionnaire and analyzed descriptively. The results indicate that interactive simulations (39%) and instructional videos (38%) were the preferred media, highlighting students’ strong preference for dynamic, visualized learning experiences. Major barriers included difficulty in visualizing reaction mechanisms (68%) and insufficient prerequisite mastery (52%), revealing cognitive and structural challenges in learning complex organic chemistry concepts remotely. The analysis further showed a gap between high pedagogical needs (70–85%) and moderate contextual barriers (45–55%), reflecting students’ prioritization of instructional quality despite infrastructural limitations. The study concludes that effective distance chemistry instruction must combine strong pedagogical design, technological accessibility, and continuous learner support to foster deep conceptual understanding. Recommendations include integrating step-by-step guided videos, interactive simulations, adaptive scaffolding, and accessible media formats aligned with students’ needs and learning contexts.
Co-Authors Amastini, Fitria Anwar Abidin, Achmad Asyhar Basyari Ayu Fahimah Diniyah Wathi Bikharudin, Ahmad Dewi, Shofrina Surya Dola Suciana Fahimah, Ayu Fauziah, Nurul Isra Muhammad Sulaiman Nuruddin Kafy El-Ridlo Risnawati, Erna Sandra Sukmaning Adji Siti Nurjanah Siti Utami Dewi Ningrum Sukirno Hadi Raharjo Udan Kusmawan Wijayanti, Sukma Wahyu