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All Journal Jurnal Pemberdayaan Masyarakat Madani (JPMM) Pendas : Jurnah Ilmiah Pendidikan Dasar
Astin
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Arts Humanities Economics, Econometrics & Finance Education Social Sciences Other

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Digital Literacy of Open Access Services to Support Online Learning During The Covid-19 Pandemic Lusianai, Wa Ode; Rachim, Muhamad Djufri; Muliati; Astin
Jurnal Pemberdayaan Masyarakat Madani (JPMM) Vol. 6 No. 2 (2022): Jurnal Pemberdayaan Masyarakat Madani (JPMM) (DOAJ & SINTA 3 Indexed)
Publisher : Fakultas Ekonomi dan Bisnis Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/JPMM.006.2.09

Abstract

The covid-19 pandemic has changed the pattern of learning and information tracing in the world of education. This condition becomes a challenge for academics amid various limitations and new habits. In addition to the problem of online learning, currently, students are also faced with difficulties in finding and accessing references to support online learning given the limitations of library services that have not provided loans and reading services online. This condition is faced by the partner of the service program, namely students of Fisip UHO. Problems faced by partners, first limited knowledge in access ebook services and open access e-journal. Second, the ability to use Mendeley as a means of citation scientific work. Solving the problem is done through ebook access training, e-journal and the use of Mendeley continued with the practice of finding open access reference sources and doing the citation independently in Mendeley The results showed significant changes in knowledge and skills for access to ebooks and e-journal services as well as Mendeley. There are only 60% of partners understand ebook access, 64% understand e-journal access, and there are 33.3% of partners who ady understand using Mendeley. This percentage value was obtained through the distribution of questionnaires before the training activities to 22 participants. After the training was carried out there was a change of one part to 100% of partners already understunderstooding ebook and e-journal services, but only 93.8% were able to use Mendeley.
EFEKTIVITAS MODUL AJAR BERBASIS DEEP LEARNING DENGAN MODEL PEMBELAJARAN PROJECT BASED LEARNING (PJBL) PADA SISWA KELAS XI SMAN 8 KENDARI MATERI ASAM BASA Astin; La Rudi; Nurlansi
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 Nomor 02, Juni 2026 Public
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.53131

Abstract

Chemistry learning at the high school level often faces challenges due to conventional methods that rely on one-way lectures and routine, meaningless exercises, which hinder students' conceptual understanding of abstract topics like acid-base. This study aimed to examine the effectiveness, student activities, and responses toward the use of a Deep Learning-based Teaching Module integrated with the Project-Based Learning (PjBL) model for eleventh-grade students at SMAN 8 Kendari on acid-base material. This quantitative research employed a quasi-experimental design with a Control Group Pretest-Posttest structure. The sample was selected using purposive sampling, consisting of 31 students in class XI.2 as the experimental group and 31 students in class XI.3 as the control group. Data were collected through cognitive pretests and posttests, learning activity observation sheets, and affective response questionnaires. The results showed a significant increase in learning outcomes; the experimental group achieved a sharp increase in posttest average score to 86.12 with a 100% classical pass rate, while the control group only reached an average of 64.35 with a 48.38% pass rate. Furthermore, the Normalized Gain (N-gain) analysis confirmed that the deep learning-based module was highly effective, yielding an average N-gain of 77.22% (Effective category) compared to the control group's 47.50% (Less Effective category). This academic success was strongly supported by an excellent student learning activity average of 91.98% and highly positive affective responses across mindful, meaningful, and joyful learning aspects.
Co-Authors La Rudi Lusianai, Wa Ode Muliati Nurlansi Rachim, Muhamad Djufri