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All Journal Jurnal Pemberdayaan Masyarakat Madani (JPMM) Electronic Journal of Education, Social Economics and Technology Jurnal Benuanta
Feriyanto, F
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Peningkatan Kompetensi Guru SMK dalam Menyusun Asesmen Pembelajaran Kurikulum Merdeka Berbasis AKM Feriyanto, F; Mardiana, Wiwik; Afkar, Taswirul; Arisandi, Rendis Eka
Jurnal Benuanta Vol 3 No 2 (2024): Jurnal Benuanta Vol. 3 No.2 Tahun 2024
Publisher : FMIPA-Unikaltar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61323/jb.v3i2.112

Abstract

Hasil wawancara dengan Kepala SMK Hasyim As’ari Mojokerto diperoleh belum pernah ada kegiatan pendampingan bagi Bapak/Ibu guru dalam menyusun soal AKM. Guru-guru juga mengeluh kesulitan dalam memahami AKM dan bagaimana cara menyusun soal berbasis AKM. Sehingga dilaksanakan pengabdian ini yang bertujuan untuk meningkatkan kompetensi guru SMK Hasyim Asy’ari dalam menyusun asesmen pembelajaran kurikulum merdeka berbasis Asesmen Kompetensi Minimum (AKM). Kegiatan pengabdian ini terdiri dari tahapan persiapan, implementasi dan evaluasi. Pelaksanaan kegiatan dilakukan mulai tanggal 7 s/d 11 Juni 2024. Berdasarkan hasil pengabdian diperoleh respon positif dari peserta baik dari aspek materi yang disampaikan, metode pelatihan dan narasumber. Respon peserta sangat antusias dan menerima materi dengan baik. Hal ini ditunjukkan oleh semua peserta bertanya perihal yang belum dipahami secara langsung. Adanya kegiatan pelatihan ini diharapkan dapat menyusun soal berbasis AKM secara mandiri dan menerapkan dalam pembelajaran baik tes formatif maupun sumatif untuk melatih kemampuan siswa dalam menyelesaikan soal berbasis AKM
Workshop on Developing Gamification Teaching Materials to Enhance Students' Literacy and Numeracy Feriyanto, F; Zahara, Soffa; Afkar, Taswirul; Istiqomah, Oktavia; Sholikha, Miftakhus
Jurnal Pemberdayaan Masyarakat Madani (JPMM) Vol. 8 No. 2 (2024): 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.008.2.07

Abstract

This community development program was conducted at SMPN 1 Gedeg, Mojokerto, East Java, to enhance students' literacy and numeracy skills through the development of gamification-based teaching materials integrated with local wisdom. The project, funded by the Ministry of Education, Research, and Technology, aimed to address gaps in digital learning resources and improve teacher competence in creating engaging and effective teaching tools. The methodology involved three phases: preparation, implementation, and evaluation. In the preparation stage, the needs of the school were identified through coordination with school administrators. The implementation phase included workshops and mentoring sessions, where teachers from both SMPN 1 Gedeg and affiliated schools were trained in developing digital learning materials using gamification techniques. Participants showed a significant increase in their knowledge and skills, as demonstrated by a 74.42% improvement in post-test scores. The evaluation phase revealed the program's effectiveness in improving both teachers’ digital competencies and students’ literacy and numeracy performance. However, challenges such as the technological proficiency of senior teachers were identified, highlighting areas for future improvements. Overall, this initiative successfully promoted innovative teaching practices aligned with the national curriculum.
Deep Learning Approach Through Meaningful, Mindful, and Joyful Learning: A Library Research Feriyanto, F; Anjariyah, Deka
Electronic Journal of Education, Social Economics and Technology Vol 5, No 2 (2024)
Publisher : SAINTIS Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33122/ejeset.v5i2.321

Abstract

In modern education, fostering effective learning strategies is essential to improve educational outcomes. This study explores the integration of Meaningful Learning, Mindful Learning, and Joyful Learning within the Deep Learning approach, aiming to enhance student engagement and comprehension. Meaningful Learning connects new knowledge with prior understanding, Mindful Learning emphasizes full attention and reflection, and Joyful Learning creates an enjoyable and motivating environment. Using a library research method, this study analyzed data from journal articles, books, and prior studies published between 2000 and 2024 to examine how these approaches support Deep Learning implementation. Results indicate that Meaningful Learning facilitates critical thinking and problem-solving skills through project-based and gamified educational methods. Mindful Learning enhances cognitive abilities, focus, and academic performance using techniques such as mindfulness training and AI-assisted personalization. Joyful Learning fosters emotional engagement and retention through arts integration, game-based activities, and scaffolded learning. Together, these approaches improve conceptual understanding, creativity, and motivation. The study concludes that integrating these three approaches within Deep Learning provides a holistic framework for enhancing educational quality. Future research should investigate the application of this framework across diverse educational settings, including technology-driven and distance learning environments, to maximize its effectiveness.
Mathematics Is Scary: Efforts To Improve Junior High School Students' Perceptions of Mathematics Lessons Through Mathematics Games Anjariyah, Deka; Feriyanto, F; Mursalin, M; Perbowo, Krisna Satrio
Electronic Journal of Education, Social Economics and Technology Vol 5, No 2 (2024)
Publisher : SAINTIS Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33122/ejeset.v5i2.317

Abstract

Mathematics is often perceived as a challenging and intimidating subject, especially at the junior high school level. This study aims to examine the impact of mathematical games on improving students' perceptions of mathematics. A pre-experimental design with a one-group pretest-posttest was utilized, involving 121 junior high school students aged 13–14 years. Students' perceptions were measured using a validated questionnaire before and after the intervention, and the data were analyzed using a paired sample t-test. Results revealed a significant increase in students' perceptions, as indicated by a p-value of 0.00116593×10−33, which p-value is smaller than the threshold of 0.05. The findings confirm that mathematical games effectively shift students' perceptions of mathematics from negative to positive. This research underscores the importance of innovative teaching methods, such as game-based learning, in creating engaging and supportive learning environments that foster positive attitudes toward mathematics.
Co-Authors Afkar, Taswirul Arisandi, Rendis Eka Deka Anjariyah Istiqomah, Oktavia Krisna Satrio Perbowo Mursalin, M Sholikha, Miftakhus Wiwik Mardiana Zahara, Soffa