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All Journal Jurnal Pendidikan Vokasi SELAPARANG: Jurnal Pengabdian Masyarakat Berkemajuan JIPI (Jurnal Ilmiah Penelitian dan Pembelajaran Informatika) STEAM Engineering : Journal of Science, Technology, Education And Mechanical Engineering Indonesian Journal of Industrial Engineering & Management
Karim, Saifuddin
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Agriculture, Biological Sciences & Forestry Automotive Engineering Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Energy Engineering Environmental Science Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Materials Science & Nanotechnology Mechanical Engineering Medicine & Pharmacology Nursing Public Health Social Sciences Other

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PENGEMBANGAN PERANGKAT PEMBELAJARAN BERBASIS WEB MELALUI INTEGRASI PLATFORM SIPEJAR PADA MATA KULIAH CAD DENGAN PENDEKATAN PROJECT BASED LEARNING Karim, Saifuddin; Pradani, Yayi Febdia; Muhtarom, Imam; Wahyudi, Dian Julianto; Harlin, Harlin
Steam Engineering Vol. 7 No. 1 (2025): STEAM Engineering, Vol. 7, No. 1, September 2025
Publisher : Program Studi Pendidikan Teknik Mesin, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37304/jptm.v7i1.22722

Abstract

This study aims to develop a web-based instructional package integrated with the SIPEJAR platform for the Computer Aided Design (CAD) course at Universitas Negeri Malang, employing a Project Based Learning (PjBL) approach grounded in social constructivism. The development process followed the ADDIE model through the stages of analysis, design, development, implementation, and evaluation. Validation by content and media experts indicated high feasibility with scores above 85%. Implementation in a blended learning setting revealed significant improvements in students’ comprehension (from 16.7% to 73.3%), engagement (from 10% to 83.3%), learning satisfaction (from 16.7% to 76.7%), and motivation, which increased among all respondents. Findings highlight that the developed package is not only technically feasible but also enhances collaborative interaction, critical thinking skills, and student readiness for industry demands. This study contributes to contextual digital learning design in technical education and recommends broader application to similar courses along with the integration of learning analytics for continuous improvement.
Improving vocational students’ learning outcomes through an innovative instructional model: A quasi-experimental study Karim, Saifuddin; Indra, Muhammad
Jurnal Pendidikan Vokasi Vol. 15 No. 3 (2025): November
Publisher : ADGVI & Graduate School of Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpv.v15i3.77430

Abstract

Vocational learning requires instructional strategies that actively engage students in authentic problem-solving and skill development. However, many classroom practices still rely on conventional approaches that provide limited opportunities for exploration and collaboration. This study investigates the effect of the implemented learning model on students’ learning outcomes and skill performance in a vocational education setting. A quasi-experimental design with pretest–posttest control groups was employed. Participants consisted of students enrolled in the targeted subject, divided into experimental and control classes. Data on cognitive learning outcomes and performance skills were collected using validated tests and observation sheets. The data were analyzed using descriptive statistics and inferential tests to examine differences between groups and effect sizes. The findings show that students in the experimental class achieved significantly higher posttest scores than those in the control class. In addition, their skill performance increased from the “moderate” to “high” category, while the control group improved only slightly. These results indicate that the learning model provides structured guidance, promotes active participation, and encourages reflection, thereby supporting stronger conceptual understanding and more consistent practice performance. The study highlights the importance of integrating student-centered strategies in vocational classrooms to bridge the gap between theory and practice. Practical implications include the need for teacher training, structured lesson design, and supportive assessment systems to sustain the effectiveness of the model.
Developing an Industrial Sustainability Strategy Model Through Exploratory Factor Analysis and DEMATEL Widowati, Tamara Rahma; Sholikha, Nikmatus; Kuswardani, Chintia Dwi Wangsa; Karim, Saifuddin; Pradhani, Nadiyah Larasati
IJIEM - Indonesian Journal of Industrial Engineering and Management Vol 7, No 1: February 2026
Publisher : Program Pascasarjana Magister Teknik Industri Universitas Mercu Buana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22441/ijiem.v7i1.36294

Abstract

Corporate awareness of sustainability has increased significantly alongside growing stakeholder expectations for environmentally responsible practices. The industrial sector’s GDP growth in 2023 was accompanied by higher CO₂ emissions, emphasizing the need for a managerial approach that integrates economic, social, and environmental dimensions. This study develops a strategy map based on the Sustainability Balanced Scorecard (SBSC) by identifying key sustainability performance indicators. Using Exploratory Factor Analysis (EFA), 18 indicators were obtained and grouped into four perspectives: Learning and Growth (3 indicators), Internal Business Processes (8), Stakeholders (3), and Financial (4). The Decision-Making Trial and Evaluation Laboratory (DEMATEL) method was then applied to examine causal relationships. Results highlight “green technology innovation,” “energy efficiency and renewable energy practices,” and “green corporate image” as the most influential indicators. The Internal Business Process perspective was identified as the primary driver of sustainability performance. These findings stress the importance of aligning strategies with operational improvements to achieve balanced economic and environmental outcomes.
PENERAPAN STRATEGI CYBERPEDAGOGY DALAM MODEL TEAM BASED PROJECT PADA PROYEK KOLABORASI COMPUTER AIDED MANUFACTURING: STUDI KOMPARASI ASPEK CRITICAL THINKING DAN KREATIVITAS Pratomo, Danang Yugo; Muhtarom, Imam; Karim, Saifuddin; Wahyudi, Dian Julianto; Subandi, Mahfudi Sahly
JIPI (Jurnal Ilmiah Penelitian dan Pembelajaran Informatika) Vol 11, No 1 (2026)
Publisher : STKIP PGRI Tulungagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29100/jipi.v11i1.9435

Abstract

Penelitian ini bertujuan membandingkan efektivitas model Team-Based Project (TBP) Cyberpedagogy dan TBP Konvensional dalam mengembangkan critical thinking dan kreativitas mahasiswa pada pembelajaran di Pendidikan Teknik Mesin. Desain penelitian ini menggunakan kuasi eksperimen dengan dua kelompok: kelas eksperimen yang menerapkan TBP berbasis teknologi digital (cyberpedagogy), dan kelas kontrol yang menggunakan TBP konvensional. Data dikumpulkan melalui instrumen skala Likert yang telah divalidasi. Uji normalitas (Kolmogorov–Smirnov) dan homogenitas variansi (Levene’s test) menunjukkan data berdistribusi normal dan homogen. Hasil uji independent samples t-test menunjukkan nilai rata-rata critical thinking pada kelompok eksperimen sebesar 44,88 dan kontrol 43,60 (p = 0,646), sedangkan kreativitas eksperimen 42,29 dan kontrol 41,12 (p = 0,673). Seluruh nilai signifikansi 0,05, sehingga hipotesis nol diterima—tidak terdapat perbedaan yang signifikan antara kedua model pembelajaran terhadap critical thinking dan kreativitas mahasiswa. Temuan ini mendukung teori “using knowledge” dalam model Dimensi Belajar Marzano, bahwa penerapan TBP cyberpedagogy maupun konvensional sama-sama mampu mengaktifkan habits of mind di lingkungan belajar kolaboratif, selama desain proyek dan aktivitas pemecahan masalah terkelola dengan baik.
Inovasi pendidikan berbasis keberagaman melalui implementasi pembelajaran berdiferensiasi-multikultural dengan pendekatan deep learning Persada, Yuris Indria; Widodo, Wahyu; Karim, Saifuddin; Ai, Kirana; Azzahroh, Fatimah
SELAPARANG: Jurnal Pengabdian Masyarakat Berkemajuan Vol 10, No 2 (2026): April (In Progress)
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/jpmb.v10i2.37873

Abstract

Abstrak Kecamatan Doko, Kabupaten Blitar, merupakan wilayah dengan keragaman budaya dan agama yang tinggi. Kondisi ini menuntut guru sekolah dasar untuk mampu merancang pembelajaran yang adaptif dan inklusif. Namun, hasil identifikasi kebutuhan menunjukkan 75% guru belum pernah mengikuti pelatihan pembelajaran berdiferensiasi dan multikultural berbasis deep learning, serta 80% masih menggunakan modul ajar yang kurang mempertimbangkan keberagaman siswa. Program pengabdian ini bertujuan meningkatkan kompetensi guru dalam menyusun perangkat pembelajaran berdiferensiasi-multikultural dengan dukungan teknologi kecerdasan artifisial dengan mitra guru di Gugus 1 Kec. Doko Kab Blitar sebanyak 50 guru. Metode yang digunakan yakni pendekatan partisipatif-kolaboratif dengan siklus plan-do-see selama enam bulan, meliputi perencanaan, pelatihan, implementasi, serta refleksi. Hasil kegiatan menunjukkan peningkatan signifikan kompetensi guru dengan kenaikan rata-rata skor pretest 70 menjadi posttest 90. Selain itu, guru berhasil menghasilkan produk inovatif berupa modul tematik multikultural, e-modul, video interaktif, serta LMS sederhana berbasis Google Sites. Program juga menghasilkan terbentuknya komunitas belajar digital sebagai wadah keberlanjutan. Dengan demikian, pengabdian ini terbukti efektif mendorong guru untuk merancang pembelajaran yang lebih adaptif, multikultural, dan berbasis teknologi. Kata kunci: pembelajaran berdiferensiasi; multikultural; deep learning; sekolah dasar. Abstract Doko Subdistrict, Blitar Regency, is an area characterized by high cultural and religious diversity, requiring elementary school teachers to design learning experiences that are adaptive and inclusive. However, the needs assessment revealed that 75% of teachers had never participated in training on differentiated and multicultural learning based on deep learning, and 80% were still using teaching modules that insufficiently considered student diversity. This community service program aimed to improve teachers’ competence in developing differentiated-multicultural learning tools supported by artificial intelligence technology in collaboration with 50 teachers from Gugus 1, Doko Subdistrict, Blitar Regency. The program applied a participatory-collaborative approach using a plan-do-see cycle over six months, encompassing planning, training, implementation, and reflection. The results showed a significant improvement in teachers’ competence, as indicated by an increase in the average pretest score from 70 to a posttest score of 90. In addition, the teachers successfully produced innovative learning products, including multicultural thematic modules, e-modules, interactive videos, and a simple LMS based on Google Sites. The program also resulted in the formation of a digital learning community as a sustainable platform for continued collaboration. These findings indicate that the community service program was effective in encouraging teachers to design learning that is more adaptive, multicultural, and technology-based. Keywords: differentiated learning; multicultural; deep learning; elementary school.
Co-Authors Ai, Kirana AZZAHROH, FATIMAH Danang Yugo Pratomo Dian Julianto Wahyudi harlin, harlin Imam Muhtarom Kuswardani, Chintia Dwi Wangsa MUHAMMAD INDRA Nikmatus Sholikha, Nikmatus Persada, Yuris Indria Pradhani, Nadiyah Larasati Subandi, Mahfudi Sahly Wahyu Widodo Widowati, Tamara Rahma Yayi Febdia Pradani