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Rachman, Gazali

Universitas Patimura

Author-ID : 776048

Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Mechanical Engineering Physics Public Health Social Sciences Other

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Optimizing 21st Century Skills Through Island-based Physics Multirepresentation Learning at Madrasah Aliyah Negeri 1 Maluku Tengah School Jamaludin, Jamaludin; Latununuwe, Altje; Rachman, Gazali; Dulhasyim, Ashari Bayu P.
Unram Journal of Community Service Vol. 6 No. 1 (2025): March
Publisher : Pascasarjana Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/ujcs.v6i1.751

In the current era of globalization, prioritizing four basic skills such as critical thinking, collaboration, communication, and creativity, is needed to prepare students to live in the future. This community service activity aims to optimize these skills through the application of ocean-island-based physics multirepresentation learning, which is relevant to the living environment of students in Central Maluku. The multirepresentation approach helps students understand abstract physics concepts through various forms of representation, such as visual, mathematical, and verbal, which encourages deeper understanding. The context of the sea-island environment, such as currents, waves, and hydrostatic pressure, is used as physics teaching material to increase the relevance and motivation of student learning, as students can see how physics concepts are integrated in their daily lives. The service method used includes observation, teacher training, and implementation of contextual learning based on sea-islands. The results showed that teachers who participated in the training were able to design and implement contextualized multirepresentation physics learning, which is relevant to the local sea-island environment. Students also responded positively and showed improvement in 4C skills through the island sea-based learning process and this learning is expected to continue to evolve and be applied in various learning contexts to advance 21st century skills among students

Optimizing 21st Century Skills Through Island-based Physics Multirepresentation Learning at Madrasah Aliyah Negeri 1 Maluku Tengah School Jamaludin, Jamaludin; Latununuwe, Altje; Rachman, Gazali; Dulhasyim, Ashari Bayu P.
Unram Journal of Community Service Vol. 6 No. 1 (2025): March
Publisher : Pascasarjana Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/ujcs.v6i1.751

In the current era of globalization, prioritizing four basic skills such as critical thinking, collaboration, communication, and creativity, is needed to prepare students to live in the future. This community service activity aims to optimize these skills through the application of ocean-island-based physics multirepresentation learning, which is relevant to the living environment of students in Central Maluku. The multirepresentation approach helps students understand abstract physics concepts through various forms of representation, such as visual, mathematical, and verbal, which encourages deeper understanding. The context of the sea-island environment, such as currents, waves, and hydrostatic pressure, is used as physics teaching material to increase the relevance and motivation of student learning, as students can see how physics concepts are integrated in their daily lives. The service method used includes observation, teacher training, and implementation of contextual learning based on sea-islands. The results showed that teachers who participated in the training were able to design and implement contextualized multirepresentation physics learning, which is relevant to the local sea-island environment. Students also responded positively and showed improvement in 4C skills through the island sea-based learning process and this learning is expected to continue to evolve and be applied in various learning contexts to advance 21st century skills among students

Strengthening Teachers’ Competence in Developing Diagnostics Tests for Learning Eveline, Erlin; Wattimena, Herman S.; Sapulate, Heppy; Batlolona, John Rafafy; Rachman, Gazali; Tuhurima, David; Kereh, Cicylia Triratna; Suryan, Marasi Bless; Limba, Anastasija; Nirahua, Juliana
Unram Journal of Community Service Vol. 6 No. 4 (2025): December: In Progress
Publisher : Pascasarjana Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/ujcs.v6i4.1222

The purpose of this community service is to strengthening teachers’ competence about diagnostics test for deep learning approach. The community service is conducted to address the challenges of Indonesia’s new curriculum policy about deep learning based on meaningful learning. The implementation methods include opening, materials explanation, discussion, assessment, and closing. Assessment was conducted by questionnaire and test. The result of the assessment from the questionnaire shows positive responses from teachers. The average scores each statement ranges from 82% to 97%. It indicates a high level of participant satisfaction with the community service. The teachers gained strengthened knowledge about deep learning and the development of diagnostic instruments. The results indicate that the teachers found this community service beneficial, relevant to classroom needs, and applicable in teaching. In addition, most teachers were aware of diagnostic instruments (61,1%), but only a few teachers had ever developed them (5.6%) or conducted them in their classroom (11.1%). It shows that the implementation of the diagnostics test is still limited before conducting the training. The result of the assessment from the test shows the mean score obtained by the teachers was 86,67. A total of 16 out of 18 teachers (88,9%) scored 80, which is categorized as good, while 2 teachers scored below 80. Thus, the percentage of teachers exceeded the predetermined achievement indicator of 70%. It is hope that this activity can help teachers in supporting deep learning approach at classroom.

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Journal : Unram Journal of Community Service (UJCS)