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All Journal Jurnal Tarbiyah : Jurnal Ilmiah Kependidikan ABDI UNISAP: Jurnal Pengabdian Kepada Masyarakat
Warli Warli
Universitas PGRI Ronggolawe
Arts Humanities Automotive Engineering Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Social Sciences Other

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Peningkatan Literasi Digital Guru Sekolah Dasar melalui Pelatihan Koding dan Kecerdasan Buatan Mu'jizatin Fadiana; Pujiati Pujiati; Zenny Taufikurrizal; Warli Warli; Heny Sulistyaningrum
ABDI UNISAP: Jurnal Pengabdian Kepada Masyarakat Vol. 3 No. 2 (2025): ABDI UNISAP: Jurnal Pengabdian Kepada Masyarakat
Publisher : UPT Publikasi dan Penerbitan Universitas San Pedro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59632/abdiunisap.v3i2.514

Abstract

Transformasi digital dalam dunia pendidikan menuntut guru memiliki kompetensi literasi digital yang kuat, termasuk kemampuan berpikir komputasional dan pemahaman tentang kecerdasan buatan (Artificial Intelligence/AI). Namun, sebagian besar guru sekolah dasar masih memiliki kemampuan literasi digital yang rendah dan cenderung berperan sebagai pengguna pasif teknologi. Kegiatan pengabdian kepada masyarakat ini bertujuan untuk meningkatkan literasi digital guru sekolah dasar melalui pelatihan koding menggunakan Scratch dan pengenalan konsep dasar AI. Pelatihan dilaksanakan di KKG Gugus Ki Hajar Dewantara, Kecamatan Jenu, Kabupaten Tuban, selama dua bulan (September–Oktober 2025) dengan melibatkan 27 guru SD. Metode yang digunakan adalah pelatihan partisipatif yang mencakup tahap persiapan, pelaksanaan, pendampingan implementasi, dan evaluasi. Instrumen evaluasi meliputi pre-test dan post-test pada tiga aspek: pengetahuan digital, kemampuan berpikir komputasional, dan pemahaman AI. Hasil kegiatan menunjukkan peningkatan rata-rata literasi digital sebesar 52,5%, dengan rincian peningkatan pengetahuan dasar digital sebesar 41,9%, kemampuan berpikir komputasional sebesar 47,5%, dan pemahaman AI sebesar 68,2%. Pasca-pelatihan, 87% peserta berhasil mengintegrasikan media pembelajaran berbasis Scratch dan elemen AI sederhana ke dalam RPP. Kegiatan ini terbukti efektif dalam meningkatkan kompetensi digital guru serta mendorong perubahan paradigma dari pengguna teknologi menjadi kreator pembelajaran digital yang inovatif.
Effectiveness of the Project-Based Learning Model Using the Puzzle Adventure Educational Game on Critical Thinking Skills in Middle School Students Aini Christin Nur; Warli Warli
Tarbiyah : Jurnal Ilmiah Kependidikan Vol. 15 No. 1 (2026)
Publisher : Universitas Islam Negeri Antasari Banjarmasin, South Kalimantan, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/tarbiyah.v15i1.16716

Abstract

This research emphasizes the necessity of cultivating 21st-century competencies, particularly critical thinking, in order to confront global challenges and expedite technological advancements. The integration of educational puzzle adventure games with the Project Based Learning (PjBL) model is an innovative approach that has been investigated. The study aims to determine whether this model effectively improves the critical thinking skills of junior high school pupils by fostering active engagement in game-based project learning. The study, which was conducted using a quasi-experimental method with a one-group pre-test and post-test design, involved 33 eighth-grade pupils at UPT SMP Negeri 2 Palang. Ennis's indicators were employed to develop critical thinking evaluations, as well as engagement questionnaires and observations. The findings indicated a substantial rise in students' critical thinking scores, which rose from 4.79 to 8.24. This enhancement was verified by a paired sample t-test, which yielded a significance value of 0.000 (p < 0.05), suggesting that the learning model had a substantial positive effect. The results indicate that the PjBL model, which is based on puzzle adventure games, is effective in enhancing the critical thinking skills of students. An engaging and inventive alternative for 21st-century learning, this approach is particularly well-suited for middle school students in the digital era.
Co-Authors Aini Christin Nur Heny Sulistyaningrum Mu'jizatin Fadiana Pujiati Pujiati Zenny Taufikurrizal