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All Journal Journal of Innovative and Creativity Bijaksana: Jurnal Pengabdian Masyarakat Tunas: Jurnal Pendidikan Guru Sekolah Dasar
Irvan Mahendra
Universitas Muhammadiyah Palangkaraya
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Karyaku Bermakna Dan Berdampak: Penilaian Portofolio Tematik Berbasis Paradigma Baru Pendidikan Kewarganegaraan Untuk Siswa Sekolah Dasar Ady Ferdian Noor; Sri Endang Mugi Rahayu; Herman Herman; Irvan Mahendra; Erika Sari
Journal of Innovative and Creativity Vol. 5 No. 2 (2025)
Publisher : Fakultas Ilmu Pendidikan Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joecy.v5i2.509

Abstract

Paradigma baru Pendidikan Kewarganegaraan sebagai konteks psikopedagogi/ andragogi dan sosial budaya bagi setiap warga negara. Warga negara mengimplementasikan paradigma baru sebagai perwujudan partispasi dan tanggung jawab warga negara. Asesmen portofolio sebagai salah satu bentuk asesmen berbasis kelas melalui pengumpulan bukti autentik dari peserta didik. Asesmen berfungsi dan berperan menutupi kelemahan asesmen dilakukan selama ini. Sistem asesmen yang digunakan di sekolah dasar cenderung hanya melihat hasil belajar siswa dan mengabaikan proses pembelajaran, sehingga nilai akhir yang dilaporkan kepada orang tua dan pihak terkait hanya menyangkut ranah kognitif. Sikap, minat, motivasi dan keterampilan proses lainnya hampir tidak pernah tersentuh. Tujuan penelitian yaitu untuk mengungkap asesmen portofolio tematik pada mata pelajaran Pendidikan Kewarganegaraan yang dikaitkan dengan mata pelajaran lain, kurikulum 2013, e-portofolio, guru, reorientasi paradigma Pendidikan Kewarganegaraan, dan paradigma baru Pendidikan Kewarganegaraan. Asesmen portofolio berbasis paradigma baru diolah melalui data penelitian yang telah dilakukan untuk menghasilkan simpulan baru. Metode meta analisis menggunakan analisis deskriptif kualitatif. Data yang digunakan adalah artikel terkait asesmen portofolio tematik, paradigma baru Pendidikan Kewarganegaraan, dan siswa sekolah dasar. Hasil penelitian yaitu asesmen portofolio tematik Pendidikan Kewarganegaraan perlu dilaksanakan dan dikembangkan sesuai dengan paradigma baru secara berkelanjutan dan sistematis di sekolah dasar. Pengembangan portofolio memerlukan sinergi antara pemerintah dan sivitas pendidikan. Pengembangan portofolio Pendidikan Kewarganegaraan juga harus mulai mengintegrasikan unsur e-portofolio sehingga dapat meningkatkan kemampuan siswa dalam menghadapi era industri 4.0. Kesimpulannya, siswa pada akhirnya memiliki kemampuan sesuai dengan paradigma baru Pendidikan Kewarganegaraan, yaitu sebagai wahana pengembangan kemampuan, watak, dan karakter warga negara yang demokratis, bertanggung jawab, dan berbudi luhur/beradab.
Penguatan Wawasan Kebangsaan Generasi Muda melalui Program Literasi Pancasila Berbasis Komunitas Herman Herman; Irvan Mahendra; M. Fatchurrahman
Bijaksana: Jurnal Pengabdian Masyarakat Vol. 4 No. 1 (2026): Bijaksana: Jurnal Pengabdian Masyarakat
Publisher : Institute for Research and Community Services Universitas Muhammadiyah Palangkaraya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33084/bijaksana.v4i1.12904

Abstract

Latar Belakang: Melemahnya pemahaman nilai-nilai Pancasila di kalangan generasi muda di era digital dan globalisasi menjadi tantangan nyata yang memerlukan intervensi pendidikan non-formal yang kontekstual. Tujuan: Kegiatan pengabdian ini bertujuan meningkatkan pemahaman nilai-nilai Pancasila, menumbuhkan semangat cinta tanah air, dan membangun kesadaran toleransi pada generasi muda Kecamatan Jekan Raya, Kota Palangka Raya. Metode: Program dilaksanakan pada Maret–April 2025, melibatkan 45 peserta (pelajar SMA, mahasiswa, dan anggota karang taruna), menggunakan ceramah interaktif, diskusi kelompok terfokus (FGD), dan literasi mandiri berbasis modul Pancasila yang dirancang secara kontekstual. Efektivitas diukur melalui pre-test dan post-test (25 butir pilihan ganda) serta angket respon peserta dengan skala Likert 1–5. Hasil: Rata-rata skor peserta meningkat dari 54,2 (pre-test) menjadi 78,6 (post-test), dengan selisih 24,4 poin (peningkatan sebesar 45% dari skor awal). Peserta berkategori "Sangat Baik" meningkat dari 6,7% menjadi 46,7%. Rata-rata skor respon peserta mencapai 4,5 dari skala 5. Kesimpulan: Program Literasi Pancasila memberikan indikasi yang kuat terhadap peningkatan pemahaman dan internalisasi nilai kebangsaan generasi muda, meskipun konfirmasi statistik melalui uji berpasangan masih perlu dilakukan untuk memperkuat klaim efektivitas.
Pelatihan Tenaga Penilai Rekognisi Pembelajaran Lampau (RPL) Tıpe A di Universitas Kutai Kartanegara (UNIKARTA) Tenggarong, Kalimantan Timur Dibyo Waskito Guntoro; Chandra Anugrah Putra; Muhammad Subandi; Abdussalam Abdussalam; Irmadatus Sholekhah; Irvan Mahendra
Bijaksana: Jurnal Pengabdian Masyarakat Vol. 4 No. 1 (2026): Bijaksana: Jurnal Pengabdian Masyarakat
Publisher : Institute for Research and Community Services Universitas Muhammadiyah Palangkaraya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33084/bijaksana.v4i1.12906

Abstract

Program Rekognisi Pembelajaran Lampau (RPL) Tipe A menjadi instrumen strategis dalam perluasan akses pendidikan tinggi bagi masyarakat yang memiliki pengalaman kerja atau pembelajaran nonformal. Keberhasilan program ini sangat bergantung pada kompetensi dan profesionalitas tim penilai dalam melakukan asesmen portofolio calon mahasiswa. Tujuan: Kegiatan pengabdian kepada masyarakat ini bertujuan untuk meningkatkan kompetensi Tim RPL, Tim Penilai, dan Tim Komite dari 6 program studi di UNIKARTA dalam menyelenggarakan asesmen RPL Tipe A yang akuntabel dan berstandar nasional. Metode: Pelatihan dilaksanakan selama dua hari (13–14 April 2026) dengan metode ceramah interaktif, diskusi kasus, dan praktik penilaian portofolio. Efektivitas pelatihan diukur melalui pre-test dan post-test yang dianalisis menggunakan uji paired sample t-test dengan bantuan perangkat lunak jamovi (versi 2.6). Hasil: Terdapat 23 peserta yang mengikuti seluruh rangkaian pelatihan. Hasil analisis menunjukkan peningkatan nilai rata-rata dari 49,15 pada pre-test menjadi 57,86 pada post-test. Uji paired sample t-test menghasilkan nilai statistik t = -2,082 dengan derajat kebebasan (df) = 22 dan nilai p = 0,050 (batas signifikansi 5%). Meskipun nilai p berada tepat pada ambang batas signifikansi, peningkatan kompetensi peserta secara deskriptif cukup bermakna. Kesimpulan: Pelatihan ini memberikan kontribusi positif terhadap peningkatan pemahaman peserta tentang mekanisme asesmen RPL Tipe A, meskipun masih diperlukan penguatan lanjutan untuk mencapai hasil yang lebih optimal secara statistik.
The Role of Pancasila and Citizenship Education Teachers in Multicultural Education in Schools Irvan Mahendra
Tunas: Jurnal Pendidikan Guru Sekolah Dasar Vol. 10 No. 1 (2024): Tunas: Jurnal Pendidikan Guru Sekolah Dasar
Publisher : Institute for Research and Community Services Universitas Muhammadiyah Palangkaraya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33084/tunas.v10i1.9004

Abstract

Background: The aim of this research was to find out and explain the role of Pancasila and citizenship education teachers in multicultural education. The method belonged to a library research approach. The data collection technique in this research was documentation, namely looking for data regarding variables in the form of books, papers, articles, journals, and so on. The data analysis technique used in this research was the descriptive method,namely research that seeks to describe and interpret what exists, opinions that are growing, ongoing processes, consequences or effects that occur or developing tendencies regarding the idea of ​​the role of Pancasila and citizenship education teachers in multicultural education in schools. The research results showed that the role of Civics teachers is very important in providing multicultural education considering that multicultural education is very important for students who live in a multicultural environment like the Indonesian nation. This helps students used a positive self-concept by providing an understanding of multicultural education, where Civics teachers must have a multicultural education perspective before they teach to students. This is a real challenge for professional Civics teachers. Teachers must be confident and ready to provide multicultural education.
Analysis of the Need for Futuristic Technological Innovation in English-Based Civics Learning in the Society 5.0 Era at MAS Darul Amin Palangka Raya Irvan Mahendra; Malik Ramadhan Nasution; Bobbitya Putra W; Putri Azzahra Cinta Wahyuni
Tunas: Jurnal Pendidikan Guru Sekolah Dasar Vol. 11 No. 1 (2025): Tunas: Jurnal Pendidikan Guru Sekolah Dasar
Publisher : Institute for Research and Community Services Universitas Muhammadiyah Palangkaraya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33084/tunas.v11i1.11454

Abstract

Background: The Society 5.0 era demands fundamental transformation in educational paradigms through integration of cyberphysical systems, artificial intelligence, and big data analytics. Pancasila and Citizenship Education (PPKn) faces challenges in integrating national values with global citizenship demands, requiring English-based instruction and futuristic technological support. MAS Darul Amin Palangka Raya encounters strategic challenges in implementing English-based PPKn learning while harmonizing Islamic-Indonesian values with international standards. Aim: This research aims to map readiness levels and analyze factors influencing English-based PPKn learning implementation supported by futuristic technology in the Society 5.0 era at MAS Darul Amin Palangka Raya. Method: This study employed mixed-methods with sequential explanatory design. The quantitative phase utilized Technology Readiness for Futuristic Learning (TRFL) questionnaire adapted from Technology Readiness Index 2.0, involving 201 respondents through proportional stratified random sampling. The qualitative phase conducted semi-structured interviews and focus group discussions with 12 purposively selected informants. Data were analyzed using descriptive statistics, Mann-Whitney U Test, and thematic analysis following Miles, Huberman, and Saldana framework. Results and Dıscussion: Findings revealed aggregate Technology Readiness Index (TRI) score of 2.74 (moderate category), with high optimism (3.42) balanced by security concerns (3.07) and implementation discomfort (2.89). Significant disparities existed between groups, with Grade 10 students showing highest readiness (2.89) while teachers scored lowest (2.45). Qualitative exploration identified six themes: technology perceptions, infrastructure capacity, cultural resistance, learning expectations, security concerns, and implementation preferences. Integration analysis confirmed convergence on ambivalent readiness and age-related gaps, revealing divergence between theoretical optimism and practical concerns. Conclusion: MAS Darul Amin Palangka Raya demonstrates conditional readiness requiring phased implementation addressing infrastructure limitations, teacher capacity building, cultural adaptation, and equity considerations for sustainable transformation toward Society 5.0 educational paradigm. Keywords: Society 5.0, Futuristic Technology, English-Based Learning, Civics Education, Technology Readiness
Cosmic Intelligence as a Transformative Approach for Primary Education Teachers in the Age of Artificial Intelligence: A Conceptual Framework Moh Aniq Khairul Basyar Basyar; Irvan Mahendra
Tunas: Jurnal Pendidikan Guru Sekolah Dasar Vol. 11 No. 2 (2026): Tunas: Jurnal Pendidikan Guru Sekolah Dasar
Publisher : Institute for Research and Community Services Universitas Muhammadiyah Palangkaraya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33084/tunas.v11i2.12956

Abstract

The rapid proliferation of Artificial Intelligence (AI) technologies across all sectors of civilization has created unprecedented demands on primary education teachers, who are now expected to not only master technological tools but to fundamentally reimagine their pedagogical identities. This conceptual article introduces Cosmic Intelligence as a transformative framework for primary education teachers in the AI era for which an integrative construct that synthesizes existential awareness, ethical reasoning, systems thinking, and adaptive wisdom in response to the cosmic-scale disruptions generated by AI. Drawing on Howard Gardner's theory of Multiple Intelligences, particularly his eighth and ninth intelligences (naturalist and existential), alongside contemporary literature on AI-integrated pedagogy, teacher professional development, and educational transformation, this study proposes a conceptual model of Cosmic Intelligence comprising five interrelated dimensions: (1) Existential Awareness, (2) Adaptive Technological Wisdom, (3) Ethical-Relational Intelligence, (4) Holistic Systems Thinking, and (5) Transcendent Purpose Orientation. A qualitative research design using library research and conceptual analysis methodology is employed to construct and validate this framework. Findings suggest that Cosmic Intelligence addresses a critical gap in current AI-era teacher competency frameworks, which tend to prioritize technical skills while neglecting deeper ontological and ethical dimensions of teaching. This article contributes a novel theoretical lens through which teacher education programs can be redesigned to cultivate teachers who are not merely AI-literate but cosmically intelligent — capable of guiding young learners through civilizational transformation with wisdom, empathy, and transcendent purpose.
Co-Authors Abdussalam Abdussalam Ady Ferdian Noor Bobbitya Putra W Chandra Anugrah Putra Dibyo Waskito Guntoro Erika Sari Herman Herman Irmadatus Sholekhah M. Fatchurrahman Malik Ramadhan Nasution Moh Aniq Khairul Basyar Basyar Muhammad Subandi Putri Azzahra Cinta Wahyuni Sri Endang Mugi Rahayu