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All Journal Information Technology Education Journal Jurnal Pengabdian Masyarakat dan Riset Pendidikan
Fresa Dwi Juniar Sofalina
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Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Mathematics Other

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Program Penguatan Kompetensi Guru dalam Pembelajaran Berbasis Proyek (Project Based Learning) SMKN 4 Bandung: Pengabdian Fresa Dwi Juniar Sofalina
Jurnal Pengabdian Masyarakat dan Riset Pendidikan Vol. 4 No. 1 (2025): Jurnal Pengabdian Masyarakat dan Riset Pendidikan Volume 4 Nomor 1 (Juli 2025 -
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jerkin.v4i1.1750

Abstract

This community service activity aims to improve the competency of teachers at SMK Negeri 4 Bandung in implementing project-based learning (PBL). The background to this activity is the need to adapt learning methods to be more contextual and encourage 21st-century skills for vocational school students, especially in facing the demands of the world of work and the implementation of the Independent Curriculum. The implementation method includes a preparation stage (needs mapping and module development), a training stage (material delivery and practical simulations), and a mentoring stage (project implementation in class and evaluation). Evaluation was conducted through pre- and post-tests as well as direct observation of classroom learning implementation. The results of the activity showed a significant increase in all aspects of teacher competency, with an average post-test score increasing by more than 25 points compared to the pre-test. Teachers also demonstrated enthusiasm in designing and implementing project-based learning relevant to their respective areas of expertise. Documentation of the activity reflects the active involvement of participants, both in training sessions and during project implementation in class.
Determinants of Learning Effectiveness in Digital STEM Higher Education: A Cross-Sectional Study Using Hierarchical Regression Fresa Dwi Juniar Sofalina; Rudi Priadi; M. Iqbal Faiz
Information Technology Education Journal Vol. 5, No. 1, February (2026)
Publisher : Jurusan Teknik Informatika dan Komputer

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59562/intec.v5i1.263

Abstract

Purpose - This study examines the determinants of learning effectiveness in digital STEM higher education, focusing on Technology Integration in Management (TIM), Digital Monitoring and Evaluation (DME), and Organizational Digital Support (ODS) within an institutional context. Design - A quantitative explanatory study with a cross-sectional survey was conducted among undergraduate students (n = 260) at a private higher education institution in Bandung, Indonesia, who had experienced online or blended learning. Hierarchical multiple regression was used to assess the incremental explanatory power of TIM, DME, and ODS beyond control variables (gender, study year/semester, LMS usage intensity, and internet stability). Findings - The control model explained 14% of the variance in learning effectiveness (R² = 0.14). After including TIM, DME, and ODS, the explained variance increased to 54% (R² = 0.54; ΔR² = 0.40). DME was the strongest predictor (β = 0.33), followed by TIM (β = 0.24) and ODS (β = 0.18), all of which showed significant positive effects. The results highlight the critical role of structured monitoring, continuous evaluation, and coherent management of digital learning processes in enhancing student performance. Research implications - Enhancing digital learning effectiveness requires strengthening data-informed monitoring systems, structured LMS-based learning management, and consistent institutional support. However, the findings are limited to a single institutional context and cross-sectional design; future studies should use longitudinal and multi-institutional data. Originality/value - This study integrates technology management, evaluation practices, and organizational support into a unified digital learning governance model, providing context-specific empirical evidence from Indonesian higher education.
Co-Authors M. Iqbal Faiz Rudi Priadi