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All Journal Jurnal Pemberdayaan: Publikasi Hasil Pengabdian Kepada Masyarakat PROCEEDINGS OF THE INTERNATIONAL CONFERENCE ON DATA SCIENCE AND OFFICIAL STATISTICS
Nurkhofifah, Eva
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Arts Humanities Computer Science & IT Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences Other

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Teachers' understanding of computational thinking unplugged implementation in the merdeka curriculum in the education services of Majalengka District Nugroho, Eddy Prasetyo; Wahyudin, Asep; Anisyah , Ani; Fathimah, Nusuki Syari’ati; Nurkhofifah, Eva
Jurnal Pemberdayaan: Publikasi Hasil Pengabdian Kepada Masyarakat Vol. 8 No. 3 (2024)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/jpm.v8i3.10117

Abstract

This activity aims to provide an understanding to teachers who are engaged in seeking to enhance the competence of teachers in conducting merdeka curriculum, improving critical thinking skills, and problem-solving using Computational Thinking with unplugged learning. Computational Thinking becomes the learning needed in 21st century education in an independent curriculum and one of the skills that needs to be integrated into education. Teachers, as the main pillar of education, play an important role in the mastery of Computational Thinking in pupils. Based on discussions with some teachers at Majalengka, the teachers still do not understand the concept and application of Computational Thinking in learning. Computational Thinking can be taught and trained without using a computer commonly known as unplugged learning. This activity uses the Community-Based Participatory Research (CBPR) methodology in which Teachers and Students of the Computer Science Studies Program collaborate with the Majalengka District Education Service to contribute to providing service learning to teachers at all levels of education to implement Computational Thinking learning with unplugged learning in their respective schools. The results showed that 54.8% of teachers understood and mastered Computational Thinking with unplugged methods, 78.6% of the teachers considered unplugged methods important to support the learning process.
Clustering of Junior High School Education in West Java Based on Density and Dropout Ratios Using Quartile and KMeans Methods Nurkhofifah, Eva; Athina, Dwilaras; Ristiyanti Tarida, Arna; Amelia Pratiwi, Friska
Proceedings of The International Conference on Data Science and Official Statistics Vol. 2025 No. 1 (2025): Proceedings of 2025 International Conference on Data Science and Official St
Publisher : Politeknik Statistika STIS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34123/icdsos.v2025i1.662

Abstract

Education disparities across regions often reflect differences in school density, teacher availability, and student dropout rates. This study aims to classifies junior high school education in West Java into more homogeneous groups to better understand these disparities. Two clustering approaches were applied: quartile grouping and the K-Means algorithm. Quartile grouping provided a simple categorization of each indicator into four levels (very high, high, low, very low), while K-Means offers a more flexible and data-driven segmentation. K-Means algorithm produced three distinct clusters: (1) Balanced and Stable regions with proportional ratios and low dropout rates, (2) High-Density but Stable regions concentrated in urban and periurban areas with high student-teacher and student-school ratios but controlled dropout levels, and (3) Elevated Dropout Risk regions, mostly in rural and southern areas, with lower density but higher dropout rates. The comparison shows that quartile grouping is easy to interpret for individual indicators, while K-Means provides more comprehensive insights into multidimensional patterns. This research highlights the potential of clustering methods to guide policymakers in designing differentiated strategies, from infrastructure expansion in dense regions to social support programs in dropout-prone areas. 
Co-Authors Amelia Pratiwi, Friska Anisyah , Ani Asep Wahyudin Athina, Dwilaras Eddy Prasetyo Nugroho Fathimah, Nusuki Syari’ati Ristiyanti Tarida, Arna