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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Jurnal Pengabdian Masyarakat Bhinneka
Agustina, Risma Wati
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Agriculture, Biological Sciences & Forestry Computer Science & IT Economics, Econometrics & Finance Education Public Health Other

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Workshop AI Generatif Sonauto.ai untuk Pengembangan Kreativitas Musikal dan Literasi Digital pada Siswa MTs AL-Ma’arif Rakit Banjarnegara Perdana, Firdaus; Riandita, Lilik; Prayogi, Arditya; Shofiani, Rissa; Pujiono, Imam Prayogo; Anzaini, Sayla Salma; Agustina, Risma Wati
Jurnal Pengabdian Masyarakat Bhinneka Vol. 4 No. 1 (2025): Bulan September
Publisher : Bhinneka Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58266/jpmb.v4i1.508

Abstract

Perkembangan pesat teknologi menuntut adanya peningkatan literasi digital dan kreativitas sebagai kompetensi krusial bagi siswa di era Society 5.0. Namun, keterpaparan siswa tingkat menengah terhadap alat Kecerdasan Buatan (AI) generatif yang dapat menstimulasi kreativitas masih sangat terbatas. Kegiatan pengabdian kepada masyarakat ini bertujuan untuk memperkenalkan platform AI generatif Sonauto.ai guna meningkatkan kreativitas musik dan literasi digital siswa kelas 8 MTS AL-Ma’arif Rakit Banjarnegara. Kegiatan ini dilaksanakan dalam bentuk workshop pada tanggal 4 Agustus 2025, yang melibatkan 26 siswa. Metode yang digunakan adalah pendekatan partisipatif yang mengkombinasikan presentasi, praktikum langsung (hands-on), dan diskusi interaktif. Tingkat keberhasilan program diukur secara kuantitatif menggunakan instrumen pre-test dan post-test untuk mengevaluasi peningkatan pengetahuan dan persepsi keterampilan siswa. Hasil analisis data menunjukkan peningkatan yang sangat signifikan pada seluruh indikator. Pengetahuan spesifik siswa mengenai Sonauto.ai meningkat dari 7.7% pada pre-test menjadi 92.3% pada post-test. Lebih lanjut, pemahaman siswa mengenai cara menggunakan platform tersebut untuk menciptakan musik melonjak drastis dari 3.8% menjadi 84.6%. Hasil ini mengindikasikan efektivitas tinggi dari workshop dalam mentransfer pengetahuan konseptual dan keterampilan praktis. Berdasarkan temuan ini, direkomendasikan adanya integrasi alat AI generatif seperti Sonauto.ai ke dalam mata pelajaran Seni Budaya serta penyelenggaraan pelatihan lanjutan bagi para guru untuk memastikan keberlanjutan dan adopsi teknologi yang lebih luas dalam proses pembelajaran.
Optimalisasi Penyusunan Tes Hasil Belajar Berdasarkan Prinsip Validitas, Reliabilitas, dan Objektivitas Nada, Rifa Qotrun; Agustina, Risma Wati; Zaldie, Zidan El; Farizi, Akbar Muhammad; Hanif, Mamun
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 Nomor 02, Juni 2026 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.54741

Abstract

A learning outcomes test is a crucial instrument in education designed to measure students' competence achievement while evaluating the effectiveness of the learning process. This discussion aims to outline the basic concepts of learning outcomes tests, their development principles, optimization efforts in the modern era, and the implications and challenges faced in field implementation. The writing method is based on a literature review integrating various educational evaluation theories and the latest regulations in Indonesia. The results indicate that the quality of a test relies heavily on fulfilling three core principles: validity (accuracy in measuring), reliability (consistency of results), and objectivity (fairness in assessment). In the digital era, the development of learning outcomes tests is optimized through the utilization of online platforms for interactive formative assessments and the execution of item analysis to ensure instrument quality. This adaptation aligns with the updates to the National Education Standards (SNP), which demand a more dynamic and standardized assessment system. Implementing high-quality learning outcomes tests yields significant positive implications, including enhancing teachers' evaluative skills, providing constructive feedback for learning quality, and supporting comprehensive assessments across cognitive, affective, and psychomotor domains. Nevertheless, its implementation is still confronted with several real challenges. The primary obstacles identified include limited time and resources, high administrative burdens on teachers, mismatches between curriculum and evaluation, the diverse characteristics of students, and the uneven professional capacity of teachers in constructing valid instruments. Therefore, structured, collaborative, and continuous training in evaluation instrument development for educators is highly required.
Co-Authors Anzaini, Sayla Salma Arditya Prayogi Farizi, Akbar Muhammad Hanif, Mamun Imam Prayogo Pujiono Nada, Rifa Qotrun Perdana, Firdaus Riandita, Lilik Shofiani, Rissa Zaldie, Zidan El