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All Journal Buletin Pengabdian Multidisiplin Unnes Science Education Journal
Praditya, Fadhil Syafri
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Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Economics, Econometrics & Finance Education Engineering Social Sciences

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Penerapan Among Methode dalam Pengembangan Profesionalisme Guru Pendidikan Kewarganegaraan serta Membangun Karakter Siswa Praditya, Fadhil Syafri; Nurjanati, Amanah Ari; Rahayu, Rahmawati; Hafida, Naila Mufidatul
Buletin Pengabdian Multidisiplin Vol. 2 No. 2 (2024): Buletin Pengabdian Multidisiplin November 2024
Publisher : Piramida Akademi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62385/budimul.v2i2.70

Abstract

Artikel ini bertujuan untuk mengevaluasi efektivitas penerapan Metode Among dalam meningkatkan profesionalisme guru Pendidikan Kewarganegaraan dan membentuk karakter siswa. Artikel ini menggunakan metode deskriptif kualitatif. Metode deskriptif kualitatif menggambarkan atau melukiskan objek sesuai dengan fakta-fakta yang tampak atau sebagaimana adanya. Jenis metode ini merupakan penelitian kajian pustaka. Pustaka yang dikaji diperoleh dari Google Schoolar. Data dikumpulkan dengan menggunakan bantuan internet untuk menelusuri berbagai referensi jurnal terdahulu yang sesuai dengan topik pembahasan. Hasil yang didapatkan menujukkan bahwa penerapan Metode Among efektif dalam meningkatkan profesionalisme guru melalui kolaborasi, refleksi, dan pengembangan keterampilan. Selain itu Metode Among juga berhasil mengembangkan karakter siswa dengan memperkuat nilai-nilai kewarganegaraan, kepemimpinan, dan partisipasi aktif dalam masyarakat. Implikasi dari hasil ini menyoroti pentingnya pengintegrasian Metode Among dalam pengembangan profesionalisme guru dan pengembangan karakter siswa di bidang pendidikan kewarganegaraan.
Formative Assessment Practices Using a Culturally Responsive Teaching (CRT) Approach in the Context of Mie Des in Science Learning Murniningsih, Murniningsih; Widyawati, Ani; Alkhasni, Markhaban; Praditya, Fadhil Syafri
Unnes Science Education Journal Vol. 14 No. 3 (2025): December 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/usej.v14i3.36948

Abstract

This study aims to describe the implementation of formative assessment using the Culturally Responsive Teaching approach by integrating Mie Des as a local cultural context in science learning and to examine students’ responses to this practice. Using a descriptive qualitative design, data were collected through classroom observations, interviews, and documentation during three learning sessions on heat transfer. The results show that formative assessment was implemented through open-ended questions, reflections, group discussions, rapid and constructive feedback, the use of student worksheets, and the use of digital media. These activities helped students connect scientific ideas with their cultural experiences, increased their engagement, and strengthened their confidence in learning science. Students demonstrated active participation and emotional involvement, although some focused more on cultural aspects than scientific reasoning. The study concludes that integrating local culture into formative assessment can enhance scientific understanding, cultural awareness, and student engagement, while providing valuable feedback for designing responsive and contextually meaningful science learning.
Co-Authors Alkhasni, Markhaban Ani Widyawati, Ani Hafida, Naila Mufidatul Murniningsih, Murniningsih Nurjanati, Amanah Ari Rahayu, Rahmawati