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All Journal JPF (Jurnal Pendidikan Fisika) Universitas Islam Negeri Alauddin Makassar Jurnal Pengabdian Masyarakat (ABDIRA) Priviet Social Sciences Journal Gateway for Understanding Research in Education
Hiba Dertyana Siregar
Universitas Pattimura
Aerospace Engineering Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Nursing Physics Social Sciences Other

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Etnofisika dalam Struktur Rumah Adat Baileo Sebagai Sumber Pembelajaran IPA Sekolah Dasar Eka Sriwahyuni; Hiba Dertyana Siregar; Abdul Sofyan
JPF (Jurnal Pendidikan Fisika) Universitas Islam Negeri Alauddin Makassar Vol 13 No 1 (2025)
Publisher : Pendidikan Fisika UIN Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/jpf.v13i1.56272

Abstract

Baileo traditional house is a distinctive cultural heritage of Maluku containing physics principles for elementary science learning. Ethnophysics learning integrates local cultural values in natural science teaching. This research aims to identify physics concepts in Baileo traditional house structure and analyze their integration into elementary science learning. The research method used qualitative approach through literature study by analyzing 35 relevant articles. Results show that Baileo traditional house structure contains physics concepts including object equilibrium, moment of force, heat transfer, conduction, thermal insulation, light, air flow, pressure, and fluid suitable for elementary science materials. Baileo traditional house can serve as science learning object connecting physics concepts with local culture, aligned with Science Learning Outcomes phases A and B of Merdeka Curriculum emphasizing observation of natural phenomena and surrounding environment. Through Baileo house as study object, students learn physics concepts concretely and meaningfully through local culture, while developing Pancasila Student Profile such as collaboration, local wisdom, and critical thinking. This aligns with Merdeka Curriculum principles encouraging integration between science and students' real-life contexts through local culture.
Translation and validation of student attitude assessment instrument towards science learning Erlin Eveline; Hiba Dertyana Siregar; Rindah Permatasari
Priviet Social Sciences Journal Vol. 5 No. 11 (2025): November 2025
Publisher : Privietlab

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55942/pssj.v5i11.680

Abstract

Adapting research instruments presents challenges, as incorrect adaptation can affect the validity and reliability of the measurement. The study aims to adapt an instrument that is available in different languages. The adapted instrument is designed to assess students’ attitudes towards science learning in the classroom. The use of adapted research instruments with other cultures or across cultures affects the results obtained. The method used is back-end translation, followed by a pilot test of the translated instrument with respondents. Back-end translation was performed by translating the original instrument from English to Indonesian. The pilot test was conducted on 85 high school students. The instrument is considered equivalent if there are similarities or if the results of the validity and reliability tests are not significantly different from those of the original instrument. The results of the analysis of the adapted instrument show that it is valid and reliable. Compared with the original instrument, the instrument yielded results similar to those of the original version. These results suggest that the instrument is both equivalent and suitable for assessing students' attitudes towards science learning. The instrument adaptation method can be considered successful.
Development of Constructivism-Based Learning Models to Improve Student Learning Outcomes Hiba Dertyana Siregar; Astuti Salim; Mirna Riazil Jannah; Ayu Nurkhayati; Nurul Hidayati
Gateway for Understanding Research in Education Vol. 1 No. 2 (2025): November, 2025
Publisher : CV. Get Press Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69855/guru.v1i2.335

Abstract

This study develops and evaluates a constructivism-based learning model aimed at enhancing student learning outcomes. Grounded in the philosophy that knowledge is actively constructed by learners, this model engages students through meaningful activities fostering critical thinking, creativity, and collaboration. Employing a research and development (R&D) approach with ADDIE phases (Analyze, Design, Develop, Implement, Evaluate), the model was tested across multiple schools with quantitative pretest-posttest and qualitative observations. Results demonstrated significant improvements in cognitive achievement, motivation, and active participation, with students showing deeper understanding and problem-solving skills. The study confirms constructivist strategies’ effectiveness in diverse educational contexts and highlights the crucial role of teachers as facilitators. Recommendations include integrating digital tools and extending implementation to higher education levels. Overall, this research underscores the potential of constructivism-based learning models to transform education by fostering active, learner-centered environments that improve academic success and lifelong learning skills.
Penerapan Unplugged Coding untuk Meningkatkan Kemampuan Berpikir Komputasional Peserta Didik Sekolah Dasar di SD Al Hilaal 5 Kranjang Eka Sriwahyuni; Melvie Talakua; Hiba Dertyana Siregar; Abdul Sofyan; Johanes Pelamonia; Ilin Detek; Suriba Ode Jaliy
Jurnal Pengabdian Masyarakat (ABDIRA) Vol 6, No 2 (2026): Abdira
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/abdira.v6i2.1943

Abstract

This community service activity was conducted at SD Al Hilaal 5 Kranjang to address limited technological facilities and students’ lack of experience in logical and systematic thinking activities. As a solution, the service team implemented the unplugged coding method, which introduces programming concepts without using computers through paper-based activities that are appropriate for the characteristics of elementary school students. The program was carried out over two days and involved 151 students from grades 1 to 6. The first day focused on students in grades 1–3 through basic logic activities, sequential instructions, and simple patterns. The second day was intended for students in grades 4–6 through a color multiplication coding activity. The implementation methods included socialization, training, technology application, mentoring, evaluation, and program sustainability. The results showed an improvement in students’ computational thinking skills across all assessed aspects. The highest increase was found in basic logical understanding, reaching 27%. These findings indicate that unplugged coding is effective, contextual, and sustainable for elementary school students.
Pelatihan Penerapan Deep Learning Berbasis Canva dalam Implementasi Kurikulum Merdeka bagi Guru Sekolah Dasar di Kabupaten Buru Selatan Eka Sriwahyuni; Abdul Sofyan; Hiba Dertyana Siregar
Jurnal Pengabdian Masyarakat (ABDIRA) Vol 6, No 2 (2026): Abdira
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/abdira.v6i2.1813

Abstract

This community service activity was conducted to address elementary school teachers’ limited understanding of the Deep Learning concept as an approach to meaningful learning within the implementation of the Merdeka Curriculum. This issue arises from insufficient pedagogical knowledge and the lack of practice-based training that supports a shift in the learning paradigm. As a solution, an online participatory workshop was provided for elementary school teachers in South Buru Regency to introduce the principles of Deep Learning and the integration of digital technology, particularly the Canva application. The implementation method included conceptual training, technical practice, as well as mentoring and evaluation through pre-tests and post-tests across five assessment aspects. The results indicated an average improvement of 31.4% across all measured aspects, including understanding of the Deep Learning concept (+30%), its application in the elementary school context (+29%), technical skills in using Canva (+38%), creativity in instructional media design (+28%), and the integration of technology in learning (+32%). These findings demonstrate the effectiveness of online training in enhancing teachers’ competencies and promoting the transformation of learning into a more meaningful, reflective, and contextual process.
Co-Authors Abdul Sofyan Astuti Salim Ayu Nurkhayati Eka Sriwahyuni Erlin Eveline Ilin Detek Johanes Pelamonia Melvie Talakua Mirna Riazil Jannah Nurul Hidayati Permatasari, Rindah Suriba Ode Jaliy