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All Journal Jurnal Penelitian Pendidikan IPA (JPPIPA) CARADDE: Jurnal Pengabdian Kepada Masyarakat
Ria Ristiani
Universitas Cenderawasih Jayapura
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Materials Science & Nanotechnology Physics Social Sciences

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Efektivitas Pelatihan Wordwall dalam Meningkatkan Kompetensi Digital Guru SD pada Pembelajaran IPAS Rusli, Tiffany Shahnaz; Kulyasin; Ria Ristiani; Abiut Jhon Smas; Muhammad Akbar Mandala; Suci Sugiana
CARADDE: Jurnal Pengabdian Kepada Masyarakat Vol. 8 No. 1 (2025): Agustus
Publisher : Ilin Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31960/caradde.v8i1.3140

Abstract

Kegiatan Pengabdian kepada Masyarakat ini bertujuan untuk meningkatkan keterampilan guru sekolah dasar dalam memanfaatkan teknologi pembelajaran interaktif melalui pelatihan penggunaan Wordwall di SDN Inpres Arso VI, Papua. Peserta kegiatan dipilih secara purposive, yaitu guru-guru yang aktif mengajar dan memiliki keterlibatan langsung dalam proses pembelajaran. Pelaksanaan kegiatan dilakukan secara partisipatif melalui beberapa tahapan, dimulai dari sosialisasi program, pemaparan materi, praktik penggunaan Wordwall, hingga evaluasi bersama. Data dikumpulkan melalui observasi, tes awal dan tes akhir, serta analisis terhadap produk pembelajaran yang dihasilkan guru. Hasil kegiatan menunjukkan bahwa pelatihan ini mampu meningkatkan pengetahuan dan keterampilan guru dalam merancang media interaktif, menumbuhkan rasa percaya diri dalam penggunaan teknologi, serta memperkaya variasi metode pembelajaran. Selain itu, guru juga dapat mengintegrasikan media digital ke dalam modul ajar sehingga pembelajaran menjadi lebih menarik, interaktif, dan sesuai dengan kebutuhan abad ke-21. Dengan demikian, pelatihan Wordwall terbukti memberikan kontribusi positif terhadap peningkatan kompetensi digital guru dan kualitas proses pembelajaran di sekolah dasar.
Teacher Readiness Instrument for Culturally Responsive Teaching (CRT) in Papua Border Schools: Construct Validity, Reliability, and Measurement Invariance Aisyah Ali; Akhmad Kadir; Ria Ristiani
Jurnal Penelitian Pendidikan IPA Vol 11 No 11 (2025): November
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i11.13029

Abstract

This study addressed the need to strengthen science literacy in the Indonesia–Papua New Guinea border region through Culturally Responsive Teaching (CRT) by developing and validating a context-appropriate teacher readiness instrument for indigenous communities. The instrument was specified as a multidimensional model encompassing pedagogical knowledge, efficacy, school contextual support, culturally responsive planning and materials, culturally responsive assessment, and community collaboration. A layered, cross-sectional validation was conducted: expert judgment for content validity, target-user assessment for face validity/readability, a limited pilot (approximately 30 respondents), and confirmatory factor analysis (CFA) on the main sample; measurement invariance (MI) across gender, years of service, and certification was tested sequentially. Content validity met predefined standards: all items achieved I-CVI ≥ .78 and S-CVI/Ave = .917; qualitative feedback prompted the alignment of terminology and local examples without altering construct coverage. Internal reliability was adequate (α and ω ≥ .70). CFA indicated acceptable fit; most loadings were ≥ .50; CR ≥ .70; AVE ≥ .50; and discriminant validity was satisfied. Measurement invariance was established up to the scalar level for gender and certification, and up to the metric level for years of service; comparisons of latent means by years of service therefore require a partial scalar approach based on the problematic indicators. A known-groups test showed a practically meaningful difference between certified and non-certified teachers (Cohen’s d ≈ 0.63; p < .05). Overall, the instrument is culturally adapted and empirically validated, enabling program evaluation and targeted professional development toward inclusive, culturally responsive science education.
Co-Authors Abiut Jhon Smas Aisyah Ali Akhmad Kadir Kulyasin Muhammad Akbar Mandala Rusli, Tiffany Shahnaz Suci Sugiana