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All Journal JURNAL PENGABDIAN PENDIDIKAN MASYARAKAT (JPPM) JURNAL MUARA PENDIDIKAN
Dedek Helida Pitra
Universitas Muhammadiyah Muara Bungo, Indonesia
Religion Humanities Computer Science & IT Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Library & Information Science Mathematics Public Health Social Sciences Other

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ANALISIS KEBUTUHAN PENGEMBANGAN BUKU AJAR PENDIDIKAN KEWARGANEGARAAN BERBASIS ARTIFICIAL INTELLIGENCE UNTUK PENGUATAN SMART AND GOOD CITIZEN Dedek Helida Pitra; Sundari Utami; Lavandra Balti; Dara Nurfaizah
Jurnal Muara Pendidikan Vol. 10 No. 2 (2025): Jurnal Muara Pendidikan, Vol 10 Issue 2, Desember 2025
Publisher : LPPM Universitas Muhammadiyah Muara Bungo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52060/mp.v10i2.3821

Abstract

The development of artificial intelligence has driven the need for innovative learning materials capable of addressing the demands of digital literacy, media ethics, and twenty-first-century citizenship competencies. This study aims to analyze the needs for developing an Artificial Intelligence–based Civic Education textbook as an effort to strengthen the concept of the Smart and Good Citizen in higher education. The research employed a Sequential Explanatory Mixed-Methods approach involving 107 students and 4 lecturers through questionnaires, interviews, and curriculum document analysis. Data were analyzed qualitatively and quantitatively to map essential content, digital features, and relevant citizenship competencies. The findings show that 87% of respondents require an AI-integrated textbook to enhance students’ understanding of digital ethics and responsible AI use, thereby fostering citizens with integrity in the technological era. The study also reveals the need for adaptive learning features, digital democracy case studies, and the integration of AI-use ethics. The results further highlight a significant gap between conventional Civic Education materials and the demands of technology-based learning. The study concludes that the development of an AI-based Civic Education textbook is highly necessary to support contextual, interactive, and technologically relevant learning, and to effectively shape students into Smart and Good Citizens.
WORKSHOP PEDAGOGICAL KNOWLEDGE GURU MUHAMMADIYAH KABUPATEN BUNGO UNTUK MENINGKATKAN KETERAMPILAN ABAD 21 Dedek Helida Pitra; Tri Wiyoko; Zulqoidi R. Habibie
Jurnal Pengabdian Pendidikan Masyarakat (JPPM) Vol 6 No 1 (2025): Jurnal Pengabdian Pendidikan Masyarakat (JPPM), Vol 6 No 1 (Maret 2025)
Publisher : LPPM UNIVERSITAS MUHAMMADIYAH MUARA BUNGO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52060/jppm.v6i1.2887

Abstract

21st century skills, such as critical thinking, creativity, collaboration, and communication, are the main demands in the modern world of education. However, Muhammadiyah teachers in Bungo Regency still face the challenges of the times in implementing learning approaches that support mastery of these skills. Observation results show that most teachers have limitations in mastering Pedagogical Knowledge (PK) and integrating technology into learning. Community service activities aim to improve teachers' understanding and skills in implementing Pedagogical Content Knowledge (PCK) and Technological Pedagogical Content Knowledge (TPACK) through intensive Workshop-based training. The method used in this community service activity applies the Community-Based Education approach, which involves teachers as active partners in the training process. This activity includes three main stages: situation analysis to identify teacher needs, implementation of practice-based workshops, and evaluation of the impact of training on improving teacher pedagogical competence. The workshop includes materials on Higher Order Thinking Skills (HOTS), project-based learning strategies (Project-Based Learning), and the use of technology in teaching. The evaluation results showed a significant increase in participants' understanding of the PK and TPACK concepts, as well as an increase in their skills in designing and implementing innovative learning methods. In addition, a teacher learning community was formed that supports reflection and continuous improvement of competencies. Thus, this community service activity provides solutions to the problems faced by partners and contributes to improving the quality of education in Muhammadiyah schools in Bungo Regency and invited participants who attended the workshop activities that have been implemented.
Transformasi Praktik Pembelajaran Guru Melalui Bimbingan Teknis Pembelajaran Deep Learning di Lingkungan Sekolah Muhammadiyah Dedek Helida Pitra; Khairul Saleh
Jurnal Pengabdian Pendidikan Masyarakat (JPPM) Vol 7 No 1 (2026): Jurnal Pengabdian Pendidikan Masyarakat (JPPM) Vol.7 No 1 (Maret 2026)
Publisher : LPPM UNIVERSITAS MUHAMMADIYAH MUARA BUNGO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52060/jppm.v7.i1.3950

Abstract

The low level of Indonesian students’ critical thinking skills, as indicated by the results of the Programme for International Student Assessment (PISA), suggests that school learning practices remain procedural in nature and have not yet promoted meaningful learning. In response to this condition, the Merdeka Curriculum encourages the implementation of deep learning; however, its application is still constrained by teachers’ limited conceptual understanding and pedagogical skills. This community service program aimed to transform teachers’ instructional practices in Muhammadiyah schools in Bungo Regency through Technical Guidance on Deep Learning. The program employed a participatory action-based approach, actively involving teachers through stages of needs analysis, conceptual reinforcement, practical design of deep learning-based instruction, development of authentic assessment, and reflection and evaluation. The activities were conducted through face-to-face sessions combining material delivery, discussion, and direct mentoring. The results indicate an improvement in teachers’ understanding of deep learning concepts and principles, as well as their ability to translate them into instructional products, including deep learning-based lesson plans or teaching modules and more contextual assessment instruments oriented toward the development of critical thinking skills. Teachers began to integrate learning experiences of understanding, applying, and reflecting, and to utilize formative and authentic assessment as integral components of the learning process, thereby contributing to improved instructional quality in partner schools.
Co-Authors Dara Nurfaizah Khairul Saleh Lavandra Balti Sundari Utami Tri Wiyoko Zulqoidi R. Habibie