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Sarkadi
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INDONESIA
Sarwahita : Jurnal Pengabdian Kepada Masyarakat
Published by Universitas Negeri Jakarta
ISSN : 02167484     EISSN : 25978926     DOI : https://doi.org/10.21009/sarwahita
Core Subject : Humanities, Education, Social,
Humanities Education Social Sciences Other
The aim of this journal publication is to disseminate the conceptual thoughts or ideas and research results that have been achieved in the area of community services. Sarwahita, particularly focuses on the main problems in the development of the sciences of community services areas as follows: Community Services, People, Local Food Security; Training, Marketing, Appropriate Technology, Design; Community Empowerment, Social Access; Student Community Services; Border Region, Less Developed Region; Education for Sustainable Development.
Arjuna Subject : Umum - Umum
Articles 302 Documents
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Pelatihan Analisis Statistik Menggunakan Website Interaktif Untuk Mendukung Pengambilan Keputusan Berbasis Data Pendidikan Bagi Guru Sma Matematika Di Kabupaten Sukabumi Dania Siregar; Suyono Suyono; Vera Maya Santi; Nilam Novita Sari; Auria Yusrin Fathya; Sinta Rahmadani; Jaisy Aulia; Maulida Audia Firdaus
Bahasa Indonesia Vol 23 No 01 (2026): Sarwahita : Jurnal Pengabdian Kepada Masyarakat
Publisher : Lembaga Penelitian dan Pengabdian Kepada Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/sarwahita.231.04

Abstract

The primary challenge in educational decision-making lies in the low level of statistical literacy and teachers’ limited skills in data analysis, particularly in utilizing interactive technologies. This is evidenced by the pre-training questionnaire results, where the majority of teachers expressed uncertainty or disagreement regarding their sufficient knowledge of statistical analysis, and most had never used interactive web-based tools for data analysis. This community service program aimed to enhance teachers’ statistical literacy through data analysis training using an interactive website based on R-Shiny. The activity was conducted on August 13, 2025, involving high school mathematics teachers in Sukabumi Regency, in collaboration with the Mathematics Teachers’ Working Group (MGMP) as a strategic partner. The training materials covered descriptive statistics, inferential statistics, hypothesis testing, and regression analysis. Post-training evaluation results indicated an improvement in both knowledge and skills. Specifically, 75% of participants strongly agreed that they gained new knowledge and skills beneficial for data-driven decision-making. In addition, more than 80% of participants reported that the materials were easy to understand, well-structured, relevant to their needs, and that the application/website was user-friendly. In conclusion, the use of interactive technology-based training is effective in improving teachers’ knowledge and competencies, particularly in statistical literacy, while also enhancing motivation and fostering a culture of data-driven decision-making in schools.  
AI-Integrated STEM-PBL Training: Penguatan TPACK Guru SMP di Kabupaten Majalengka Ella Fitriani; Fera Kurniadewi; Hanhan Dianhar; Ariyatun; Alifah Deslia; Patrisia Maghfira
Bahasa Indonesia Vol 23 No 01 (2026): Sarwahita : Jurnal Pengabdian Kepada Masyarakat
Publisher : Lembaga Penelitian dan Pengabdian Kepada Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/sarwahita.231.03

Abstract

The rapid development of Artificial Intelligence (AI) offers significant opportunities for innovation in STEM (Science, Technology, Engineering, and Mathematics) education through Problem-Based Learning (PBL). However, teachers continue to face challenges in integrating this technology into classroom practice, particularly in areas relatively distant from urban centers, despite the availability of educational facilities. One of the primary barriers is teachers’ limited understanding and skills within the Technological Pedagogical Content Knowledge (TPACK) framework. To address this need, this training program was designed to strengthen teachers’ TPACK in implementing AI-integrated STEM-PBL, with the aim of improving instructional quality while supporting the achievement of Sustainable Development Goal (SDG) 4 on quality education. The program was conducted through interactive workshops, hands-on activities, and mentoring sessions involving university students as collaborative partners between higher education institutions and schools. Findings from a questionnaire using a 5-point Likert scale indicate that the majority of participants (80%) perceived the training as beneficial in enhancing their TPACK skills for designing AI-based STEM-PBL instruction (mean = 4.20; SD = 0.77), and 80% of participants also reported increased confidence in implementing the outcomes of the training (mean = 4.13; SD = 0.74). These findings highlight the importance of systematic and contextually relevant training in equipping teachers with competencies in AI-integrated STEM-PBL and in promoting technology-enhanced educational transformation in secondary schools to improve the quality of education.  

Page 31 of 31 | Total Record : 302

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