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Practice of The Science of Teaching Journal: Jurnal Praktisi Pendidikan
Published by HAFECS
ISSN : -     EISSN : 2830568X     DOI : -
Core Subject : Science, Education,
Computer Science & IT Education Languange, Linguistic, Communication & Media Mathematics Other
Practice of The Science of Teaching Journal : Jurnal Praktisi Pendidikan (POSTJournal) membuka peluang bagi praktisi pendidikan, profesional, maupun akademisi untuk mempublikasikan artikel ilmiah di bidang praktik mengajar di kelas. POSTJournal terbit 2 kali per tahun pada bulan April, dan Agustus. Proses publikasi dilakukan sistematis melalui aplikasi Open Journal System (OJS). Bidang ilmu yang dipublikasikan secara rinci meliputi Penelitian Tindakan Kelas/Action Research (PTK), Evaluasi Pembelajaran, Pengembangan Perangkat Pembelajaran, Best Practice Pendidikan, dan Kajian Literatur Sistematis.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 8 Documents
 1 
Search results for , issue "Vol. 4 No. 2 (2025): November" : 8 Documents clear
Validity of the development of a digital handout on bryophyte diversity based on problem-based learning (PBL) in Tahura Sultan Adam Mandiangin Maryati, Siti; Ajizah, Aulia; Rezeki, Amalia
Practice of The Science of Teaching Journal: Jurnal Praktisi Pendidikan Vol. 4 No. 2 (2025): November
Publisher : HAFECS PRESS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58362/hafecspost.v4i2.126

Abstract

The development of digital handouts based on Problem-Based Learning (PBL) is important to improve the quality of contextual, interactive learning, and in accordance with the demands of 21st century skills. Biodiversity such as moss (Bryophyta) can be a direct source of learning in learning Cryptogamae courses that can be packaged as teaching materials in the form of digital moss handouts based on PBL. The development of digital handouts can increase the attractiveness of students and overcome obstacles in learning moss material that is difficult for students. This research and development aim to describe the validity of the developed digital handouts. The teaching material development model used is the ADDIE model which is limited to the development stage. The subjects in the study consisted of material validation tests and media experts. The developed digital handout product obtained a percentage of 91.50% in the material validation test with very valid criteria, 70.40% in the media validation test with valid criteria. Based on these results, the digital handout is suitable for use as a support for the Cryptogamae course on moss material. In addition, this study shows that the PBL model packaged in digital handouts can increase student engagement and understanding of complex materials and can be used as a reference for other digital teaching materials. Abstrak. Pengembangan handout digital berbasis Problem-Based Learning (PBL) penting untuk meningkatkan kualitas pembelajaran yang kontekstual, interaktif, dan sesuai dengan tuntutan keterampilan abad ke-21. Keragaman hayati seperti lumut (Bryophyta) dapat menjadi sumber belajar langsung dalam pembelajaran mata kuliah Cryptogamae yang dapat dikemas sebagai bahan ajar berupa handout digital lumut berbasis PBL. Pengembangan handout digital dapat meningkatkan daya tarik peserta didik dan mengatasi kendala dalam mempelajari materi lumut yang sulit bagi peserta didik. Penelitian dan pengembangan ini bertujuan untuk mendeskripsikan validitas terhadap handout digital yang dikembangkan. Model pengembangan bahan ajar yang digunakan adalah model ADDIE yang dibatasi sampai tahap pengembangan (development). Subyek dalam penelitian terdiri dari uji validasi materi dan media. Produk handout digital yang dikembangkan memperoleh persentase 91,50% pada uji validasi materi dengan sangat valid, 70,40% pada uji validasi media dengan kriteria valid. Berdasarkan hasil tersebut, maka handout digital layak digunakan sebagai penunjang mata kuliah Cryptogamae pada materi lumut. Selain itu, penelitian ini menunjukkan bahwa model PBL yang dikemas dalam handout digital dapat meningkatkan keterlibatan dan pemahaman peserta didik terhadap materi yang kompleks dan dapat menjadi acuan sebagai bahan ajar digital lainnya.
Development of bryophyta modules based on moss diversity in the Mandiangin tropical rainforest biodiversity park, South Kalimantan Noorsalamiah, Noorsalamiah; Ajizah, Aulia; Amintarti, Sri
Practice of The Science of Teaching Journal: Jurnal Praktisi Pendidikan Vol. 4 No. 2 (2025): November
Publisher : HAFECS PRESS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58362/hafecspost.v4i2.67

Abstract

This study was motivated by the limited availability of contextual and locally-based biology teaching materials, particularly on the topic of mosses (Bryophyta), which requires high conceptual and visualization skills. This study aims to develop and test the feasibility and practicality of a locally-based biology learning module on Bryophyta for 10th grade high school students. The research method used the Four-D (Define, Design, Develop, and Disseminate) development model from Thiagarajan et al. Data collection was carried out through field exploration of the diversity of moss species in the Mandiangin Tropical Rainforest Biodiversity Park, South Kalimantan, followed by validity testing by experts and practicality testing by students. The validation results by two expert lecturers showed that the module was highly valid with an average score of 93.06%, covering aspects of content feasibility, language, and presentation. Meanwhile, the practicality test obtained an average score of 87.56% with a highly practical category. These results indicate that the developed module is feasible, interesting, and effective in helping students understand the concept of Bryophyta through real examples from the surrounding environment. The integration of local potential in the module also supports contextual learning and strengthens students' ecological literacy. This module contributes to the enrichment of local potential-based biology learning resources and can be used by teachers as an alternative innovative teaching material for independent learning. Further research is recommended to integrate digital technology and test the effectiveness of the module in improving student learning outcomes, critical thinking skills, and environmental awareness. Abstrak. Penelitian ini dilatarbelakangi oleh masih terbatasnya ketersediaan bahan ajar biologi yang kontekstual dan berbasis potensi lokal, khususnya pada topik tumbuhan lumut (Bryophyta) yang menuntut kemampuan konseptual dan visualisasi tinggi. Penelitian ini bertujuan untuk mengembangkan serta menguji kelayakan dan kepraktisan modul pembelajaran biologi berbasis potensi lokal pada materi Bryophyta untuk peserta didik kelas X SMA. Metode penelitian menggunakan model pengembangan Four-D (Define, Design, Develop, dan Disseminate) dari Thiagarajan et al. Pengumpulan data dilakukan melalui eksplorasi lapangan terhadap keanekaragaman jenis lumut di Taman Keanekaragaman Hayati Hutan Hujan Tropis Mandiangin, Kalimantan Selatan, dilanjutkan dengan uji validitas oleh ahli dan uji kepraktisan oleh peserta didik. Hasil validasi oleh dua dosen ahli menunjukkan kategori sangat valid dengan skor rata-rata 93,06%, meliputi aspek kelayakan isi, kebahasaan, dan penyajian. Sementara itu, uji kepraktisan memperoleh skor rata-rata 87,56% dengan kategori sangat praktis. Hasil ini menunjukkan bahwa modul yang dikembangkan layak, menarik, dan efektif dalam membantu peserta didik memahami konsep Bryophyta melalui contoh nyata dari lingkungan sekitar. Integrasi potensi lokal dalam modul juga mendukung pembelajaran kontekstual dan memperkuat literasi ekologis siswa. Modul ini berkontribusi terhadap pengayaan sumber belajar biologi berbasis potensi lokal dan dapat digunakan guru sebagai alternatif bahan ajar inovatif untuk pembelajaran mandiri. Penelitian lanjutan disarankan untuk mengintegrasikan teknologi digital serta menguji efektivitas modul terhadap peningkatan hasil belajar, keterampilan berpikir kritis, dan kesadaran lingkungan peserta didik.
Development of student worksheets on ecosystem interaction concepts through an integrated environmental approach to critical thinking skills Salsabilla, Nisvie Nur; Arsyad, M.; Rezeki, Amalia
Practice of The Science of Teaching Journal: Jurnal Praktisi Pendidikan Vol. 4 No. 2 (2025): November
Publisher : HAFECS PRESS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58362/hafecspost.v4i2.144

Abstract

In 21st century education, cultivating critical thinking is recognized as a vital skill that students must acquire. However, according to findings from the PISA survey, Indonesian students still lag behind in this area, scoring only 55.8%, which is below the OECD average of 58.5%. This research focuses on developing student worksheets (LKPD) that incorporate an environmental perspective to enhance the critical thinking abilities of high school students, particularly within the topic of interactions among ecosystem components. The development process adopted the ADDIE framework comprising analysis, design, development, implementation, and evaluation stages. Data were gathered using interviews, student needs assessments, expert reviews of the materials and tools, as well as practicality and effectiveness evaluations through pre- and post-tests. Validation results indicated that the LKPD achieved a very high validity rating, with scores ranging between 88% and 100%. Student feedback from the practicality test was overwhelmingly positive, with an average score of 91%, indicating a high level of usability. Furthermore, the effectiveness test demonstrated a significant improvement in students' critical thinking skills, reflected in a high average N-gain score of 0.74. These findings underscore the pedagogical value of integrating environmental contexts into science instruction, offering an empirically validated framework for strengthening critical thinking and advancing 21st-century competencies in biology education. Abstrak. Pendidikan abad 21 menuntut keterampilan berpikir kritis sebagai bagian dari kompetensi utama yang harus dimiliki peserta didik. Faktanya berdasarkan hasil survei PISA, tingkat berpikir kritis siswa Indonesia masih tergolong rendah dengan nilai 55.8% dari 58.5% rata-rata OECD (Organization for Economic Cooperation and Development). Penelitian ini bermaksud guna mengembangkan lembar kerja peserta didik (LKPD) melalui pendekatan lingkungan terintegrasi keterampilan berpikir kritis siswa SMA pada subkonsep interaksi antar komponen ekosistem. Penelitian ini menerapkan metode research and development (R&D) dengan model ADDIE, melalui tahapan analyze, design, development, implement dan evaluate. Teknik pengumpulan data mencakup wawancara, angket kebutuhan siswa, validasi ahli perangkat, validasi ahli materi, uji kepraktisan siswa serta uji keefektifan melalui pretest dan posttest. Hasil validasi menemukan bahwasanya LKPD yang dikembangkan memperoleh kriteria sangat valid dengan skor rata-rata 88–100%. Uji kepraktisan juga menunjukkan respons sangat positif dari peserta didik dengan skor rata-rata 91% dengan kriteria sangat praktis. Uji keefektifan menunjukkan bahwa penggunaan LKPD mampu meningkatkan keterampilan berpikir kritis siswa secara signifikan dengan nilai rata-rata N-gain sebesar 0,74 dengan kategori tinggi. Temuan ini menyoroti nilai pedagogis integrasi konteks lingkungan ke dalam pengajaran sains, menawarkan kerangka kerja yang tervalidasi secara empiris untuk memperkuat pemikiran kritis dan mengembangkan kompetensi abad ke-21 dalam pendidikan biologi.
Development of science teaching materials based on higher-order thinking skills (HOTS) to enhance higher-order thinking skills in the topic of classification of living things Fahmi, Fahmi; Irhasyuarna, Yudha; Sadiqin, Ikhwan Khairu; Aprida, Dini; Fajar, Muhammad; Fajeriadi, Hery
Practice of The Science of Teaching Journal: Jurnal Praktisi Pendidikan Vol. 4 No. 2 (2025): November
Publisher : HAFECS PRESS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58362/hafecspost.v4i2.145

Abstract

The need for science teaching materials that effectively foster HOTS remains unmet, as most existing resources focus only on lower-order cognitive levels. Furthermore, no comprehensively validated materials, covering content validity, reliability, and statistical significance, are yet available to ensure the effective integration of HOTS indicators. This study aims to develop Science teaching materials based on Higher-Order Thinking Skills (HOTS) for the topic of classification of living things for Junior High School (JHS) students. The low attainment of students' higher-order thinking skills, characterized by the lack of HOTS material integration in currently available teaching materials, indicates a significant gap between curriculum demands and current instructional practices. The development of these teaching materials is necessary to address this problem and provide a scientific contribution in the form of a tested instrument to improve the quality of Science learning. The research employed the 4D development model (Define, Design, Develop, Disseminate), which was reduced up to the Develop stage. The trial subjects included material experts, instructional design experts, Science teachers, and Grade VII students. Data collection techniques were carried out through expert validation, using quantitative and qualitative descriptive analysis. The validation results show that the teaching materials are highly valid with an average score of 3.72 out of a 4-point scale and a Cronbach’s Alpha reliability value of 0.91, indicating high internal consistency. Abstrak. Kebutuhan bahan ajar IPA yang benar-benar mendukung pengembangan HOTS masih belum terpenuhi karena sebagian besar bahan ajar yang ada hanya menargetkan level kognitif rendah. Selain itu, belum tersedia bahan ajar yang tervalidasi secara komprehensif, meliputi validitas konten, reliabilitas, dan signifikansi statistik, untuk memastikan integrasi indikator HOTS secara efektif. Penelitian ini bertujuan mengembangkan bahan ajar Ilmu Pengetahuan Alam (IPA) berbasis keterampilan berpikir tingkat tinggi (Higher Order Thinking Skills/HOTS) pada materi klasifikasi makhluk hidup untuk peserta didik Sekolah Menengah Pertama (SMP). Rendahnya capaian keterampilan berpikir tingkat tinggi peserta didik SMP, ditandai oleh kurangnya integrasi materi HOTS dalam bahan ajar yang tersedia, menunjukkan adanya gap antara tuntutan kurikulum dan praktik pembelajaran saat ini. Pengembangan bahan ajar ini diperlukan untuk menjawab permasalahan tersebut dan memberikan kontribusi ilmiah berupa instrumen yang teruji untuk meningkatkan mutu pembelajaran IPA. Penelitian menggunakan model pengembangan 4D (Define, Design, Develop, Disseminate) yang direduksi hingga tahap Develop. Subjek uji coba meliputi ahli materi, ahli desain pembelajaran, guru IPA, dan peserta didik kelas VII. Teknik pengumpulan data dilakukan melalui validasi ahli, dengan analisis deskriptif kuantitatif dan kualitatif. Hasil validasi menunjukkan bahan ajar sangat valid dengan skor rata-rata 3,72 dari skala 4 dan nilai reliabilitas Cronbach’s Alpha sebesar 0,91, mengindikasikan konsistensi internal yang tinggi.
An analysis of students’ nationalistic attitudes through the flag ceremony at SDN 104181 Sunggal Kanan Lestari, Asdini Indah; Ndona, Yakobus; Saragi, Daulat
Practice of The Science of Teaching Journal: Jurnal Praktisi Pendidikan Vol. 4 No. 2 (2025): November
Publisher : HAFECS PRESS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58362/hafecspost.v4i2.153

Abstract

The weakening of nationalism among elementary students in the era of globalization highlights the need for effective character education practices in schools. Although flag ceremonies are routinely implemented, many students still perceive them as mere formalities and have not fully internalized nationalist values, indicating a gap between expected character outcomes and the reality in the field. This study aims to analyze how nationalist values are formed through flag ceremonies and positive habituation in the school environment, as well as to identify supporting and inhibiting factors in the internalization process. Using a qualitative descriptive approach, data were collected through observation, interviews, and documentation involving students, teachers, and school administrators. The findings show that routine practices such as flag saluting, singing the national anthem, and teacher role modeling effectively strengthen students’ discipline, responsibility, and patriotism, although challenges remain in terms of students’ varied levels of understanding and engagement. The study concludes that ceremonial school activities can serve as strategic instruments of character education when implemented consistently and supported by teacher exemplification. These results offer a contextual model that can be replicated to enhance nationalism in elementary education. Abstrak. Menguatnya arus globalisasi berdampak pada melemahnya rasa nasionalisme di kalangan siswa sekolah dasar, sehingga diperlukan pendekatan karakter yang lebih strategis dan kontekstual. Meskipun upacara bendera telah dilaksanakan secara rutin, sebagian siswa masih mengikutinya sebagai formalitas dan belum sepenuhnya memahami nilai-nilai kebangsaan, menunjukkan adanya kesenjangan antara tujuan ideal pendidikan karakter dan realitas pelaksanaannya. Penelitian ini bertujuan menganalisis proses pembentukan sikap nasionalis siswa melalui upacara bendera serta mengidentifikasi faktor pendukung dan penghambat internalisasi nilai-nilai kebangsaan di lingkungan sekolah. Pendekatan deskriptif kualitatif digunakan dengan teknik observasi, wawancara, dan dokumentasi untuk memperoleh data dari siswa, guru, dan pihak sekolah. Hasil penelitian menunjukkan bahwa pembiasaan positif melalui penghormatan bendera, menyanyikan lagu kebangsaan, dan keteladanan guru berperan langsung dalam memperkuat disiplin, tanggung jawab, dan patriotisme siswa, meskipun masih ditemukan variasi dalam pemahaman dan keterlibatan mereka. Penelitian ini menyimpulkan bahwa kegiatan seremonial sekolah dapat menjadi instrumen efektif pendidikan karakter apabila dijalankan secara konsisten dan didukung keteladanan guru. Temuan ini menawarkan model kontekstual yang dapat direplikasi untuk memperkuat nasionalisme pada jenjang pendidikan dasar.
Flipbook development based on problem based learning on chemical bonding material Hamidah, Hamidah; Mauliza, Mauliza; Jofrishal, Jofrishal
Practice of The Science of Teaching Journal: Jurnal Praktisi Pendidikan Vol. 4 No. 2 (2025): November
Publisher : HAFECS PRESS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58362/hafecspost.v4i2.139

Abstract

The Merdeka Curriculum requires interactive digital media, but chemistry learning, especially on chemical bonding material, is still dominated by limited and uninteresting media. Previous studies have produced useful teaching materials, but they are generally small in scale, not yet integrated with PBL, or have not maximized the features of digital flipbooks, so there is still a need for more innovative media. This study developed a flipbook medium based on Problem-Based Learning (PBL) to enhance the effectiveness of chemical bonding instruction. The purpose of this research was to determine the needs, feasibility, practicality, and attractiveness of the developed flipbook. This research employed a Research and Development (R&D) design using the ADDIE model, which includes the stages of analysis, design, development, implementation, and evaluation. The instruments used consisted of interview questionnaires, needs analysis questionnaires, expert validation questionnaires (media and material), as well as practicality and attractiveness questionnaires. The research subjects were chemistry teachers and high school students at public senior high schools in Langsa City. The results of the teacher needs assessment showed a percentage of 71.1%, categorized as “needed.” Media and material expert validations yielded average scores of 0.87 and 0.83, respectively, both classified as “highly feasible.” The media trials with teachers and students resulted in practicality and attractiveness scores of 95% and 83.09%, respectively, categorized as “highly practical” and “highly attractive.” It can be concluded that the PBL-based flipbook developed in this study is practical, useful, and engaging in supporting more effective learning processes. Therefore, this medium can support the implementation of the Merdeka Curriculum through interactive digital learning. Keywords: flipbook; problem-based learning; chemical bonding. Abstrak. Kurikulum Merdeka menuntut media digital yang interaktif, tetapi pembelajaran kimia, terutama pada materi ikatan kimia masih didominasi media yang terbatas dan kurang menarik. Penelitian sebelumnya menghasilkan bahan ajar yang bermanfaat, namun umumnya berskala kecil, belum terintegrasi PBL, atau belum memaksimalkan fitur flipbook digital, sehingga masih terdapat kebutuhan akan media yang lebih inovatif. Penelitian ini mengembangkan media flipbook berbasis Problem Based Learning (PBL) untuk meningkatkan efektivitas pembelajaran ikatan kimia. Tujuan dari penelitian ini adalah untuk mengetahui kebutuhan, kelayakan, kepraktisan dan kemenarikan media flipbook yang dikembangkan. Jenis penelitian ini merupakan penelitian pengembangan (R&D) yang menggunakan model ADDIE yang meliputi tahap analisis, perancangan, pengembangan, implementasi, dan evaluasi. Instrumen yang digunakan meliputi angket wawancara, angket analisis kebutuhan, angket validasi ahli (media dan materi) serta angket kepraktisan dan kemenarikan. Subjek penelitian ini adalah guru kimia dan siswa SMA Negeri di Kota Langsa. Hasil penilaian kebutuhan guru menunjukkan persentase 71,1% yang diklasifikasikan sebagai “dibutuhkan”. Validasi oleh ahli media dan ahli materi menghasilkan skor rata-rata 0,87 dan 0,83 yang termasuk dalam kategori “sangat layak”. Uji coba media dengan guru dan siswa menghasilkan kepraktisan sebesar 95% dan kemenarikan sebesar 83,09%, yang keduanya termasuk dalam kategori “sangat praktis” dan “sangat menarik”. Dapat disimpulkan bahwa flipbook berbasis PBL yang dikembangkan dinilai praktis, bermanfaat dan menarik untuk mendukung proses pembelajaran yang lebih efektif. Sehingga media ini dapat mendukung implementasi Kurikulum Merdeka berbasis pembelajaran digital interaktif.
The validity of the popular science book on Rubiaceae in the Special Purpose Forest Area of Lambung Mangkurat University Hendra, Hendra; Soendjoto, Mochamad Arief; Halang, Bunda
Practice of The Science of Teaching Journal: Jurnal Praktisi Pendidikan Vol. 4 No. 2 (2025): November
Publisher : HAFECS PRESS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58362/hafecspost.v4i2.143

Abstract

Popular science books (PSB) on Rubiaceae in the Special Purpose Forest Area of ​​Lambung Mangkurat University (KHDTK ULM) are not available, let alone validated. PSB is a form of teaching material that supports critical thinking skills. This study aims to test the validity of the PSB on the Rubiaceae Family in KHDTK ULM as a learning resource in the Phanerogamae course. PSB contains 15 species of the Rubiaceae family as learning objects. The subjects were three experts (validators). They work as ULM lecturers and one of them teaches the Phanerogamae course. Validation was carried out on eight linguistic aspects with 14 assessment criteria. The average scores for the aspects of coherence (89.6%), readability (91.7%), use of vocabulary (100%), understanding of sentence meaning (83.3%), use of doubtful words (91.7%), application and implication (91.7%), use of definitions or explanations (83.3%), and other styles (83.3%). The PSB is categorized as highly valid and can be used as teaching material or a learning resource for the Phanerogamae course. Practicality and effectiveness tests are recommended to ensure the PSB is truly suitable for use. Abstrak. Buku sains popular (BSP) tentang Rubiaceae di Kawasan Hutan Dengan Tujuan Khusus Universitas Lambung Mangkurat (KHDTK ULM) tidak tersedia, apalagi tervalidasi. BSP merupakan salah satu bentuk bahan ajar yang mendukung keterampilan berpikir kritis. Penelitian ini bertujuan untuk menguji validitas BSP tentang Famili Rubiaceae di KHDTK ULM sebagai sumber belajar pada mata kuliah Phanerogamae. Buku ini mengandung 15 spesies famili Rubiaceae sebagai obyek pembelajaran. Subjeknya tiga ahli (validator). Mereka berprofesi sebagai dosen ULM dan salah satunya pengampu mata kuliah Phanerogamae. Validasi dilakukan terhadap delapan aspek kebahasaan dan 14 kriteria penilaian. Nilai rerata aspek koherensi (89,6%), keterbacaan (91,7%), penggunaan kosa kata (100%), pemahaman atas makna kalimat (83,3%), penggunaan kata-kata meragukan (91,7%), aplikasi dan implikasi (91,7%), penggunaan definisi atau penjelasan (83,3%), serta gaya lain (83,3%). BSP tersebut terkategori sangat valid, sehingga dapat digunakan sebagai bahan ajar atau sumber belajar pada mata kuliah Phanerogamae. Uji kepraktisan dan uji keefektifan direkomendasikan untuk dilaksanakan sehingga BSP tersebut benar-benar layak digunakan.
Classroom management strategies in building student character at a superior elementary school based on the wetland ecoregion in North Banjarmasin District Suhaimi, Suhaimi; W., Noorahim; Ni'mah, Ni'mah
Practice of The Science of Teaching Journal: Jurnal Praktisi Pendidikan Vol. 4 No. 2 (2025): November
Publisher : HAFECS PRESS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58362/hafecspost.v4i2.147

Abstract

Ineffective classroom management can hinder efforts to develop students’ character, particularly in high-performing public elementary schools (SDN Unggul) located in wetland areas such as North Banjarmasin District. The unique environmental characteristics of these regions require more adaptive and context-based classroom management strategies. This community service activity aimed to enhance teachers’ capacity through training on classroom management strategies that support character development. The methods employed included participatory training through material delivery, group discussions, case studies, and hands-on classroom practice. The results showed a significant improvement in teachers’ competencies. The average score for classroom management understanding increased from 65.2 to 85.6 (+20.4), the ability to implement character-building strategies rose from 58.4 to 82.8 (+24.4), and proactive attitudes toward innovation improved from 60.1 to 87.2 (+27.1). The impact on students was also clearly measurable. Character observations indicated improvements in discipline from 68% to 85% (+17), responsibility from 62% to 83% (+21), cooperation from 59% to 80% (+21), and independence from 55% to 77% (+22). These findings affirm that contextually designed classroom management strategy training can make a tangible and measurable contribution to improving teacher competence and student character in high-performing elementary schools located within wetland ecoregions. Abstrak. Permasalahan manajemen kelas yang kurang efektif dapat menghambat upaya pembentukan karakter siswa, terutama di Sekolah Dasar Negeri (SDN) Unggul yang berada di kawasan lahan basah seperti Kecamatan Banjarmasin Utara. Karakteristik lingkungan yang khas menuntut adanya strategi pengelolaan kelas yang lebih adaptif dan kontekstual. Kegiatan pengabdian ini bertujuan untuk meningkatkan kapasitas guru melalui pelatihan strategi manajemen kelas yang mendukung penguatan karakter siswa. Metode yang digunakan meliputi pelatihan partisipatif melalui penyampaian materi, diskusi kelompok, studi kasus, dan praktik langsung di kelas. Hasil kegiatan menunjukkan peningkatan kompetensi guru yang signifikan. Rata-rata pemahaman manajemen kelas meningkat dari 65,2 menjadi 85,6 (+20,4), kemampuan penerapan strategi karakter naik dari 58,4 menjadi 82,8 (+24,4), dan sikap proaktif terhadap inovasi meningkat dari 60,1 menjadi 87,2 (+27,1). Dampaknya terhadap siswa juga terukur secara jelas. Observasi karakter menunjukkan peningkatan pada indikator disiplin dari 68% menjadi 85% (+17), tanggung jawab dari 62% menjadi 83% (+21), kerja sama dari 59% menjadi 80% (+21), dan kemandirian dari 55% menjadi 77% (+22). Temuan ini menegaskan bahwa pelatihan strategi manajemen kelas yang dirancang secara kontekstual dapat memberikan kontribusi nyata dan terukur dalam meningkatkan kompetensi guru serta karakter siswa di sekolah dasar unggul yang berada di wilayah ekoregion lahan basah.

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