EJournal Universitas Kanjuruhan Malang
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Penerapan Teknologi Solar House Evaporatin Pada Produksi Garam Berkelanjutan
Get PDFThe urgency of implementing the Empowerment of Regional Featured Product Business Partners program in the PUGAR Farmers in Sanolo Village as an effort to increase the quality and quantity of sustainable salt production. The aim of this program is to apply integrated Solar House Evaporation (SHE) technology to sustainable salt production. This activity is carried out through several stages starting with program outreach activities to partners. The next stage is making SHE including preparing tools and materials for making SHE, making SHE frames, installing plastic roofs, installing plastic geomembranes, installing filter pipes. The final stage is salt production which includes preparing raw water/old water, the old water is channeled to the crystallization table at the SHE through a filter pipe, the salt crystallization process, salt harvesting and drying. The results obtained from this activity are that the salt product produced using SHE technology has better quality compared to ponds that use soil as a crystallization table. In addition, the amount of salt produced has increased by around 300%. Salt production can be carried out throughout the season or does not affect the weather. Besides that, the salt products produced are more hygienic because they are protected from pollution
Pelatihan Aksesibilitas Media Pembelajaran Berbasis Teknologi Virtual Reality Bagi Siswa Berkebutuhan Khusus
Get PDFEarly childhood education is currently facing challenges in ensuring that children with special needs also get the same opportunities to learn and develop, this is also a challenge for KB-RA Terapi Tazkiyah Malang. The existence of inclusion classes creates its own problems for schools, namely the limited understanding of teachers on teaching methods for inclusion students, limited teacher skills in preparing learning media that are suitable for all students and limited variations in learning media used. Through community service activities, training is conducted for teachers to improve skills in managing inclusive classes, introduce virtual reality (VR) technology as one of the learning media for students and assist teachers in preparing VR-based learning media. VR creates a three-dimensional digital environment that allows students to interact with objects or situations as if they were real, even though they are in cyberspace and provide immersive experiences that make students feel they are in a certain place or situation so that students will learn in a fun and directed atmosphere. The results of the training show an increase in the level of empowerment of partners in increasing the accessibility of learning media by applying VR technology, increasing insight into the diversity of learning media and skills in preparing appropriate, varied and innovative learning media
Pelatihan Desain Untuk Kreatif Meningkatkan Branding Sekolah Pada Pusat Kegiatan Guru Markisa
Get PDFGraphic design is a medium for conveying information through visual communication language involves aesthetic rules. Social media and digital technology currently have a vital role, especially in the education sector. Based on research results, 95% of respondents agree with the support of information technology in the world of education. One aspect that can be improved is promotion and branding activities of schools to the wider community by utilizing school digitalization. Increasing the skills of teachers is needed to achieve effective school branding and promotion. Interesting, informative and communicative content is an important point in the era of searching for information through social media. On this basis, Darwan Ali University service team holds creative design training activities to improve teacher expertise. This training activity was carried out with teacher participants whose members of the Markisa PAUD (TK and KB) level Cluster Activity Center, Baamang District using Canva application. This research aims to increase the expertise of teachers in creating interesting and communicative content on social media to promote and improve school branding. The training results show that around 86% of PAUD teachers produce content designs for personal and school social media in the form of promotional content and school branding
Penguatan Kompetensi Guru Sekolah Menengah Pertama Melalui Assessment Diagnostik Karakter Profil Pelajar Pancasila Berbasis Digital
Get PDFDigital-based character diagnostic assessment is an urgency in implementing the independent curriculum and its evaluation process. Based on the facts found at SMPN 2 Idi Timur, it is found that teachers face significant challenges in preparing diagnostic assessments to evaluate the character profile of Pancasila learners. To keep up with the development of the 21st century which is dominated by the use of technology, teachers need to consider the implementation of digital-based assessments. The purpose of this activity is to increase partners\u27 knowledge and skills about the preparation of digital-based diagnostic assessments of the character of the Pancasila learner profile. The method of implementation in this service is to provide education and workshops. The stages of the activity are divided into 3 parts, namely preparation, implementation and evaluation. The results of the activity obtained 67% of the training participants responded very satisfied, 21% were satisfied and 12% were quite satisfied with the quality of assistance provided by the service team in the preparation of digital-based pancasila student profile character diagnostic assessments. In addition, it was also obtained that by participating in the assistance, teachers as trainees felt helped in increasing their knowledge and skills about diagnostic assessment of student profile character. So it can be concluded that with this training activity, the knowledge and skills of teachers have increased
Pengembangan Materi Pembelajaran dengan Memanfaatkan Teknologi Augmented Reality untuk Guru Sekolah Menengah Atas
Get PDFThe Learning Material Development Training Utilizing Augmented Reality Technology at SMA Negeri 1 Banyuasin I aimed to enhance teachers\u27 digital skills in creating interactive, AR-based teaching materials. Involving 33 teachers, the training was carried out through three phases: preparation, implementation, and evaluation. The preparation phase included a needs assessment and interviews to understand the technological limitations at the school and teachers\u27 familiarity with AR. Based on this assessment, training materials were developed covering AR fundamentals and the use of the Assemblr Edu application. During the implementation phase, participants attended theory sessions on AR concepts and practical sessions using Assemblr Edu to develop teaching materials for their respective subjects. Evaluation was conducted via pre-tests, post-tests, and a satisfaction survey. Results showed that 85% of participants successfully produced suitable AR-based teaching materials, while 93% gave a satisfaction rating of 4 or higher. This program effectively improved teachers\u27 skills in AR technology use, laying a foundation for more interactive and modern learning experiences at the school
Pelatihan Pembelajaran Berdiferensiasi Menggunakan Strategi Know_Want to Know_Learned Bagi Guru Sekolah Menengah Atas Arrohmah Malang
Get PDFDifferentiated learning is very necessary to facilitate students to obtain equal rights in classroom learning. With various backgrounds ranging from learning styles and learning methods of students and student categories (audio, visual, and kinesthetic), teachers are expected to be able to teach creatively and innovatively. However, not all teachers understand this, therefore it is necessary to conduct differentiated learning training using the Know, Want to know, and Learned (KWL) strategy so that teachers do not feel lectured in delivering their materials. This activity used 4 stages of implementation, the first stage K (Know), teachers were asked to write down what they know about differentiated learning, the second stage W (Want to know), what teachers wanted to learn related to differentiated learning, the third stage was the presentation of the material and the fourth stage L (learned), at this final stage, participants were asked to write down what they have learned from the presentation of the material and the discussions that have been carried out together. The results of the questionnaire stated that almost all participants felt happy and enthusiastic about participating in this activity and would apply differentiated learning in their respective classes
Development of a smart apps creator-based e-book to enhance students\u27 conceptual understanding and digital literacy
Get PDFThis study aims to develop a Smart Apps Creator-based e-book that is feasible and effective for use in learning the topic of measurement in Grade 10 high school. In addition, this study aims to determine the improvement of students’ conceptual understanding and digital literacy after using the physics e-book developed with Smart Apps Creator. The method used in this research is Research and Development (R&D) using the 4D development model. Data collection techniques in this study included non-test instruments such as observation and questionnaire sheets, as well as a 27-item multiple-choice test on the measurement topic. The results showed that: (1) The e-book learning media based on Smart Apps Creator is suitable for use in learning the topic of measurement for Grade 10 high school students, with the category "Very Good"; (2) The e-book learning media based on Smart Apps Creator can improve students’ conceptual understanding (N-gain = 0.75) with the category "High"; (3) The Smart Apps Creator-based e-book learning media can improve students’ digital literacy (N-gain = 0.58) with the category "Upper Medium"; and (4) The Smart Apps Creator-based e-book learning media is effective for learning the topic of measurement to enhance students’ conceptual understanding and digital literacy
The effectiveness of cramer\u27s rule in improving mathematical thinking skills and learning outcomes in solving systems linear equation of fixed pulley
Get PDFLearning innovation is needed to make the learning process more attractive and improve student learning outcomes. Learning outcomes can be improved by making learning more interesting and developed according to student needs. Learning materials are packaged with different problem-solving methods that make learning more interesting to improve student learning outcomes. Based on existing findings, students\u27 mathematical thinking skills are still relatively low. This study aims to measure the effectiveness of applying Cramer\u27s rule to improve mathematical thinking skills and learning outcomes. This study uses a quantitative descriptive method which was carried out at Jember State High School and the Physics Education Study Program, Jember University in the odd semester of the 2024/2025 academic year. The results of data analysis from mathematical thinking skills affect the success of physics learning. The results of the homogeneity test and normality test that have been carried out show that the samples used are homogeneous and normal. The N-Gain value is obtained in the high category for improving mathematical thinking skills and learning outcomes. And the student response is very positive towards the use of Cramer\u27s rule in solving the system of linear equations on the fixed pulley material. So it can be concluded that Cramer\u27s rule in solving linear equation systems on pulley material remains effective in improving mathematical thinking skills and learning outcomes
Exploration of various visual media (real and virtual) in physics learning
Get PDFThis study aims to explore the role of visual media in physics learning especially in static electricity and capacitors, and to identify the obstacles faced by teachers in using these visual media. This study uses a qualitative descriptive approach with a literature review and analysis of data obtained through a questionnaire distributed to high school physics teachers in Bandung City. The data collected includes the use of various types of visual media, the purpose of their use, students\u27 responses to visual media, and the obstacles faced in their implementation. The findings show that visual media such as PowerPoint, digital simulation (PhET), and animated videos are very effective in physics learning to help students understand abstract concepts, especially in capacitor material. Digital simulation, with an effectiveness rate of 82.4%, proved to be the most effective in explaining the concept of capacitors. The use of this visual media also has a positive impact on student motivation in learning. However, the main obstacles faced are the limitations of time, facilities, and technical skills of teachers in developing visual media. In conclusion, although the use of visual media is very beneficial, further support in the form of training, provision of facilities, and better time management is needed to optimize the application of visual media in physics learning
The role of ALIVP model in developing pesantren students’ argumentation abilities on temperature and heat concepts
Get PDFArgumentation abilities are critical for students to develop in physics learning, yet most studies focus on students outside pesantren. This research investigates the argumentation abilities of pesantren students on the topics of temperature and heat. The study employs a pre-experimental design with a one-group pretest-posttest approach. The instrument used is a test comprising six essay questions assessing argumentation abilities. The data in this study were examined using a paired sample t-test, effect size calculation, and N-gain analysis to assess changes in students\u27 argumentation abilities. The findings demonstrated a significant enhancement in students\u27 argumentation abilities following the implementation of the ALIVP learning model. The effect size analysis indicated a very large impact, while the N-gain results classified the improvement as high. A detailed examination of argumentation indicators revealed that the highest increase occurred in claim accuracy, followed by the completeness and credibility of data, strength of backing, and strength of evidence. These findings suggest that the ALIVP model successfully enhances the argumentation abilities of pesantren students in physics learning, bridging a gap in current research. This study underscores the potential of integrating argumentation-focused learning models in pesantren to foster critical thinking in scientific contexts