The rapid advancement of digital technologies and Artificial Intelligence (AI) requiring learning environments that foster analytical reasoning, autonomy, and higher-order thinking. Responding to this need, this study developed and evaluated an innovative instructional model integrating digital learning resources and AI-assisted tools to enhance students’ cognitive performance and engagement in the Klinik Refraksi course at Akademi Refraksi Optisi YLPTK Padang. The objective of the study was to examine the model’s validity, practicality, and effectiveness in improving learning outcomes, higher-order thinking skills (HOTS), and student engagement. Employing an R&D design through the ADDIE framework combined with a quasi-experimental approach, the model was implemented in one experimental class, while a parallel class received conventional instruction. Instruments included pretest–posttest assessments, HOTS rubrics, engagement observations, and AI-generated learning analytics. Results indicated high expert validation (M = 4.60) and strong practicality ratings (89.8%). The experimental group demonstrated substantial gains in learning outcomes (N-Gain = 0.63), improvements in HOTS—analysis (+27), evaluation (+32), and creation (+37)—and higher engagement across behavioral, emotional, and cognitive dimensions compared to the control group. These findings show that integrating structured digital activities with AI-supported guidance enhances conceptual understanding, reasoning, and participation. The study concludes that the model is pedagogically feasible and recommendable for broader application within digital and AI-driven vocational education contexts.
Penelitian ini bertujuan untuk menganalisis potensi seni tari klasik dari Jawa Barat sebagai media efektif dalam pendidikan karakter, berfokus pada bagaimana elemen gerak dalam seni tari klasik Jawa barat berfungsi sebagai bahasa non-verbal yang sistematis dan bermakna untuk menanamkan nilai-nilai moral. Seni tari klasik Jawa Barat, dengan kekayaan ekspresi non-verbalnya, menawarkan jalur unik untuk pembentukan karakter. Metode penelitian yang digunakan adalah etnografi, yang memungkinkan peneliti untuk mendalami konteks budaya dan praktik nyata di lapangan. Institut Seni Budaya Indonesia (ISBI) Bandung dipilih sebagai lokus penelitian karena perannya dalam melestarikan dan mengajarkan tradisi tari klasik Jawa Barat. Pendekatan etnografi melibatkan observasi partisipatif, wawancara mendalam dengan pengajar dan mahasiswa, serta analisis mendalam terhadap kurikulum dan proses pembelajaran, dipilih untuk mendapatkan pemahaman holistik tentang transmisi nilai karakter. Hasil penelitian menunjukkan bahwa gerak dalam seni tari klasik Jawa Barat terbukti menjadi bahasa non-verbal yang sangat efektif untuk menanamkan nilai-nilai moral karakter. Proses pembelajaran tari klasik Jawa Barat, yang menuntut ketelitian dan pengulangan, secara inheren mengajarkan kedisiplinan melalui penguasaan teknik gerak yang kompleks dan terstruktur. Selain itu, norma-norma perilaku yang tertanam dalam praktik tari klasik Jawa Barat, seperti tata krama saat berinteraksi dengan pengajar dan ekspresi, secara langsung menanamkan nilai kesantunan. Gerak non-verbal ini tidak hanya dipelajari secara kognitif, tetapi juga dihayati secara kinestetik, menghasilkan internalisasi karakter yang lebih mendalam. Penelitian ini menyimpulkan bahwa seni tari klasik merupakan komponen yang sangat bernilai untuk diintegrasikan dalam kurikulum pendidikan karakter. Integrasi tari klasik di kurikulum memiliki implikasi sebagai filter budaya.
Kegiatan pengabdian kepada masyarakat ini bertujuan menyelesaikan permasalahan yang dihadapi oleh mitra, yaitu TK Al Ikhlas di Desa Sungai Abang terkait dengan implementasi pembelajaran Bahasa Inggris. Hasil analisis permasalahan menunjukkan bahwa mitra mengalami kesulitan dalam meningkatkan kompetensi guru, mengembangkan kurikulum, dan menyiapkan tata kelola pembelajaran bahasa Inggris yang berkelanjutan. Kondisi ini menyebabkan kegiatan pembelajaran berjalan monoton atau terkesan kaku dan dipaksakan sehingga hasilnya tidak sesuai dengan apa yang diharapkan. Dengan menggunakan pendekatan Participatory Action Research (PAR), kegiatan PkM ini disusun mulai dari perencanaan, tindakan, pengamatan, dan refleksi. Dari hasil observasi, Focus Group discussion, Praktik Microteaching, pendampingan di kelas, dan diakhiri dengan evaluasi terlihat perubahan signifikan pada mitra. Hasil pelaksanaan PkM menunjukkan adanya peningkatan kompetensi guru yang diukur dari hasil pretest (66,5) meningkat sebagaimana hasil postest (88,3). Hasil lainnya yang terlihat yakni tersusunnya naskah awal Kurikulum Bahasa Inggris di PAUD dan termasuk juga pengembangan media pembelajaran berbasis Total Physical Response (TPR). Dapat disimpulkan, program ini berdampak signifikan baik pada praktik pembelajaran maupun tata kelola kelembagaan, dan memiliki potensi untuk diadaptasi oleh lembaga PAUD lainnya.
Background: Mathematics is frequently perceived by students as a challenging subject, which can lead to mathematical anxiety. Such anxiety may influence students’ learning experiences and their ability to interpret broader global issues. Aims: This study aims to examine the influence of mathematical anxiety on the global perspective of junior high school students. Method: A quantitative correlational design was employed involving 33 eighth-grade students from a public junior high school in Pontianak, Indonesia. Data were collected through a mathematical anxiety questionnaire and a global perspective questionnaire. Mathematical anxiety was examined through psychological, physiological, and social components. Prior to the main analysis, prerequisite tests including normality, linearity, and homoscedasticity were conducted. The relationship between variables was then analyzed using simple linear regression. Results: The analysis indicates that mathematical anxiety contributed 10.3% to students’ global perspective (R² = 0.103). However, the regression results show that mathematical anxiety did not have a statistically significant influence on students’ global perspective (p = 0.069 > 0.05). This finding suggests that students’ understanding of global issues may be shaped by other educational or social factors beyond mathematics-related anxiety. Conclusion: Although mathematical anxiety was not found to significantly affect students’ global perspective, addressing anxiety in mathematics learning remains important. Creating supportive learning environments and contextual learning experiences may help students engage more confidently with mathematics.
This community service program was initiated in response to the limited capacity of painters in Jelekong Village to address the growing demand of the Muslim market for artworks that reflect Islamic values. The program focused on the application of Islamic decorative motifs as a strategy for product innovation and sales enhancement. The objective of this program was to improve the painters’ skills in incorporating Islamic decorative motifs into their artworks while expanding market segmentation. The program employed a Participatory Action Research (PAR) approach through the KUPAR stages (to know, to understand, to plan, to action, and to reflection), implemented through training, mentoring, and evaluation involving 20 painters in Jelekong Village. The results revealed that 90% of participants were able to apply Islamic motifs, including calligraphic, geometric, and floral designs, in their paintings; 80% of participants began utilizing social media as a marketing tool; and 60% successfully developed new products in the form of paintings based on Islamic decorative arts. The program contributed to the enhancement of participants’ skills, product diversification, market expansion, and the strengthening of painters’ competitiveness within a creative economy framework rooted in cultural traditions and Islamic values.
