Pelita: Jurnal Pengabdian kepada Masyarakat

Peningkatan Kompetensi Guru dalam Mengembangkan Media Pembelajaran Matematika Berbasis AR/VR Menggunakan WebAR Melalui Pendekatan Techno-Ethno-RME

Farida Nursyahidah — 2026-07-08

The development of digital technology is driving the transformation of mathematics learning towards a more interactive, contextual, and learner-centered approach. However, teacher competency in developing immersive technology-based learning media, such as Augmented Reality (AR) and Virtual Reality (VR), is still limited. Furthermore, the integration of local cultural elements into mathematics learning is not yet optimal. This community service activity aims to improve teacher competency in designing and developing Web Augmented Reality (WebAR)-based mathematics learning media through the Techno-Ethno-Realistic Mathematics Education (TE-RME) approach. The activity was carried out through the stages of needs analysis, preparation of training materials, workshop implementation, practical mentoring, and evaluation of training results. Participants were mathematics teachers who were members of the Mathematics MGMP who were given training on basic AR/VR concepts, utilization of the WebAR platform, integration of ethnomathematics elements, and application of Realistic Mathematics Education (RME) principles in developing learning media. Evaluation was conducted using pretest and posttest instruments, participant response questionnaires, and assessment of the resulting media products. The results of the activity showed an increase in participants' understanding and skills in developing WebAR-based mathematics learning media. Participants were able to produce AR/VR media prototypes that integrated local cultural contexts and mathematical concepts contextually. Participants' responses to the training were very good, particularly regarding the ease of use of the technology, the relevance of the material, and the potential for implementation in learning. Thus, this training was effective in improving teachers' digital competencies and supporting the development of innovative, contextual, and culturally based mathematics learning.

Pelatihan Media Pembelajaran Komik Sains Berbasis Web Bagi Guru SMK Islamic Center Baiturrahman Semarang

Theodora Indriati Wardani — 2026-07-08

SMK Islamic Center Baiturrahman Semarang has implemented a Moodle-based Subject Information System (SIMPEL) integrated with the internet network to support the learning process. However, teachers' utilization of information and communication technology in developing digital learning media remains suboptimal. Most teachers still rely on printed textbooks and lecture-based teaching methods, resulting in monotonous learning experiences that are less engaging for students. In addition, science comics as instructional media are still produced manually, requiring considerable costs, time, and effort. To address these issues, a Community Partnership Program was conducted in the form of training on the development of web-based science comic learning media for teachers at SMK Islamic Center Baiturrahman Semarang. The training aimed to enhance teachers' competencies in developing creative, innovative, and accessible digital learning media. The activities included providing materials on the concept of digital science comics, hands-on practice in designing science comics using the Canva application, developing learning websites through Google Sites, and integrating the resulting media into the Moodle-based SIMPEL. Through this training, teachers are expected to be able to independently design and develop web-based science comics to support more engaging and interactive learning delivery. The use of digital media can also reduce dependence on printed materials, making the learning process more efficient in terms of cost, time, and effort. In addition to improving teachers' digital competencies, the developed media can be easily accessed by both teachers and students through the internet. Therefore, this program is expected to promote more effective, innovative, and technology-oriented learning practices in accordance with the demands of the digital era.

Pelatihan Pembuatan Terrarium untuk Mengembangkan Metakognisi dan Sikap Entrepreneurship Siswa di MA Roudlotul Mubtadiin, Jepara

Azizul Ghofar Candra Wicaksono — 2026-07-08

This workshop program aimed to develop students' metacognition and entrepreneurial attitudes through terrarium-making activities integrated into biology learning at MA Roudlotul Mubtadiin, Jepara. The workshop was implemented in several sessions. First, students attended a lecture and discussion on the concepts of terrariums, metacognition, and entrepreneurship. Second, students worked in groups to create their own terrariums. Following the workshop, students' metacognition and entrepreneurial attitudes were assessed using questionnaires. The results showed that more than 60% of the students demonstrated positive entrepreneurial attitudes, reflecting their interest in participating in entrepreneurship learning and related programs. Furthermore, students exhibited high levels of metacognition (M = 75.55–77.72), indicating their ability to plan, monitor, regulate, and evaluate their work effectively. Therefore, the terrarium-making workshop program has the potential to enhance students' metacognition and entrepreneurial attitudes.

Peningkatan Kompetensi Literasi Guru SMA N 1 Grobogan

Yanuar Hery Murtianto — 2026-07-19

This community service initiative was motivated by the fact that many teachers at SMA N 1 Grobogan faced difficulties in creating literacy-based questions aligned with the Minimum Competency Assessment (AKM). The program focused on enhancing teachers' competence in developing such questions. Its objectives were to provide teachers with understanding and practical experience regarding: 1) types of literacy, 2) stages of literacy, and 3) the construction of literacy questions. The program employed the Participatory Action Research (PAR) method, comprising three stages: preparation, implementation, and evaluation. An andragogical approach was used, prioritizing practical application over theory, with a ratio of 25% theory to 75% hands-on guidance. The program's success was evidenced by improved teacher understanding of literacy types and enhanced skills in creating literacy questions. The initiative significantly boosted the teachers' understanding and skills in implementing literacy practices. The increase in average post-test scores across all categories demonstrated the effectiveness of the training method. These results also underscore the importance of continuous support for teachers' professional development in literacy. The program recommends conducting follow-up training to deepen the integration of project-based literacy learning and to develop collaborative literacy questions for teacher use.

Peningkatan Kompetensi Konselor dalam Membangun Karakter dan Kesejahteraan Siswa melalui Pelatihan Pemanfaatan Media Digital

Farikha Wahyu Lestari — 2026-07-20

The program "Guidance and Counseling in the Digital Era: Building Student Character and Psychosocial Well-being" was conducted to enhance the capabilities of Guidance and Counseling (BK) teachers in utilizing digital technology. The initiative was driven by several issues: limited use of technology in BK assessments and administration, a lack of engaging psychoeducational media for students, and the need to improve teachers' skills in delivering services and addressing student issues within the digital space. Solutions provided included training and mentoring on cyber-counseling, digital-based student needs assessment, the creation of digital graphic media, and ethics in digital BK services. Participants were trained to use Google Forms for student needs assessments and to utilize various digital media to create BK services that are more engaging and aligned with student characteristics. The activity involved 35 teachers, comprising 20 from senior high schools (SMA), 5 from vocational high schools (SMK), and 10 from Islamic senior high schools (MA). The program consisted of material presentation, discussions, hands-on practice, independent projects, and evaluation. Evaluation results showed that participants' understanding of information technology use in BK assessments rose from 70% to 83%—a 13-percentage-point increase. The activity successfully enhanced the teachers' knowledge and skills in using technology to support services that are more effective, engaging, and data-driven. Targeted outcomes included improved partner competence, the publication of articles in accredited national journals, and media coverage of the activity.