Pendampingan Penyusunan Modul Ajar Berbasis Board Games Untuk Meningkatkan Civic Ekologis Bagi Guru Pendidikan Pancasila Jenjang SMP di Kota Bandar Lampung

https://doi.org/10.23960/jpm-ip.vol.5i.1.1080
Published: Jul 4, 2026

Abstract:

Program pengabdian ini bertujuan meningkatkan kapasitas guru Pendidikan Pancasila SMP di Kota Bandar Lampung dalam menyusun modul ajar berbasis board games yang mengintegrasikan nilai civic ekologis. Permasalahan utama yang ditemui adalah rendahnya pemahaman guru tentang Flipped Classroom, keterbatasan pengalaman menggunakan media inovatif, serta kurangnya integrasi isu lingkungan dalam pembelajaran. Kegiatan dilakukan dengan pendekatan partisipatif melalui tahapan pelatihan interaktif, simulasi permainan, uji coba modul, refleksi bersama, dan pendampingan. Evaluasi menggunakan pretest–posttest serta wawancara dan observasi. Hasil menunjukkan adanya peningkatan signifikan pada seluruh aspek. Pemahaman guru terhadap Flipped Classroom dan civic ekologis meningkat lebih dari 50%, dan keyakinan terhadap efektivitas board games naik dari 38,1% menjadi 100%. Secara kualitatif, guru menyatakan kelas lebih interaktif, siswa lebih aktif mengambil keputusan, serta nilai peduli lingkungan dapat dipraktikkan melalui permainan. Kendala yang muncul meliputi keterbatasan waktu, variasi kemampuan teknologi, dan kebutuhan dukungan kebijakan sekolah. Secara keseluruhan, integrasi experiential learning, konstruktivisme sosial, dan game-based learning terbukti efektif memperkuat kompetensi guru serta menanamkan civic ekologis secara kontekstual.

Keywords:
1. Board Game
2. Civic Ekologis
3. Fliped Classroom
4. Pendidikan Pancasila
Authors:
1 . Ghea Chandra Surawan
a:1:{s:5:"en_US";s:19:"Universitas Lampung";}
2 . Elisa Seftriyana
Universitas Lampung
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How to Cite
Surawan, G. C., & Seftriyana, E. . (2026). Pendampingan Penyusunan Modul Ajar Berbasis Board Games Untuk Meningkatkan Civic Ekologis Bagi Guru Pendidikan Pancasila Jenjang SMP di Kota Bandar Lampung. Jurnal Pengabdian Masyarakat Ilmu Pendidikan, 5(1), 117–128. https://doi.org/10.23960/jpm-ip.vol.5i.1.1080
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Vol. 5 No. 1 (2026): January 2026
Articles
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References

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    Bishop, J. L., & Verleger, M. A. (2013). The Flipped Classroom: A Survey of the Research. ASEE National Conference Proceedings, Atlanta, GA.

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  1. Abeysekera, L., & Dawson, P. (2015). Motivations for the adoption of the flipped classroom approach in higher education. Computers & Education, 100, 1–14.
  2. Bishop, J. L., & Verleger, M. A. (2013). The Flipped Classroom: A Survey of the Research. ASEE National Conference Proceedings, Atlanta, GA.
  3. Bligh, D. (2000). What’s the Use of Lectures?. San Francisco: Jossey-Bass.
  4. Budimansyah, D., & Suryadi, K. (2019). Civic Education: Konsep, Strategi, dan Implementasi dalam Pembelajaran. Bandung: UPI Press.
  5. Clark, D. B., Tanner-Smith, E. E., & Killingsworth, S. S. (2016). Digital Games, Design, and Learning: A Systematic Review and Meta-Analysis. Review of Educational Research, 86(1), 79–122.
  6. Duhigg, C. (2012). The Power of Habit: Why We Do What We Do in Life and Business. New York: Random House.
  7. Gardner, B., Rebar, A. L., & Lally, P. (2023). Habit Formation and Behavior Change Interventions: A Review and Synthesis. Health Psychology Review, 17(1), 1–23.
  8. Hidayat, R. (2020). Pendidikan Karakter Berbasis Lingkungan. Jurnal Pendidikan Karakter, 10(1), 45–56.
  9. Johnson, D. W., & Johnson, R. T. (1999). Learning Together and Alone: Cooperative, Competitive, and Individualistic Learning. Boston: Allyn and Bacon.
  10. Kemendikbudristek. (2022). Merdeka Belajar. Jakarta: Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi.
  11. Kolb, D. A. (2015). Experiential Learning: Experience as the Source of Learning and Development (2nd ed.). New Jersey: Pearson Education.
  12. Majid, A. (2017). Perencanaan Pembelajaran: Mengembangkan Standar Kompetensi Guru. Bandung: Remaja Rosdakarya.
  13. Patton, M. Q. (2008). Utilization-Focused Evaluation. Thousand Oaks, CA: Sage Publications.
  14. Piaget, J. (1976). The Grasp of Consciousness: Action and Concept in the Young Child. London: Routledge & Kegan Paul.
  15. Prensky, M. (2010). Teaching Digital Natives: Partnering for Real Learning. Thousand Oaks: Corwin Press.
  16. Putra, A. (2021). Pengembangan Media Pembelajaran PPKn Berbasis Board Game untuk Menanamkan Civic Ecological Awareness. Jurnal Pendidikan Kewarganegaraan, 11(2), 112–124.
  17. Schön, D. A. (1983). The Reflective Practitioner: How Professionals Think in Action. New York: Basic Books.
  18. Suprijono, A. (2017). Cooperative Learning: Teori dan Aplikasi PAIKEM. Yogyakarta: Pustaka Pelajar.
  19. Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press.
  20. Widodo, A. (2019). Tantangan Guru dalam Menghadapi Era Revolusi Industri 4.0. Jurnal Pendidikan, 20(3), 233–245.
  21. Wood, W., & Rünger, D. (2016). Psychology of Habit. Annual Review of Psychology, 67, 289–314.
  22. Zhang, K., & Chen, L. (2020). Game-Based Learning and Student Engagement: A Meta-Analysis. Educational Technology Research and Development, 68(6), 2653–2676.
  23. BPS Kota Bandar Lampung. (2023). Statistik Lingkungan Hidup Kota Bandar Lampung. Bandar Lampung: BPS.