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Mirdayati Aihena
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KETERAMPILAN MANAJEMEN KELAS TUTOR TERHADAP MOTIVASI BELAJAR WARGA BELAJAR PAKET C DI PKBM PELANGI KOTA AMBON Ferdinanda Sherly Noya; Hermalina Abarua; Mirdayati Aihena; Junita Kundre; Megalina Makuku
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 Nomor 02, Juni 2026 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.49283

Abstract

This study aims to analyze the influence of tutors’ classroom management skills on the learning motivation of Package C learners at PKBM Pelangi, Ambon City. The research employed a quantitative approach with an ex-post facto design. The population and sample consisted of 45 Package C learners selected through total sampling technique. Data were collected using questionnaires with a Likert scale and analyzed using simple linear regression with SPSS 20. The results showed a positive and significant influence of tutors’ classroom management skills on learning motivation, with a t-count of 3.162 and significance value of 0.003 (<0.05). The coefficient of determination (R²) was 0.798, indicating that 79.8% of the variance in learning motivation can be explained by tutors’ classroom management skills. This study recommends that tutors continuously improve their classroom management competencies to enhance learners’ motivation in non-formal education settings.
EKSPLORASI PENDEKATAN STEAM (SCIENCE, TECHNOLOGY, ENGINEERING, ARTS, MATHEMATICS) PADA PENDIDIKAN DASAR DAN PENDIDIKAN ANAK USIA DINI St Adrianti; Mirdayati Aihena; Febri Yuridnir Rahimah; Romi Kurniawan
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Release
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.49365

Abstract

The twenty-first-century educational landscape demands holistic competencies, yet the implementation of the STEAM (Science, Technology, Engineering, Arts, Mathematics) approach in early childhood and primary education in Indonesia remains fragmented, frequently reduced to isolated activities lacking meaningful interdisciplinary integration. This study systematically explores the conceptual foundations, implementation patterns, pedagogical benefits, and systemic challenges of STEAM across both educational levels. Employing a systematic literature review methodology, 42 peer-reviewed articles, conceptual papers, and policy reports published between 2015 and 2025 were analyzed through thematic synthesis and content analysis. Data were retrieved from Scopus, ERIC, Google Scholar, SINTA, and DOAJ using predefined inclusion criteria. Results indicate that STEAM significantly enhances critical thinking, creativity, collaboration, and socio-emotional resilience when delivered through play-based, inquiry-driven, and project-oriented learning aligned with developmental stages. However, implementation is hindered by teachers’ limited interdisciplinary pedagogical competence, rigid curricular structures, inadequate learning resources, and product-focused assessment paradigms. Effective integration necessitates sustained teacher professional development, flexible curriculum alignment with Indonesia’s Merdeka Curriculum, culturally responsive adaptations, and authentic assessment frameworks. These findings provide evidence-based guidelines for educators, school leaders, and policymakers to optimize STEAM implementation and foster sustainable, child-centered educational transformation.
Co-Authors Febri Yuridnir Rahimah Ferdinanda Sherly Noya Hermalina Abarua Junita Kundre Megalina Makuku Romi Kurniawan St Adrianti