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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Asian Social Work Journal Jurnal Studi Guru dan Pembelajaran SOCIAL : Jurnal Inovasi Pendidikan IPS Jurnal Ilmiah Perlindungan dan Pemberdayaan Sosial (Lindayasos) Jurnal Kajian Ilmu Pendidikan (JKIP) Journal of Comprehensive Science Aktivasi: Jurnal Pemberdayaan Masyarakat EDUCATIONAL: Jurnal Inovasi Pendidikan dan Pengajaran CARONG: Jurnal Pendidikan, Sosial dan Humaniora AJCD
Urip Wahyudin
Universitas Cenderawasih
Religion Agriculture, Biological Sciences & Forestry Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Electrical & Electronics Engineering Languange, Linguistic, Communication & Media Library & Information Science Public Health Social Sciences Other

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Social Mapping of Clean and Healthy Life Behavior of Remote Indigenous Communities in Kampung Ulakin Kolf Brasa District Asmat Regency Papua Province Urip Wahyudin
Asian Social Work Journal Vol 4 No 2 (2019)
Publisher : Asian Social Work Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1069.387 KB) | DOI: 10.47405/aswj.v4i2.85

Abstract

This social mapping aims to collect data and information about clean and healthy life behavior (PHBS) of Remote Indigenous Communities (KAT) in Ulakin Village, Kolf Brasa District, Asmat Regency, Papua Province. The method of data collection in this study is survey method. Data collection techniques used; 1) observation, 2) interviews with leaders and community members, and 3) focus group discussions. The results of the study show that; 1) childbirth assistance has not been carried out by health workers, 2) babies have been breastfed, 3) the community does not have health insurance, 4) the community still utilizes the availability of rainwater and rivers, 5) some houses have used healthy toilets as facilities from the local government, but not yet utilized as appropriate, 6) the average floor area of a house is 36 m2 with an average occupant of 3-5 people, 7) the floor of the house is made of wooden boards which are assistance from the government, 8) the community still smokes in any place, including inside the house, 9) the community always engages in physical activities in the context of hunting and gathering activities, 10) the community eats fruit and vegetables irregularly, adapted to natural resources and the environment. Suggestions for this research; 1) the parties involved have to carry out a more comprehensive follow-up study, and 2) the community as beneficiaries should receive information, services, guidance and social assistance in a participatory, measurable and sustainable manner.
PENGUATAN KAPASITAS PERSIAPAN PEMBERDAYAAN KOMUNITAS ADAT TERPENCIL (KAT) MELALUI BIMBINGAN TEKNIS PENGURUS YAYASAN PAPUA PENUH DAMAI (PAPEDA) Wahyudin, Urip; Lefaan, Avelinus; Manggaprouw, Jecqueline F.
Aktivasi: Jurnal Pemberdayaan Masyarakat Vol 7 No 1 (2025): September
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat (LPPM) STISIPOL Candradimuka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37858/aktivasi.v7i1.584

Abstract

The Papua Penuh Damai Foundation (PAPEDA) is a social service institution that focuses on community empowerment activities and plays a vital role in the strategy of reaching indigenous communities. The community service activities aim to improve the competence of PAPEDA Foundation administrators in providing services to the Yaur Tribe through empowerment activities for Remote Indigenous Communities (KAT) in Nabire Regency, Central Papua Province. The methods used in this activity include interactive lectures, group discussions, and hands-on practice. This activity is carried out systematically through a flow of activities including preparation, implementation, and closing. The results of the activity show an increase in knowledge and skills in understanding the flow of empowerment planning activities through the preparation stages, namely social mapping, initial assessment, feasibility studies, workshops, planning programs, and community empowerment. Thus, the technical guidance activity is a tactical step in strengthening the institutional role of the foundation and addressing the challenges of KAT empowerment.
A RIGHTS-BASED APPROACH TO EMPOWERING THE REMOTE INDIGENOUS COMMUNITY OF THE YAUR TRIBE Nurwahyuliningsih, Eka; Wahyudin, Urip; Siringoringo, Rotua
Jurnal Ilmiah Perlindungan & Pemberdayaan Sosial, Vol 7 No 2 (2025): Lindayasos (In-Press)
Publisher : Politeknik Kesejahteraan Sosial (Poltekesos) Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31595/lindayasos.v7i2.1647

Abstract

This study aims to examine the relevance of the Rights-Based Approach (RBA) in empowering Remote Indigenous Communities (KAT), with a focus on the Yaur Tribe in Central Papua, through an analysis of its relationship with the fulfillment of the ten basic rights of indigenous peoples. The research method used is a literature study with a systematic literature review approach to 15 national and international articles discussing KAT empowerment, rights-based approaches, and indigenous peoples' issues. Data were analyzed thematically to identify patterns of empowerment approaches, RBA principles, and their level of relevance in the social, cultural, and geographical context of the Yaur Tribe. The results of the study indicate that KAT empowerment practices in Indonesia still predominantly position indigenous peoples as objects of development. In contrast, global literature emphasizes the urgency of implementing RBA which positions indigenous peoples as rights holders and the state as duty bearers. The integration of the 5P empowerment approach with RBA principles through the PANE, PANEL, and PANTHER frameworks is considered relevant and strategic to encourage the fulfillment of the ten basic rights of the Yaur Tribe in a more just, participatory, and sustainable manner. Based on these findings, this study recommends that the formulation and implementation of KAT empowerment programs be carried out in a participatory, contextual manner, and based on the recognition of the collective rights of indigenous communities, as a prerequisite for the realization of inclusive, equitable, and sustainable development.
INTEGRASI TEKNOLOGI ARTIFICIAL INTELLIGENCE DALAM ASESMEN FORMATIF UNTUK MENINGKATKAN PERSONALIZED LEARNING PADA PEMBELAJARAN MATEMATIKA KELAS XI DI MA NURUL ALI SECANG MAGELANG Fina Umu Rif Athi; La Mochtar Unu; Urip Wahyudin; Untung Desy Purnamasari; Faraisha Syahryanna
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 01 (2026): Volume 11 No. 01, Maret 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.v11i01.43208

Abstract

This study examines the integration of Artificial Intelligence (AI) in formative assessment to enhance personalized learning in Grade XI mathematics at MA Nurul Ali Secang Magelang. The research addresses the limited effectiveness of conventional formative assessment, which often delays feedback and does not accommodate individual learning differences. The objective of this study was to determine whether AI-based formative assessment significantly improves students’ learning outcomes and supports adaptive learning processes. A quasi-experimental design with a non-equivalent control group was employed, involving two classes: an experimental group using AI-supported formative assessment and a control group applying conventional methods. Data were collected through pre-test and post-test instruments, questionnaires on personalized learning, and classroom observations. Statistical analysis using independent sample t-tests and normalized gain (N-Gain) scores indicated that the experimental group achieved significantly higher post-test results and moderate-to-high learning gains compared to the control group. The findings also revealed increased student engagement and more precise feedback mechanisms in the AI-supported classroom. The study concludes that integrating Artificial Intelligence into formative assessment effectively strengthens personalized learning and improves mathematics achievement, while repositioning teachers as data-informed facilitators in the learning process.  
Implementasi Manajemen Pembelajaran Berbasis Literasi Dasar Pada Program Sekolah Sepanjang Hari Di SD YPPK ST. Michael Hepuba Kabupaten Jayawijaya Provinsi Papua Pegunungan Yikwa, Yunus; Wahyudin, Urip; Irianto, Petrus; Tanta, C.; Mataputun, Yulius; Gultom, Monika
Jurnal Kajian Ilmu Pendidikan (JKIP) Vol. 7 No. 4 (2026): Jurnal Kajian Ilmu Pendidikan (JKIP)
Publisher : Lembaga Riset dan Inovasi Almatani

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55583/jkip.v7i4.2362

Abstract

Penelitian ini mengkaji implementasi manajemen pembelajaran berbasis literasi dasar dalam program sekolah sepanjang hari di SD YPPK St. Michael Hepuba, Kabupaten Jayawijaya, Provinsi Papua Pegunungan. Tujuannya adalah menganalisis aspek perencanaan, pengorganisasian, pelaksanaan, evaluasi, serta faktor pendukung dan penghambat program. Penelitian menggunakan pendekatan deskriptif kualitatif dengan melibatkan sembilan informan, yaitu kepala sekolah, guru, komite, siswa, dan orang tua. Data dikumpulkan melalui wawancara, observasi, dan dokumentasi, serta diuji keabsahannya dengan triangulasi. Hasil penelitian menunjukkan bahwa perencanaan dilakukan berdasarkan kondisi kemampuan membaca siswa, disusun secara kolaboratif, dan terintegrasi dalam kurikulum serta dokumen resmi sekolah. Pengorganisasian dilakukan melalui pembentukan tim literasi dengan pembagian tugas yang jelas dan koordinasi yang melibatkan berbagai pihak. Pelaksanaan program diwujudkan melalui pembiasaan membaca, integrasi literasi dalam pembelajaran, serta pemanfaatan fasilitas baca. Evaluasi dilakukan melalui supervisi dan refleksi, meskipun belum menggunakan instrumen baku. Faktor pendukung meliputi komitmen dan kolaborasi, sedangkan hambatan berupa keterbatasan sarana dan kondisi sosial ekonomi. Program ini berdampak positif terhadap kemampuan membaca, pemahaman, dan partisipasi belajar siswa.
Kajian Kinerja Guru Dalam Mendukung Hasil Belajar Siswa Di SMP Negeri 4 Makki Kabupaten Lanny Jaya Provinsi Papua Pegunungan Turina Wenda; Robert Masreng; Urip Wahyudin; Petrus Irianto; Mingsep Rante Sampebua; Ida Mariati Hutabarat
Jurnal Kajian Ilmu Pendidikan (JKIP) Vol. 7 No. 5 (2026): Jurnal Kajian Ilmu Pendidikan (JKIP)
Publisher : Lembaga Riset dan Inovasi Almatani

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55583/jkip.v7i5.2478

Abstract

Tujuan penelitian untuk menganalisis kinerja guru dalam meningkatkan hasil belajar siswa di SMP Negeri 4 Makki Kabupaten Lanny Jaya Provinsi Papua Pegunungan dalam merencanakan pembelajaran atau pembimbingan, melaksanakan pembelajaran, menilai hasil pembelajaran, membimbing dan melatih siswa, melaksanakan tugas tambahan untuk meningkatkan hasil belajar siswa di SMP Negeri 4 Makki Kabupaten Lanny Jaya Provinsi Papua Pegunungan. Jenis penelitian ini adalah deskriptif kualitatif. Subjek penelitian adalah informan sebanyak 4 orang terdiri dari kepala sekolah, 1 orang guru mata pelajaran, 1 orang guru bimbingan konseling dan 1 orang siswa. Data diperoleh menggunakan pedoman wawancara, observasi dan studi dokumentasi. Keabsahan data menggunakan kecermatan data penelitian dan triangulasi. Data dianalisis melalui reduksi data, penyajian data serta penarikan kesimpulan dan verifikasi. Hasil penelitian diperoleh kinerja guru 1) Perencanaan pembelajaran atau pembimbingan berpedoman pada kurikulum merdeka dalam menyusun RPP atau modul ajar berdasarkan tujuan pembelajaran, karakteristik peserta didik, serta kondisi nyata lingkungan sekolah. 2) Pelaksanaan pembelajaran telah berjalan dengan baik dan selaras dengan perencanaan pembelajaran sistematis, menggunakan metode yang bervariasi, mengelola kelas secara kondusif, serta memanfaatkan media pembelajaran yang tersedia. 3) Penilaian hasil pembelajaran dilaksanakan secara berkelanjutan, objektif, dan mencakup aspek pengetahuan, sikap, dan keterampilan. 4) Pembimbingan dan pelatihan siswa telah dilaksanakan secara terencana dan berkelanjutan, baik pada aspek akademik maupun nonakademik. 5) Pelaksanaan tugas tambahan guru dilaksanakan berdasarkan kebijakan sekolah yang mengacu pada peraturan yang berlaku dan mempertimbangkan kompetensi serta beban kerja guru. 6) Faktor pendukung kinerja guru meliputi kebijakan perencanaan pembelajaran yang sistematis, supervisi akademik, variasi metode dan media pembelajaran, pemberian umpan balik serta remedial dan pengayaan, koordinasi antar guru, serta pelaksanaan tugas tambahan guru yang mendukung pembinaan siswa. Faktor penghambat meliputi perbedaan kemampuan dan karakteristik siswa, keterbatasan waktu guru, keterbatasan sarana dan media pembelajaran, beban administrasi, kurangnya dukungan orang tua, serta kondisi geografis sekolah yang menantang.
Penerapan Kepemimpinan Kepala Sekolah Berbasis Kecerdasan Intelektual Di SMA Negeri 1 Tiom Kabupaten Lanny Jaya Provinsi Papua Pegunungan Toni Pagawak; Diki Kurniawan; Indah S. Budiarti; Urip Wahyudin; Robert Masreng
Jurnal Kajian Ilmu Pendidikan (JKIP) Vol. 7 No. 5 (2026): Jurnal Kajian Ilmu Pendidikan (JKIP)
Publisher : Lembaga Riset dan Inovasi Almatani

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55583/jkip.v7i5.2479

Abstract

Penerapan Kepemimpinan Kepala Sekolah Berbasis Kecerdasan Intelektual di SMA Negeri 1 Tiom Kabupaten Lanny Jaya Provinsi Papua Pegunungan. Tesis. Program Pascasarjana Magister Manajemen Pendidikan Universitas Cenderawasih. Tujuan penelitian untuk menganalisis penerapan kepemimpinan berbasis kecerdasan intelektual yaitu sebagai pemilih, penghubung, pemecah masalah, evaluator, negosiator, penyembuh, pelindung dan sinergi serta faktor pendukung dan penghambat kepemimpinan berbasis kecerdasan intelektual di SMA Negeri 1 Tiom Kabupaten Lanny Jaya Provinsi Papua Pegunungan. Jenis penelitian ini adalah desriptif kualitatif. Informan yaitu kepala sekolah, guru, operator/tata usaha dan komite sekolah sebanyak 8 orang. Data diperoleh menggunakan pedoman wawancara, observasi dan dokumentasi. Keabsahan data melalui kecermatan dan triangulasi. Data dianalisis melalui reduksi data, penyajian data serta penarikan kesimpulan dan verifikasi. Hasil penelitian diperoleh bahwa kepemimpinan kepala sekolah berbasis kecerdasan intelektual yaitu 1) memilih mengambil keputusan secara musyawarah dengan guru, staf, dan komite sekolah, sehingga kebijakan yang dihasilkan relevan, realistis, dan adaptif terhadap konteks lokal, 2) penghubung utama antara guru, staf, siswa, orang tua, dan masyarakat dengan komunikasi yang berjenjang, terbuka, dan terstruktur memungkinkan seluruh warga sekolah memahami program yang dijalankan, sehingga koordinasi dan kolaborasi berjalan efektif. 3) Pemecah masalah secara rasional dan sistematis, dengan mengutamakan pengumpulan data, analisis, dan musyawarah. 4) Evaluator kinerja guru dan program sekolah secara rutin, sistematis, dan partisipatif. 5) Negosiator menyampaikan argumentasi logis, menyediakan alternatif solusi, dan memfasilitasi dialog antar pihak agar tercapai kesepakatan yang adil dan kondusif. 6) Penyembuh dengan pendekatan empatik, mendengarkan permasalahan guru, staf, dan siswa, serta memberi pendampingan dan dukungan moral. 7) Pelindung melindungi guru, staf, dan siswa dari tekanan. 8) Sinergi: Kepala sekolah mendorong partisipasi aktif orang tua dan masyarakat dalam kegiatan sekolah. 9) Faktor pendukung meliputi kerja sama guru dan staf, komunikasi terbuka, partisipasi guru dalam pengambilan keputusan, dan penggunaan data berbasis bukti. Faktor penghambat meliputi jumlah guru terbatas, kondisi siswa yang beragam, keterbatasan akses pelatihan, sarana TIK dan administrasi yang terbatas, serta kondisi ekonomi orang tua yang beragam.
PELIBATAN ORANG TUA DAN MASYARAKAT DALAM PEMBELAJARAN UNTUK MENINGKATKAN KESIAPAN LULUSAN MENGHADAPI DUNIA KERJA Tomy Aditia; Yulius Mataputun; Petrus Irianto; Robert Masreng; Urip Wahyudin; Diki Kurniawan
EDUCATIONAL : Jurnal Inovasi Pendidikan & Pengajaran Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/educational.v6i2.10062

Abstract

This study aims to analyze the involvement of parents and the community in vocational learning as an effort to enhance graduates’ readiness to enter the workforce at SMK Negeri 2 Tiom, Kabupaten Lanny Jaya. The research employed a qualitative approach with a case study design. Data were collected through in-depth interviews, observations, and documentation involving the principal, vocational teachers, parents, and community leaders. Data analysis was conducted thematically, referring to Joyce Epstein’s Parental Involvement Model, which includes the aspects of parenting, communicating, volunteering, learning at home, decision making, and collaborating with the community.The findings indicate that parental involvement occurs in the parenting aspect through everyday role modeling, such as discipline, responsibility, and work ethic, which are naturally instilled through family activities. Communication between the school and parents is carried out in a simple and contextual manner and is sufficiently effective in maintaining the continuity of values between home and school, although it is still constrained by language differences and limited access to communication technology. Parental participation in volunteering activities, assistance with learning at home, and involvement in school decision making remains situational and uneven; however, it still contributes to the development of students’ responsibility and independence.Collaboration among the school, community, and business or industrial sectors at SMK Negeri 2 Tiom relies primarily on local community potential due to limited access to formal industries in the mountainous region. The main supporting factors for involvement include strong social relationships and a shared sense of ownership of education, while the inhibiting factors consist of economic limitations, limited educational literacy, language differences, and minimal industrial networks. This study concludes that parental and community involvement is adaptive and contextual in nature and contributes significantly to the mental and social readiness of graduates to enter the workforce, although more sustainable strengthening strategies are still required.
IMPLEMENTASI PENGUATAN PENDIDIKAN KARAKTER BERBASIS BUDAYA SEKOLAH Jhon Elias Dubu; Yulius Mataputun; Urip Wahyudin; Indah Slamet Budiarti; Kusdianto Kusdianto; Ida Mariati Hutabarat
EDUCATIONAL : Jurnal Inovasi Pendidikan & Pengajaran Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/educational.v6i2.10064

Abstract

The implementation of Character Education Strengthening in remote areas is often hampered by geographic isolation and extreme limitations in physical facilities. This study focuses on the strategy of internalizing character values ​​through school culture at SD Inpres Malagai, Lanny Jaya Regency, Papua Mountains. The research steps used a qualitative approach with a case study design through data collection techniques in the form of participatory observation, in-depth interviews, and documentation of eleven key informants. Data were analyzed interactively including the stages of reduction, presentation, and systematic conclusion drawing. The research findings show that although the institution operates with a minimal ratio of only eight educators to serve 249 students without electricity, character formation continues to be effective through the method of teacher role models as a living curriculum. Religious values, integrity, and mutual cooperation have been successfully integrated harmoniously with the local wisdom of the Lani Tribe. Quantitatively, the limited learning space with only two units remaining in good condition does not hinder the routine of ten minutes of literacy before learning, although extracurricular activities are still hampered by regional security risks. The main conclusion of this study confirms that the strength of social capital and personal dedication of educators in the concept of resilience pedagogy is able to overcome infrastructure barriers in marginal areas to produce a generation of integrity without relying on modern technological facilities.
IMPLEMENTASI KOMPETENSI KEPRIBADIAN GURU UNTUK PENGUATAN KARAKTER TOLERANSI DALAM PEMBELAJARAN SISWA Yumri Yublince Anin; Yulius Mataputun; Albaiti Albaiti; Petrus Irianto; Robert Masreng; Urip Wahyudin
EDUCATIONAL : Jurnal Inovasi Pendidikan & Pengajaran Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/educational.v6i2.10066

Abstract

This study aims to analyze the implementation of teachers’ personality competence in strengthening students’ character of tolerance in the learning process, the supporting and inhibiting factors of its implementation, as well as its impact on students’ attitudes, the learning environment, and students’ social relationships at SD Negeri Yokobak, Lanny Jaya Regency, Papua Highlands Province. This research employed a qualitative approach using a case study design. Data collection techniques included in-depth interviews, observations, and documentation. The research informants consisted of the principal, teachers, students, and parents. Data analysis was conducted through the stages of data reduction, data display, and conclusion drawing, with data validity ensured through source and technique triangulation. The findings indicate that teachers’ personality competence reflecting a stable, mature, wise, authoritative, and morally upright character has been concretely implemented in both classroom learning and school life. This implementation contributes to the development of students’ tolerant attitudes, the creation of a safe and inclusive learning environment, and the establishment of harmonious social relationships among students. The main supporting factors include teachers’ role modeling and consistency, support from the principal, and a school culture oriented toward tolerance values. Meanwhile, the inhibiting factors include limited facilities, lack of teacher training, differences in family backgrounds, and the socio-economic conditions of students’ environments. The conclusion of this study confirms that teachers’ personality competence plays a strategic role in strengthening students’ character of tolerance. These findings provide important implications for strengthening character education practices in primary schools and serve as a foundation for policy development and further research related to tolerance education in multicultural regions.
Co-Authors Albaiti Albaiti Avelinus Lefaan C. Tanta C. Tanta Diki Kurniawan Diki Kurniawan Diki Kurniawan Eka Nurwahyuliningsih Eka Putra Faraisha Syahryanna Ferry R.P.P. Sitorus Fina Umu Rif Athi Ida M. Hutabarat Ida M. Hutabarat Ida M. Hutabarat Ida Mariati Hutabarat Ida Mariati Hutabarat Indah S. Budiarti Indah Slamet Budiarti Irianto, Petrus Jhon Elias Dubu Joko Suryono Krispinus H. Sefik Kusdianto Kusdianto Kusdianto Kusdianto La Mochtar Unu La Mochtar Unu Manggaprouw, Jecqueline F. Mingsep Rante Sampebua Monika Gultom Petrus Irianto Petrus Irianto Petrus Irianto Puji Rinawati Robert Masreng Robert Masreng Robert Masreng Siringoringo, Rotua Suparman Suparman Tanta, C. Tomy Aditia Toni Pagawak Turina Wenda Untung Desy Purnamasari Yikwa, Yunus Yulius Mataputun Yulius Mataputun Yulius Mataputun Yumri Yublince Anin Yunus Yikwa