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All Journal SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL Unram Journal of Community Service (UJCS)
Emma Rumahlewang
Pattimura University
Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Law, Crime, Criminology & Criminal Justice Social Sciences Other

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Innovative Learning Landscapes: The Impact of Canva and Problem-Based Learning on Student Engagement Emma Rumahlewang; Izak Jakobis Makulua; Johanna Matitaputty
Unram Journal of Community Service Vol. 7 No. 1 (2026): March
Publisher : Pascasarjana Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/ujcs.v7i1.1641

Abstract

Community service activities based on system-supported learning have become an alternative approach to maintaining effective teaching and learning processes under various conditions. However, several challenges remain, including low student motivation in system-based learning environments. Therefore, an engaging learning approach is needed to create a more interactive learning experience and improve motivation. Canva is a digital application that can be utilized by Sunday school teachers to develop creative and engaging learning media. This community service activity aimed to improve the ability of Sunday school teachers to utilize the Canva application through a Problem-Based Learning (PBL) approach. The implementation method involved training, mentoring, questionnaires, and interviews to evaluate the outcomes of the activity. This program was conducted at Nehemiah Congregation, Ambon City, Indonesia, involving Sunday school teachers and students aged 11–14 years, with a total of 40 participants. The evaluation results showed an improvement in participants’ abilities before and after the training activities. Prior to the training, 8 participants (25%) were unable to use the Canva application, while 28 participants (75%) demonstrated only a moderate level of proficiency. After the training, 34 participants (96%) were able to use the Canva application effectively. In terms of usefulness, 35 participants (90%) stated that learning through the Canva application was very beneficial, while 1 participant (10%) considered it beneficial. These findings indicate that community service activities involving Canva training using the PBL approach had a positive impact on improving participants’ ability to create creative and engaging learning media.
Emotional Literacy and Students' Academic Achievement in Elementary Schools Emma Rumahlewang; Edy Janter Latumahina; John Rafafy Batlolona
Unram Journal of Community Service Vol. 6 No. 4 (2025): December
Publisher : Pascasarjana Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/ujcs.v6i4.1525

Abstract

This community service activity aims to improve the emotional literacy of elementary school students in Southeast Maluku and Tual City as an effort to support academic achievement and positive character development. Emotional literacy is considered important because it helps students recognize, understand, and manage emotions, thereby improving concentration, learning motivation, and social interaction in the school environment. The activity was implemented using a participatory approach through interactive lectures, group discussions, simulations (role plays), and joint reflections involving students in grades IV–VI. Evaluation was carried out qualitatively through observation and teacher feedback. The results of the activity showed an increase in students' abilities to identify emotions, control behavior, and participate more actively in the learning process. Social-emotional support from teachers, including communication with parents and facilitating educational assistance for underprivileged students, contributed to increased attendance and learning motivation. Overall, strengthening emotional literacy has been shown to contribute to learning engagement and improvements in students' academic attitudes. This activity confirms that integrating emotional literacy into elementary education is an effective strategy for improving the quality of learning and building student character sustainably.
BOS KINERJA FUND MANAGEMENT AND ITS PERCEIVED CONTRIBUTION TO LEARNING QUALITY AT TWO PRIMARY SCHOOLS IN AMBON Mietje Waas; Rudolf Kempa; Emma Rumahlewang
SOSIOEDUKASI Vol 15 No 3 (2026): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Publisher : Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/sosioedukasi.v15i3.9583

Abstract

This study examines how BOS Kinerja funds were managed at SD Negeri 9 Ambon and SD Negeri 8 Ambon and how school actors perceived their contribution to learning quality. Using a qualitative comparative multisite design, data were collected from 10 purposively selected informants through semi-structured interviews, observation, and analysis of RKAS documents, School Quality Reports, activity records, and accountability reports. Open coding, categorization, theme development, within-case analysis, and cross-case comparison were used to organize the evidence. The central comparative finding is a mismatch between organizational capacity and evidence-use capacity. SD Negeri 9 Ambon had a formally established BOS Team and clearer task distribution, but the School Quality Report was not consistently used to set priorities. SD Negeri 8 Ambon used quality data and early stakeholder deliberation more directly, but the absence of a dedicated team concentrated administrative and monitoring work on the principal and treasurer. Both schools documented expenditure and activity completion more systematically than changes in teaching and learning. Participants reported more varied instruction, stronger use of digital media, and greater student participation after teacher development and learning-resource activities; these accounts indicate perceived contributions rather than causal effects. The analysis shows that performance-based school funding requires the joint operation of data-based planning, distributed responsibility, and outcome-oriented evaluation.
Co-Authors Batlolona, John Rafafy Edy Janter Latumahina Izak Jakobis Makulua Johanna Matitaputty Mietje Waas Rudolf Kempa