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All Journal EDUVELOP (Journal of English Education and Development) CARADDE: Jurnal Pengabdian Kepada Masyarakat
Rahayu
Universitas Negeri Makassar
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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Penguatan Kompetensi Guru PAUD melalui Pelatihan Alat Permainan Edukatif (APE) Berbasis Ecobrick Herlina; Rusmayadi; Arifin Manggau; Rahayu; Assidiq Darwis
CARADDE: Jurnal Pengabdian Kepada Masyarakat Vol. 8 No. 3 (2026): April
Publisher : Ilin Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31960/caradde.v8i3.3213

Abstract

Pelatihan pembuatan Alat Permainan Edukatif (APE) berbasis ecobrick dilaksanakan untuk meningkatkan kompetensi guru PAUD dalam memanfaatkan limbah plastik sebagai media pembelajaran yang ramah lingkungan. Tujuan kegiatan ini adalah membekali guru dengan keterampilan merancang dan memproduksi APE yang sesuai dengan prinsip Kurikulum Merdeka sekaligus menanamkan nilai keberlanjutan sejak dini. Metode yang digunakan adalah workshop partisipatif dengan pendekatan Participatory Action Research (PAR), melibatkan 28 guru PAUD dari lima kelompok bermain di Kabupaten Takalar. Tahapan pelatihan mencakup sosialisasi, praktik pembuatan ecobrick, produksi APE, serta refleksi dan evaluasi. Hasil kegiatan menunjukkan peningkatan keterampilan guru dalam merancang APE berbasis daur ulang, terbukti dari terciptanya berbagai prototipe seperti balok warna, puzzle geometris, dan meja belajar mini. Selain itu, terjadi perubahan sikap guru terhadap pengelolaan sampah plastik, ditandai dengan terbentuknya ecobrick corner di beberapa sekolah dan komitmen kolaboratif untuk mengintegrasikan media tersebut ke dalam Rencana Kegiatan Mingguan (RKM). Implikasi kegiatan ini menegaskan bahwa pendidikan berbasis lingkungan dapat menjadi katalis perubahan perilaku, sekaligus menawarkan model pelatihan yang dapat direplikasi di daerah lain untuk mendukung pencapaian SDGs poin 4 (pendidikan berkualitas) dan 12 (produksi dan konsumsi berkelanjutan
Balancing Structure and Autonomy: EFL Tutors’ Psychological Perceptions in Web-based Distance Learning SUKMAWATI TONO PALANGNGAN; Sukardi Weda; Nurdin Noni; Rahayu; Wan Yusoff Wan Shaharuddin
Eduvelop: Journal of English Education and Development Vol. 9 No. 1 (2026): Eduvelop: Journal of English Education and Development
Publisher : Universitas Sulawesi Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31605/eduvelop.v9i1.5785

Abstract

The rapid expansion of web-based distance learning (WBDL) in higher education has significantly changed English as a Foreign Language (EFL) instruction, particularly in universities that implemented a distance learning system where flexibility and technological integration are vital. While most research focuses on technology or students, this study explores how English as a Foreign Language (EFL) tutors at an Indonesian university perceive web-based distance learning. Employing a descriptive qualitative design within an interpretive paradigm conceptually grounded in Qiong's (2017) six-dimension framework, the study analyzes interview data from two experienced tutors. The tutor was intentionally chosen to facilitate an in-depth, rich, and detailed comparative analysis of their subjective psychological perceptions, aligning with the study's interpretive paradigm, which seeks depth over generalizability. The interviews were recorded and transcribed, then thematically analyzed with multiple rounds of open coding, thematic grouping, and interpretive synthesis in order to establish how tutors' perceptions reflected their negotiation between institutional expectations and professional agency. The results illustrate a key tension reflecting the study's central dichotomy: one tutor prioritizes institutional structure and professionalism, while the other emphasizes pedagogical autonomy and learner-centeredness. The study concludes that successful web-based distance learning requires a dynamic psychological balance between the system and autonomy. Practically, these findings suggest that institutions must move beyond mere technical training and provide robust psychological and affective support, recognizing tutors as critical agents in negotiating this balance rather than just as system operators.
Co-Authors Arifin Manggau, Arifin Assidiq Darwis Herlina Nurdin Noni Rusmayadi Sukardi Weda SUKMAWATI TONO PALANGNGAN Wan Yusoff Wan Shaharuddin