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All Journal Attractive : Innovative Education Journal Al Qodiri: Jurnal Pendidikan, Sosial dan Keagamaan
Bambang Ismanto
Universitas Kristen Satya Wacana Salatiga, Indonesia
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Pengembangan Modul Pelatihan Harmonisasi Hubungan Sekolah-Masyarakat untuk Meningkatkan Kemampuan Kolaborasi Progresif di SD Negeri Inpres Harapan Vilia Dechressya Tomatala; Bambang Ismanto; Sophia Tri Satyawati
Attractive : Innovative Education Journal Vol. 8 No. 2 (2026): Attractive : Innovative Education Journal
Publisher : CV. Creative Tugu Pena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51278/aj.v8i2.2367

Abstract

The purpose of this study is to develop the "Para-para Harmoni" Training Module to improve progressive collaboration between the school and parents at SD Negeri Inpres Harapan. This Research and Development (R&D) Level 3 project adopted the ADDIE framework. Data were collected through interviews, observations, questionnaires, and tests, validated via expert judgment. Analysis involved descriptive percentage statistics and the non-parametric Wilcoxon Signed Rank Test. The results indicate: 1) School-community collaboration was initially reactive and administrative with 30% communication dissonance; 2) Harmonization challenges stemmed from relational trauma after the February 2025 incident, yet significant sociocultural opportunities exist in the Helai Mbai (togetherness) philosophy and He-Para (circular dialogue) space as Sentani social capital; and 3) The module is proven: a) Highly Valid based on expert validation (97.34%), b) Highly Practical based on parent responses (95%), and c) Significantly Effective in enhancing educators' progressive collaboration skills per Wilcoxon test (p = 0.002), with average scores rising from 82.00 to 94.00. This research implies the establishment of humanistic mediation standards for primary education in Papua.
Evaluating Character Education Programs to Enhance Spiritual Resilience among Theology Students: A Kirkpatrick Model Analysis at STT Sangkakala Ester Uru Hida; Bambang Ismanto; Tri Widiarto
Al Qodiri : Jurnal Pendidikan, Sosial dan Keagamaan Vol. 24 No. 2 (2026): Al Qodiri: Jurnal Pendidikan, Sosial dan Keagamaan
Publisher : Universitas Islam KH. Achmad Muzakki Syah Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53515/alqodiri.v24i2.104

Abstract

Character education in theological higher education is expected to form students who are not only academically competent but also spiritually resilient, morally responsible, and prepared for ministry. However, the effectiveness of such programs is often assumed rather than systematically evaluated. This study evaluates the character education program at STT Sangkakala in enhancing the spiritual resilience of theology students using the Kirkpatrick Model. Employing an explanatory sequential mixed-methods design, quantitative data were collected through questionnaires from 65 active theology students, while qualitative data were obtained through interviews, observations, and document analysis involving institutional leaders, lecturers, dormitory supervisors, students, alumni, and church pastors. The evaluation focused on four levels: reaction, learning, behavior, and results. The findings show that the reaction level reached 79.09% with a mean score of 3.16, indicating positive student responses to the program. The learning level achieved the highest score, reaching 81.70% with a mean of 3.27, showing strong improvement in students’ understanding of Christian character values and spiritual resilience. The behavior level reached 76.49% with a mean of 3.06, indicating initial behavioral transfer in spiritual discipline, responsibility, dormitory life, and ministry practice. However, the results level reached only 77.75% with a mean of 3.11, below the 80% success criterion, indicating that spiritual resilience was not yet fully stable or sustainable. This study contributes to theological education by showing that character education must move beyond value understanding toward continuous mentoring, reflective ministry practice, dormitory-based formation, and longitudinal evaluation.
Development of an AI-Assisted Teacher Training Module for Creating Digital Storybooks in Elementary Schools Kartika Pradiningtyas; Bambang Ismanto; Stefanus C. Relmasira
Al Qodiri : Jurnal Pendidikan, Sosial dan Keagamaan Vol. 24 No. 2 (2026): Al Qodiri: Jurnal Pendidikan, Sosial dan Keagamaan
Publisher : Universitas Islam KH. Achmad Muzakki Syah Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53515/alqodiri.v24i2.110

Abstract

Artificial intelligence offers new opportunities for elementary school teachers to design creative literacy-based learning media, yet its pedagogical use requires structured guidance, ethical awareness, and practical training. This study aimed to develop and evaluate an AI-assisted teacher training module for creating digital storybooks in elementary schools. The study used a research and development design with a mixed-method approach based on the ADDIE model, consisting of Analysis, Design, Development, Implementation, and Evaluation. The participants were 18 teachers at SD Negeri Getasan, Indonesia. Data were collected through interviews, expert validation sheets, teacher response questionnaires, cognitive tests, product assessment rubrics, reflection questionnaires, observation, and documentation. Quantitative data were analyzed using descriptive statistics, while qualitative data were used to interpret teacher needs, implementation experiences, and product refinement. The results showed that teachers had strong readiness to adopt AI, although they still needed support in story writing instruction and structured digital storybook production. Expert validation confirmed that the module was highly feasible, with scores of 88.75% from the material expert, 90.63% from the media expert, and 87.50% from the educational practitioner. The practicality test obtained 90.55%, while cognitive effectiveness reached 79.50%. Teachers’ digital storybook products achieved an average score of 3.63 and were categorized as very good. Reflection and usefulness results also indicated positive acceptance and strong potential for sustainable implementation. The main contribution of this study is not limited to producing a training module, but lies in offering an integrated teacher professional development framework that connects AI literacy, digital storytelling pedagogy, ethical evaluation, creative authorship, and school portfolio documentation.
Co-Authors Ester Uru Hida Kartika Pradiningtyas Sophia Tri Satyawati Stefanus C. Relmasira Tri Widiarto Vilia Dechressya Tomatala