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All Journal Jurnal Ilmu Ekonomi, Pendidikan dan Teknik (IDENTIK) Jurnal Pengabdian kepada Masyarakat Multidisiplin (JUPENGEN)
Krisostomus Aljefry Sengi
STKIP Simbiosis
Religion Agriculture, Biological Sciences & Forestry Civil Engineering, Building, Construction & Architecture Economics, Econometrics & Finance Education Engineering

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Belajar Asyik, Berkarakter Kuat: Meningkatkan Motivasi Belajar Dan Pembentukan Karakter Peserta Didik Melalui Pembelajaran Kreatif Pada Kelas V SD Negeri Roja 3 Ende Novia Dewi Anisa; Krisostomus Aljefry Sengi
Jurnal Pengabdian Kepada Masyarakat Multi Disiplin Vol. 3 No. 3 (2026): JUPENGEN - Agustus
Publisher : CV. SINAR HOWUHOWU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70134/jupengen.v3i3.2086

Abstract

Primary education plays a crucial role in developing academic abilities while strengthening the moral foundation of students. However, the reality in Grade V at SD Negeri Roja 3 Ende showed a decline in learning motivation, which hindered the optimal internalization of character values. Conventional and teacher-centered methods caused students to become passive and lack self-confidence. To address these challenges, the lecturer team from the PJKR Study Program at STKIP Simbiosis conducted a Community Service (PKM) program. This initiative aimed to boost learning motivation and build positive characters through creative learning implementation. The method involved three main stages: preparation, execution, and evaluation. The creative approach was realized by integrating educational games, ice-breaking activities, group discussions, storytelling, interactive quizzes, and hands-on learning (learning by doing). The results demonstrated that creating an exciting and enjoyable learning atmosphere effectively stimulated students' enthusiasm, curiosity, and active classroom participation. Furthermore, group-based activities successfully instilled essential character values such as discipline, responsibility, cooperation, and honesty. This program provides a tangible contribution to the school in establishing an innovative learning environment.  
Analisis Komparatif Pola Persiapan Dan Kompetensi Debat Bahasa Inggris SMA Kabupaten Ngada, NTT: Studi Kasus Tim Finalis Dan Non-Finalis Edelbertus Witu; Krisostomus Aljefry Sengi
Jurnal Ilmu Ekonomi, Pendidikan dan Teknik Vol. 3 No. 6 (2026): IDENTIK - November
Publisher : CV. SINAR HOWUHOWU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70134/identik.v3i6.2087

Abstract

This comparative descriptive qualitative study aims to deeply analyze the differences in internal and external preparation patterns as well as debate competence levels (content, style, and strategy) between finalist and non-finalist high school English debate teams in Ngada Regency, East Nusa Tenggara. The research subjects comprised two finalist teams (six students) and two non-finalist teams (six students) selected through purposive sampling. Data were collected via semi-structured interviews, participatory observation during competitions, and documentary analysis. Data trustworthiness was established through technical and source triangulation followed by data analysis using Miles, Huberman, and Saldana's interactive model. The findings reveal significant disparities between the two groups. Internally, the finalist teams implemented the "Speaking Without Script" training method, possessed domain-specific vocabulary exceeding 2,000 words, practiced active listening using recordings of international competitions, and demonstrated mental resilience and a growth mindset when handling impromptu motions and Points of Information (POIs). Conversely, the non-finalist teams relied heavily on reading full scripts, exhibited limited vocabulary (below 500 words), and experienced high anxiety accompanied by cognitive rigidity when interrupted. Externally, finalist teams benefited from proactive school management featuring dedicated budgets, guidance from experienced coaches, structured practice frequencies (3–4 times a week), and access to global literature and news platforms. Meanwhile, non-finalist teams struggled with reactive/incidental training, restricted data literacy, and minimal ecosystem support. Regarding debate competence, the finalist teams excelled in constructing solid logical chains and layered analysis (content), persuasive unscripted rhetoric (style), and adaptive time management with clash analysis (strategy). These findings emphasize that debate success requires a systematic synthesis of linguistic competence, logical articulation, mental toughness, and institutional support.  
Co-Authors Edelbertus Witu Novia Dewi Anisa