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All Journal Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini Edumatica: Jurnal Pendidikan Matematika E-CLUE Journal of English Culture, Language, Literature and Education Journal of Education Papua Baru
Betaubun, Martha
Universitas Musamus, Merauke, Papua
Humanities Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics

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Tantangan dan Strategi Manajemen Kurikulum Pendidikan Inklusif di Taman Kanak-Kanak Kota Yogyakarta Hidayat, Afif Khoirul; Hasanah, Nurlayli; Betaubun, Martha
Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini Vol. 8 No. 6 (2024)
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/obsesi.v8i6.6205

Abstract

Penelitian ini bertujuan untuk mengetahui pelaksanaan manajemen kurikulum pendidikan inklusif di Taman Kanak-Kanak Kota Yogyakarta. Penelitian ini menggunakan pendekatan penelitian kuantitatif dengan teknik pengambilan data survey. Lokasi penelitian adalah Taman Kanak-Kanak Negeri yang tersebar di Kota Yogyakarta. Lokasi penelitian dipilih berdasarkan keterlibatan mereka dalam pengelolaan kurikulum pendidikan inklusif. Subjek penelitian adalah guru, kepala sekolah, serta pihak manajemen sekolah yang memiliki peran langsung dalam pelaksanaan dan pengelolaan kurikulum inklusif. Menggunakan instrumen angket dan dokumentasi dengan teknik analisis data statistik deskriptif. Hasil penelitian menunjukkan bahwa penerapan kurikulum inklusif di Taman Kanak-Kanak di Kota Yogyakarta masih menghadapi banyak tantangan di berbagai aspek. Data penelitian menunjukkan bahwa tingkat keterlaksanaan manajemen kurikulum pendidikan inklusif aspek perencanaan, pengorganisasian, stuffing, pengarahan, pelaksanaan, dan pengendalian masih terbilang rendah. Penelitian ini merekomendasikan peningkatan pelatihan, keterlibatan pihak eksternal, dan penyusunan panduan yang lebih terstruktur untuk mendukung keberhasilan pendidikan inklusif.
Sistem Appraisal terhadap Teks Berita Editorial Penerimaan Peserta Didik Baru (PPDB) 2019 Krisifu, Adolfina; Betaubun, Martha
Journal of Education Papua Baru Vol. 2 No. 2 (2023)
Publisher : FKIP Universitas Cenderawasih

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Abstract

The zone system in the admission of new students (PPDB) is still a hotly debated issue. The objectives of this study are 1) to identify and classify words or phrases in sentences that contain appraisal on the attitude side which contains elements of affect, judgment, and appreciation; 2) to find words or phrases from the three types of attitude that have graduation; and 3) to provide a review of appraisal analysis from the point of view of editorial news writers in evaluating the zone system. This research method is descriptive qualitative with content analysis design. The findings were  a number of positive and negative statements based on appraised items by appraisers. Keywords: Critical discourse analysis, editorial news, appraisal system, zone system
Involving Problem-Based Learning as an Alternative for EFL Students’ Writing Improvement: A Method for Teaching Writing Setlight, Kharisma C. M. S.; Betaubun, Martha; Kartika, Vicha
Journal of English Culture, Language, Literature and Education Vol. 11 No. 2 (2023): E-CLUE: Journal of English Culture, Language, Literature, and Education
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53682/eclue.v11i2.6625

Abstract

In fact, writing is one of the language skills that is emphasized in learning English in Curriculum 2013. As one of the language skills, writing skills need to be improved because it is a productive and expressive language skill that is needed to fulfill daily communication needs. Seeing the crucial role of writing, this present study intent to examine the problem based learning as an alternative model for EFL students’ writing improvement. Classroom action research with two cycles was implemented to study this phenomena. Moreover, this study involved 18 students of class XI SMA YPPK YOS SUDARSO Merauke, in collecting the data, this study used observation sheet for both teacher and students’ activities, meanwhile to see students’ writing improvement, explanation text writing was applied in both cycles. As the result, Problem based learning could improve students’ writing, it could be seen in each cycles’ scores, where cycle I writing was 63.33% and improved in cycle II 81%. In cycle I, most of students did not pass the minimum completeness which was 75, meanwhile in cycle II most of students passed. The improvement based on the observation results in both cycles are also being the success category in this study, in cycle I both teacher and students obtained 67.85% (good category) and 57.14% (enough category), improved in cycle II which was 87.5 (excellent category) and 83.92% (excellent category).
Involving Problem Based Learning as an Alternative for EFL Students Writing Improvement: A Method for Teaching Writing Setlight, Kharisma C. M. S.; Betaubun, Martha; Kartika, Vicha
Journal of English Culture, Language, Literature and Education Vol. 11 No. 2 (2023): E CLUE: Journal of English Culture Language Literature and Education
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53682/eclue.v11i2.6625

Abstract

In fact writing is one of the language skills that is emphasized in learning English in Curriculum 2013 As one of the language skills writing skills need to be improved because it is a productive and expressive language skill that is needed to fulfill daily communication needs Seeing the crucial role of writing this present study intent to examine the problem based learning as an alternative model for EFL students writing improvement Classroom action research with two cycles was implemented to study this phenomena Moreover this study involved 18 students of class XI SMA YPPK YOS SUDARSO Merauke in collecting the data this study used observation sheet for both teacher and students activities meanwhile to see students writing improvement explanation text writing was applied in both cycles As the result Problem based learning could improve students writing it could be seen in each cycles scores where cycle I writing was 63 33 and improved in cycle II 81 In cycle I most of students did not pass the minimum completeness which was 75 meanwhile in cycle II most of students passed The improvement based on the observation results in both cycles are also being the success category in this study in cycle I both teacher and students obtained 67 85 good category and 57 14 enough category improved in cycle II which was 87 5 excellent category and 83 92 excellent category < p>
Pengaruh Persepsi Penilaian Hasil Belajar Terhadap Keyakinan Guru Tentang Pembelajaran Matematika Nur, Andi Saparuddin; Pratama, Rian Ade; Betaubun, Martha
Edumatica : Jurnal Pendidikan Matematika Vol 16 No 1 (2026): Edumatica: Jurnal Pendidikan matematika (April 2026)
Publisher : Department of Mathematics Education, Faculty of Teacher Training and Education, Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/edumatica.v16i1.43403

Abstract

The paradigm in assessing mathematics learning outcomes has turned, especially after the pandemic and the enactment of the Kurikulum Merdeka. Assessment serves to not only determine learning objectives, but also as a process and tool for learning. Nevertheless, attitudes toward the assessment of mathematics learning outcomes can be mediated by several factors, such as the teachers' conceptions of mathematics learning. This study aims to examine the effect of perceptions of assessments on teachers' beliefs about mathematics learning. This study employed a correlational design involving 69 mathematics teachers from 20 provinces in Indonesia. Student characteristics are classified by gender, educational stage, teaching experience, and highest academic qualification. A Google Form was distributed through WhatsApp groups to obtain data. The data were analyzed using simple analysis, contingency correlation, and SEM analysis. Results indicate that teachers generally continue to use AoL format rather than AfL and AaL in assessing mathematics learning outcomes. The association between differentiation factors and mathematics teachers’ beliefs was generally weak to very weak. School level and teaching experience showed a low correlation with mathematics teachers' beliefs. The mediating role of teachers' beliefs about learning assessment accounted for 32% teachers' beliefs about mathematics learning. This study emphasizes the necessity for educational interventions that promote practical classrooms applications to develop teachers’ attitudes of the importance of AfL and AaL. Future researchers may conduct longitudinal studies with a larger number of participants and a more equal distribution of characteristics to minimize bias and obtain most comprehensive results
Co-Authors Adolfina Krisifu Afif Khoirul Hidayat, Afif Khoirul Andi Saparuddin Nur Hasanah, Nurlayli Kartika, Vicha Pratama, Rian Ade Setlight, Kharisma C. M. S.