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All Journal JURNAL BAHASA, SASTRA DAN PEMBELAJARANNYA Jurnal Sinergitas PkM & CSR Dinasti International Journal of Management Science International Journal of Learning Reformation in Elementary Education
Purba, Rosma Indriana
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Religion Arts Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Public Health Social Sciences Other

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Mentorship Program as A Productive Teacher Development Program at Sekolah Pelita Harapan in Indonesia Purba, Rosma Indriana; Putri, Ratna Setyowati; Imelda, Donna
Dinasti International Journal of Management Science Vol. 1 No. 3 (2020): Dinasti International Journal of Management Science (January - February 2020)
Publisher : Dinasti Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31933/dijms.v1i3.97

Abstract

A mentorship program is cost-efficient and effective ways to get employees engaged and empowered. The program enables developing talent and increases productivity across the organization. The executive team of Sekolah Pelita Harapan has grown a strong desire to help equipping educational leaders to be effective in their role as educators. It is founded on the belief that an excellent candidate having a background of experience in education and showing strong potential for further leadership development can benefit enormously through the opportunities that mentorship can offer. Through several models of teacher development programs, it was finally confirmed that the mentoring program was an excellent way to develop the teacher's performance. Keywords: mentoring, job shadowing, active application, dialogue, professional reading, self-reflection.
PELATIHAN DARING PENGUATAN KOMPETENSI DAN SPIRITUAL PENDIDIK: KEGIATAN PENGABDIAN MASYARAKAT DENGAN YAYASAN KAIROS TANAH PAPUA Purba, Rosma Indriana; Bunda, Dince; Praja Kusumah, Indra; Appulembang, Oce; Sari, Ganda
Jurnal Sinergitas PKM & CSR Vol. 9 No. 2 (2025): OCTOBER
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/jspc.v9i2.9851

Abstract

Dalam konteks pendidikan Kristen, guru tidak hanya berperan sebagai penyampai pengetahuan, tetapi juga sebagai pembentuk karakter dan pembimbing rohani. Kegiatan pengabdian ini dirancang untuk membekali para pendidik Kristen dengan pemahaman menyeluruh tentang kompetensi yang dibutuhkan, serta karakteristik peserta didik berdasarkan wawasan Kristen Alkitabiah. Pelatihan ini juga membahas tantangan yang dihadapi oleh pendidik di abad ke-21, dengan merujuk pada Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia No. 137 Tahun 2014 serta kerangka keterampilan abad 21. Melalui pendekatan reflektif dan kontekstual dengan diskusi dan penugasan, pelatihan daring yang diikuti enambelas peserta ini mendorong para guru untuk menyadari peran strategis membentuk generasi yang tidak hanya cerdas secara intelektual, tetapi juga berakar kuat dalam nilai-nilai Kristiani di Sorong, Papua. Pelatihan ini berfungsi sebagai panduan praktis untuk pengajaran yang bermakna dan transformatif.
KETAKUTAN DAN RESILIENSI DALAM JALAN TAK ADA UJUNG KARYA MOCHTAR LUBIS (FEAR AND RESILIENCE IN JALAN TAK ADA UJUNG BY MOCHTAR LUBIS) Purba, Rosma Indriana; Banjarnahor, Joseph Casey Diego
JURNAL BAHASA, SASTRA, DAN PEMBELAJARANNYA (JBSP) Vol 15, No 2 (2025): JURNAL BAHASA, SASTRA, DAN PEMBELAJARANNYA (JBSP)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jbsp.v15i2.22756

Abstract

AbstractFear and Resilience in Jalan Tak Ada Ujung by Mochtar Lubis. Fear is a fundamental human emotion that arises in situations of threat and uncertainty. Jalan Tak Ada Ujung, a novel written by Mochtar Lubis represents the complexity of this emotion through the characters of Guru Isa and Hazil who live under the repressive pressure of the colonial era. This study aims to examine the psychological transformation of the two characters through the lens of literary psychology, with a focus on the resilience mechanisms formed from traumatic experiences. Using a qualitative descriptive approach and thematic analysis of the characters' narratives, this study finds that fear, which was initially debilitating, develops into an internal strength through cognitive restructuring and the search for meaning, in accordance with the post-traumatic growth theory which explains how individuals can experience positive psychological development after going through trauma. This finding affirms that literature is not only a medium for representing emotions, but also a space for reflection on the human capacity to grow from suffering.Keywords: fear, resilience, literary psychology, trauma, Jalan Tak Ada UjungAbstrakKetakutan dan Resiliensi Dalam Jalan Tak Ada Ujung Karya Mochtar Lubis. Ketakutan merupakan emosi fundamental manusia yang muncul dalam situasi ancaman dan ketidakpastian. Novel Jalan Tak Ada Ujung karya Mochtar Lubis merepresentasikan kompleksitas emosi ini melalui tokoh Guru Isa dan Hazil yang hidup dalam tekanan represif masa penjajahan. Penelitian ini bertujuan mengkaji transformasi psikologis kedua tokoh tersebut melalui lensa psikologi sastra, dengan fokus pada mekanisme resiliensi yang terbentuk dari pengalaman traumatis. Menggunakan pendekatan deskriptif kualitatif dan analisis tematik terhadap narasi tokoh, kajian ini menemukan bahwa ketakutan yang semula melemahkan berkembang menjadi kekuatan internal melalui restrukturisasi kognitif dan pencarian makna sesuai dengan teori post-traumatic growth yang menjelaskan bagaimana individu dapat mengalami perkembangan psikologis positif setelah melewati trauma. Temuan ini menegaskan bahwa sastra bukan hanya medium representasi emosi, tetapi juga ruang refleksi atas kapasitas manusia untuk bertumbuh dari penderitaan.Kata-kata kunci: Ketakutan, resiliensi, psikologi sastra, trauma, Jalan Tak Ada Ujung
Integrating STEAM into Elementary Classrooms: A Case Study of Elementary Teachers Purba, Rosma Indriana; Putri, Carmel Serafim; Chheang, Solomon
International Journal of Learning Reformation in Elementary Education Vol. 5 No. 01 (2026): Article in Press - International Journal of Learning Reformation in Elementary
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/IISTR.ijlree.002021

Abstract

This study examines how elementary teachers new to Science, Technology, Engineering, Arts, and Mathematics (STEAM) perceive its relevance, implement it, and experience related challenges in classroom practice. Addressing the increasing demand for interdisciplinary, student-centered learning, the study employed a qualitative design using open-ended questionnaires administered to 12 purposively selected teachers in a private elementary school in North Jakarta. Data were analyzed through inductive thematic analysis to explore teachers’ perceptions, strategies, challenges, and professional learning needs. Findings indicate that teachers view STEAM as a holistic, future-oriented pedagogical approach aligned with child development and twenty-first-century competencies. However, implementation remains at an early stage, characterized by cautious, planning-focused experimentation. Teachers reported enhanced student engagement, improved collaboration, and the emergence of inquiry-based practices during integrated activities, despite challenges such as limited instructional confidence, lack of formal training, time constraints, and classroom management demands. The study provides empirical insight into how novice educators navigate STEAM integration without structured preparation and underscores the importance of sustained, practice-based professional learning. It concludes that effective and sustainable STEAM implementation requires alignment among classroom practice, professional development, and educational policy, supported by ongoing mentoring and collaborative learning structures to strengthen teachers’ confidence and professional identity.
Co-Authors Appulembang, Oce Banjarnahor, Joseph Casey Diego Bunda, Dince Chheang, Solomon Imelda, Donna Praja Kusumah, Indra Putri, Carmel Serafim Putri, Ratna Setyowati Sari, Ganda