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All Journal Socia : Jurnal Ilmu-Ilmu Sosial SWARNADWIPA: Jurnal Kajian Sejarah, Sosial, Budaya, dan Pembelajarannya Jurnal Bimbingan dan Konseling Terapan Jurnal Pendidikan Sejarah Science Nature Pedagogika : Jurnal Pedagogik dan Dinamika Pendidikan Unram Journal of Community Service (UJCS) SITTAH: Journal of Primary Education Jurnal Pengabdian kepada Masyarakat Arumbai Jurnal Pengabdian kepada Masyarakat Arumbai
Efilina Kissiya *
University Of Pattimura
Religion Arts Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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Building Deeper Learning Through STEM Education for Elementary School Teachers Palinussa, Anderson Leonardo; Leasa, Marleny; Kissiya, Efilina; Jamaludin; Batlolona, John Rafafy; Makaruku, Niel
Unram Journal of Community Service Vol. 6 No. 4 (2025): December
Publisher : Pascasarjana Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/ujcs.v6i4.1308

Abstract

STEM education (Science, Technology, Engineering, and Mathematics) in Indonesia, particularly in Maluku, faces the challenge of a skills gap that impacts economic growth. The goal of this training is to enhance teachers' competencies in integrating STEM and Deep Learning into the learning process. The training program is carried out by the Community Service Team from the Faculty of Teacher Training and Education at Pattimura University to improve teachers' understanding and ability to implement deep learning (DL) in STEM education. The results of the pre- and post-tests showed a significant increase in teachers' understanding and ability to adopt innovative educational approaches. The integration of STEM and DL has great potential to improve the quality of education. Teacher training and collaboration between educational institutions and the community are very important in enhancing the quality of education. Recommendations: (1) continuously improve teacher training, (2) develop curricula that support the integration of STEM and DL, and (3) enhance collaboration between universities and local schools to improve the quality of education and prepare students to face 21st-century challenges. Thus, it is expected to improve the quality of education and enhance students' ability to think critically and solve problems in the technological era.
Pedagogical Competence and Professionalism of Certified Elementary School Teachers: An Evaluation in Small Border Islands Kempa, Titin; Sopacua, Jems; Septory, Jekriel; Kissiya, Efilina
SITTAH: Journal of Primary Education Vol. 7 No. 1 (2026): SITTAH: Journal of Primary Education
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat (LP2M) IAIN Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/sittah.v7i1.8102

Abstract

This study evaluates the implementation of pedagogical and professional competencies among certified elementary school teachers in Small Border Islands (Pulau-Pulau Kecil Perbatasan/PPKP), focusing on West Moa District, Southwest Maluku Regency, a geographically remote 3T (underdeveloped, frontier, and outermost) region facing serious educational challenges. The study adopted an evaluative approach using a descriptive qualitative design with quantified rubric-based scoring, grounded in Stake's Countenance Evaluation Model, in which competency achievement was benchmarked against the standards outlined in Indonesian Law Number 14 of 2005 on Teachers and Lecturers. Participants included five school principals and 18 certified elementary school teachers from five public primary schools in the district. Data were obtained through participatory observations, questionnaires, structured interviews, and document analysis, and were validated through triangulation of techniques and sources. Findings indicate that teachers demonstrate strong pedagogical competence (overall >92%), particularly in understanding learner characteristics (92.66%), communication with students (93.36%), and learning evaluation (94.66%). Professional competence also reached high levels (overall >90%), with the strongest result in lesson opening and closing (95.00%). In comparison, self-development scored lowest (89.90%) due to limited access to professional training networks in border areas. These results confirm that teacher certification has meaningfully strengthened pedagogical and professional capacities even under conditions of limited educational infrastructure. However, sustained, context-responsive professional development is essential to further enhance instructional quality in PPKP primary schools.
Co-Authors Anderson Leonardo Palinussa Batlolona, John Rafafy Dokolamo, Hamid Fadli, Muhammad Rijal Ima, Wa JAMALUDIN Jems Sopacua Julians Marantika Makaruku, Niel Marleny Leasa Nur Aida Kubangun * Pattiasina, Johan Rina Pusparani Septory, Jekriel Tanwey Gerson Ratumanan Titin Kempa Urlialy, Gesia