Articles
<![CDATA[Vean tradition as a local wisdom of customary people and its relevance to maritime history learning ]]>
<![CDATA[Agustinus Ufie]]>;
<![CDATA[Jenny K Matitaputy]]>;
<![CDATA[Jeanet Kufla]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 14, No 4: November 2020 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v14i4.16401
<![CDATA[Vean is a tool used to catch fish in traditional way in Ohoi Disuk, Kei Island, in Southeast Maluku. This study aims to examine vean tradition as a local wisdom of customary people that has been inherited from generation to generation. This research uses qualitative method applying descriptive analytical approach. The number of respondents is 10 people. The results show that the construction of vean resembles the human body, which implies that humans must move their limbs to work in order to meet the life needs. In addition, vean (sero) can also build relationship between the sea and humans as keepers and connoisseurs of nature. Vean has three main motivations, namely economic aspect to create quality of life, social aspect to develop a sense of justice without expecting anything in return, and ecological aspect for the conservation of ecosystems and marine life. On the other hand, vean has very meaningful values to maintain kinship and brotherhood in building social relations, creating a good social harmony. Based on the perspective, motivation, and values contained in vean, this local wisdom can be used as a way to strengthen maritime culture in history learning because it comes from the culture of local community as a source of learning.]]>
<![CDATA[ARTS AND CULTURE EXHIBITION: CHARACTERISTICS OF MALUKU AS A MULTICULTURAL COMMUNITY IN MULTICULTURAL EDUCATION COURSES ]]>
<![CDATA[jenny koce matitaputty]]>
<![CDATA[ Candrasangkala: Jurnal Pendidikan dan Sejarah Vol 5, No 2 (2019) ]]>
Publisher : <![CDATA[Universitas Sultan Ageng Tirtayasa ]]>
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DOI: 10.30870/candrasangkala.v5i2.6483
<![CDATA[In the context of multiculturalism, education must reward the reality of plurality. Multicultural education is truly felt to have a very important space to be presented in the world of education as a solution to the appreciation of the plurality of Indonesian society. Performing arts and culture is one of the concrete steps to teach students as prospective teachers to be able to recognize the various characteristics of Maluku society as a multicultural society. This study used a qualitative method and was conducted on students of the historical education study program at the Faculty of Education and Teacher Training at Pattimura University. Data collection using observation techniques, interviews and questionnaires. The results of the study show that through art and cultural performance activities that are packaged in multicultural education learning clarify the characteristics of Maluku as a multicultural society, increase students' knowledge to appreciate the plurality of Maluku as a multicultural society, increase student awareness to be part of the people of Maluku, Indonesia and the World in maintaining world peace as well as providing hope to students in building the spirit of life of orang Basudara in Maluku.]]>
<![CDATA[IMPLEMENTASI EDUCATION FOR SUSTAINABLE DEVELOPMENT (ESD) MELALUI EKOPEDAGOGI DALAM PEMBELAJARAN DI SMP NEGERI 8 AMBON ]]>
<![CDATA[Jenny Koce Matitaputty]]>;
<![CDATA[Agustinus Ufie]]>;
<![CDATA[Wa Ima]]>;
<![CDATA[Poltjes Pattipeilohy]]>
<![CDATA[ BUDIMAS : JURNAL PENGABDIAN MASYARAKAT Vol 4, No 1 (2022): BUDIMAS : VOL. 04 NO. 01, 2022 ]]>
Publisher : <![CDATA[LPPM ITB AAS Indonesia Surakarta ]]>
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DOI: 10.29040/budimas.v4i1.3532
<![CDATA[Implementasi ESD dalam berbagai perkembangannya dibagi menjadi beberapa kategori. Pertama, implementasi dalam bidang pendidikan formal. Kedua dalam bidang komunitas. Fokus pelaksanaan kegiatan ini ditujukan dalam bidang pendidikan formal. Penerapan ESD dalam bidang ini ditujukan pada institusi pendidikan, seperti sekolah untuk melakukan edukasi kepada para peserta didik dan juga guru terkait dengan persoalan dan tantangan pendidikan untuk pembangunan yang berkelanjutan. Permasalahan yang ditemukan saat studi pendahuluan di SMP mitra adalah kurangnya kesadaran terhadap lingkungan sekolah dengan masih banyak ditemui lahan kosong yang tidak dioptimalkan juga daerah sekolah yang dekat dengan pantai mengalami tingkat abrasi yang signifikan padahal sekolah SMP Negeri 8 Ambon sejak tahun 2018 sudah ditetapkan sebagai sekolah ramah anak dan di tahun 2021 dinobatkan menjadi sekolah pantai Indonesia. Tentu hal ini menjadi permasalahan utama bagi sekolah. Metode dalam penelitian ini dimulai dari tahap sosialisasi, pendampingan dan desain perangkat kurikulum berbasis EDS, Implementasi dan evaluasi. Hasil kegiatan pengabdian ini menunjukan bahwa setelah peserta mengikuti proses sosialisasi, selanjutnya pendampingan perangkat dan implementasi menunjukan Prinsip Education for Sustainable Development (ESD) melalui Ecopedagogi membantu pihak sekolah (guru) dalam mengembangkan perangkat kurikulum (RPP) yang dekat dengan siswa serta dapat membantu siswa mampu berfikir kritis untuk membuat keputusan. Guru 100% sangat senang dengan pembelajaran berbasis lingkungan ini karena dapat membatu pihak sekolah yang saat ini dinobatkan menjadi salah satu sekolah pantai nasional di Indonesia. Kata Kunci: Education for sustainable development, Ekopedagogi, SMP Negeri 8 Ambon.]]>
<![CDATA[MODEL PEMBELAJARAN ISU-ISU KONTROVERSIAL DALAM PEMBELAJARAN SEJARAH ]]>
<![CDATA[Jenny K. Matitaputy]]>
<![CDATA[ Sosio-Didaktika: Social Science Education Journal Vol 3, No 2 (2016) ]]>
Publisher : <![CDATA[Faculty of Education and Teacher Training, UIN (State Islamic University) Syarif Hidayatul ]]>
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DOI: 10.15408/sd.v3i2.4365
<![CDATA[AbstractLearning history has a meaning that is very important in shaping the characteristics of the community and the nation. History as part of a social science that has extensive learning resources, both in the classroom or outside the classroom. This article seeks to provide an overview of the development of the learning model of controversial issues in the teaching of history. Through the development of learning models of controversial issues are expected to study history will be able to train and develop students’ critical thinking skills and to train and develop a tolerant attitude while dealing with different situations and conditions (pros and cons). Through learning model of controversial issues, the teaching of history is no longer monotonous and boring, but dynamic and exciting learning.Abstrak Pembelajaran sejarah mengandung makna yang sangat penting dalam membentuk karakteristik masyarakat dan bangsa. Sejarah sebagai bagian dari IPS memiliki sumber belajar yang luas, baik di dalam kelas ataupun di luar kelas. Artikel ini berusaha memberikan gambaran tentang pengembangan model pembelajaran isu-isu kontroversial dalam pembelajaran sejarah. Melalui pengembangan model pembelajaran isu-isu kontroversial diharapkan pembelajaran sejarah akan mampu melatih dan mengembangkan kemampuan berpikir kritis siswa serta melatih dan mengembangan sikap toleran saat berhadapan dengan situasi dan kondisi yang berbeda (pro dan kontra). Melalui model pembelajaran isu-isu kontroversial, pembelajaran sejarah bukan lagi bersifat monoton dan membosankan, melainkan pembelajaran yang dinamis dan menarik.Pengutipan: Matitaputty, J. K. (2016). Model Pembelajaran Isu-isu Kontroversial dalam Pembelajaran Sejarah. SOSIO DIDAKTIKA: Social Science Education Journal, 3(2), 2016, 184-192. doi:10.15408/sd.v3i2.4365.Permalink/DOI: http://dx.doi.org/10.15408/sd.v3i2.4365]]>
<![CDATA[Pengembangan Media Pembelajaran Komik Situs-Situs Peninggalan Sejarah Pada Mata Kuliah Kepariwisataan Sejarah FKIP Unpatti ]]>
<![CDATA[Natalya Claire Pessy]]>;
<![CDATA[Jenny Koce Matitaputty]]>;
<![CDATA[Bety D.S. Hetharion]]>
<![CDATA[ Jurnal Ilmiah Wahana Pendidikan Vol 8 No 5 (2022): Jurnal Ilmiah Wahana Pendidikan ]]>
Publisher : <![CDATA[Peneliti.net ]]>
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DOI: 10.5281/zenodo.6468997
<![CDATA[This research is actually intended to develop a learning media for comics on historical heritage sites in the Historical Tourism course in the History Education Study Program. This course studies the theory and practice of historical heritage sites in Maluku, how students should be able to become historical tour guides through this course. With the ADDIE learning design model starting from the stages of Analysis, Design, Development, Implementation and Evaluation. This study uses research and development methods that are used to produce certain products and test the effectiveness of these products. The location in this research is the History Education Study Program, FKIP UNPATTI, with data collection techniques, using instruments in the form of knowledge test sheets, and interviews. The results of this study indicate an increase in student learning outcomes as well as awareness in preserving God-given nature for the sustainability of the Maluku generation where there is a significant difference in the cognitive scores of learning media at historical heritage sites on the island of Ambon before and after the application of media from the acquisition of the t-count value. of -29.859 with a sig-tailed of 0.00, because 0.00 < from 0.05.]]>
<![CDATA[PENDIDIKAN NILAI SOSIAL BUDAYA DALAM KELUARGA DAN LINGKUNGAN MASYARAKAT SUKU NUAULU DI PULAU SERAM ]]>
<![CDATA[Jenny Koce Matitaputty]]>
<![CDATA[ PEDAGOGIKA: Jurnal Pedagogik dan Dinamika Pendidikan Vol 4 No 2 (2016): Pedagogika: Jurnal Pedagogik dan Dinamika Pendidikan ]]>
Publisher : <![CDATA[Prodi Pendidikan Guru Sekolah Dasar (PGSD) FKIP Universitas Pattimura ]]>
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DOI: 10.30598/pedagogikavol4issue2page96-107
<![CDATA[This study aimed to revea l the information about educational of Nuaulu clan communities in Ceram Island, Central Maluku regency which still hold their high socio-cultural value. How do they pass, teach and construct all socio-cultural value to their next generation in order they can still maintain what they have so it can grew together one another in peace and harmony? To answer these questions, the researcher needed to explore more detail in understanding about Nuaulu clan in socio-cultural educational in their family and environment around them. Research metodologi used in this research was qualitative research by using study cases appropriate. Based on the analysis of issue, the researcher stateted the key informants were selected by purposive with snowball sampling based on the consideration of the fasibility and research purposes, namely the case of the five family of Nuaulu clan which have a central role in the lives of community of Nuaulu clan. While the supporting informants were those who consider worthy of giving information related to the research objectives. Based on the result of the data, Education and Socio-cultural Value (ESDV) with in the families and the rest of Nuaulu society had been done through ritual of traditional ceremony as signed to meet and individual growth in their live especially since pregnancy (9 months), birth, adult (women and men) and marriage as well as their characteristic of the seven elements of culture. The result of this research shown that there were several meaningful traditional ceremonies and characteristics Nuaulu clan. The great value was relefan, integrative and contributive to the socio-cultural value of education, so it needs to be developed.]]>
<![CDATA[The Effectiveness of the Learning Cycle 5E Learning Model in an Effort to Improve Learning Outcomes of History ]]>
<![CDATA[Jenny Koce Matitaputty*]]>;
<![CDATA[Jems Sopacua]]>
<![CDATA[ JIM: Jurnal Ilmiah Mahasiswa Pendidikan Sejarah Vol 8, No 2 (2023): April, Social and Religious Aspect in History, Economic Science and Law ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/jimps.v8i2.24816
<![CDATA[Learning is a process of changing behavior and knowledge. The learning process becomes a system of learning. The results of observations made at SMA Negeri 34 Central Maluku Province of Maluku in history subjects revealed that cognitive learning outcomes in students were still low. One learning model that can train students in solving problems is done by applying the 5E Learning Cycle model. This study aims to analyze the effect of using the 5E Learning Cycle learning model on history learning outcomes at Central Maluku State Senior High School and to analyze the effectiveness of using the 5E Learning Cycle learning model in improving history learning outcomes at Central Maluku State Senior High School 34. This type of research is a pure experiment using a pretest-posttest group design. The samples in this study were students of class XI C as the experimental class and class XI B as the comparison class. The results of data analysis in this study concluded that: (1) the Learning Cycle 5E learning model had an effect on the results of learning history at SMA Negeri 34 Central Maluku; (2) the Learning Cycle 5E learning model is effective in improving history learning outcomes at SMA Negeri 34 Central Maluku.]]>
<![CDATA[Comic Media Development Remaining World War II Historical Site in Ambon Island ]]>
<![CDATA[Jenny Koce Matitaputty]]>;
<![CDATA[Johan Pattiasina]]>;
<![CDATA[Jems Sopacua]]>
<![CDATA[ HISTORIA: Jurnal Program Studi Pendidikan Sejarah Vol 12, No 1 (2024): HISTORIA: Jurnal Program Studi Pendidikan Sejarah ]]>
Publisher : <![CDATA[UNIVERSITAS MUHAMMADIYAH METRO ]]>
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DOI: 10.24127/hj.v12i1.8646
<![CDATA[The purpose of this study was to develop appropriate comic learning media for Ambon Island historical heritage sites for students of the History Education Study Program at Pattimura University. To answer the existing problems, the researcher uses the Research and Development method using the ADDIE research model which consists of five stages, namely Analysis, Design, Development, Implementation, and Evaluation. The data analysis technique was carried out descriptively and the data questionnaire was calculated qualitatively for expert validation and quantitatively for testing student respondents in history education study programs. The results showed that the validation results from learning material experts obtained a score of 40 and the percentage was 90%. The validation results from learning media experts obtained a score of 92 with a percentage of 96.8%. The validation results from linguists obtained a score of 31 and the percentage was 88.6%. Meanwhile, for student responses to learning media, a pretest test was carried out on 25 students of the history education study program which was 38.4 while the posttest score was 95.12.]]>
<![CDATA[PELATIHAN PENGGUNAAN E-LEARNING PLATFORM WORDWALL SEBAGAI MEDIA PEMBELAJARAN INTERAKTIF BERBASIS IT PADA GURU SMP NEGERI 8 AMBON ]]>
<![CDATA[Jenny Koce Matitaputty]]>;
<![CDATA[Jacomina Selfisina Kailuhu]]>;
<![CDATA[Sartika Sahupala]]>;
<![CDATA[Susan E. Manakane]]>
<![CDATA[ BUDIMAS : JURNAL PENGABDIAN MASYARAKAT Vol 5, No 2 (2023): BUDIMAS : Jurnal Pengabdian Masyarakat ]]>
Publisher : <![CDATA[LPPM ITB AAS Indonesia Surakarta ]]>
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DOI: 10.29040/budimas.v5i2.9024
<![CDATA[Pendekatan pembelajaran yang sesuai dengan karakteristik generasi Z saat ini mengharuskan Pendidik harus melek dengan teknologi sehingga pembelajaran akan menyenangkan dan bermakna sekaligus tujuan pembelajaran dapat tercapai. Beberapa Platform dapat digunakan sebagai media sekaligus alat evaluasi yang dapat dalam proses pembelajaran, Aplikasi Wordwall adalah salah satu alternative tersebut karena itu pelatihan platform Wordwall sebagai media pembelajaran interaktif bertujuan membantu guru untuk menciptakan pembelajaran yang inovatif sekaligus membantu guru dalam melakukan evaluasi pembelajaran. Metode pelatihan terdiri dari 3 langkah yaitu persiapan (surat menyurat dan koordinasi serta analisis kebutuhan), impelementasi (sosialisasi dan pelatihan/prkatik dan pendampingan) dan evaluasi (testimony dan post test). Peserta pelatihan terdiri dari 12 orang. Hasil penelitian menunjukan bahwa peserta pelatihan sangat antusias dan mampu menciptakan beragam media belajar dengan aplikasi wordwall, hal ini juga Nampak dari testimoni 3 orang guru dan hasil post test yang menyatakan bahwa adanya indeks kepuasan peserta dengan topic pelatihan wordwall 9 Peserta (75%) menyatakan sangat menarik, indeks kesesuaian aplikasi dengan kebutuhan media mengajar guru 9 Peserta (75%) menyatakan Sangat sesuai, indeks tentang sikap selama proses pendampingan yang diberikan dalam pelatihan, 11 peserta (91.7%) menyatakan Sangat Puas. Kebermanfaaran materi aplikasi wordwall sebagai media belajar bagi guru di kelas, 10 para peserta atay 83.3% menyatakan Sangat setuju dan 12 peserta (100 %) siap menindaklanjuti penggunaan aplikasi Wordwall dalam pembelajaran.]]>
<![CDATA[PELATIHAN RISET PENELITI BELIA TENTANG SEJARAH DAN BUDAYA DI MALUKU PADA GURU DAN SISWA SMP KRISTEN LEIHITU BARAT KABUPATEN MALUKU TENGAH ]]>
<![CDATA[Bety D.S Hetharion]]>;
<![CDATA[Jenny Koce Matitaputty]]>;
<![CDATA[Jacomina S. Kailuhu]]>;
<![CDATA[Mevi Bozed Tanikwele]]>
<![CDATA[ BUDIMAS : JURNAL PENGABDIAN MASYARAKAT Vol 6, No 1 (2024): BUDIMAS : Jurnal Pengabdian Masyarakat ]]>
Publisher : <![CDATA[LPPM ITB AAS Indonesia Surakarta ]]>
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DOI: 10.29040/budimas.v6i1.11349
<![CDATA[Probematika pendidikan di Maluku begitu kompleks baik dari segi pembelajaran hingga keterbatasan akses sarana prasarana karena Maluku adalah salah satu Provinsi kepulauan yang tersebar sehingga salah satu Yayasan pendidikan yakni Pendidikan Kristen Dr. J.B Sitanala yang memiliki jumlah sebaran sekolah yayasan terbanyak di Provinsi Maluku dengan data 457 sekolah dari Maluku hingga Maluku Utara merasakan perlunya peningkatan mutu pendidikan dengan cara menumbuhkan minat peneliti belia dengan mengusung kurikulum berbasis Riset. Untuk menunjang kegiatan peneliti belia tersebut perlu dilakukan pendampingan kepada guru maupun siswa dalam memahami tentang metodologi penelitian baik itu penelitian sejarah maupun budaya. Dengan memahami Metodologi penelitian tentu akan membantu guru dan siswa memahami tahap demi tahap dalam melakukan riset dalam bidang sejarah dan budaya. Metode pelatihan terdiri dari 3 langkah yaitu persiapan (surat menyurat dan koordinasi serta analisis kebutuhan), impelementasi (sosialisasi dan pelatihan/prkatik dan pendampingan) dan evaluasi (testimony dan post test). Peserta pelatihan terdiri dari 8 guru dan 45 siswa. Hasil penelitian menunjukan bahwa peserta pelatihan sangat antusias dan pihak sekolah langsung membentuk 5 kelompok riset belia yang selanjutnya akan mendapat pendampingan oleh Tim pengabdian. Hal ini juga Nampak dari testimoni kepala sekolahdan guru IPS yang menyatakan bahwa kegiatan ini sangat bermanfaat bagi guru dan siswa sehingga tahu langkah-langkah dalam melakukan penelitian. Selain itu adanya indeks kepuasan peserta dengan topik pelatihan metodologi penelitian sejarah dan budaya (90 %) menyatakan sangat menarik, indeks kesesuaian materi dengan kebutuhan guru pada sekolah Yayasan Kristen J.B Sitanala dalam menghasilkan Periset Belia (100%) menyatakan Sangat sesuai, indeks tentang sikap selama proses pendampingan yang diberikan dalam pelatihan, peserta (100 %) menyatakan Sangat Puas. Kebermanfaaran materi dalam mempersiapkan periset belia (100%). Terakhir siap menindaklanjuti pelatihan ini untuk menghasilkan riset belia (100%) peserta menyatakan sangat setuju.]]>
