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All Journal ETNOSIA : Jurnal Etnografi Indonesia Jurnal Penelitian Pendidikan IPA (JPPIPA) Pendas : Jurnah Ilmiah Pendidikan Dasar Jurnal Cendekia : Jurnal Pendidikan Matematika JIKAP PGSD: Jurnal Ilmiah Ilmu Kependidikan Academia Open Jurnal Riset Pendidikan Dasar (JRPD) Tafkir: Interdisciplinary Journal of Islamic Education Jurnal Pengabdian dan Edukasi Sekolah (Jubaedah) Jurnal Pengabdian Papua Ta'dib J-DEPACE (Journal of Dedication to Papua Community) Jurnal Pengabdian Masyarakat Journal of Innovative and Creativity J-Abdimas Cenderawasih Jurnal Pendidikan Progresif
Ali, Aisyah
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Penyelesaian Soal Cerita pada Pembelajaran Matematika dengan Pendekatan Pemecahan Masalah di SDN Inpres Depapre Kabupaten Jayapura Wasito, Wasito; Ali, Aisyah; Ristiani, Ria
J-Abdimas Cenderawasih Vol. 1 No. 1 (2023)
Publisher : Universitas Cenderawasih

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31957/jac.v1i1.2882

Abstract

This research was conducted at SDN Inpres Depapre Jayapura Regency with the aim of assisting elementary school teachers in solving word problems in learning mathematics using a Problem Solving approach. The subjects in this study were 6 teachers from SDN Inpres Depapre and 3 teachers from SD YPK Amai Depapre. This activity was carried out using the lecture method and direct accompaniment using cooperative learning methods, interactive collaborative between facilitators and elementary school teachers through a comprehensive study of learning. Training activities include giving general explanations from the facilitator then followed by practice activities discussing story problems with Problem Solving, then given the opportunity for teachers to practice solving story problems accompanied by the facilitator. The next stage is reflection and evaluation of the results that have been done. After carrying out this training activity, the training participants (teachers of SDN Inpres Depapre, Jayapura Regency) were very motivated and enthusiastic in developing their ability to solve math problems by applying a Problem Solving approach.
Sosialisasi Penggunaan Media Interaktif di Sekolah Dasar s, chelsi yuliana; Ali, Aisyah
J-Abdimas Cenderawasih Vol. 1 No. 1 (2023)
Publisher : Universitas Cenderawasih

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31957/jabdimascenderawasih.v1i1.4634

Abstract

his Community Service (PKM) activity is motivated by the challenges and needs of teachers at SDN Inpres Skouw Mabo, Jayapura City, Papua Province, in integrating technology, particularly interactive media, into the learning process. The main objectives of this activity were to enhance teachers' understanding and skills in selecting, using, and integrating various types of interactive media to create more engaging and effective learning. The implementation methods included needs assessment, material development, interactive socialization and training, and evaluation. The results showed a significant increase in teachers' understanding of the concepts and benefits of interactive media, as well as improved skills in using popular interactive platforms. Teachers' enthusiasm in designing the implementation of interactive media in their lesson plans (RPP) also increased. This activity concludes that socialization and practical training are effective in empowering teachers to adopt interactive media, which has the potential to improve the quality of learning at SDN Inpres Skouw Mabo.
Implementation of Multimedia-assisted Collaborative Game-Based Learning to Improve Competitive Spirit and Problem Solving Ability in Literacy Learning for Elementary Students Subrata, Heru; Judijanto, Loso; Aeni, Candra; Ali, Aisyah; Amir, Andi Subhan
Jurnal Pendidikan Progresif Vol 15, No 2 (2025): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpp.v15i2.pp1415-1430

Abstract

Implementation of Multimedia-assisted Collaborative Game-Based Learning to Improve Competitive Spirit and Problem Solving Ability in Literacy Learning for Elementary Students. Objectives: This study aims to analyze the effectiveness of collaborative game-based learning assisted by multimedia in improving the competitive spirit and problem solving skills of literacy learning for elementary school students. Methods: A quantitative research approach was used, with an experimental research design. The specific design was a one-group pre-test post-test design. The research subjects consisted of 30 grade 4-6 students from an elementary school in Surabaya. Data were collected through pre- and post-test assessments to evaluate the impact of the intervention. Findings: The findings revealed that the implementation of multimedia-assisted collaborative game-based learning had a significant positive effect on students' competitive spirit and problem-solving abilities. By integrating game elements with team-based collaboration, this approach enhanced students' literacy skills while fostering critical, creative, and analytical thinking. The collaborative nature of the games allowed students to engage in healthy competition, which not only boosted their motivation but also improved their teamwork and communication skills. Additionally, students developed negotiation skills and learned how to work cooperatively to achieve common goals, which are vital social competencies. Conclusion: In conclusion, the implementation of multimedia-assisted collaborative game-based learning proved to be an effective strategy for enhancing students' competitive spirit, problem-solving skills, and literacy development. The approach, by combining game elements with collaborative efforts, effectively promoted critical thinking and enhanced social skills, making it a promising educational tool for elementary school students. This study suggests that game-based learning, supported by multimedia, can be an engaging and effective method to improve both cognitive and social outcomes in literacy education. Keywords: collaborative learning, game-based learning, literacy learning, competitive spirit, problem solving skills.
Strengthening Critical Thinking Skills of Prospective Teacher Students through Inquiry Learning in Science Learning: An Explanatory Mixed Methods Study Ali, Aisyah; Bektiarso, Singgih; Walukow, Auldry Fransje; Narulita, Erlia; Kadir, Akhmad
Jurnal Penelitian Pendidikan IPA Vol 11 No 6 (2025): June
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i6.11232

Abstract

This study aims to explore the effectiveness of Inquiry-Based Learning (IBL) integrated with the local culture of Hem Re Yegokhe in improving the critical thinking skills of elementary school teacher candidates in a multicultural area. Using an explanatory sequential mixed methods design, this study began with a quantitative pretest–posttest measurement using an instrument based on the five dimensions of the California Critical Thinking Skills Test (CCTST), and continued with qualitative exploration through interviews and observations. A total of 173 students were divided into experimental and control groups. The results showed that the integration of the IBL approach and local cultural practices significantly improved critical thinking skills, especially in the dimensions of interpretation, analysis, and inference. The dimensions of evaluation and explanation experienced a more moderate increase, which was associated with the limited time of the intervention. Thematic analysis supported the quantitative findings and emphasized the role of cultural context in encouraging deep reflection and contextual awareness. The findings also revealed a gap in achievement between students from 3T and non-3T areas, indicating the need for scaffolding strategies and strengthening intercultural competence and social empathy. This study provides an empirical contribution to the development of a locally relevant and socially inclusive cultural-based pedagogical model. Implications include strengthening teacher education curricula, lecturer training, and policies that support the integration of local knowledge as a learning resource. Further research is recommended to be conducted longitudinally, develop culturally based assessment instruments, and explore other cultural practices as learning contexts.
Validated Culturally Responsive Science Assessment Using Integrated Content and Construct Analysis Ali, Aisyah; Bektiarso, Singgih; Walukow, Auldry Fransje; Narulita, Erlia; Kadir, Akhmad
Academia Open Vol. 10 No. 2 (2025): December
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.10.2025.12776

Abstract

(General Background) The alignment of science assessment with students’ socio-cultural contexts is essential to ensure fairness and meaningful measurement of learning outcomes. (Specific Background) However, most contextualized assessments in science education emphasize content validity without empirically confirming their construct structure, limiting their interpretive strength. (Knowledge Gap) There remains a lack of studies that integrate content, empirical, and construct validity evidence in culturally responsive instruments, particularly those designed in parallel pre–post forms. (Aims) This study aimed to develop and validate an ethnoscience-based pre–post instrument by linking Aiken’s Content Validity Ratio (CVR, 4-point scale) with Confirmatory Factor Analysis (CFA, CR/AVE). (Results) Findings from five expert reviews showed 22 of 40 items exceeded the conservative threshold (Aiken’s V ≥ 0.80; CVR = 1.00). Field trials (N = 50) demonstrated moderate difficulty and positive discrimination, while CFA confirmed a three-factor structure with good fit (χ² = 34.203, df = 24, p = 0.083; CFI = 0.94; TLI = 0.92; RMSEA = 0.065). Composite reliability ranged from 0.718–0.797, and AVE was adequate for two factors (0.506; 0.568) and marginal for one (0.459). (Novelty) The study presents a transparent “content–empirical–construct” decision trail rarely reported in ethnoscience assessment. (Implications) This integrative validation framework demonstrates that cultural responsiveness and psychometric rigor can coexist, guiding fair and contextual science learning evaluations. Highlights: Integrates Aiken–CVR and CFA for comprehensive validity evidence. Confirms three-factor model with strong reliability and moderate AVE. Demonstrates synergy between cultural relevance and measurement rigor. Keywords: Content Validity, Confirmatory Factor Analysis, Ethnoscience, Culturally Responsive Assessment, Psychometric Validation
EFEKTIVITAS BAHAN AJAR TEMATIK TERINTEGRASI KEARIFAN LOKAL KHOMBOW UNTUK MENINGKATKAN HASIL BELAJAR SISWA SELOLAH DASAR DI KECAMATAN SENTANI TIMUR KABUPATEN JAYAPURA Ali, Aisyah; Sukmawati; Elieser Kulimbang
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 01 (2025): Volume 10 Nomor 1, Maret 2025
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i01.22484

Abstract

This study aims assess the effectiveness of thematic teaching materials based on local wisdom “Khombouw” in improving the learning outcomes of elementary school students. These teaching materials are designed based on local cultural values to provide contextual and relevant learning experiences. The research method used was a quasi-experiment with a pretest-posttest nonequivalent control group design. The research subjects were 42 fourth grade students from two elementary schools, namely SD YPK Asei and SD Inpres Yoboi. The results of data analysis showed that the experimental group using “Khombouw”-based teaching materials had a significant increase in learning outcomes compared to the control group using conventional teaching materials (p < 0.05). This finding confirms that the integration of local wisdom in learning not only supports academic understanding but also strengthens students' cultural identity. In addition, the Discovery Learning model used helps students in exploring cultural values in an active and participatory manner. This research recommends the development of local wisdom-based teaching materials as a strategic approach to improving the quality of education in Indonesia, especially in areas with strong local cultural wealth.
Workshop Penggunaan Kartu Operasi Hitung Untuk Pembelajaran Materi Perkalian Faktor di SD Negeri Inpres Skouw Mabo, Jayapura Maniboey, Lidwina C.; Ali, Aisyah; Suwita, Suwita; Mudrikah, Siti
JURNAL PENGABDIAN PAPUA Vol 9 No 3 (2025)
Publisher : LPPM Uncen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31957/jpp.v9i3.4913

Abstract

This study aimed to optimize instruction in basic multiplication (multiplication of factors) at SDN Inpres Skouw Mabo, a public primary school located in the Indonesia–Papua New Guinea border area, through the use of Kartu Operasi Hitung (Arithmetic Operation Cards). The school has faced persistent challenges in addressing students’ difficulties with multiplication, which is a foundational concept in mathematics. Limited facilities and instructional resources have impeded the attainment of optimal understanding. Therefore, the introduction of a simple instructional manipulative - Arithmetic Operation Cards - was proposed to support a more visual and interactive learning process. The intervention consisted of teacher training on the use of the cards within mathematics lessons. The training covered both theoretical underpinnings and practical classroom strategies. Furthermore, direct classroom observations were conducted to evaluate the implementation of the manipulative and its influence on students’ understanding. The training and subsequent classroom implementation were expected to improve students’ understanding of multiplication and to strengthen their engagement with the learning process. Overall, these activities were intended to contribute positively to the quality of mathematics instruction at SDN Inpres Skouw Mabo. Moreover, the approach may inform the development of more interactive and enjoyable pedagogical methods and might contribute to efforts to enhance educational quality in border regions that often confront constraints in access and resources.
Culturally Responsive Community-Based Inquiry to Enhance Basic Scientific Literacy in Indigenous Papua Border Elementary Schools Ali, Aisyah; Kadir , Akhmad; Ristiani , Ria
Ta'dib Vol 28 No 2 (2025)
Publisher : Universitas Islam Negeri Mahmud Yunus Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/jt.v28i2.15908

Abstract

This study investigates the effectiveness of a community-based, culturally responsive science learning model in improving basic scientific literacy among elementary students in the Indonesia–Papua New Guinea border region. The research addresses the persistent problem of low scientific literacy, which is largely caused by instructional practices that overlook the ecological and cultural contexts of Indigenous Papuan communities. Using a one-group pretest–posttest design, the study involved 89 students from three Indigenous community schools. A culturally adapted 12-item instrument was employed to assess five dimensions of scientific literacy: conceptual knowledge, scientific processes, scientific ethics, attitudes toward science, and scientific behaviors. Data were analyzed using Shapiro–Wilk tests, paired t-tests or Wilcoxon signed-rank tests, N-Gain scores, and effect sizes. Results demonstrated statistically significant improvements across all dimensions (p < 0.001). N-Gain values ranged from 0.31 to 0.36, indicating moderate learning gains, while effect sizes fell within the small-to-moderate range. These findings show that integrating local ecological practices—particularly through sago-based inquiry activities—and involving Indigenous community members meaningfully enhanced students’ engagement, conceptual understanding, and reflective scientific behaviors. The study concludes that a culturally grounded community-based instructional approach contributes to more equitable, contextually relevant, and sustainable science education in Indigenous and borderland school settings.
Pengaruh Pesan Human Interest dalam Kampanye ‘Everyone Can Be Cool ’ Terhadap Citra Merek RUCAS di TikTok Ali, Aisyah; Ramadhania, Fanesa; Pebriana, Rina
Journal of Innovative and Creativity Vol. 6 No. 1 (2026)
Publisher : Fakultas Ilmu Pendidikan Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joecy.v6i1.6717

Abstract

Perkembangan media sosial, khususnya TikTok, mendorong merek untuk mengadopsi strategi Digital Public Relations yang berorientasi pada kedekatan emosional audiens. Salah satu pendekatan yang banyak digunakan adalah pesan human interest yang menekankan nilai kemanusiaan, keaslian, dan relevansi dengan kehidupan sehari-hari. RUCAS sebagai merek fesyen lokal Indonesia menerapkan pendekatan ini melalui kampanye “Everyone Can Be Cool” di TikTok dengan menampilkan individu non-selebritas sebagai representasi audiens nyata, sehingga pesan yang disampaikan terasa lebih autentik dan mudah diterima. Penelitian ini bertujuan untuk mengetahui pengaruh pesan human interest terhadap citra merek RUCAS di TikTok. Penelitian menggunakan pendekatan kuantitatif dengan metode survei. Data dikumpulkan melalui kuesioner online yang disebarkan kepada 100 pengguna TikTok yang pernah melihat kampanye tersebut. Pemilihan responden dilakukan menggunakan teknik purposive sampling berdasarkan kriteria tertentu. Data yang diperoleh dianalisis menggunakan regresi linear sederhana untuk menguji hubungan antara variabel pesan human interest dan citra merek. Hasil penelitian menunjukkan bahwa pesan human interest berpengaruh positif dan signifikan terhadap citra merek RUCAS di TikTok. Nilai koefisien determinasi (R²) sebesar 0,589 menunjukkan bahwa pesan human interest memberikan kontribusi yang cukup besar dalam membentuk citra merek. Temuan ini menegaskan bahwa strategi Digital Public Relations berbasis pesan human interest efektif dalam membangun citra merek yang positif dan relevan bagi audiens media sosial, khususnya pada platform TikTok.
Teacher Readiness Instrument for Culturally Responsive Teaching (CRT) in Papua Border Schools: Construct Validity, Reliability, and Measurement Invariance Ali, Aisyah; Kadir, Akhmad; Ristiani, Ria
Jurnal Penelitian Pendidikan IPA Vol 11 No 11 (2025): November
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i11.13029

Abstract

This study addressed the need to strengthen science literacy in the Indonesia–Papua New Guinea border region through Culturally Responsive Teaching (CRT) by developing and validating a context-appropriate teacher readiness instrument for indigenous communities. The instrument was specified as a multidimensional model encompassing pedagogical knowledge, efficacy, school contextual support, culturally responsive planning and materials, culturally responsive assessment, and community collaboration. A layered, cross-sectional validation was conducted: expert judgment for content validity, target-user assessment for face validity/readability, a limited pilot (approximately 30 respondents), and confirmatory factor analysis (CFA) on the main sample; measurement invariance (MI) across gender, years of service, and certification was tested sequentially. Content validity met predefined standards: all items achieved I-CVI ≥ .78 and S-CVI/Ave = .917; qualitative feedback prompted the alignment of terminology and local examples without altering construct coverage. Internal reliability was adequate (α and ω ≥ .70). CFA indicated acceptable fit; most loadings were ≥ .50; CR ≥ .70; AVE ≥ .50; and discriminant validity was satisfied. Measurement invariance was established up to the scalar level for gender and certification, and up to the metric level for years of service; comparisons of latent means by years of service therefore require a partial scalar approach based on the problematic indicators. A known-groups test showed a practically meaningful difference between certified and non-certified teachers (Cohen’s d ≈ 0.63; p < .05). Overall, the instrument is culturally adapted and empirically validated, enabling program evaluation and targeted professional development toward inclusive, culturally responsive science education.
Co-Authors Akhmad Kadir Andi Subhan Amir, Andi Subhan Candra Aeni Chelsi Yuliana S Elieser Kulimbang Erlia Narulita Fredrik Sokoy HERU SUBRATA Hidayah, Hidayah Judijanto, Loso Kaigere, Daud Korwa, Lofsten Festus Maniboey, Lidwina C. Marsuki Marsuki, Marsuki Pawennari Hijjang Poli, Agustina Ivonne Ramadhania, Fanesa Rina Pebriana, Rina Ristiani , Ria Ristiani Ria Ristiani, Ria Rusli, Tiffany Shahnaz S, Chelsi Yuliana Singgih Bektiarso siti mudrikah Sukmawati sukmawati Sumawan, Sumawan Suwita, Suwita Tey, Kristianti Usman Idris Walukow, Auldry Fransje Wasito Wasito Yuliana, Chelsi