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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 J-DEPACE (Journal of Dedication to Papua Community) Jurnal Pengabdian Masyarakat 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.
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.
Fostering School Quality and Parental Participation: The Strategic Impact of Women’s Transformational Leadership and Innovation Yani, Dwi; Judijanto, Loso; Singerin, Sarlota; Ramadhan, Narendra Jumadil Haikal; Ali, Aisyah; Solicha, Solicha
Jurnal Pendidikan Progresif Vol 16, No 1 (2026): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpp.v16i1.pp237-258

Abstract

This study aims to evaluate the impact of women’s transformational leadership within leadership innovation programs on school quality and parental participation. While transformational leadership has been widely studied, research on the specific contributions of female leaders in educational contexts remains limited. This study addresses that gap by examining how women’s leadership practices foster inclusive school cultures, enhance teacher motivation, and build stronger family–school partnerships. A quantitative, cross-sectional, correlational design was utilized. Data were collected from 100 teachers in Malang City, Indonesia, led by female principals, using a structured questionnaire on transformational leadership, school quality, and parental participation. The data were analyzed with Structural Equation Modeling (SEM) using SmartPLS to test measurement reliability and examine relationships among variables. The results indicate that women’s transformational leadership significantly influences the implementation of leadership innovation programs, thereby strengthening both parental participation and school quality. Leadership innovation programs mediated the relationship, showing strong indirect effects on educational outcomes. Direct effects were also confirmed: women leaders’ practices of empathy, collaboration, and participatory communication were positively associated with teacher engagement, parental involvement, and improved school quality. These findings highlight the unique relational strengths of female transformational leadership in fostering inclusive and effective educational environments. Conclusion: Empowering women leaders through leadership innovation programs is vital to enhancing school effectiveness. Women’s transformational leadership not only drives innovative practices but also reinforces trust-based collaboration among teachers, parents, and administrators. The implications suggest that policies should prioritize inclusive leadership development for women to ensure sustainable improvements in parental participation and school quality. This research contributes to a deeper understanding of the strategic role of female leadership in shaping resilient and high-performing schools. Keywords: leadership innovation programs, women’s transformational leadership, school quality, parental participation.
Negotiating Taboo, Culture, and Science: Culturally Responsive Science Learning for Reproductive Health Literacy of Elementary School Teacher Candidates in Papua Ali, Aisyah; Kadir, Akhmad
Jurnal Penelitian Pendidikan IPA Vol 12 No 1 (2026)
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v12i1.13760

Abstract

Reproductive health literacy in Papua still faces various socio-cultural challenges, such as body taboos, customary norms, and religious values ​​that limit open discussion about reproduction. These conditions also impact prospective elementary school teacher students who will later serve as health educators for children. This study will investigate how prospective teacher students negotiate taboos, culture, and scientific knowledge in culturally responsive science learning to develop reproductive health literacy. The study used a narrative inquiry approach involving five of 28 fifth-semester students in the Elementary School Teacher Education (PGSD) Study Program in Papua. Data were collected through in-depth narrative interviews, weekly reflective journals, and participant observation, then analyzed using Clandinin's three-dimensional narrative framework (temporality, sociality, and place). The results of the study indicate a process of transformation from taboo body language to meaningful scientific language, negotiation between indigenous knowledge, religion, and science, the formation of the class as a safe space for dialogue, and the development of students' professional identities as prospective health educators. These findings confirm that culturally responsive science learning not only enhances cognitive understanding but also plays a significant role in strengthening reproductive health literacy and pedagogical readiness of prospective elementary school teachers in Papua.
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 Ramadhan, Narendra Jumadil Haikal Ristiani Ria Ristiani, Ria Rusli, Tiffany Shahnaz S, Chelsi Yuliana Singerin, Sarlota Singgih Bektiarso siti mudrikah Solicha, Solicha sukmawati Sukmawati Sumawan, Sumawan Suwita, Suwita Tey, Kristianti Usman Idris Walukow, Auldry Fransje Wasito Wasito Yani, Dwi Yuliana, Chelsi