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All Journal Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Jurnal Bimbingan dan Konseling Terapan Pedagogika : Jurnal Pedagogik dan Dinamika Pendidikan Jurnal Teknologi Pendidikan : Jurnal Penelitian dan Pengembangan Pembelajaran Jurnal Bimbingan dan Konseling Pandohop Mangente: Jurnal Pengabdian kepada Masyarakat DEVOTIONIS: Journal of Community Service
Izak Jakobis Makulua
Universitas Pattimura
Religion Agriculture, Biological Sciences & Forestry Humanities Computer Science & IT Decision Sciences, Operations Research & Management Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Public Health Social Sciences Other

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PENGARUH PEMBELAJARAN KONTEKSTUAL DAN GAYA BERPIKIR TERHADAP HASIL BELAJAR SOSIOLOGI Izak Jakobis Makulua; Anselmus J. E Toenlioe; Sulton Sulton
Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Vol.1, No.10, Oktober 2016
Publisher : Graduate School of Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (433.119 KB) | DOI: 10.17977/jp.v1i10.6972

Abstract

This study aims at discovering the learning outcome of the students using CTL and conventional learning strategy and also to investigate the learning outcome of sociology among the students who possess a divergent and convergent thinking style. The result of this study showed that (1) the learning outcome of the students using CTL is higher than using conventional learning strategy, (2) the learning outcome of the students who possess a divergent thinking style is higher the students who possess a convergent thinking style, and (3) there is an interaction between learning strategy and both divergent and convergent thinking style in the learning outcome of the students.Penelitian ini bertujuan untuk mengetahui hasil belajar siswa yang diajar  menggunakan strategi pembelajaran CTL dan konvensional serta hasil belajar sosiologi siswa yang memiliki gaya berpikir divergen dan konvergen. Hasil penelitian menunjukan bahwa (1) hasil belajar sosiologi yang diajarkan dengan strategi pembelajaran kontekstual (CTL) lebih baik daripada hasil belajar siswa yang diajarkan dengan strategi pembelajaran konvensional, (2) hasil belajar siswa yang memiliki gaya berpikir divergen lebih baik dari hasil belajar siswa yang memiliki gaya berpikir konvergen, dan (3) terdapat interaksi antara strategi pembelajaran dan gaya berpikir divergen maupun konvergen dalam memberikan pengaruh terhadap hasil belajar siswa.
Pengaruh Dukungan Sosial Terhadap Stres Akademik Mahasiswa Rusnawati Ellis; Prisca Diantra Sampe; Sawal Mahaly; Izak Jacobis Makulua
PEDAGOGIKA: Jurnal Pedagogik dan Dinamika Pendidikan Vol 11 No 1 (2023): Pedagogika: Jurnal Pedagogik dan Dinamika Pendidikan
Publisher : Prodi Pendidikan Guru Sekolah Dasar (PGSD) FKIP Universitas Pattimura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/pedagogikavol11issue1page102-110

Abstract

Penelitian untuk mengetahui pengaruh dukungan sosial terhadap stres akademik mahasiswa. Penelitian ini menggunakan pendekatan kuantitaif. Sampel penelitian sebanyak 178 mahasiswa pada Jurusan Ilmu pendidikan FKIP Universitas Pattimura. Instrumen penelitian menggunakan skala dukungan sosial dan skala stres akademik dan dianalisis dengan regresi linear. Hasil penelitian menunjukan bahwa ada pengaruh yang signifikan dukungan sosial yang signifikan terhadap stres akademik mahasiswa dengan nilai signifikan 0.000 > 0.05 dan t hitung lebih besar dari t tabel (4.724 > 1.97353) maka H0 di tolak dan Ha diterima
Pendidikan Karakter pada Remaja Usia 12 Tahun melalui Kegiatan Character Champ Prisca Diantra Sampe; Izak Jakobis Makulua
MANGENTE: JURNAL PENGABDIAN KEPADA MASYARAKAT Vol 2, No 1 (2022): PENDIDIKAN KARAKTER DAN PEMBERDAYAAN MASYARAKAT
Publisher : IAIN AMBON

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33477/mangente.v2i1.3094

Abstract

Pendidikan karakter merupakan sebuah hal yang sangat penting, oleh sebab itu dilaksanakanlah character champ untuk meningkatkan dan mewujudkan pendidikan karakter khususnya pada remaja. Pendidikan karakter ini merupakan upaya untuk mengembangkan sikap etika, moral dan tanggung jawab yang dibutuhkan remaja dalam menjalani kehidupan sosialnya tanpa merugikan lingkungannya dengan tindakan– tindakan yang menyimpang dari nilai dan norma masyarakat. Pendidikan karakter bagi para remaja dapat menyaring informasi–informasi yang tidak sesuai bagi mereka. Informasi ‘tidak layak’ tersebut dapat diperoleh dari lingkungan sekolah, keluarga, bahkan lingkungan pertemanan. Apalagi dengan arus informasi, yang diakselerasi dengan kemajuan teknologi informasi yang begitu pesat. Akhir dari kegiatan ini adalah remaja mampu menerapkan pendidikan karakter serta menjadi pelajar pancasila.Kata kunci: pendidikan karakter, character champ, remaja
Family Influence on Student Mental Health and Academic Achievement in University Transition Sampe, Prisca Diantra; Sari, Dewi Puspita; Makulua, Izak Jakobis
Jurnal Bimbingan dan Konseling Terapan Volume 8, Issue 2, July 2024
Publisher : Guidance and Counseling Study Program, Pattimura University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/jbkt.v8i2.2009

Abstract

This study explores the crucial role of social support in facilitating the transition of adolescents from high school to university, focusing on two respondents, BM and MM. BM, in his second semester at a state university, struggles with the challenges of living independently in a boarding house, feeling significant emotional strain due to limited parental communication. MM, a student at a private university, maintains a close and supportive relationship with his father, despite the absence of his mother since he was two years old. The research highlights the importance of different types of social support—appraisal, belonging, and tangible—in aiding students' adaptation to university life. Appraisal support involves the availability of someone to discuss problems, while belonging support encompasses emotional and task-related assistance from family members. Tangible support refers to material assistance provided by parents. The findings indicate that effective social support, particularly from family, is essential for promoting mental health, academic success, and overall well-being during this critical transition period. The study underscores the need for future research to explore these dynamics further, considering broader cultural and socio-economic contexts that influence the availability and effectiveness of social support.
Psychoeducation of Mental Health in Adolescents Sampe, Prisca Diantra; Ellis, Rusnawati; Huliselan, Neleke; Makulua, Izak Jakobis
DEVOTIONIS Volume 1, Issue 1, January 2024
Publisher : CV. TOTUS TUUS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59397/dvs.v1i1.9

Abstract

Mental health is a very important issue in all human life, including adolescents. This is because adolescents in the age range of 10-19 years tend to experience a fairly high mental period. The purpose of this activity is so that teenagers will increase mental health awareness in adolescents. The implementation method is using the psychoeducational method in which there is the provision of material, discussions and presentations to adolescents. The results obtained are an increase in awareness of mental health in adolescents. Teenagers realize that mental health is important. With this activity, teenagers are moved to be better, especially in mental health issues.
Increasing the Ability of Psychological Testers in Counseling Guidance Students Sampe, Prisca Diantra; Sipahelut, Junita; Huliselan, Neleke; Makulua, Izak Jakobis
DEVOTIONIS Volume 1, Issue 2, July 2024
Publisher : CV. TOTUS TUUS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59397/dvs.v1i2.36

Abstract

The role of counseling and guidance professionals in modern education has become increasingly vital, particularly in addressing the diverse psychological and emotional needs of students. Among the critical competencies required for effective counseling is the ability to administer and interpret psychological tests, which are essential tools for assessing various psychological domains such as intelligence, personality, and emotional functioning. This study explores the significance of enhancing the skills of counseling guidance students as psychological testers, focusing on theoretical foundations, practical applications, and the need for targeted training programs. The study employed a quantitative approach, assessing participants' skills through a series of tests conducted during a two-day training session. The training aimed to bridge the gap between theoretical knowledge and practical application, offering students hands-on experience in administering and interpreting psychological tests. A total of 25 students participated in the training, and their performance was evaluated through written exams and practical tests. The results revealed that while most participants demonstrated a good understanding of the theoretical aspects, there were varying levels of proficiency in practical testing skills. The training proved effective in enhancing students' abilities, but it also highlighted the need for more structured and continuous practice to build confidence and competence. The findings suggest that targeted training programs are crucial for preparing counseling guidance students to meet the demands of their future professional roles. This study underscores the importance of investing in the professional development of counseling guidance students through comprehensive training programs. By equipping students with the necessary skills to administer and interpret psychological tests, these programs can improve the quality of counseling services and contribute to better psychological outcomes for individuals.
Augmenting Human Connection: A Systematic Review Of Artificial Intelligence In Counseling Practices, Ethics, And Cultural Adaptation Arjanto, Paul; Makulua, Izak Jakobis; Sampe, Prisca Diantra; Huliselan, Neleke; Ellis, Rusnawati
Jurnal Bimbingan dan Konseling Pandohop Vol 6 No 1 (2026): Jurnal Bimbingan dan Konseling Pandohop
Publisher : Universitas Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37304/pandohop.v6i1.20310

Abstract

The global mental health crisis, intensified by the COVID-19 pandemic, has highlighted significant gaps in access to psychological services, particularly in underserved and low-resource settings. Artificial Intelligence (AI) has emerged as a transformative tool in counseling, offering scalable, personalized, and cost-effective solutions such as chatbot-assisted therapy, affective computing, and AI-driven counselor training. However, its rapid adoption raises ethical and cultural challenges related to empathy, human connection, and algorithmic bias. This study analyzes how AI technologies—specifically chatbots, Natural Language Processing (NLP), and predictive analytics—are applied in counseling practices, focusing on their benefits, limitations, and ethical implications. It also proposes a strategic framework for responsible AI integration across individual, educational, and community counseling contexts. Employing a Systematic Literature Review (SLR) with an integrative qualitative approach, 60 peer-reviewed articles published between 2019 and 2025 were examined. Data were categorized into six themes: chatbot-based therapy, diagnostic tools, counselor education, client perceptions, cultural adaptability, and ethical governance. Findings reveal that while AI performs well in structured tasks such as CBT exercises, mood tracking, and initial assessments, it falls short in addressing complex relational needs like trauma, empathy, and cultural nuance. AI-simulated clients benefit counselor training but risk over-standardizing interpersonal skills. Client trust and satisfaction vary by age, digital literacy, and cultural context. Ethical concerns—such as data privacy, informed consent, and emotional manipulation—are prevalent. This study concludes that AI should complement, not replace, human counseling. It contributes a multidisciplinary synthesis and emphasizes the need for culturally sensitive AI systems, long-term outcome research, and explainable AI (XAI) frameworks for transparency and accountability.
Practice-Based Learning for Enhancing Teachers’ Capabilities in AR Media Production and LMS-Based Learning Management: Evidence From Remote Schools in Maluku Arjanto, Paul; Rumtutuly, Fransheine; Makulua, Izak Jakobis
Jurnal Teknologi Pendidikan : Jurnal Penelitian dan Pengembangan Pembelajaran Vol. 10 No. 4 (2025): Oktober (on progress)
Publisher : UNDIKMA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jtp.v10i4.17512

Abstract

Remote island regions in Maluku face persistent challenges such as limited internet connectivity, fragile infrastructure, and varied ICT competencies among teachers, which hinder the sustainability of digital learning. This study aimed to design and implement an integrated learning management sequence using the Moodle LMS combined with Assemblr AR media, and to evaluate its impact on teachers’ capacities in the context of remote schools. The research employed a quasi-experimental one-group pretest–posttest design involving 10 teachers at SDN 1 Waelata. The intervention included practice-based training and mentoring in LMS use (courses, activities, assessments) and no-code AR media production, measured through two pre–post instruments. Results demonstrated consistent and significant improvements: in AR production, mean scores increased from 7.9 to 16.8; in LMS management, from 8.7 to 17.2. Wilcoxon tests were significant for both (AR: Z = −2.848, p = 0.004, r ≈ 0.90; LMS: Z = −2.879, p = 0.004, r ≈ 0.91), with no negative ranks or ties, supported by operational evidence (activated courses, teacher–student accounts, and functioning classes). The findings conclude that an LMS–AR practice model is effective in strengthening teachers’ technical-pedagogical competencies and orchestrating digital classrooms under low-bandwidth conditions. The contribution lies in offering a replicable, auditable, and resilient TPACK–SAMR practice package for island schools. Future research should involve controlled trials with comparison groups, track student learning outcomes, examine sustainability and infrastructure issues, and explore the integration of local content across subjects.
Co-Authors Anselmus J. E Toenlioe Dewi Puspita Sari Mahaly, Sawal Neleke Huliselan, Neleke Paul Arjanto Prisca Diantra Sampe Prisca Diantra Sampe Rumtutuly, Fransheine Rusnawati Ellis Rusnawati Ellis Sampe, Prisca Diantra Sipahelut, Junita Sulton Sulton