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All Journal Jurnal IKA PGSD : Ikatan Alumni PGSD UNARS Aceh Anthropological Journal Journal La Edusci Jurnal Cakrawala Ilmiah
Tangahu, Wirna
Universitas Muhammadiyah Gorontalo
Religion Arts Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Public Health Social Sciences Other

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Learning in the Pandemic Period: The Role of Teachers and Student Learning Motivation in Elementary Schools, Gorontalo Wirna Tangahu
Journal La Edusci Vol. 3 No. 2 (2022): Journal La Edusci
Publisher : Newinera Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37899/journallaedusci.v3i2.598

Abstract

In 2020 Indonesia has become home to the outbreak of the pandemic that occurred in Wuhan. The pandemic, known as COVID-19, has not only attacked this country but all countries in the world. The spread of COVID-19 has had an unfavorable effect on all sectors of life, including education. Educational institutions have been paralyzed by moving learning that was originally carried out in schools and higher education institutions being transferred to homes. Students, students and students study and do activities at home following the ban on gathering outside the home. This situation requires teachers, especially in elementary schools, to adapt themselves and their environment to new situations. Teachers are forced to get acquainted with various online learning applications such as Zoom meating, goggle meating and several other applications. Teachers are required to be more innovative in creating online learning spaces that are more interesting and not boring. This effort is made so that students are motivated to learn so that their achievement does not decrease due to the pandemic situation.
PENDIDIKAN KARAKTER BERBASIS NILAI-NILAI AGAMA DAN MORAL DI RAUDHATUL ATFAL AL-ISHLAH KOTA GORONTALO Wirna Tangahu; Samsi Pomalingo
Jurnal Cakrawala Ilmiah Vol. 1 No. 5: Januari 2022
Publisher : Bajang Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (305.296 KB) | DOI: 10.53625/jcijurnalcakrawalailmiah.v1i5.1195

Abstract

Character education is an effort made to guide and direct someone to behave well in life. The values of character education taught include faith, caring, honesty, discipline, cleanliness, respect and courtesy. The development of student character at Raudhatul Atfal Al-Ishlah does not only from the curriculum that has been prepared by the institution, but also uses the Koran and the Hadith of the Prophet as a source in the application of character education for students. No wonder this school is named as the center for integrated Islamic Early Childhood Education (PPIT) al-Ishlah. Because it makes the Koran and Hadith as a source of reference or references in inculcating religious and moral-based character values for students. But on the other hand the role model (figure), the lack of discipline from some teachers and the habituation of good character in children at school are not continued by parents when the children are at home, and ta'lim activities for parents are less than optimal become obstacles in sustainability of character education. This study focuses on how to implement character education based on religious and moral values in Raudhatul Atfal al-Islah, Gorontalo City. This research model is a qualitative research. Data collection techniques were carried out through participatory observation, interviews, and documentation.
Suku Polahi: Kelompok Marginal Warisan Kolonialisme di Pegunungan Gorontalo Pomalingo, Samsi; Yusuf, Indra Dewi Sery; Tangahu, Wirna
Aceh Anthropological Journal Vol. 9 No. 1 (2025)
Publisher : Department of Anthropology

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29103/aaj.v9i1.21318

Abstract

The Polahi tribe is one of the ethnic groups living in the Gorontalo Mountains of Indonesia and is a legacy of colonialism that has significantly impacted their social and cultural structure. This study analyzes the marginalization of the Polahi tribe in Gorontalo, rooted in Dutch colonial policies. This research employs a qualitative approach through anthropology with ethnographic methods. Data collection was conducted through participatory observation, in-depth interviews, and documentation. The data were analyzed thematically using data triangulation. The findings indicate that geographical isolation reinforces social disconnection, stigma, and stereotypes as a primitive group. Marginalization occurred due to the taxation system and forced labor, which compelled the Polahi tribe to isolate themselves in the Boliyohuto Mountains to avoid exploitation and abuse by the Dutch colonizers. Colonial policies that forced them to flee to the mountains created significant social disconnection, reinforcing their position as a marginalized group. This isolation not only affects their social and economic structures but also shapes a unique way of life that differs from the dominant society. The Polahi tribe continues to uphold their cultural practices and traditions, although they are often threatened by external pressures. Colonialism has created a social hierarchy that results in unequal access to resources and public services.Abstrak: Suku Polahi merupakan salah satu kelompok etnis yang hidup di Pegunungan Gorontalo, Indonesia, dan merupakan warisan dari kolonialisme yang membawa dampak signifikan terhadap struktur sosial dan budaya mereka. Penelitian ini menganalisis marginalisasi Suku Polahi di Gorontalo yang berakar pada kebijakan kolonial Belanda. Penelitian ini adalah penelitian kualitatif melalui pendekatan antropologi dengan metode etnografi. Pengumpulan data dilakukan melalui observasi partisipatif, wawancara mendalam dan dokumentasi. Data dianilisi secara tematik menggunakan trianggulasi data. Hasil penelitian menunjukan bahwa isolasi geografis memperkuat keterputusan sosial, stigma, dan stereotip sebagai kelompok primitif. Marginalisasi terjadi karena sistem pajak dan kerja paksa yang memaksa suku polahi untuk mengisolasi diri di pegunungan Boliyohuto untuk menghindari eksploitasi dan penyiksaan oleh kolonial Belanda. Kebijakan kolonial yang memaksa mereka mengungsi ke pegunungan menciptakan keterputusan sosial yang signifikan, memperkuat posisi mereka sebagai kelompok marginal. Isolasi ini tidak hanya memengaruhi struktur sosial dan ekonomi mereka, tetapi juga membentuk pola kehidupan yang unik dan berbeda dari masyarakat dominan. Suku Polahi masih mempertahankan praktik budaya dan adat istiadat mereka, meskipun sering kali terancam oleh tekanan eksternal. Kolonialisme telah menciptakan hierarki sosial yang mengakibatkan ketidakadilan akses terhadap sumber daya dan layanan publik.
DESKRIPSI FAKTOR - FAKTOR KENDALA OPTIMALISASI PENGELOLAAN PERPUSTAKAAN DI SDN 5 LIMBOTO KABUPATEN GORONTALO Ismail, Sopiyanti Nani; Isa, Abd Hamid; Tangahu, Wirna
Jurnal IKA PGSD (Ikatan Alumni PGSD) UNARS Vol 14 No 2 (2023): Edisi Desember
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Abdurachman Saleh Situbondo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36841/pgsdunars.v14i2.3989

Abstract

Penelitian ini bertujuan untuk mendeskripsikan faktor – faktor kendala optimalisasi pengelolaan perpustakaan. Penelitian ini menggunakan metode penelitian kualitatif dengan teknik pengumpulan data melalui observasi, wawancara dan dokumentasi yang berasal dari data primer dan data sekunder. Adapun dalam penelitian ini menggunakan teknik analisis data melalui pengumpulan data, reduksi data, penyajian data dan penarikan kesimpulan. Hasil penelitian menunjukan bahwa faktor – faktor kendala optimalisasi pengelolaan perpustakaan di SDN 5 Limboto yaitu meliputi dana perpustakaan, sumber daya manusia, kepedulian pihak manajemen sekolah, sarana dan prasarana, perpustakaan sebagai sarana lengkap belajar peserta didik, jam khusus pengguna perpustakaan. Direkomendasikan agar pendidik memberikan dorongan bagi peserta didik dalam memanfaatkan perpustakaan, agar perpustakaan tersebut tidak dianggap sebagai sarana lengkap bagi peserta didik.
Early Detection of Cognitive Developmental Difficulties and Classroom Intervention Wirna Tangahu; Samsi Pomalingo
Journal La Edusci Vol. 7 No. 5 (2026): Journal La Edusci
Publisher : Newinera Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37899/journallaedusci.v7i5.5789

Abstract

Early childhood cognitive development provides an important foundation for attention, working memory, symbolic understanding, problem solving, and later learning. This qualitative case study explored observable indicators of possible cognitive developmental difficulty, barriers to early identification and support, and classroom responses at PPAUDIT Lukmanul Hakim Limboto, Gorontalo. Data were derived from participatory observation in Group A1 and in-depth interviews with the headteacher, teachers, and parents/caregivers. Data were analysed using the interactive model of Miles, Huberman, and Saldaña through data condensation, data display, and conclusion drawing/verification. Findings were organised into three themes. First, classroom observations repeatedly described rapid loss of attention, low concentration, difficulty following group rules and sequential instructions, unstable engagement, and difficulty recognising numerical and alphabetic symbols. Second, interview summaries indicated differences between school and home in interpreting developmental concerns, limited parental understanding, resistance to accepting additional support, inconsistent home stimulation, and problematic gadget use. Third, the source narrative described stronger engagement during short, structured, movement-and-song activities and when teachers used visual cues, concrete examples, task segmentation, positive reinforcement, and predictable transitions. Because the available study documentation does not preserve child-level frequency counts, verbatim interview quotations, a standardised pre–post measure, or a controlled comparison, the findings are reported as qualitative patterns rather than prevalence estimates or evidence of causal effectiveness. The study supports systematic educational observation, careful school–home communication, and developmentally appropriate classroom support, while highlighting the need for more rigorously documented intervention studies.
Co-Authors Abd. Hamid Isa Ismail, Sopiyanti Nani Samsi Pomalingo Samsi Pomalingo Samsi Pomalingo, Samsi Yusuf, Indra Dewi Sery