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All Journal International Journal of Evaluation and Research in Education (IJERE) Publikasi Pendidikan Al Ishlah Jurnal Pendidikan Unram Journal of Community Service (UJCS)
Albertus Fenanlampir
Pattimura University
Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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The development of homogeneity psycho cognition learning strategy in physical education learning Albertus Fenanlampir; Marleny Leasa; John Rafafy Batlolona
International Journal of Evaluation and Research in Education (IJERE) Vol 10, No 3: September 2021
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v10i3.21713

Abstract

Many future studies have been developed by scientists today in the form of methods, models, strategies, and techniques in improving student learning outcomes that are oriented to psychology and the development of students' intelligence. One of the latest innovations in learning offered in this study is the homogeneity psycho cognition (HPC) strategy. The research objective was to develop the latest learning strategies in physical education, sports, and health learning. This development research uses a 4D model consisting of four stages: define, design, develop, and disseminate to produce products in the form of an HPC learning strategy. This study involved 115 elementary school students in several sample schools in Ambon City as participants. This study found that the HPC learning strategy had been developed following the relevant development directions and procedures. The validation of the HPC strategy by experts indicates that the HPC strategy is feasible to implement with due regard to minor revisions. The results of small and medium-scale trials show that the HPC strategy can improve student learning outcomes.
The Effect of TGT Model on Student Cognitive Learning Outcomes: The Concept of Relay Running Albertus Fenanlampir
AL-ISHLAH: Jurnal Pendidikan Vol 13, No 3 (2021): AL-ISHLAH: Jurnal Pendidikan
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (315.146 KB) | DOI: 10.35445/alishlah.v13i3.1409

Abstract

TGT cooperative type learning, as a game-based learning methodology, provides opportunities for students to develop skills in group interactions in small groups and work together with others. The world of learning today needs phenomena like this. This study aimed to determine the effect of the TGT cooperative type learning model on students' cognitive learning outcomes on the topic of relay running. This quantitative study was a quasi-experimental pretest-posttest design. The samples involved were 70 students from two different experimental and control classes. The data collection instrument in this study was 10 essay test questions validated and tested. The results showed an effect of the TGT cooperative type learning model on students' cognitive learning outcomes. The achievement test score for the TGT group was 81.67, while the control group was 75.75. It implies that the TGT group performed superior in cognitive learning outcomes when compared to the control group. Thus, it is concluded that the TGT cooperative type learning model can be recommended in improving students' cognitive learning outcomes on the concept of relay running.
Writing and Publishing High-Value Scientific Papers for Teachers John Rafafy Batlolona; Marleny Leasa; Albertus Fenanlampir; Edy Janter Latumahina
Unram Journal of Community Service Vol. 7 No. 1 (2026): March
Publisher : Pascasarjana Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/ujcs.v7i1.1608

Abstract

This community service activity aims to improve teachers' understanding and skills in writing and publishing systematic and high-quality scientific papers. The target group was 31 teachers at State Senior High School 14, Central Maluku, who participated in four days of training using training, discussion, and hands-on mentoring. The activity process included pre-writing, writing, and post-writing stages, beginning with a pre-test and ending with a post-test to measure the improvement in participants' competency. The results of the activity showed a significant improvement in the understanding of scientific paper structure, the ability to develop article outlines and drafts, and increased teacher confidence in writing and publishing scientific papers. Questionnaire data showed a high level of positive responses for most indicators, although several aspects still need improvement, such as understanding plagiarism and publication confidence. In addition, this activity also encouraged collaborative interactions between teachers and fostered an academic culture within the school environment. In conclusion, this training was effective in improving teachers' scientific writing competency, but follow-up in the form of ongoing mentoring and advanced training is needed to achieve more optimal and equitable results
Elementary School Teachers in the Island Region of Tual City Marleny Leasa; Albertus Fenanlampir; John Rafafy Batlolona; Marcy Saartje Ferdinandus
Publikasi Pendidikan Vol 16, No 2 (2026)
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70713/publikan.v16i2.82794

Abstract

The main problem faced by the partner is that the deep learning approach has not yet been widely implemented by elementary school teachers in Tual City. Most teachers still continue to use surface learning methods that focus mainly on memorization and the delivery of basic information rather than encouraging students to develop critical thinking, creativity, and deeper understanding of the learning material. Consequently, student learning outcomes are still considered less than optimal. Although deep learning (DL) is recognized as an effective approach to improve student comprehension, engagement, and problem-solving abilities, many teachers still lack sufficient knowledge and practical skills to implement it effectively in classroom instruction. Therefore, mentoring activities were conducted to provide teachers with knowledge, understanding, and practical guidance regarding the application of deep learning in teaching and learning processes. This community service (PKM) activity aimed to investigate teachers’ perspectives and understanding of deep learning as well as its implementation in teaching practices. The mentoring method involved assisting teachers in developing instructional materials and presenting the results of their work. The results showed that teachers gained a better understanding of deep learning and became more capable of designing effective DL-based learning materials for classroom use.
Co-Authors Batlolona, John Rafafy Edy Janter Latumahina Marcy Saartje Ferdinandus Marleny Leasa