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All Journal Jurnal Antropologi: Isu-Isu Sosial budaya Jurnal Sejarah dan Budaya INTERACTION: Jurnal Pendidikan Bahasa IJORER : International Journal of Recent Educational Research Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education) JIPI (Jurnal IPA dan Pembelajaran IPA) Jurnal Papeda: Jurnal Publikasi Pendidikan Dasar INTERACTION: Jurnal Pendidikan Bahasa Tekila: Journal of Language Teaching and Literature
Anakotta, Raisa
Universitas Pendidikan Muhammadiyah Sorong
Arts Humanities Biochemistry, Genetics & Molecular Biology Chemistry Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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Analysis the Active Voice in Moi Language (The Structure of Moi Sentences) Anakotta, Raisa; Sudibyo, Doni; Ataya, Hermina
INTERACTION: Jurnal Pendidikan Bahasa Vol. 6 No. 1 (2019): INTERACTION: Jurnal Pendidikan Bahasa
Publisher : Program Studi Pendidikan Bahasa Inggris, Universitas Pendidikan Muhammadiyah Sorong

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Abstract

The study about linguistic in Papua with English were analyzed How the word arrange in Positive, negative and Interrogative sentences. This study is about Active Voice in Moi language. The researcher attempted to find some Active sentences in Moi language and try to analysis. She also classified the verb based on the subject and also explains the uniqueness by words. This study used descriptive linguistic research to analyze. The researcher offered numerous recommendations and suggestions.
Analysis of Environmental Knowledge Program Characteristics and Key Competencies to Support Sustainability Tiro, Abdul Rachman; Surtikanti*, Hertien Koosbandiah; Riandi, Riandi; Nahadi, Nahadi; Irianti, Mustika; Gudivada, Sudarsanam; Anakotta, Raisa; Walukow, Auldry F.
Jurnal IPA & Pembelajaran IPA Vol 9, No 1 (2025): MARCH 2025
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jipi.v9i1.43548

Abstract

Higher education plays a strategic role in shaping character and providing learning experiences to acquire knowledge through effective learning by developing cognitive, affective, and psychomotor domains. The implementation of the merdeka belajar-kampus merdeka (MBKM) curriculum requires integration with local wisdom values to achieve the sustainable development goals (SDGs) through the development of 8 key competencies for sustainability. This research aims to analyze the implementation of environmental science lectures and measure the level of achievement of the 8 key competencies for sustainability among science education students in West Papua. Using a mixed methods approach, the research involves 30 seventh-semester students and one lecturer who teaches the course. Data collection methods include document studies, field observations, competency measurement using standardized instruments, and semi-structured interviews. Researchers analyze the data descriptively, both qualitatively and quantitatively. Analysis shows variations in the achievement of sustainability competencies, with the highest value in systems thinking competency (70.95) and the lowest in anticipatory competency (53.45). A gap exists in the implementation of learning, which does not optimally integrate local wisdom and the development of sustainability competencies. Therefore, developing an integrated curriculum considering the local context of West Papua, improving teacher capacity, and strengthening strategic partnerships are necessary to enhance the effectiveness of learning in developing the sustainability competencies of Science Education students
Development of a Social Studies Learning Model Based on Local Wisdom to Improve Cultural Literacy of Elementary School Students Unimuda, Mursalim; Maftuh, Bunyamin; Supriatna, Mamat; Anakotta, Raisa
IJORER : International Journal of Recent Educational Research Vol. 6 No. 3 (2025): May
Publisher : Faculty of Teacher Training and Education Muhammadiyah University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46245/ijorer.v6i3.867

Abstract

The objective of this research is to develop a learning model based on local wisdom to enhance cultural literacy among elementary school students. This study employs a Research and Development (R&D) method, adapted from Borg & Gall into five stages, namely: (1) initial information gathering (literature review and field needs analysis); (2) planning (drafting the model); (3) initial product validation (expert validation); (4) preliminary testing (small group); and (5) field testing (large group). The research subjects consisted of 6 experts and practitioners for validation, 13 teachers, and fifth-grade students comprising 90 for the instrument trial and 125 students for the limited and broader tests to assess the effectiveness of the developed learning model. Data were collected through validation sheets, interview guidelines, and student assessment sheets. The model’s validity was analyzed qualitatively, while its effectiveness was analyzed quantitatively using a paired sample t-test and N-Gain. The results showed that the social studies learning model based on local wisdom, rooted in the maataa tradition, was deemed feasible for use, with an average validator score of 3,52, falling within the range of 3,2–4,0, categorized as highly feasible. The t-test result showed a significance value of 0.000, which is less than 0,05, indicating that the maataa tradition-based local wisdom model is effective in enhancing students’ cultural literacy skills. This is evidenced by a significant improvement in students’ cultural literacy, with an average pretest score of 73,44 rising to 94.5 in the posttest. The N-Gain calculation of 0,78 places this improvement in the "high" category, with learning effectiveness reaching 78%, meaning it is considered “effective.” In conclusion, the social studies learning model based on the maataa tradition of local wisdom is effective in improving students’ cultural literacy skills. This model provides a more contextual and meaningful learning experience while strengthening students’ connection to local cultural values.
The Effectiveness of Substitution Drill in Teaching Simple Present Tense Yos Hendar Ambasalu; Raisa Anakotta; Ari Wibowo
TEKILA: Journal of Language Teaching and Literature Vol. 1 No. 1 (2024): TEKILA: Journal of Language Teaching and Literature
Publisher : English Education Program Universitas Pendidikan Muhammadiyah Sorong

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Abstract

Simple present tense is the most useful tense in English since it is often used in daily life to express habits or regular activities and to talk about facts. Aware of this, the researcher decided to apply substitution drill to teach simple present tense at the eleventh grade of MA Emeyodere Kota Sorong to find out whether the substitution drill technique is effective or not in teaching simple present tense. The design of this research is one group pretest-posttest. The population of this research is the students of MA Emeyodere Kota Sorong with the total of 38 students. Based on the convenience sampling, the researcher chose the eleventh grade with the total of 14 students, but only 7 students involved as the sample from this class in this research. The results of this research show that there is a significant difference in students’ average score in pretest and posttest. The students’ average score before using the substitution drill (pretest) is 35.71. whereas the students’ average score after using the substitution drill (posttest) is 75. Meanwhile, the N-gain’s result is 61.11 or 61% interpreted as quite effective. It means that the alternative hypothesis (Ha) is accepted. So, the conclusion is that the substitution drill technique is effective for teaching simple present tense.
An Analysis of Moral Value in Guru-Guru Gokil Movie Based on Its Main Characters Nur Mardiyani Fauziah Fuad; Raisa Anakotta; Rizqi Claudia Wardani
TEKILA: Journal of Language Teaching and Literature Vol. 1 No. 1 (2024): TEKILA: Journal of Language Teaching and Literature
Publisher : English Education Program Universitas Pendidikan Muhammadiyah Sorong

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Abstract

The objective of this research is to analyse the moral values of the characters Taat Pribadi, Rahayu, Nirmala, Nelson Manulang, Purnama, dan Indah. Related to the research objective, a descriptive qualitative research design was used. This research design used library research. The main characters studied in this movie are 6 teachers. The writer chose guru-guru gokil movie which focused on the teacher because currently, the moral value of the teacher is quite low so that through this movie the teacher can learn good moral values and implement it in their lives. In collecting data, the write download guru-guru gokil movie from the internet and watch the movie and then observed it. In analyzing the data, the writer uses the theoretical basis of moral value according to several experts and thesis to find out what the moral values are in the movie and classify it. The research findings show that there are 13 good moral values that are honesty, bravery, confidence, self-discipline, purity, hard work, loyalty and trustworthy, respect, affection, caring, fair, responsibility, and cooperativeness. That moral value should be applied in the daily life of teacher candidates and the teachers in school. It can be concluded that guru-guru gokil movie is worthy of being watched by teachers to increase moral values in their lives. The research implications of this study suggest that the findings can serve as a valuable resource for teacher training programs and educational institutions. By identifying and classifying the moral values depicted in the "guru-guru gokil" movie, educators can incorporate these values into their curricula and professional development workshops. This can help in fostering a more ethically aware teaching community, ultimately enhancing the moral standards of current and future teachers. Additionally, the study highlights the importance of using media as a tool for moral education, encouraging educators to utilize films and other visual narratives to promote discussions around ethical behavior and character development in the classroom
Co-Authors A. Suhandi Abdul Rachman Tiro, Abdul Rachman Alman Alman Ari Wibowo Aswendo Aswendo Ataya, Hermina Bunyamin Maftuh Febrian Andi Hidayat Gudivada, Sudarsanam Hermina Ataya HERNANI - Irianti, Mustika Kaniawati*, Ida Kusumaningrum, Syams Latuheru, Reka Judahida Martha Rosina Gefilem Nahadi Nur Mardiyani Fauziah Fuad Nur Wulan Ramadhanti Nursalim Nursalim Nursalim Nursalim Ramadany, Lisa Dewi Reka Judahida Latuheru Riandi Riandi Rizqi Claudia Wardani Rizqi Claudia Wardani H Solehun Solehun Sudibyo, Doni Supriatna, Mamat Surtikanti*, Hertien Koosbandiah Unimuda, Mursalim Wa Risna Wati Wati, Wa Risna Yos Hendar Ambasalu