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All Journal International Journal of Evaluation and Research in Education (IJERE) Buletin Peternakan Jurnal Penelitian dan Pengembangan Pendidikan Publikasi Pendidikan Jurnal Pendidikan Indonesia Jurnal Ilmu Sosial dan Humaniora Journal of Education and Learning (EduLearn) Jurnal Pendidikan Biologi Indonesia Al Ishlah Jurnal Pendidikan Jurnal Penelitian Pendidikan IPA (JPPIPA) Biosfer: Jurnal Pendidikan Biologi Pendas : Jurnah Ilmiah Pendidikan Dasar KEGURU "Jurnal Ilmu Pendidikan Dasar" International Journal of Elementary Education Jurnal Pengabdian Magister Pendidikan IPA Unram Journal of Community Service (UJCS) AJAD : Jurnal Pengabdian kepada Masyarakat Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Jurnal Pendidikan, Sains dan Teknologi Innovative: Journal Of Social Science Research Journal of Environment and Sustainability Education Jurnal Pendidikan MIPA Jurnal Pendidikan Progresif Edubiotik : Jurnal Pendidikan, Biologi dan Terapan Honoli of Journal Primary Teacher Education
Marleny Leasa
Program Studi Pendidikan Guru Sekolah Dasar, Fakultas Keguruan Dan Ilmu Pendidikan, Universitas Pattimura. Jl. Ir. M. Putuhena Kampus Poka Ambon, 97233, Maluku Indonesia
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The Development of Innovative Science Learning Tools to Develop 21st Century Skills for Elementary School Teachers Naskat II Santo Ignatius Olilit Timur Leasa, Marleny; Batlolona, John Rafafy
Unram Journal of Community Service Vol. 5 No. 3 (2024): September
Publisher : Pascasarjana Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/ujcs.v5i3.693

Abstract

The Tanimbar Islands are one of the areas in Maluku Province which is classified as an underdeveloped area in Indonesia and is included in the 3T category. This district borders directly with Australia. The underdevelopment of the Tanimbar Islands covers various sectors including education. The quality of teachers, availability of books, and other facilities and infrastructure are still very minimal. The results of observations and discussions with teachers at Naskat II Elementary School Santo Ignatius Olilit Timur showed that the development of devices is still less innovative because teachers do not participate in training that supports improving teacher competence in science learning in the classroom. Therefore, the purpose of this service is to increase the capacity of teachers in developing innovative learning devices to support 21st century life skills. Therefore, professional lecturers from the Faculty of Teacher Training and Education, Pattimura University, conducted training and mentoringin developing learning tools based on innovative learning.The results achieved from this activity mentoring are 86.28%teachers have been able to develop science learning tools well. Therefore, it is important for lecturers, Widyaiswara at the Education Quality Assurance Center (BPMP) in each province, school supervisors and education observers to continue to collaborate with teachers in sharing experiences and knowledge in improving teacher capacity
Teaching at the Right Level Approach in Problem-Based Learning Design Leasa, Marleny; Tuhurima, David; Laurens, Theresia
Unram Journal of Community Service Vol. 5 No. 4 (2024): December
Publisher : Pascasarjana Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/ujcs.v5i4.734

Abstract

Community Service (known with PkM) activities were carried out by providing training to teachers in North West Seram District, Central Maluku Regency. This activity aims to provide insight into the development of teacher professionalism, more specifically how deep the application of Teaching at the Right Level (TaRL) in learning activities in schools. The activity was carried out through direct face-to-face meetings with teachers. The results of this service are known that teachers gain a lot of knowledge about strategies for connecting learning with a cultural background and referring to the level of student ability. In addition, more than 100 teachers were satisfied with the activities carried out, which were based on the level of student knowledge with the TaRL approach using the problem-based learning model. The teachers hope that the PkM Team can continue to provide assistance so that the implementation of learning activities in the classroom can run well. This is because TaRL is a new method for teachers in remote areas so that it requires adjustments in implementation in learning
PBLRQA model to the development of metacognitive awareness in pre-service teachers Leasa, Marleny; Rengkuan, Mariana; Batlolona, John Rafafy
Journal of Education and Learning (EduLearn) Vol 18, No 1: February 2024
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v18i1.20977

Abstract

Metacognition is one of the key learning skills in the 21st century, with a strong potential to help students succeed in science learning. Until now, this metacognitive awareness is less empowered by lecturers in learning. This study aimed to analyze the problem-based learning (PBL) reading-questioning-answering (PBLRQA) model's effect on metacognitive awareness in pre-service teachers. This research is a quasi-experiment with a pretest-posttest nonequivalent control group design. Determination of the research sample class was carried out by random sampling. Each learning model was represented by PBLRQA and PBL class. The number of classes used was 2, totaling 57 students. The instrument used was the metacognitive awareness inventory (MAI). This inventory comprised 52 statement items divided into planning, monitoring, evaluating, and revising skills. An important finding in this research is that students' metacognitive awareness in learning with PBL and PBLRQA is not significantly different. Thus, the PBLRQA and PBL models can still be used in students' science learning to encourage metacognitive awareness, so that academic success can be achieved.
Pengaruh Model Pembelajaran Game Based Learning Terhadap Hasil Belajar Dan Retensi Hasil Belajar Siswa Kelas V MIS Al-Hudzaifah Dobo: Indonesia Djamiri, Tasqia Temarwut; Leasa, Marleny; Talakua, Melvie
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 03 (2025): Volume 10 No. 03 September 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.v10i03.31861

Abstract

This study aims to determine the existence and influence of game-based learning models on the learning outcomes and retention of learning outcomes of fifth-grade students at MIS Al-Hudzaifah Dobo. The research method used in this study was experimental research using quasi-experiments. The results showed that there was an influence of game-based learning models on the learning outcomes and retention of learning outcomes of MIS Al-Hudzaifah Dobo students
Pengembangan Karakter dan Kecerdasan Emosional: Pendampingan Implementasi Strategi HPC Bagi Guru SD Inpres M/Morella Kabupaten Maluku Tengah Fenanlampir, Albertus; Leasa, Marleny; Batlolona, John Rafafy; Rahul, Rahul; Latumahina, Ketsy
Publikasi Pendidikan Vol 15, No 1 (2025)
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/publikan.v15i1.64209

Abstract

Program Pembelajaran dan Pemberdayaan Masyarakat (PPM) ini memiliki tujuan utama untuk mengenalkan serta mengimplementasikan strategi Homogenity Psycho Cognition (HPC) bagi guru dan siswa SD Inpres M/Morella. Calon mitra yang berperan sebagai subyek dalam kegiatan ini yaitu SD Inpres M/Morella Kecamatan Leihitu Kabupaten Maluku Tengah. Permasalahan mitra terkait dengan kurangnya upaya untuk melatih serta mengembangkan pendidikan karakter dan kecerdasan emosional siswa dalam pembelajaran. Selama ini Mitra sulit melakukan evaluasi terkait dengan aspek karakter dan kecerdasan emosional. Padahal kedua aspek ini sangat menentukan keberhasilan peserta didik. Pembelajaran juga masih berpusat pada guru. Sebagian besar guru belum mengenal berbagai strategi pembelajaran terutama  HPC, yang cukup berpotensi menumbuhkan karakter dan kecerdasan emosional siswa. Kegiatan ini dilakukan berupa pendampingan bagi guru dalam memahami berbagai strategi pembelajaran dan pendekatan tematik dalam K-13. Kegiatan lainnya juga mendampingi guru dalam mengembangkan atau menerapkan pembelajaran secara praktis kepada siswa dengan strategi HPC, serta mengembangkan instrumen penilaian karakter dan kecerdasan emosional. 
Enhancing students’ critical thinking skills: Developing a biology practicum module using the PjBL model by integrating local Banana Goroho Rengkuan , Mariana; Howan , Dian Herlinda Octorina; Leasa, Marleny
Edubiotik : Jurnal Pendidikan, Biologi dan Terapan Vol. 10 No. 02 (2025): Edubiotik : Jurnal Pendidikan, Biologi dan Terapan
Publisher : Biology Education Department, Universitas Insan Budi Utomo, Malang, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33503/ebio.v10i02.2154

Abstract

The lack of integration of project-based learning (PjBL) in nutrition education, especially in the context of local foods that have great potential but have not been widely explored, especially the use of (Musa acuminafe) as a practicum material, which is an alternative carbohydrate source typical of the Minahasa region. This study aims to develop a practicum module that enhances thinking skills using the PjBL model by testing the nutritional content of local foods of the Minahasa community (local banana Goroho/Musa acuminafe). This study employed a research and development (R&D) approach using the ASIE model (Analyse, Design, Implement, and Evaluate). The research subjects were undergraduate Biology students at Manado State University, with a sample of 30 students enrolled in the first semester of the 2024/2025 academic year. The research instruments included module validation sheets, student response questionnaires, and critical thinking skills tests to assess the effectiveness of the developed practicum module with the N-Gain score. The validation results from material and media experts show that the developed module is very valid, with scores reaching 96.166% and 95.6%, respectively. Furthermore, testing of students' critical thinking skills showed very good results, with an average score reaching 85.51%. In addition, student responses to this practicum module were also very positive, with an average score of 91.074%, which indicates a very practical category. These findings confirm the module's effectiveness in enhancing students' critical thinking skills (N-Gain=0.71, high category) and its relevance in the context of locally-based nutrition education. This research significantly contributes to the development of innovative and community-relevant learning methods and can serve as a reference for further research in education and nutrition.
Building Deeper Learning Through STEM Education for Elementary School Teachers Palinussa, Anderson Leonardo; Leasa, Marleny; Kissiya, Efilina; Jamaludin; Batlolona, John Rafafy; Makaruku, Niel
Unram Journal of Community Service Vol. 6 No. 4 (2025): December
Publisher : Pascasarjana Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/ujcs.v6i4.1308

Abstract

STEM education (Science, Technology, Engineering, and Mathematics) in Indonesia, particularly in Maluku, faces the challenge of a skills gap that impacts economic growth. The goal of this training is to enhance teachers' competencies in integrating STEM and Deep Learning into the learning process. The training program is carried out by the Community Service Team from the Faculty of Teacher Training and Education at Pattimura University to improve teachers' understanding and ability to implement deep learning (DL) in STEM education. The results of the pre- and post-tests showed a significant increase in teachers' understanding and ability to adopt innovative educational approaches. The integration of STEM and DL has great potential to improve the quality of education. Teacher training and collaboration between educational institutions and the community are very important in enhancing the quality of education. Recommendations: (1) continuously improve teacher training, (2) develop curricula that support the integration of STEM and DL, and (3) enhance collaboration between universities and local schools to improve the quality of education and prepare students to face 21st-century challenges. Thus, it is expected to improve the quality of education and enhance students' ability to think critically and solve problems in the technological era.
Effects of Problem-Based Learning on Elementary Students’ Scientific Literacy: A Quasi-Experimental Study Dadiara, Juliana; Leasa, Marleny; Batlolona, John Rafafy
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol. 14 No. 1: January 2026
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v14i1.18074

Abstract

This study investigated the effect of Problem-Based Learning (PBL) on elementary school students’ scientific literacy in ecosystem learning. A quasi-experimental pretest–posttest non-equivalent control group design was employed involving 32 fifth-grade students from two primary schools in Ambon City, Indonesia. The experimental group consisted of 20 students from SD Negeri 76 Ambon, while the control group consisted of 12 students from SD Inpres 45 Ambon. The intervention was implemented over four weeks (eight lessons, 70 minutes each). The experimental group was taught using a structured seven-stage PBL model, whereas the control group received conventional teacher-centered instruction. Scientific literacy was assessed using an eight-item essay test aligned with PISA-oriented indicators, namely explaining scientific phenomena, designing and evaluating scientific investigations, and interpreting data and evidence. The instrument demonstrated acceptable validity (r = 0.70) and reliability (Cronbach’s α = 0.84). Data analysis using an independent samples t-test revealed a statistically significant difference between groups (t = −2.692, p = 0.012). Students in the PBL group achieved substantially higher posttest scores (M = 70.00, SD = 8.41) than those in the conventional group (M = 54.00, SD = 7.96), indicating a meaningful instructional effect. Further analysis showed that PBL particularly strengthened students’ abilities to interpret data and construct evidence-based explanations. These findings suggest that PBL is an effective instructional approach for enhancing scientific literacy in elementary ecosystem learning contexts, although conclusions should be limited to similar classroom settings and sample characteristics.
Writing and Publishing High-Value Scientific Papers for Teachers Batlolona, John Rafafy; Leasa, Marleny; Fenanlampir, Albertus; Latumahina, Edy Janter
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
Enhancing Middle School Teachers' Understanding of Locally Context-Based STEM Learning Jamaludin, Jamaludin; Leasa, Marleny; Rachman, Gazali; Kissiya, Efilina Kissiya; Wattimena, Herman Semuel; Batlolona, John Rafafy
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.v7i1.1616

Abstract

This community service activity aims to improve junior high school teachers' understanding of implementing local context-based STEM learning in Makariki District, Central Maluku Regency. The activity was carried out using a participatory approach through the stages of needs analysis, training, implementation assistance, and evaluation. The training materials included STEM concepts, STEM integration, local context, and implementation, as well as the application of Project Based Learning (PjBL) and Engineering Design Process (EDP) in project-based learning. The results of the activity showed an increase in teachers' understanding of the STEM aspects provided. Teachers also demonstrated increased ability in designing project-based learning tools and utilizing local culture and environment as contextual and meaningful learning resources for students. In addition, interview results showed a change in teachers' mindsets towards more active, creative, collaborative learning, and relevant to students' daily lives. Thus, local context-based STEM training has proven effective in improving teachers' professional competence and supporting the development of innovative, contextual, and problem-solving-oriented 21st-century learning
Co-Authors Albertus Fenanlampir Albertus Fenanlampir Anderson Leonardo Palinussa Angelina Aprillia Tupan Ardani, Nila Arnold Sahalessy Baskar, Shikha Batlolona, John Rafafy Batlolona, Mariyam Dadiara, Juliana Dahlia Mahulauw David Tuhurima, David Djamiri, Tasqia Temarwut Edike, Uche Emmanuel Efilina Kissiya * Enriquez, Javier Julia Enriquez, Javier Julian Fajryani Simal Fajryani Simal Fenanlampir, Albertus Fifi Astafiani Syam Ginting, Cristina Howan , Dian Herlinda Octorina Ince Wattimury Intopiana, Kingsang JAMALUDIN Jamaludin . Jamaludin Jamaludin Javier Julian Enriquez Jessy Viny Reyk Johana Manubey, Johana Johanes Pelamonia Johanes Pelamonia Jony Taihuttu Kempa, Evelin Kissiya, Efilina Kissiya Kolatlena, Lusiana Koraima Resmol Latumahina, Edy Janter Latumahina, Ketsy Lewier, Meltina Agnes Likumahwa, Henderina Maelan, Marni Makaruku, Niel Mariana Rengkuan Marina Risa Marayate Mariyam Batlolona Marni Maelan Marthina Eralisa Wuarlela Mehmet Altan Kurnaz Melvie Talakua Nuniary, Sefnath Obertina Berbakem Pamella Mercy Papilaya Pamella Mercy Papilaya Pelamonia, Johanes Pelamonia, Johannes Rachman, Gazali Rahul, Rahul Rengkuan , Mariana Rony Marsyal Kunda Rudolf Kempa Rudolf Kempa, Rudolf Saimima, Abdul Salam Sanabuky, Yakub Lalyolik Sayyadi, Muhammad Sefnath Nuniary Sefnath Nuniary Silomai Latuserimala Suyanti, Marlen V. Tarigan, Haganta Theresia Laurens theresia laurens, theresia Thopilus Batlolona Titaley, Elsina Tobing, Devi Unmehopa, Wilhelmina Venny Salhuteru Wattimena, Herman Semuel Wonsermehu, Ester