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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 Journal of Pedagogy and Education Science 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 IJIS Edu : Indonesian Journal of Integrated Science 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
Agriculture, Biological Sciences & Forestry Humanities Automotive Engineering Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Physics Public Health Social Sciences Veterinary Other

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Enhancing Middle School Teachers' Understanding of Locally Context-Based STEM Learning Jamaludin Jamaludin; Marleny Leasa; Gazali Rachman; Efilina Kissiya Kissiya; Herman Semuel Wattimena; John Rafafy Batlolona
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
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.
Guided Inquiry-Based Learning to Enhance Elementary School Students’ Participation and Critical Thinking Lusiana Fernatubun; Marleny Leasa; Johanes Pelamonia; John Rafafy Batlolona
IJIS Edu : Indonesian Journal of Integrated Science Education Vol 8, No 2 (2026): July
Publisher : UIN Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ijisedu.v8i2.10662

Abstract

Elementary school students’ critical thinking skills remain relatively low, particularly in science learning, which tends to be teacher-centered and emphasizes rote memorization of concepts. This condition results in low student engagement in scientific thinking processes and less optimal learning outcomes. This study aims to analyze the effect of implementing the guided inquiry learning model on students’ scientific critical thinking skills. This research employed a quantitative approach using a quasi-experimental method with a nonequivalent control group design. The research subjects consisted of 28 fifth-grade students at SD Negeri 38 Ambon, who were divided into an experimental group and a control group. The research instruments included a critical thinking test (pretest and posttest), observation sheets, and documentation. The data were analyzed using normality tests, homogeneity tests, and mean difference tests. The results showed that the average posttest score of critical thinking skills in the experimental group was higher than that of the control group. Statistical testing revealed a significant difference between the two groups, indicating that the implementation of the guided inquiry model had a positive effect on improving students’ critical thinking skills. Guided inquiry learning encourages students to actively engage in observing phenomena, formulating problems, developing hypotheses, conducting investigations, and drawing conclusions based on data. Therefore, it can be concluded that the guided inquiry learning model is effective as an alternative science learning strategy to enhance elementary school students’ critical thinking skills and to create more meaningful, student-centered learning.
Scientific Literacy Outcomes Following Discovery Learning with Simple Experiments: A Quasi-Experimental Study in Fourth-Grade Science Syalaisyah Nabila Rahman; Marleny Leasa; Johanes Pelamonia; John Rafafy Batlolona
Journal of Pedagogy and Education Science Vol 5 No 03 (2026): Article in Press - Journal of Pedagogy and Education Science
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/IISTR.jpes.002411

Abstract

Scientific literacy remains a major challenge in elementary science education because many students struggle to explain scientific phenomena, evaluate investigations, and interpret evidence. Although Discovery Learning and experimental activities have demonstrated positive outcomes, evidence regarding their integrated use in elementary schools, with scientific literacy as the primary outcome, remains limited. This study investigated the effect of Discovery Learning supported by simple experiments on fourth-grade students’ scientific literacy. A quantitative quasi-experimental pretest-posttest control-group design was employed. Participants were 68 fourth-grade students from SDN SPG Latihan Ambon, selected through simple random sampling and assigned to an experimental group (n = 35) and a control group (n = 33). Data were collected using a scientific literacy test developed from the PISA 2018 framework and analyzed using descriptive statistics and analysis of covariance (ANCOVA). The experimental group achieved a higher post-test mean score (82.80) than the control group (61.94). ANCOVA demonstrated a significant effect of the instructional model on scientific literacy (F = 237.390, p < 0.001), with a large effect size (partial eta squared = 0.785). These findings indicate that integrating Discovery Learning with simple experiments can strengthen scientific literacy by engaging students in active inquiry, evidence-based reasoning, and meaningful knowledge construction. The study provides empirical support for combining discovery-oriented instruction with experimentation in elementary science. Future studies should include larger and more diverse samples, investigate the durability of learning gains, and assess implementation across different science topics, grade levels, and educational settings.
Co-Authors Albertus Fenanlampir Albertus Fenanlampir Anderson Leonardo Palinussa Angelina Aprillia Tupan Ardani, Nila Arnold Sahalessy Baskar, Shikha Batlolona, John Rafafy Batlolona, Mariyam Dahlia Mahulauw David Tuhurima, David Dian H O Howan Djamiri, Tasqia Temarwut Edike, Uche Emmanuel Edy Janter Latumahina Efilina Kissiya Efilina Kissiya Kissiya Enriquez, Javier Julia Enriquez, Javier Julian Fajryani Simal Fajryani Simal Fenanlampir, Albertus Fifi Astafiani Syam Gazali Rachman Ginting, Cristina Herman Semuel Wattimena Ince Wattimury Intopiana, Kingsang Jamaludin JAMALUDIN Jamaludin Jamaludin Javier Julian Enriquez Jessy Viny Reyk Johana Manubey, Johana Johanes Pelamonia Johanes Pelamonia Johanes Pelamonia Jony Taihuttu Juliana Dadiara Kempa, Evelin Kolatlena, Lusiana Koraima Resmol Latumahina, Ketsy Lewier, Meltina Agnes Likumahwa, Henderina Lusiana Fernatubun Maelan, Marni Marcy Saartje Ferdinandus Mariana Rengkuan Marina Risa Marayate Mariyam Batlolona Marni Maelan Marthina Eralisa Wuarlela Mehmet Altan Kurnaz Melvie Talakua Niel Makaruku Nuniary, Sefnath Obertina Berbakem Pamella Mercy Papilaya Pamella Mercy Papilaya Pelamonia, Johanes Pelamonia, Johannes Rahul, Rahul 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. Syalaisyah Nabila Rahman Tarigan, Haganta Theresia Laurens theresia laurens, theresia Thopilus Batlolona Titaley, Elsina Tobing, Devi Unmehopa, Wilhelmina Venny Salhuteru Wonsermehu, Ester