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All Journal Jurnal Bahasa, Sastra, dan Budaya Jurnal Inovasi el-hikmah Jurnal Manajemen & Supervisi Pendidikan International Research Based Education Journal JURNAL PENDIDIKAN TAMBUSAI Jambura Journal of Educational Management EDUKATIF : JURNAL ILMU PENDIDIKAN Abdi: Jurnal Pengabdian dan Pemberdayaan Masyarakat JAMP : Jurnal Administrasi dan Manajemen Pendidikan PEDAGOGIKA Aksara: Jurnal Ilmu Pendidikan Nonformal Community Development Journal: Jurnal Pengabdian Masyarakat Jurnal Pedagogi dan Pembelajaran Equity in Education Journal (EEJ) Jurnal Pengabdian kepada Masyarakat Dikmas: Jurnal Pendidikan Masyarakat dan Pengabdian Student Journal of Educational Management Research in the Mathematical and Natural Sciences Jambura Journal Civic Education Jurnal Pendidikan Terapan Jambura Arena Pengabdian Indonesian Journal for Islamic Studies Jurnal Lentera Edukasi DEVOTIONIS: Journal of Community Service Sustainable Human Capital Development Journal International Journal of Teaching and Learning (INJOTEL) International Journal of Social and Education (INJOSEDU)
Sitti Roskina Mas
Universitas Negeri Gorontalo
Religion Agriculture, Biological Sciences & Forestry Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Medicine & Pharmacology Public Health Social Sciences Other

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Needs Analysis for Developing a Motif-Orientation-Position-Size (MOP-Size) Framework in Karawo Textile Art Learning Hasdiana Hasdiana; Abd. Kadim Masaong; Sitti Roskina Mas; Lukman AR Laliyo
Jurnal Pendidikan Terapan Vol 4, No 3 July (2026)
Publisher : Sakura Digital Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61255/jupiter.v4i3.1310

Abstract

Purpose: This study aims to analyze students’ learning needs as the basis for developing a Motif-Orientation-Position-Size (MOP-Size) framework in Karawo textile art education, particularly in supporting students’ ability to translate motif knowledge into structured textile composition. Methods: A descriptive quantitative needs-analysis design was employed involving 45 Visual Arts Education students who had participated in Karawo textile learning. Data were collected using a 30-item Likert-scale questionnaire covering five dimensions: learning conditions, motif-placement understanding and difficulties, perceived need for the framework, application readiness, and expected benefits. Data were analyzed using descriptive statistics, including mean, standard deviation, frequency distribution, and category analysis. Findings: The results show that all dimensions were generally in the moderate category. However, the motif-placement dimension revealed the most critical gap, with 42.22% of students in the low and very low categories. Meanwhile, the need for the framework, readiness to apply it, and perceived benefits showed positive tendencies, indicating acceptance of structured learning support. Research Implications: The findings indicate that Karawo learning requires structured scaffolding to support students’ compositional decision-making. The MOP-Size framework is proposed as a preliminary instructional structure that can guide motif analysis, orientation testing, positional arrangement, and size scaling in textile design learning. Originality: This study introduces MOP-Size as a context-based instructional construct that operationalizes motif, orientation, position, and size as teachable variables in traditional textile education, particularly in Karawo learning.
Artificial Intelligence Integration Training in The Creation of Innovative Learning Media Sitti Roskina Mas; Ikhfan Haris; Nurul Aini; Sukma Pratiwi Hilumalo; Laila Djuma
DEVOTIONIS Volume 3, Issue 2, July 2026
Publisher : CV. TOTUS TUUS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59397/dvs.v3i2.195

Abstract

The digital era demands teachers to innovate in creating learning media. In response to this challenge, the community service team organized training on integrating Artificial Intelligence (AI) in the creation of innovative learning media. This community service activity aims to: (1) introduce the concepts and potential of AI in education, (2) train practical skills in using AI tools to create learning media, and (3) increase teachers' motivation to innovate. The training was conducted at MIT Al Ishlah Gorontalo, involving 47 teachers as participants. The method used was participatory, through a combination of material presentations, tutorials, and self-practice facilitated by the team. Based on pre-test and post-test results, there was a 75% increase in participants' understanding. Additionally, the satisfaction questionnaire recorded that 98% of participants felt the material delivered was relevant to their needs and they successfully created AI-based learning media prototypes during the workshop session. This activity proves that teachers' capacity in educational technology can be significantly enhanced through structured and applicative training, opening opportunities for digital transformation in the MIT Al Ishlah Gorontalo environment.
Artificial Intelligence (AI) Integration Training in The Creation of Innovative Learning Media Sitti Roskina Mas; Ikhfan Haris; Nurul Aini; Sukma Pratiwi Hilumalo; Laila Djuma
DEVOTIONIS Volume 3, Issue 1, January 2026
Publisher : CV. TOTUS TUUS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59397/dvs.v3i1.200

Abstract

The digital era demands teachers to innovate in creating learning media. In response to this challenge, the community service team organized training on integrating Artificial Intelligence (AI) in the creation of innovative learning media. This community service activity aims to: (1) introduce the concepts and potential of AI in education, (2) train practical skills in using AI tools to create learning media, and (3) increase teachers' motivation to innovate. The training was conducted at MIT Al Ishlah Gorontalo, involving 47 teachers as participants. The method used was participatory, through a combination of material presentations, tutorials, and self-practice facilitated by the team. Based on pre-test and post-test results, there was a 75% increase in participants' understanding. Additionally, the satisfaction questionnaire recorded that 98% of participants felt the material delivered was relevant to their needs and they successfully created AI-based learning media prototypes during the workshop session. This activity proves that teachers' capacity in educational technology can be significantly enhanced through structured and applicative training, opening opportunities for digital transformation in the MIT Al Ishlah Gorontalo environment.
Implementation of the Employment Termination System at MIT Al-Ishlah, Gorontalo City Sri Ambiyah; Sitti Roskina Mas; Novianty Djafri; Arifin Suking
Indonesian Journal for Islamic Studies Vol. 2 No. 1 (2024): Indonesian Journal for Islamic Studies
Publisher : CV Media Inti Teknologi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58723/ijfis.v2i1.164

Abstract

The implementation of the Termination of Employment system has rules that are per the work contract agreement mutually agreed upon by the Al-Ishlah Foundation and teachers/employees at MIT Al-Ishlah. This research aims to describe the implementation of employment relations through work agreements and the implementation of the teacher and employee termination system at MIT Al-Ishlah. The research used descriptive qualitative methods. Data was collected through interviews, observation and documentation. The results of the research show that: The implementation of employment relations through work agreements for teachers and employees at MIT Al-Ishlah, namely the appointment, placement, transfer and dismissal of teachers and employees is the full right of the Al-Ishlah Foundation after coordinating with the Madrasah Head based on a work agreement or collective work agreement with the teacher/employee concerned; In implementing the teacher and employee termination system at MIT Al-Ishlah, there are 7 types of employment termination, namely: termination of employment by the foundation, termination of employment due to sanctions imposed on employees, termination of employment due to resignation, termination of employment due to death, termination of employment due to retirement, termination of employment due to the end of the employment contract, and termination of employment work because the teacher/employee is sick for 12 consecutive months or annually. So, it is concluded that the implementation of employment relations through employment agreements for teachers and employees at MIT Al-Ishlah per Law of the Republic of Indonesia No. 14 of 2005 concerning Teachers and Lecturers Article 25 paragraph 3, while the implementation of the teacher and termination system at MIT Al-Ishlah is implemented based on articles 73 and 74.
Penguatan Karakter Siswa Pada Sekolah Berasrama Siti Nurhalizah Yasin; Sitti Roskina Mas; Arifin Suking
Student Journal of Educational Management VOLUME 5 NOMOR 2 DESEMBER 2025
Publisher : Jurusan Manajemen Pendidikan Fakultas Ilmu Pendidikan Universitas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37411/sjem.v5i2.2913

Abstract

Penelitian ini bertujuan untuk mendeskripsikan penguatan karakter religius, karakter bertanggung jawab, dan karakter kemandirian siswa pada sekolah berasrama di MAN Insan Cendekia Gorontalo. Penelitian menggunakan pendekatan kualitatif dengan jenis studi kasus. Teknik pengumpulan data dilakukan melalui wawancara, observasi, dan dokumentasi, dengan analisis data melalui tahapan reduksi data, penyajian data, dan penarikan kesimpulan. Keabsahan data diuji menggunakan teknik triangulasi. Hasil penelitian menunjukkan bahwa: (1) penguatan karakter religius siswa dibentuk melalui serangkaian kegiatan rutin keagamaan yang terstruktur, yaitu shalat berjamaah, qultum dalam bahasa Inggris dan Arab, qiro'ah qabla naum (membaca Al-Qur'an sebelum tidur), dan program tahfidz Al-Qur'an; (2) penguatan karakter bertanggung jawab dibangun melalui mekanisme piket kebersihan asrama dan keterlibatan dalam tugas kolektif; serta (3) penguatan karakter kemandirian dikembangkan melalui pembiasaan aktivitas keseharian di asrama, seperti mengurus kebutuhan pribadi dan mengikuti jadwal terprogram. Hubungan antara kegiatan asrama dan pembentukan karakter ini bersifat sangat kuat dan sistematis, di mana lingkungan asrama yang terstruktur berhasil menciptakan proses transformasi karakter dari tahap pembiasaan hingga menjadi nilai internal. Implikasi dari penelitian ini menekankan pentingnya desain lingkungan pendidikan yang terintegrasi dan berkelanjutan dalam membentuk karakter siswa secara holistik. Temuan ini dapat menjadi pertimbangan bagi pengelola sekolah berasrama lain dalam merancang program penguatan karakter yang efektif.
Implementasi Pendidikan Kewirausahaan dalam Membentuk Jiwa Wirausaha Siswa Sekolah Menengah Inda Yunita Adam; Sitti Roskina Mas; Sulkifly Sulkifly
Student Journal of Educational Management VOLUME 6 NOMOR 1 JUNI 2026
Publisher : Jurusan Manajemen Pendidikan Fakultas Ilmu Pendidikan Universitas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37411/sjem.v6i1.3274

Abstract

Pendidikan kewirausahaan di SMK Negeri 2 Gorontalo diterapkan untuk membentuk jiwa wirausaha siswa, namun masih ditemukan siswa dengan jiwa wirausaha yang rendah. Penelitian ini bertujuan mendeskripsikan implementasi pendidikan kewirausahaan dalam membentuk percaya diri, kreativitas, kerja sama, kemandirian, dan kepemimpinan siswa. Metode yang digunakan adalah kuantitatif deskriptif dengan populasi 96 siswa dan sampel 79 responden (rumus Taro Yamane). Pengumpulan data melalui observasi, kuesioner, wawancara, dan dokumentasi. Hasil penelitian menunjukkan persentase percaya diri 85,0% (tinggi), kreativitas 87,2% (tinggi), kerja sama 88,9% (tinggi), kemandirian 86,1% (tinggi), dan kepemimpinan 85,3% (tinggi), dengan rata-rata keseluruhan 86,5% (kriteria tinggi). Penelitian ini menyimpulkan bahwa pendidikan kewirausahaan di SMK Negeri 2 Gorontalo efektif membentuk jiwa wirausaha siswa. Disarankan bagi kepala sekolah, guru, dan siswa untuk terus mengembangkan program dan potensi kewirausahaan.
Perbandingan Sistem Pendidikan Tinggi Program Sarjana di Australia dan Inggris Novianita Achmad; Abdul Haris Panai; Sitti Roskina Mas; Zulystiawati Zulystiawati
Research in the Mathematical and Natural Sciences Vol. 3 No. 2 (2024): May-October 2024
Publisher : Scimadly Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55657/rmns.v3i2.158

Abstract

Higher education in Australia and the UK has undergone significant transformation in recent decades, facing challenges of inclusion, representation and efficiency. In Australia, significant changes have occurred in higher education funding, moving to a more flexible and performance-based model, while the UK still struggles with issues of elitism and social inequality. Both countries face challenges in learning mathematics related to infrastructure and understanding complex concepts. However, both offer strong learning experiences that are relevant to industry needs. This research aims to compare the two countries' higher education systems and analyze the factors that influence the quality of their education, using a descriptive method with diverse data sources such as official reports, academic research and statistical data. The results show that Australia has successfully improved accessibility and equity through diversification and scholarship programs, while the UK still faces major challenges in inclusion and representation. The findings offer important insights into how both countries face the challenges of higher education and seek to develop more inclusive and efficient systems. This research can serve as a reference for governments and educational institutions in developing more effective education policies, capitalizing on Australia's success in diversification and accessibility, and overcoming the obstacles faced by the UK in its efforts to achieve inclusion and social equity in higher education.
Co-Authors Abas, Sofyan Abdjul, Lilis Abdul Haris PanaI Agil Bahsoan Akadji, Fachrudin Akudja, Dewi Permatasari Ali, Beby Margareta Annisa Nuraisyah Annas Ansar Arfan Arsyad Arifin Arifin Arifin Arifin Arifin Suking Arwildayanto, Arwildayanto Bialangi, Saiful S Dama, Ulanda Daud Yefkanius Nassa Dilipanga, Muhammad Beni Fachrudin Akadji Faramita Paputungan Fikram Anis Gaib, Marlin Gani, Wawan Iskandar Harma D. Mahmud Hasdiana Hassanudin Fatsah Herlis Setiawan Karim Husain Maruf Ibrahim Bafadal Ikhfan Haris Imran, Ulfa Hiku Inda Yunita Adam Inggit Paputungan Irma Lisdiana Irma Isiha, Sasrawati Iskandar, Asri Vany Ketut Suardika Kodarasi, Fahira Laila Djuma Lamatenggo, Nina Lukman A. R. Laliyo Marhawati, Besse Masaong, Abd. Karim Masaong, Abdul Kadim Meiiti Ponto Muziatun Mukadji Nanang Roswita Paramata Nawai, Fory Armin Nirwanto K. Rahim Novianty Djafri Nur Luthfi Ardhian Nur Yunisah Ahmad Nurlia Djafar Nurul Aini Panai, Dewi Nur Indah Rasman Daeng Taleba Razak, Intan Abdjul Sahruni Umar Saiful S. Balangi Sarapia, Nurmila Siti Nurhalizah Yasin Sri A. Ibrahim Sri Ambiyah Sukma Pratiwi Hilumalo Sulkifly, Sulkifly Sunge, Novanda Rahma Utami Sutrisno Gobel Syamsu Qomar Badu Taufiq Qurrohman Tolinggi, Margaretha Utia, Meilan Warni Tune Sumar Yolanda, Sri Mei Yuli Adhani Yusuf, Khadijah R. Zuhriana K. Yusuf Zulystiawati Zulystiawati