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All Journal Humaniora Jurnal Bahasa, Sastra, dan Budaya IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Jambura Journal of Linguistics and Literature SALINGKA Jurnal EDUCATIO: Jurnal Pendidikan Indonesia Jurnal Review Pendidikan dan Pengajaran (JRPP) Ideas: Jurnal Pendidikan, Sosial dan Budaya Jurnal Sibermas (Sinergi Pemberdayaan Masyarakat) TRANS-KATA: Journal of Language, Literature, Culture, and Education Lingua Journal Of Human And Education (JAHE) REDUPLIKASI: Jurnal Penelitian Pendidikan Bahasa Indonesia Literasi: Jurnal Pendidikan Guru Indonesia Innovative: Journal Of Social Science Research Socius: Social Sciences Research Journal BAHASTRA Jurnal Pendidikan Islam Jurnal Pengabdian Masyarakat dan Riset Pendidikan Jurnal Pembelajaran Bahasa dan Sastra Journal of Education and Teaching Learning Joong-Ki Applied Linguistics: Innovative Approaches and Emerging Trends Majalah Ilmiah Bahasa dan Sastra JENTERA: Jurnal Kajian Sastra
Sayama Malabar
Universitas Negeri Gorontalo
Religion Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Medicine & Pharmacology Public Health Social Sciences Other

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Validated cooperative-based deep learning lesson plan model integrating jigsaw, NHT, STAD for tenth-grade observation report writing competency: four-d R&D Mu’jizat Mu’jizat; Sayama Malabar; Sitti Rachmi Masie; Muslimin Muslimin
Jurnal EDUCATIO: Jurnal Pendidikan Indonesia Vol. 12 No. 1 (2026): Jurnal EDUCATIO: Jurnal Pendidikan Indonesia
Publisher : Indonesian Institute for Counseling, Education and Therapy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/1202627203

Abstract

This research aimed to describe the actual condition of deep learning lesson plans for writing observation report texts used by teachers, to design a cooperative-based model, to develop the model through expert validation and revision, and to disseminate it for tenth-grade students of SMA Negeri 3 Sigi. Using Research and Development with the Four-D model (Define, Design, Develop, Disseminate), data were collected through document analysis, semi-structured interviews with four teachers and thirty-two students, classroom observation, needs analysis questionnaires, and expert validation sheets. Qualitative data were analyzed through reduction, display, and conclusion drawing, while validation data were analyzed using descriptive percentages, with trustworthiness maintained through triangulation, member checking, and audit trails. Findings revealed disconnections among learning objectives, activities, and assessment, ineffective group work, insufficient time allocation, and non-formative feedback. The designed model comprises learning identification, instructional design, learning experience, and assessment, integrating Jigsaw, Numbered Heads Together, and STAD with diagnostic, formative, and summative assessments. Expert validation placed the model in the very feasible category (95.44%). This study uniquely integrates cooperative learning strategies with deep learning principles in a lesson plan model for writing observation report texts, an underexplored combination in Indonesian secondary education. The model offers teachers a structured, validated framework for designing cooperative-based deep learning lesson plans. This research contributes a feasible, practical lesson plan prototype, offering a replicable model for curriculum developers and educators seeking to enhance writing instruction through cooperative and deep learning approaches.
Documentary evaluation of formal obe alignment and operational traceability in english teacher education Sri Agriyanti Mestari; Karmila Machmud; Sayama Malabar; Lukman A. R. Laliyo; Mohamad Zubaidi
Jurnal EDUCATIO: Jurnal Pendidikan Indonesia Vol. 12 No. 1 (2026): Jurnal EDUCATIO: Jurnal Pendidikan Indonesia
Publisher : Indonesian Institute for Counseling, Education and Therapy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/1202627238

Abstract

Outcome-Based Education (OBE) requires coherent links between intended outcomes, learning activities, assessment, and evidence. This evaluative document analysis examined formal alignment and operational traceability in an Indonesian English teacher education curriculum and five purposively selected course plans. Five experts rated 33 indicators across 11 dimensions; a supplementary nine-feature audit assessed documentary links across courses. The Constructive Alignment Index was 79.9% (659/825), with Kendall's W = .662 indicating rater concordance. Outcome specificity (93.3%) and graduate-profile traceability (90.7%) were relatively strong, whereas formative feedback (64.0%) and differentiated learning opportunities (48.0%) were weaker. All five plans contained rubrics, but explicit outcome-specific assessment criteria links appeared in only one; four were partially documented. Feedback-to-revision procedures were partial in all five. The findings distinguish the presence of OBE components from their auditable documentary continuity. They support improved outcome coding, assessment mapping, and feedback design but do not establish classroom implementation or student attainment.
Implementation of Literacy-Based Project Learning to Stimulate Speaking Skills in Early Childhood at TK Tahfizh Cahaya Quran Salimah, Gorontalo Isra Kaida; Ellyana Hinta; Sitti Rachmi Masie; Sayama Malabar; Asna Ntelu
Literasi: Jurnal Pendidikan Guru Indonesia Vol. 5 No. 3 (2026): September
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/literasi.v5i3.3540

Abstract

This study aims to describe the implementation of literacy-based project learning in stimulating the speaking skills of young children at TK Tahfizh Cahaya Qur'an Salimah, Gorontalo. The study employed a qualitative approach using a descriptive qualitative design. The research participants consisted of teachers and 13 children in Group B, aged 5–6 years. Data were collected through observation, semi-structured interviews, and documentation, and were subsequently analysed using the Miles and Huberman model. The findings indicate that literacy-based project learning was systematically implemented through storytelling, discussions, question-and-answer activities, role-playing, and presentations of children's work. The children's speaking skills developed through their ability to tell stories, answer questions, express opinions, and present their work in accordance with their developmental stages. The challenges identified included differences in children's speaking abilities, a lack of self-confidence, and limited time. Teachers addressed these challenges through individual support, effective time management, and positive reinforcement. Literacy-based project learning was found to be effective in stimulating the speaking skills of young children.
Pemberdayaan Masyarakat melalui Program Literasi Digital Antinarkoba untuk Mewujudkan Desa Tilote Bersinar (Bersih dari Narkoba) Sayama Malabar; Sitti Rachmi Masie
Journal Of Human And Education (JAHE) Vol. 6 No. 5 (2026): Journal of Human And Education (JAHE)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jh.v6i5.3109

Abstract

Penyalahgunaan narkoba merupakan persoalan yang mengancam kesehatan, kehidupan sosial, dan masa depan generasi muda. Namun, upaya pencegahan narkoba di tingkat desa masih menghadapi keterbatasan edukasi dan pemanfaatan media digital sebagai sarana penyebarluasan informasi. Kegiatan pengabdian kepada masyarakat ini bertujuan meningkatkan pemahaman masyarakat mengenai bahaya narkoba serta mengembangkan keterampilan literasi digital untuk mendukung terwujudnya Desa Tilote Bersinar (Bersih dari Narkoba). Program KKN Tematik ini dilaksanakan di Desa Tilote, Kecamatan Tilango, Kabupaten Gorontalo, melalui metode observasi, sosialisasi, pelatihan, pendampingan, dan evaluasi. Sasaran kegiatan meliputi remaja, Karang Taruna, perangkat desa, dan masyarakat setempat. Hasil kegiatan menunjukkan terlaksananya edukasi antinarkoba bersama Badan Narkotika Nasional (BNN), pelatihan literasi digital bersama Aliansi Jurnalis Independen (AJI), serta pendampingan pembuatan konten edukatif berupa poster, slogan, cerita digital, dan video pendek. Program ini juga berhasil membentuk dan mengukuhkan Kelompok Penggerak Antinarkoba sebagai wadah keberlanjutan edukasi dan kampanye digital di tingkat desa. Kegiatan ini menunjukkan bahwa kolaborasi antara perguruan tinggi, pemerintah desa, lembaga terkait, dan masyarakat dapat memperkuat pemberdayaan masyarakat melalui edukasi antinarkoba, pemanfaatan media digital, dan pembentukan kelompok penggerak pencegahan narkoba.
Implementation of Diagnostic Assessment in Indonesian Language Teaching at Junior High School Sitti Rachmi Masie; Sayama Malabar; Nur Alin Benta
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 14 No. 2 (2026): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v14i2.12901

Abstract

 This study examines the implementation of diagnostic assessment in Indonesian language teaching at SMP Negeri 1 Bulango Selatan under the Kurikulum Merdeka, focusing on assessment forms, implementation processes, and challenges. A qualitative descriptive approach was employed, involving one Indonesian language teacher (G1), three classroom observation sessions, a semi-structured interview, and document analysis of Grade VII and VIII teaching modules. Data were analyzed through reduction, display, conclusion drawing, and triangulation. The findings identified prompting questions, oral questioning, brainstorming, and multiple-choice quizzes as diagnostic assessment practices. Grade VII emphasized contextualized visual stimuli and interactive questioning, whereas Grade VIII combined questions about reading experiences and narrative elements with a ten-item diagnostic quiz. Cognitive assessment was more systematically represented, while non-cognitive characteristics were explored informally without structured instruments. Classroom observations confirmed the implementation of initial diagnostic activities, and G1 reported using students’ responses to adjust instruction. However, teaching documents did not explicitly establish procedures for interpreting assessment evidence, identifying individual learning needs, or determining differentiated instructional follow-up. Additional challenges included inconsistencies in assessment documentation, difficulties interpreting students’ oral participation, and time constraints. The study concludes that diagnostic assessment is incorporated into classroom practice, but the connection between assessment evidence and instructional action remains insufficiently systematic. A six-stage diagnostic assessment cycle is proposed to strengthen the interpretation, documentation, and instructional use of diagnostic information.
Penggunaan Model Pembelajaran Berbasis Masalah dalam Menelaah Struktur dan Aspek Kebahasaan Teks Cerpen Siswa Kelas IX SMP Negeri 1 Bulango Timur Finriani G. Ina; Sitti Rachmi Masie; Muslimin Muslimin; Sayama Malabar; Nuramila Nuramila
Reduplikasi: Jurnal Penelitian Pendidikan Bahasa Indonesia Vol 5, No 1 (2025): June
Publisher : Pascasarjana, Universitas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37905/rjppbi.v5i1.2966

Abstract

This study addresses the problems of how the implementation of a problem-based learning (PBL) model is carried out in analyzing the structure and linguistic aspects of short stories in grade IX at SMPN 1 Bulango Timur, the factors influencing its application, and the solutions to overcome possible obstacles. The research employed a descriptive qualitative approach with data collected through observation, interviews, and documentation. The findings reveal that the learning process using the PBL model was conducted according to the planned design and successfully enhanced students’ critical thinking, communication, and collaboration skills. Furthermore, interviews indicated that no significant inhibiting factors emerged, as both teachers and students played active roles in the learning process. Consequently, specific solutions to address obstacles were not required, since the effectiveness of the model was supported by the teachers’ guidance and students’ active participation. In conclusion, this study confirms that the PBL model is effective in analyzing the structure and linguistic aspects of short stories and contributes to fostering innovative learning at SMPN 1 Bulango Timur.This study addresses the problems of how the implementation of a problem-based learning (PBL) model is carried out in analyzing the structure and linguistic aspects of short stories in grade IX at SMPN 1 Bulango Timur, the factors influencing its application, and the solutions to overcome possible obstacles. The research employed a descriptive qualitative approach with data collected through observation, interviews, and documentation. The findings reveal that the learning process using the PBL model was conducted according to the planned design and successfully enhanced students’ critical thinking, communication, and collaboration skills. Furthermore, interviews indicated that no significant inhibiting factors emerged, as both teachers and students played active roles in the learning process. Consequently, specific solutions to address obstacles were not required, since the effectiveness of the model was supported by the teachers’ guidance and students’ active participation. In conclusion, this study confirms that the PBL model is effective in analyzing the structure and linguistic aspects of short stories and contributes to fostering innovative learning at SMPN 1 Bulango Timur.
Co-Authors Adelina Djauhari Adjami, Sri Indiriyani Alaydrus, Siti Hadija Ali, Ayu Hidayanti Ananda Amelia Lihawa Andri Kurniawan Andri Kurniawan Anggi Anggriani Eksan Asna Ntelu Asna Nteluasn Avriliawati A. Nihali Dakia N. Djou Dakia N. Djou Desrika Talib Divany Nurcholifah Ekasaputri Bami Diyanti T. Niyode Eka Sartika Ellyana Hinta Fachry Abda El Rahman Fahria Malabar Febrianca Toloy Febriyanto Ngabito Finriani G. Ina Hamzah, Grasela Salsabillah Harto Malik Herman Didipu Herman Didipu Herson Kadir Hian Hilimi Husna Imro'athush Sholihah Ibmasiah Wardatun Islamiyah Isra Kaida Jafar Lantowa Karmila Machmud Kasiaradja, Syahrina Ladjulu, Slamet Lady Yunita Djei Lukman A. R. Laliyo Luvita Ali Mangilo, Nurhalima Meriyanti Lakoro Minti, Winda Kusmadanti N. Moh. Karmin Baruadi Mohamad Zubaidi Mu'jizat MUSLIMIN Muslimin Muslimin Mu’jizat Mu’jizat Nasima Taha Nasiru, La Ode Gusman Ningrum, Sapna Adilia Novita Bangi Nur Aisa Hatibi Nur Alin Benta Nur Aliyatun Mardha Salam Nur Ameliya Hasan Nurain Nggilu Nuramila Nuramila Nurfadilah Darise Nurfadillah Ahamad Nursan, Fatmawaty A Nurwafiq Azizah Pou, Liska D. Prasasri Ibrahim Prasetia, Udin Pulukadang, Wiwy T. Puspita Dian Agustin Puspita Dian Agustin Puspita Dian Agustina Putra, Rizky Anugrah Rahman, Fitriyani Rahmatan Idul Rasuna Talib Regina R K Matika Robbiyana Lasomba Safar, Mohamad Bahrul Ulum Salam Salam Salam, Salam Sandi S Nani Sitti Rachmi Masie Sri Agriyanti Mestari Sri Rumiyatiningsih Luwiti Sri Ulfa Amelia Kai Sri Widyarti Ali Suharty Suiharty Suparni suparni Susanty, Lela Sutiantira Rezky Kobandaha Sutriyanti Yusuf Syafira Fitri Dahlan Syamsuddin Syamsuddin Taha, Nasim Tanio, Nur Fardani Umi Salamah Vinkan Pramesti Y. Tilome Wa Ode Irawati Zilfa A Bagtayan Zilfa Achmad Bagtayan Zulkifli Wolionelo Zulkipli Zulkipli