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All Journal Marsialapari: Jurnal Pengabdian Kepada Masyarakat Multidisciplinary Indonesian Center Journal Edumaspul: Jurnal Pendidikan Journal of Vocational, Informatics and Computer Education International Journal of Social and Education (INJOSEDU)
Petrus Jacob Pattiasina
Universitas Pattimura
Religion Humanities Computer Science & IT Earth & Planetary Sciences Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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The Role of Digital Literacy and Self Efficacy in Enhancing Students' Critical Thinking in Learning in the Digital Era Ferdinand Salomo Leuwol; Deswalantri Deswalantri; Cindy Sandra Lumingkewas; Petrus Jacob Pattiasina; Budi Mardikawati
Edumaspul: Jurnal Pendidikan Vol 7 No 2 (2023): Edumaspul: Jurnal Pendidikan
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/edumaspul.v7i2.6709

Abstract

This research is motivated by the low critical thinking skills of students. The purpose of this research is to examine and analyze the role of digital literacy and self-efficacy in increasing students' critical thinking in the digital era. This research uses a quantitative approach with a survey method. The sampling technique used purposive sampling of 100 students. The instruments used are tests and questionnaires. The data analysis technique used is the classical assumption, correlation analysis, and multiple linear regression analysis including hypothesis testing T test, F test and R2 test. The results of this study show 1) Digital literacy has a positive and significant effect on students' critical thinking in the digital era, 2) Self-Efficacy has a positive and significant effect on students' critical thinking in the digital era, and 3) Digital literacy and self-efficacy have a positive and significant effect and are significant to students' critical thinking in the digital era. The findings of this study hint at the importance of digital literacy and self-efficacy in increasing students' critical thinking in the digital era.
Analisis Tingkat Penerimaan Mahasiswa terhadap Pembelajaran Online berbasis Gamifikasi Pada Perguruan Tinggi Petrus Jacob Pattiasina; Ilma Wulansari Hasdiansa; Annajmi Rauf; Nur Alamsyah; Sulpiani; Siti Auliyani Saleh
Journal of Vocational, Informatics and Computer Education Vol 2, No 1 (2024): Juni 2024
Publisher : Academic Bright Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61220/voice.v2i1.24

Abstract

Pembelajaran daring sering kali menghadapi tantangan terkait motivasi dan keterlibatan mahasiswa. Tujuan penelitian ini adalah untuk menganalisis tingkat penerimaan mahasiswa terhadap pembelajaran daring berbasis gamifikasi. Penelitian ini menggunakan metode kuantitatif dengan desain cross-sectional, mengumpulkan data melalui kuesioner dari 64 responden. Hasil penelitian menunjukkan bahwa elemen gamifikasi, khususnya aspek philanthropist dan socializer, memberikan dampak terbesar terhadap motivasi dan partisipasi mahasiswa dengan nilai rata-rata 3,96 dan 3,9. Sebaliknya, aspek achiever dan explorer memiliki pengaruh yang lebih kecil. Penelitian ini menyimpulkan bahwa penerapan gamifikasi dapat meningkatkan keterlibatan mahasiswa dalam pembelajaran daring, dan menyarankan penelitian lebih lanjut untuk mengeksplorasi faktor-faktor individu yang mempengaruhi penerimaan gamifikasi.
THE ROLE OF COMMUNICATION IN CREATING INCLUSIVE AND COLLABORATIVE LEARNING ENVIRONMENTS Petrus Jacob Pattiasina; Liyna Karmila Lamaloang; Rengga Yudha Santoso
INJOSEDU: International Journal of Social and Education Vol. 2 No. 3 (2025): MARCH
Publisher : Adisam Publisher

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Abstract

Communication in the context of inclusive and collaborative education is a dynamic process of interaction between educators and students as well as between students, involving the verbal and non-verbal exchange of information, thoughts and feelings, with the aim of creating a learning environment that supports diversity and promotes cooperation. The research method used in this study is literature research. The results showed that effective communication can create learning spaces that not only support individual needs, but also encourage co-operation and positive interactions between students. It was found that approaches that utilise modern communication technologies such as interactive learning platforms, multimedia tools, and collaborative applications, are able to increase the engagement and participation of all students. However, the research also emphasised the importance of direct interaction and empathy in communication to create a truly responsive and inclusive learning experience.
PENGUATAN KOMPETENSI GURU DALAM MERANCANG PEMBELAJARAN BERDIFERENSIASI BERBASIS LITERASI DIGITAL DAN ASESMEN DIAGNOSTIK Luluk Firdausiyah; Deisye Supit; Petrus Jacob Pattiasina; Nadia Amelia Hafsah
Marsialapari: Jurnal Pengabdian Kepada Masyarakat Vol. 3 No. 2 (2026): Juli
Publisher : Yayasan Baitul Hikmah al-Zain

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63424/marsialapari.v3i2.670

Abstract

Differentiated instruction requires teachers to be able to understand the diverse characteristics, learning needs, readiness levels, interests, and learning profiles of students. However, in practice, many teachers still face difficulties in designing responsive instruction due to limited understanding of diagnostic assessment and the use of digital literacy in instructional planning. This community service program aims to strengthen teachers’ competence in designing differentiated instruction based on digital literacy and diagnostic assessment. The program was implemented using an educational-participatory approach through training, mentoring, group discussions, practice in developing diagnostic assessment instruments, and the design of differentiated learning tools supported by digital media. The target participants were school and madrasah teachers who needed to enhance their pedagogical skills in addressing learner diversity in the classroom. The program materials covered the concept of differentiated instruction, principles of digital literacy in learning, techniques for developing cognitive and non-cognitive diagnostic assessments, analysis of students’ learning needs, and the design of differentiation strategies in content, process, product, and learning environment. The results indicate that training and mentoring improved teachers’ understanding of identifying students’ learning needs, using digital tools productively, and designing more adaptive, measurable, and student-centered learning plans. This program confirms that the integration of digital literacy and diagnostic assessment is an important component in improving the quality of differentiated instruction. Therefore, strengthening teachers’ competence through this community service program can serve as a relevant professional mentoring model to support learning transformation in the digital era.
ENHANCING WRITING SKILLS : A STUDY OF THE GROUP RESUME METHOD WITH EFL LEARNERS Hanifah Paradipta Siregar; Bahruddin Bahruddin; Suhartina Suhartina; Petrus Jacob Pattiasina; Ferawaty Syam; Asmaul Husna
Multidisciplinary Indonesian Center Journal (MICJO) Vol. 3 No. 3 (2026): Vol. 03 No. 3 Edisi Juli 2026
Publisher : PT. Jurnal Center Indonesia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62567/micjo.v3i3.2820

Abstract

This study aimed to examine the effect of the group résumé method on tenth-grade students’ ability to write recount texts at SMA Negeri 6 Padangsidimpuan. Specific objectives were to describe students’ writing ability before and after implementing the group résumé method and to determine whether the method produced a significant improvement. The population consisted of 124 tenth-grade students, and a systematic sampling procedure yielded a sample of 27 students. The study used an experimental design; data were collected with observation sheets and writing tests. The mean score after applying the group résumé method was 3.5, which falls into the “Very Good” category according to the study’s scoring criteria. A t-test was used to analyze the results: tcomputed = 6.73, while ttable = 2.06. Because ttest> ttable, the findings indicate that the group résumé method had a statistically significant positive effect on students’ recount writing ability.
Co-Authors Annajmi Rauf Asmaul Husna Bahruddin Bahruddin Budi Mardikawati Cindy Sandra Lumingkewas Deisye Supit Deswalantri Deswalantri Ferawaty Syam Ferdinand Salomo Leuwol Hanifah Paradipta Siregar Ilma Wulansari Hasdiansa Liyna Karmila Lamaloang Luluk Firdausiyah Nadia Amelia Hafsah Nur Alamsyah Rengga Yudha Santoso Siti Auliyani Saleh Suhartina Suhartina Sulpiani