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All Journal J-MPI (Jurnal Manajemen Pendidikan Islam) Jurnal Entrepreneur dan Entrepreneurship Jurnal Manajemen Bisnis dan Kewirausahaan Journal of Community Mental Health and Public Policy Jurnal Akuntansi Manado (JAIM) DEVOTIONIS: Journal of Community Service
Feibry Feronika Wiwenly Senduk
Universitas Negeri Manado
Arts Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Public Health Social Sciences Other

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Journal : DEVOTIONIS: Journal of Community Service

 1 
The Importance of Handling Early Childhood Who Experience Dyslexia Barriers Senduk, Feibry
DEVOTIONIS Volume 1, Issue 1, January 2024
Publisher : CV. TOTUS TUUS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59397/dvs.v1i1.12

Abstract

This abdimasy activity has a goal, namely: (1) teachers can get to know early about the condition of their students who are suspected of experiencing developmental barriers (2 ) teachers will gain theoretical and practical scientific insights about handling early childhood children suspected of experiencing obstacles speech development (3) teachers can make early detection of the condition of their students who experience language development barriers. This activity took place at TK in April 20 22. Participants were followed by 20 teachers who came from several institutions. The training is conducted using discussion learning strategies / methods, brainstorming, drills, and assignments. The results of this service can be broken down into two, namely physical and physical nonphysical results. Non-physical results in the form of increasing knowledge and skills knowledge in handling early childhood children suffering from dyslexia. Physical results include devoted journal articles published in reputable national journal articles. The implementation of science and technology in the form of training activities on how to handle Aud children who have dyslexia for kindergarten teachers has been successful and successful. It is recommended, for Kindergarten teachers who have participated in the training can disseminate the knowledge and skills they have to other teachers around their assignments.
Design-Centered Professional Development for Digital, Outcome-Aligned Classroom Assessment in Tomohon Primary Schools Senduk, Feibry Feronika Wiwenly
DEVOTIONIS Volume 2, Issue 2, July 2025
Publisher : CV. TOTUS TUUS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59397/dvs.v2i2.150

Abstract

The global shift toward competency-based education underscores the need for authentic, transparent assessment, yet teacher readiness to enact such practices remains uneven in Indonesian primary schools implementing the Merdeka Curriculum. To address this gap, we aimed to strengthen teachers’ capacity to design digital, outcome-aligned evaluations—combining LKPD/task sheets with clear analytic rubrics—and to document resulting changes in classroom practice. Twenty-eight Tomohon primary teachers participated in a practice-proximal workshop followed by mentoring, with data drawn from pre–post rubric-based competency scores across five domains, audits of Canva-produced artifacts, brief classroom pilot logs, and surveys of self-efficacy and intention to use. Results showed significant median improvements in all domains, with the largest gains in rubric structure and constructive alignment; by program’s end, 92.9% of participants produced complete digital evaluation packs and 71.4% advanced beyond static layouts to interactive or workflow-integrated use. Classroom pilots indicated high on-task behavior and more frequent student reference to success criteria, while teachers reported higher self-efficacy and strong intentions for sustained adoption. These findings suggest that design-centered professional development, paired with low-barrier authoring tools, can accelerate authentic assessment capacity and enhance classroom processes in resource-varied primary settings. Benefits to schools include a shared language of quality, faster planning-to-practice cycles, and clearer, fairer evaluations for learners and families. We recommend scaling bimtek-plus-mentoring with rubric libraries, embedding brief accessibility micro-clinics, formalizing peer moderation, and extending future cycles to feedback quality and inclusive/multimodal rubrics.
Co-Authors Asep Sunandar Paul Arjanto Yusuf Sobri, Ahmad