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Bambang Ismanto
Universitas Kristen Satya Wacana
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Peningkatan Kemampuan Guru dalam Penulisan Karya Ilmiah Melalui Pelatihan Penulisan Laporan Best Practice Sophia Tri Satyawati; Yari Dwikurnaningsih; Bambang Ismanto; Mawardi; Endang Shobariyah; Retno Pramasari; Elsa K.Filimdity; Nicolas Bagas Dwi Kurniadi; Fery Virgiawan Tampatonda; Yohanes Dewa Aji Pangestu
Magistrorum et Scholarium: Jurnal Pengabdian Masyarakat Vol. 5 No. 3 (2025)
Publisher : Universitas Kristen Satya Wacana Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24246/jms.v5i32025p285-301

Abstract

This community service activity aims to improve the ability of teachers to write best practice scientific papers. The training participants consisted of 30 teachers from public elementary schools in Banyubiru District, Semarang Regency. The training was held on August 8, 15, and 22, 2024, including the following stages; 1) Planning, 2) Implementation, and 3) Evaluation. The success of writing best practice scientific papers out of 30 participants there were 5 (16.67%) participants with very good categories, 18 (60.00%) participants with good categories, 4 (13.33)%) participants with poor categories, and 3 (10%) participants with poor categories. Overall, there were 23 (76.67%) participants who successfully compiled scientific papers. The evaluation results showed: 1) Evaluation of reaction, participant satisfaction is very high (89, 81); 2) Evaluation of learning, students' knowledge increased from a score of 61.33 before training to a score of 79.00 after training; 3) Behavior evaluation, there is a change in behavior with a high score (80.00); 4) Result evaluation, the results of the training have a high impact (83.88) on teacher professionalism, learner achievement and school quality.
Pengembangan Modul Pelatihan Harmonisasi Hubungan Sekolah-Masyarakat untuk Meningkatkan Kemampuan Kolaborasi Progresif di SD Negeri Inpres Harapan Vilia Dechressya Tomatala; Bambang Ismanto; Sophia Tri Satyawati
Attractive : Innovative Education Journal Vol. 8 No. 2 (2026): Attractive : Innovative Education Journal
Publisher : CV. Creative Tugu Pena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51278/aj.v8i2.2367

Abstract

The purpose of this study is to develop the "Para-para Harmoni" Training Module to improve progressive collaboration between the school and parents at SD Negeri Inpres Harapan. This Research and Development (R&D) Level 3 project adopted the ADDIE framework. Data were collected through interviews, observations, questionnaires, and tests, validated via expert judgment. Analysis involved descriptive percentage statistics and the non-parametric Wilcoxon Signed Rank Test. The results indicate: 1) School-community collaboration was initially reactive and administrative with 30% communication dissonance; 2) Harmonization challenges stemmed from relational trauma after the February 2025 incident, yet significant sociocultural opportunities exist in the Helai Mbai (togetherness) philosophy and He-Para (circular dialogue) space as Sentani social capital; and 3) The module is proven: a) Highly Valid based on expert validation (97.34%), b) Highly Practical based on parent responses (95%), and c) Significantly Effective in enhancing educators' progressive collaboration skills per Wilcoxon test (p = 0.002), with average scores rising from 82.00 to 94.00. This research implies the establishment of humanistic mediation standards for primary education in Papua.
The Effect of Educational Infrastructure, Family Support, and Learning Environment on Motivation and Learning Independence of SMA Negeri 1 Okbibab Students Timotius T. M. Nalsa; Destri Sambara Sitorus; Bambang Ismanto
Journal of Educational Sciences Vol. 10 No. 7 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.7.p.1012-1026

Abstract

This study aims to analyze the direct and indirect effects of educational infrastructure, family support, and the learning environment on the learning motivation and learning independence of students at SMA Negeri 1 Okbibab. Driven by the low levels of student independence in remote areas, this quantitative study surveyed 105 students selected via proportional stratified random sampling. Data gathered through structured questionnaires were evaluated using path analysis. The structural model analysis revealed an exceptionally high variance explanation, with an adjusted R-squared  value of 0.996 for learning independence. Statistical results confirmed that the learning environment (β = 0.455) and learning motivation (β = 0.964) have dominant positive effects on learning independence. Conversely, educational infrastructure showed unique negative path coefficients on both motivation (β = -0.343) and learning independence (β = -0.569). This statistical anomaly indicates that underutilized or severely limited physical facilities in 3T frontier areas can induce learning frustration, meaning that internal drives and immediate support systems like family carry far more weight in forming student autonomy. In conclusion, enhancing education in remote regions requires balancing external structural investments with targeted internal psychological strategies to cultivate sustainable student motivation and independent learning initiatives.
Evaluating Character Education Programs to Enhance Spiritual Resilience among Theology Students: A Kirkpatrick Model Analysis at STT Sangkakala Ester Uru Hida; Bambang Ismanto; Tri Widiarto
Al Qodiri : Jurnal Pendidikan, Sosial dan Keagamaan Vol. 24 No. 2 (2026): Al Qodiri: Jurnal Pendidikan, Sosial dan Keagamaan
Publisher : Universitas Islam KH. Achmad Muzakki Syah Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53515/alqodiri.v24i2.104

Abstract

Character education in theological higher education is expected to form students who are not only academically competent but also spiritually resilient, morally responsible, and prepared for ministry. However, the effectiveness of such programs is often assumed rather than systematically evaluated. This study evaluates the character education program at STT Sangkakala in enhancing the spiritual resilience of theology students using the Kirkpatrick Model. Employing an explanatory sequential mixed-methods design, quantitative data were collected through questionnaires from 65 active theology students, while qualitative data were obtained through interviews, observations, and document analysis involving institutional leaders, lecturers, dormitory supervisors, students, alumni, and church pastors. The evaluation focused on four levels: reaction, learning, behavior, and results. The findings show that the reaction level reached 79.09% with a mean score of 3.16, indicating positive student responses to the program. The learning level achieved the highest score, reaching 81.70% with a mean of 3.27, showing strong improvement in students’ understanding of Christian character values and spiritual resilience. The behavior level reached 76.49% with a mean of 3.06, indicating initial behavioral transfer in spiritual discipline, responsibility, dormitory life, and ministry practice. However, the results level reached only 77.75% with a mean of 3.11, below the 80% success criterion, indicating that spiritual resilience was not yet fully stable or sustainable. This study contributes to theological education by showing that character education must move beyond value understanding toward continuous mentoring, reflective ministry practice, dormitory-based formation, and longitudinal evaluation.
Development of an AI-Assisted Teacher Training Module for Creating Digital Storybooks in Elementary Schools Kartika Pradiningtyas; Bambang Ismanto; Stefanus C. Relmasira
Al Qodiri : Jurnal Pendidikan, Sosial dan Keagamaan Vol. 24 No. 2 (2026): Al Qodiri: Jurnal Pendidikan, Sosial dan Keagamaan
Publisher : Universitas Islam KH. Achmad Muzakki Syah Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53515/alqodiri.v24i2.110

Abstract

Artificial intelligence offers new opportunities for elementary school teachers to design creative literacy-based learning media, yet its pedagogical use requires structured guidance, ethical awareness, and practical training. This study aimed to develop and evaluate an AI-assisted teacher training module for creating digital storybooks in elementary schools. The study used a research and development design with a mixed-method approach based on the ADDIE model, consisting of Analysis, Design, Development, Implementation, and Evaluation. The participants were 18 teachers at SD Negeri Getasan, Indonesia. Data were collected through interviews, expert validation sheets, teacher response questionnaires, cognitive tests, product assessment rubrics, reflection questionnaires, observation, and documentation. Quantitative data were analyzed using descriptive statistics, while qualitative data were used to interpret teacher needs, implementation experiences, and product refinement. The results showed that teachers had strong readiness to adopt AI, although they still needed support in story writing instruction and structured digital storybook production. Expert validation confirmed that the module was highly feasible, with scores of 88.75% from the material expert, 90.63% from the media expert, and 87.50% from the educational practitioner. The practicality test obtained 90.55%, while cognitive effectiveness reached 79.50%. Teachers’ digital storybook products achieved an average score of 3.63 and were categorized as very good. Reflection and usefulness results also indicated positive acceptance and strong potential for sustainable implementation. The main contribution of this study is not limited to producing a training module, but lies in offering an integrated teacher professional development framework that connects AI literacy, digital storytelling pedagogy, ethical evaluation, creative authorship, and school portfolio documentation.
Evaluation of Taman Bacaan Masyarakat Kejora in Salatiga using the CIPP model Ashley Marjolein Maruanaya; Ade Iriani; Bambang Ismanto
Inovasi Kurikulum Vol. 23 No. 1 (2026): Inovasi Kurikulum, February 2026
Publisher : Himpunan Pengembang Kurikulum Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64014/jik.v23i1.246

Abstract

Indonesia faces literacy challenges, according to UNESCO. Non-formal education through Taman Bacaan Masyarakat (TBM) serves as an important alternative for improving literacy, particularly in communities without access to formal education. This study aims to evaluate the effectiveness of the TBM Kejora program at PKBM Marga Yasa, Salatiga, using the CIPP Evaluation Model. The research employs a qualitative approach using the CIPP evaluation model developed by Stufflebeam, comprising Context, Input, Process, and Product. Data were collected through in-depth interviews with principals and tutors, direct observation, and documentation. The evaluation results show that the TBM Kejora program is effective with a vision and mission aligned with community literacy needs (context), supported by complete facilities and quality human resources (input), varied and scheduled activity implementation (process), and produces increased reading interest, life skills, creativity, and learner independence, particularly among disabled and adult groups (product). The TBM Kejora program proves effective as a community empowerment platform through inclusive non-formal education, although it requires the development of digital technology-based services to enhance program accessibility and reach.   Abstrak Indonesia menghadapi tantangan literasi menurut UNESCO. Pendidikan non-formal melalui Taman Bacaan Masyarakat (TBM) menjadi alternatif penting untuk meningkatkan literasi, terutama bagi masyarakat yang tidak dapat mengakses pendidikan formal. Penelitian ini bertujuan mengevaluasi efektivitas pelaksanaan program TBM Kejora di PKBM Marga Yasa, Salatiga, menggunakan Model Evaluasi CIPP. Penelitian menggunakan pendekatan kualitatif dengan model evaluasi CIPP yang dikembangkan Stufflebeam yang terdiri dari Context, Input, Process, Product. Data dikumpulkan melalui wawancara mendalam dengan kepala sekolah dan tutor, observasi langsung, serta dokumentasi. Hasil evaluasi menunjukkan program TBM Kejora efektif dengan visi-misi yang selaras dengan kebutuhan literasi masyarakat (context), dukungan sarana prasarana lengkap dan sumber daya manusia berkualitas (input), pelaksanaan kegiatan variatif dan terjadwal (process), serta menghasilkan peningkatan minat baca, keterampilan hidup, kreativitas, dan kemandirian peserta didik khususnya kelompok difabel dan dewasa (product). Program TBM Kejora terbukti efektif sebagai wahana pemberdayaan masyarakat melalui pendidikan non-formal inklusif, meskipun memerlukan pengembangan layanan berbasis teknologi digital untuk meningkatkan aksesibilitas dan jangkauan program. Kata Kunci: evaluasi program; literasi masyarakat; model CIPP; pendidikan non-formal; Taman Bacaan Masyarakat
Evaluasi Program Indonesia Pintar (PIP) dalam Peningkatan Akses Pendidikan di SD Negeri 230 Maluku Tengah Senny Denisa Lea Nampasnea; Bambang Ismanto; Stefanus C Relmasira
Attractive : Innovative Education Journal Vol. 8 No. 2 (2026): Attractive : Innovative Education Journal
Publisher : CV. Creative Tugu Pena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51278/aj.v8i2.2587

Abstract

This study aims to evaluate the implementation of the Indonesia Smart Program (PIP) in improving access to education at SD Negeri 230 Maluku Tengah using the CIPP evaluation model (Context, Input, Process, Product) developed by Stufflebeam (2003). This study employed a dominant qualitative mixed methods design, with data collected through Likert scale questionnaires (1-5) distributed to 13 respondents consisting of the principal, school operator, teachers, and parents, as well as in-depth interviews with 2 informants. Quantitative data were analyzed using descriptive statistics, while qualitative data were analyzed using the Miles, Huberman, and Saldana (2014) model. The results showed: (1) Context aspect, PIP is highly relevant to the needs of students from low-income families, with economic barriers being the main obstacle to educational access; (2) Input aspect, the criteria for beneficiaries are clear and well-targeted, and the school’s administrative readiness is very good, although the DAPODIK system’s inflexibility in updating recipient data was identified as a structural weakness; (3) Process aspect, implementation still faces challenges including delayed fund disbursement and funds not being fully used as intended, indicating suboptimal efficiency; (4) Product aspect, PIP has had a significant positive impact on students’ educational continuity, marked by reduced dropout rates and increased attendance, though it has not been proven to directly improve academic competence. This study concludes that PIP is effective as a dropout prevention program but requires improvements in fund disbursement timeliness, monitoring of fund usage, and data system flexibility. 9 Book Antiqua Font.
Co-Authors . Suhartono Abroza, Ahmad Ade Iriani Agus Bambang Nugraha Agus Triwantoro Agustin, Devi Agustin, Fatma Albert Kriestian N.A. Nugraha Alexandra de Araújo Tilman Ambarwati, Naumi Ana Maria Heni Ana Setyowati Andi Prastowo Andreas Resdianto Angelique Yulica Dosmaroha Ardiasih, Lidwina Sri Ari Pujianto Ari Pujianto Arief Sadjiarto Arif Basuki Wibowo Ashley Marjolein Maruanaya Bambang Suteng Sulasmono Berlian Novalita Sigalingging Berlian Novalita Sigalingging Carolina Lita Permatasari Chatarina Umbul Wahyuni Daniati Daniati Daniati Daniati Daniel D Kameo De Araujo Tilman, Alexandra Deky Magay Deky Magay Destiyani, Gati Destri Sambara Sitorus Devi, Swastantika Kumala Diah Ayu Caroline Dian Aprianto Dian Ayu Kurniasih Dike, Yosina Dionisius Heckie Puspoko Jati Dwi Iga Luhsasi Dwi Sartica, Dwi Eks Enus, Oriyanto Ela, Anastasia Elsa K.Filimdity Endang Shobariyah Ester Uru Hida Ester Uru Hida Eva Nirtha Ezverenzha Lelatobur, Lovely Fahmi, Arsyad Ali Falerery Pesulima, Flawelna Febriana Indah Nurcholish Ferdy Semuel Rondonuwu Fery Virgiawan Tampatonda Firosalia Kristin Gati Destiyani Gati Destiyani Hadi, Wasito Handayani, Dina Fuji Hapsari, Penta Karuni Hawu, Trisnawati L. Maramba Heleri Heleri Hendrawati, Ririn Heni Prasetyowati Heni Prasetyowati Heni Triana Herry Sanoto Hida, Ester Uru Ika Rismawati Irna Eltri Samoling Irna Eltri Samoling Janan Witanto Jesica Emilia Jhon S Pasaribu Ji Suk Young Justina Endang Kartini, Justina Endang Kartika Pradiningtyas Kristoko Dwi Hartomo Kurniadi, Nicolas Bagas Dwi Landro Sette Landro Sette Lanmai, Stefen Res Lelahester Rina Lepir, Putiyani Rambu Listyani Listyani Lowisye Leatomu Lowisye Leatomu, Lowisye Magay, Deky Margareta, Ririn Tius Eka Marinu Waruwu Mas’ud, Ibnu Mauwa, Netda Konstantia Mawardi Melki Manafe Menik Purpuniyanti Mita Ayu Kristini Monica Muryawati Murtiari Setyaningtyas Mutia Ayu Krismanda, Mutia Ayu Nabila, Nabila Naila Filahatin Ajria Nani Mediatati Nanik Puji Arsanti Nanita Tabuni Nareswari Tiara DS Natalia Dewi Mumpuni Ngabiyanto - Ngatini Ngatini Ngatini Ngatini, Ngatini Nicolas Bagas Dwi Kurniadi Nicolas Bagas Dwi Kurniadi Novia Kusumaningrum Novianti Nur Khanif Nur Wakhidah Nur Nurul Amalia Nurul Farida Nurul Farida Nurul Hidayanti Pamerdi Giri Wiloso, Pamerdi Giri Pasaribu, Jhon S Penta Karuni Hapsari Pramasari, Retno Pramono, Margareta Hani Pratikno, Yuni Prihayuda Tatang Aditya Prima Widyatmoko, Prima Purnama , Grace Kartika Purnomo, Andreas Wisnu Adi Putri, Daning Rahmawati, Siti Umi Resdianto, Andreas Retno Pramasari Retno Pramasari Ria Rapina Dodent Richard Leonando Aoetpah Rifkaliana Jimmy Berlian Rindang Prakasiwi Ririn Hendrawati Risqiati Risqiati Riza Santika Rahmawati Rubiyati, Wahyu Ruri Rukayah Rukayah Sahusilawane, Tiara Sulce Santoso, Tri Nugroho Budi Saputri Lamba, Septhy Saputri, Novi Ani Ajeng Sardjijo Sari, Widia Sukma Sartono Manto Suwarno Sediyati, Sukrismi Senny Denisa Lea Nampasnea Sette, Landro Setyaningtyas, Murtiari Shelva Kharisma Indiastuti Sigalingging, Berlian Novalita Simanjuntak, Pahala Mulatua Siti Zubaidah Sophia Tri Satyawati Sri Wahyuningsih Stefanus C Relmasira Stefanus Christian Relmasira Suhartono Suhartono Sulasmono, Bambang S. Sulistiyani, Nur SUMADI SUMADI Suroso Suroso Swastantika Kumala Devi Tabuni, Narik Yimin Tarmidi Tarmidi Teguh Hariyanto Teguh Hariyanto, Teguh Tesalonika, Asry Theresia, Ni Made Dea Ayu Timotius T. M. Nalsa Tita Rosita Tri Nugroho Budi Santoso Tri Susilowati Tri Widiarto Ulya Setya Ningsih Vera Manondang Damaianty Butarbutar Vieira, Driellen Vilia Dechressya Tomatala Wahyu Ruri Rubiyati Wahyudi Wardani, Isnaini Kusuma Wasitohadi Wasitohadi Wasitohadi - Wattimena, Janty Widia Sukma Sari Widiasih Widiastuti, Tipuk Wilfridus Vinsentius Sarah Wirastiani Binti Yusup Yari Dwikurnaningsih Yayi Suryo Prabandari Yesaya Sandang Yohana Adventria Narsinta Yohanes Dewa Aji Pangestu Yosaphat Haris Nusarastriya Yosina Dike Young, Ji Suk Yulianingsih Yulianingsih Yulianingsih, Yulianingsih