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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar FONDATIA Community Development Journal: Jurnal Pengabdian Masyarakat Didaktik : Jurnal Ilmiah PGSD STKIP Subang Educenter: Jurnal Ilmiah Pendidikan JPEHSS Journal Of Physical Education Health And Sport Sciences Jurnal Ilmiah Pendidikan Dasar (JIPDAS) Elementary School: Jurnal Pendidikan dan Pembelajaran ke-SD-an ARZUSIN: Jurnal Manajemen dan Pendidikan Dasar Mestaka: Jurnal Pengabdian Kepada Masyarakat Kelimutu Journal of Community Service Journal of Character and Elementary Education EDUCENTER JURNAL PENDIDIKAN PEMIMPIN - Pengabdian Masyarakat Ilmu Pendidikan INTELEKTUAL: JURNAL ILMIAH MULTIDISIPLIN MAHASISWA DAN AKADEMISI Jurnal Abdi Masyarakat dan Pemberdayaan Inovatif MADAKO ELEMENTARY SCHOOL
Maxsel Koro
Program Studi Pendidikan Guru Sekolah Dasar, Fakultas Keguruan Dan Ilmu Pendidikan, Universitas Nusa Cendana
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Control & Systems Engineering Dentistry Economics, Econometrics & Finance Education Energy Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Library & Information Science Mathematics Mechanical Engineering Nursing Physics Public Health Social Sciences Other

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Pendampingan Pengelolaan Kinerja Guru melalui Platform Merdeka Mengajar di SDN Sonraen Netty E A Nawa; Maxsel Koro; Taty R Koroh; Martha K Kota; Jimylton Dethan; Fembriani Fembriani; Adam B N Benu; Gaudensius J Koten
Mestaka: Jurnal Pengabdian Kepada Masyarakat Vol. 5 No. 3 (2026): JUNI 2026
Publisher : Pakis Journal Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58184/mestaka.v5i3.999

Abstract

Teacher performance management through the Merdeka Mengajar Platform (PMM) requires teachers to plan work-result targets, implement professional development activities, and upload evidence of performance in a documented manner. This community service article aims to describe the mentoring process for fulfilling teachers' Work Result Plans (RHK), strengthening school-based learning communities, and facilitating the upload of performance evidence at SDN Sonraen, Amarasi Selatan, Kupang Regency. The activity used a participatory mentoring method conducted in four sessions from October 2024 to January 2025. Data were collected through attendance records, observation notes, PMM access monitoring, documentation of community-of-practice activities, and recapitulation of teacher performance predicates. The mentoring stages included identification of PMM access, assistance in selecting RHK indicators, facilitation of learning-community activities, upload of performance evidence, and final evaluation. The results show that eight teachers fulfilled RHK requirements with a 100% achievement rate. Two teachers obtained the Excellent predicate and six teachers obtained the Good predicate. The learning community also produced good-practice sharing on teaching modules, clinical supervision, and coconut-based learning media. The program indicates that structured mentoring supported by principal leadership and collegial collaboration can improve teacher readiness in using digital performance-management systems.
PENGARUH SELF-EFFICACY TERHADAP HASIL BELAJAR SISWA SEKOLAH DASAR NEGERI SE-KOTA KUPANG Silvester P Taneo; Maxsel Koro
Jurnal Ilmu Pendidikan Jasmani Kesehatan Dan Olahraga Vol 3 No 1 (2022): Journal Of Physical Education Health Sport Science
Publisher : Nusa Cendana University

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Self-efficacy is one of the factors that contribute to the achievement of student learning outcomes, where through high self-efficacy students will have a high level of selfconfidence so that they can motivate students to achieve the expected goals. The purpose of this study was to determine the effect of self-efficacy on the learning outcomes of public elementary school students in Kupang. This research is a quantitative research with t test data analysis. The sample in this study amounted to 360 students spread across 40 public elementary schools in the city of Kupang. The regression equation in this study is βYX with a tcount of 3.86> ttable of 1.967 and a significant value of 0.00. There are three indicators that observe self-efficacy, namely talent, effort, context. The indicator that contributes to improving student learning outcomes is 44% effort. Based on these results it can be concluded that selfefficacy contributes to improving student learning outcomes in SDNs throughout Kupang; where effort (effort) is an aspect that dominates the achievement of student learning outcomes.
Teacher Readiness for Implementing Deep Learning: A Case Study at GMIT Kuanino 1 Elementary School, Kupang Intan Djo Wenyi; Maxsel Koro; Habibi Musa
Madako Elementary School Vol. 5 No. 2 (2026): Publishing in Press
Publisher : Program Studi PGSD Universitas Madako Tolitoli

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56630/mes.v5i2.382

Abstract

Teachers' readiness in implementing deep learning is an important factor in improving the quality of learning in elementary schools, including at SD GMIT Kuanino 1 Kupang. This study aims to examine this readiness through a descriptive qualitative approach with a case study design. The research subjects were purposively selected classroom teachers, while data were collected through observation, interviews, and documentation, and then analyzed using an interactive model. The results of the study show that teachers in general have good readiness. This is reflected in the ability to design contextual learning, implement varied strategies, encourage active involvement of students, and reflect and provide feedback. Professionally, teachers are able to master the material, relate concepts, utilize simple media and technology, and understand the principles of meaningful and conscious learning. The obstacles faced include limited facilities and the need for sustainable competency development. These findings confirm that teacher readiness is adequate, but optimal implementation requires institutional support through strengthening school policies, provision of facilities, ongoing training, and professional mentoring so that in-depth learning can take place consistently and with quality.
Co-Authors Adam Bol Nifu Adam Bol Nifu Benu Adam Bol Nifu Benu Amnahas, Antonia Angelikus Nama Koten Blandina Agnes Funan Daniel W. Fointuna Delphy Martni Selan Dimas Elison Manuain Dinengsih Liliani Panab Dr. Taty R. Koroh Elisabeth Aryanti Sanbein Emerensiana Manehat Endang S. Benu Enjel Baun Ernawati Therik Estherana Vilalina Tunliu Fembriani Fembriani flafianus febryanto putra boimau Gaspar Melo Gaudensius J Koten Gerson Aloumoi Habibi Musa Hiwa Wonda Intan Djo Wenyi Jimy Dethan Jimylton Dethan Karus M. Margareta Kiki Sopo Kurniayu T. R. A. Ratu Kurniayu T.R.A Ratu Kurniayu T.R.A. Ratu Kurniayu Triastuti R. A. Ratu Marchel Riwu Margaretha Djokaho Margaretha Djokaho Maria Anjelina Ade Seran Maria Jesica Karolina Meo Maria Magdalena Kapek Maran Maria Virginia Usmauk Mariani Krismayanti Maro Markus Sampe Markus Sampe Markus Sampe Martha K Kota Martha K. Kota Martinus Ngara Merlin Yunita Riwu Moses Kopong Tokan Netty E A Nawa Netty E. A Nawa Netty E. A. Nawa Netty E.A. Nawa Netty Elisabeth A. Nawa Netty Elisabeth Antonetha Nawa Odhita Belandina Mada Oktafiani Ingrita Mesak Ongky Boboy Paulina Riwu Ga Putra Zulkiflyn Putri Lay Kudji Rista Apriliya Devi Rista Apriliya Devi Sandrianus Wolo Daki Silvester P Taneo Silvester P Taneo Silvester P Taneo Silvester P. Taneo Sofia G. Un Lala Sofia Godheliva Un Lala Sumardi W. Ndolu Sumardi W. Ndolu Taty R Koroh Taty R. Koroh Treesly Y. N. Adoe Treesly Yumiardy Normin Adoe Una Maria Fallo Vera R Bulu Welmi A. N. Pandie Yoseph Mariano Hendrawan Neparian Yunita M. Lede