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All Journal SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL Community Development Journal: Jurnal Pengabdian Masyarakat Edunesia : jurnal Ilmiah Pendidikan
Rudolfus Ruma Bay
Universitas Musamus
Humanities Economics, Econometrics & Finance Education Health Professions Languange, Linguistic, Communication & Media Mathematics Public Health Social Sciences Other

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PENGEMBANGAN PEMBELAJARAN INOVATIF BERMUATAN KARAKTER LOKAL TERINTEGRASI TPACK BAGI GURU SD INPRES KAMPUNG BARU Salman Alparis Sormin; Rudolfus Ruma Bay; Dharma Gyta Sari Harahap; Muktamar Umakapa
Community Development Journal : Jurnal Pengabdian Masyarakat Vol. 3 No. 3 (2022): Volume 3 Nomor 3 Tahun 2022
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/cdj.v3i3.9548

Abstract

Perkembangan teknologi telah merambah ke berbagai sector kehidupan tidak dapat dipungkiri teknologi juga merubah cara belajar dan cara mengajar. Salah satu persoalan di Papua saat ini adalah rendahnya kualitas sumber daya manusianya khususnya Orang Asli Papua, hal tersebut tidak terlepas dari mutu pembelajaran yang dilakukan oleh para tenaga pendidik. Sehingga melalui pelatihan pengembangan pembelajaran inovatif terintegrasi teknologi sangat penting dilakukan untuk mengejar ketertinggalan tersebut. Metode pelatihan yang dilaksanakan oleh TIM adalah pelatihan dan pendampingan terhadap guru-guru di SD Inpres Kampung Baru, yang meliputi pelatihan secara tatap muka, pendampingan penyusunan perangkat pembelajaran dan monitoring terhadap hasil pengembangan para guru. Sebelum pelatihan peserta diberikan angket untuk mengetahui pengetahuan awal guru terkait pembelajaran inovatif terintegrasi teknologi. Berdasarkan hasil analisis diperoleh gambaran bahwa 23 % guru memiliki pengetahuan “Baik”, 40 % guru kategori “Cukup”, dan 30 % kategori “Kurang”. Selanjutnya diberikan pelatihan selama 4 (empat) hari secara tatap muka. Setelah pendampingan berakhir, diberikan angket terkait pembelajaran inovatif dan peroleh hasil 45 % kategori “Baik”, 30 % kategori “Cukup” dan sebesar 20 % kategori “Kurang”. Artinya setelah dilakukan pelatihan terjadi peningkatan pengetahuan guru terkait pembelajaran inovatif terintegrasi teknologi dalam pembelajaran. Sehingga dapat disimpulkan pelatihan guru di SD Inpres Kampung Baru, sebelum dilakukan pelatihan guru-guru kurang memahami pentingnya penggunaan teknologi dalam pembelajaran. Kemudian setelah dilaksanakan pelatihan, para guru mengalami peningkatan pengetahuan dan keterampilan dalam menggunakan teknologi dalam pembelajaran.
The Use of Puzzle Media to Improve Concentration and Accuracy Skills of Elementary School Students Lucia Yasinta; Hendrikus Rahangmetan; Umar Yampap; Rudolfus Ruma Bay
Edunesia : Jurnal Ilmiah Pendidikan Vol. 7 No. 1 (2026)
Publisher : Research, Training and Philanthropy Institution Natural Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51276/edu.v7i1.1298

Abstract

The objective of this study is to determine the improvement of students' concentration and accuracy through the use of puzzle media. The method used is classroom action Research, which consists of planning, implementation, observation, and reflection cycles. This Research was conducted at SD, located at Jl. Trans Papua, Mandekman, Ulilin, Merauke, South Papua 99635. The study subjects were 28 third-grade students. Data collection included observations of teacher activities, student activities, students' concentration, and students' accuracy. The data analysis techniques measured were: (1) teacher activity data, (2) student activity data, (3) concentration data, and (4) student accuracy data. The study found that using puzzle media improved students' concentration and accuracy in the second cycle, with a score of 77.90 in the good category. Therefore, the use of puzzle media can be considered effective in enhancing elementary school students' concentration and accuracy. The implications of this study are that puzzle media can be used as a learning strategy to help students focus their attention for longer periods, be more careful in matching puzzle pieces, and interact with them in ways that are gradually, attractively, and concretely attractive, thereby creating a pleasant and non-monotonous learning environment.
DEVELOPMENT OF A TEXTBOOK FOR THE COURSE FUNDAMENTAL CONCEPTS OF CIVIC EDUCATION BASED ON DEEP LEARNING IN THE PRIMARY SCHOOL TEACHER EDUCATION PROGRAMME (PGSD), FACULTY OF TEACHER TRAINING AND EDUCATION (FKIP), MUSAMUS UNIVERSITY rival hanip; andhika wahyudiono; Rudolfus Ruma Bay; Lay Riwu; Yonarlianto Tembang; Riskiria Yulianti
SOSIOEDUKASI Vol 15 No 2 (2026): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Publisher : Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/sosioedukasi.v15i2.8134

Abstract

The teaching of Civic education in primary schools is still dominated by a rote-learning approach that overlooks the development of student character. This issue is compounded by the use of monotonous lecture methods and the limited ability of teachers to connect the subject matter with local contexts. This study aims to develop a textbook for the Basic Concepts of Civic education course based on Deep Learning at the Primary School Teacher Education (PGSD) department, Faculty of Teacher Training and Education (FKIP), Musamus University, which is feasible for use. It also seeks to test its effectiveness in enhancing students' conceptual understanding and critical thinking skills through the integration of Pancasila values and the local wisdom of Papua. The research employed a Research and Development approach utilising the 4-D model, involving subject matter experts, media experts, learning experts, and students through individual trials, small-group trials, and field trials. The results showed that the textbook obtained an average feasibility score of 75.9 per cent across all validation and trial stages, categorised as 'feasible'. User responses provided positive assessments, with an average score of 71.5 per cent, indicating the practicality and effectiveness of the textbook in promoting deep conceptual understanding. The study concludes that the Deep Learning-based textbook is feasible for use and is capable of strengthening students' national character. It is recommended that the textbook be implemented more widely, further developed by incorporating digital technologies such as augmented reality, and supported by institutional policies to ensure the sustainability of this learning innovation.
Co-Authors Dharma Gyta Sari Harahap Hendrikus Rahangmetan Lay Riwu Lucia Yasinta Muktamar Umakapa Riskiria Yulianti Rival Hanip Salman Alparis Sormin umar yampap Wahyudiono, Andhika Yonarlianto Tembang