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All Journal Jurnal Inovasi dan Pembelajaran Fisika Jurnal Masyarakat Mengabdi Nusantara KREATIF: Jurnal Pengabdian Masyarakat Nusantara
Asry N Latupeirissa
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Religion Humanities Economics, Econometrics & Finance Education Engineering Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Physics

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PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE TWO STAY TWO STRAY UNTUK MENINGKATKAN PENGUASAAN MATERI GAYA PADA PESERTA DIDIK KELAS VIII SMP KRISTEN TOUNWAWAN KECAMATAAN MOA Yulita Karolina Meikudy; Ketarina Esomar; Asry N Latupeirissa
JURNAL INOVASI DAN PEMBELAJARAN FISIKA Vol 9, No 2 (2022): JURNAL INOVASI DAN PEMBELAJARAN FISIKA
Publisher : Universitas Sriwijaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36706/jipf.v9i2.19004

Abstract

Penelitian ini bertujuan untuk mengetahui apakah model pembelajaran kooperatif tipe two stay two stray (TSTS)  dapat meningkatkan penguasaan materi gaya peserta didik. Tipe penelitian yang digunakan yaitu penelitian deskriptif, Populasi dalam penelitian ini adalah seluruh peserta didik kelas VIII SMP Kristen Tounwawan yang berjumlah 48 orang. Sampel dalam penelitian ini adalah peserta didik kelas VIIIA yang berjumlah 24 orang, diambil dengan menggunakan teknik pengambilan sampel acak kelas (random sampling). Hasil penelitian menunjukan bahwa kemampuan peserta didik pada tes awal berada dibawah KKM (Kriteria Ketuntasan Minimal) dengan nilai rata-rata 30.65, sehingga semua indikator dalam penelitian ini harus diajarkan dengan menggunakan model pembelajaran kooperatif tipe TSTS pada proses pembelajaran yang dilakukan kemampuan kognitif peserta didik menjadi baik, hal ini terlihat rata-rata pencapaian yang dinilai dengan menggunakan LKPD 84. Selain itu dapat dibuktikan dengan rata-rata pencapaian skor akhir 79.52. dari perolehan tersebut dapat dilihat peningkatan peserta didik dengan rata-rata gain peserta didik sebesar 0.70 termasuk dalam kategori Sedang. Sehingga dari hasil penelitian menunjukan bahwa penerapan model pemebalajaran kooperatif tipe TSTS dapat meningkatkan penguasaan materi gaya peserta didik kelas VIIIA SMP Kristen Tounwawan.
Implementasi Konsep Pembelajaran Dan Karakteristik Peserta Didik Abad 21 Barus, Carolina Sri Athena; Asry N Latupeirissa; Dewilna Helmi
Jurnal Masyarakat Mengabdi Nusantara Vol. 2 No. 3 (2023): September : Jurnal Masyarakat Mengabdi Nusantara
Publisher : STIPAS Tahasak Danum Pambelum Keuskupan Palangkaraya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58374/jmmn.v2i3.187

Abstract

The development of the 21st century is marked as the century of openness or the century of globalization, meaning that human life in the 21st century has undergone fundamental changes that are different from the order of life and characteristics in the previous century. The purpose of this service activity is to implicate the Learning Concept and Characteristics of 21st Century Students, as facilitating learning. The methods used in this service include lectures, practices, and discussions. There are several stages in this service activity, namely coordination, and analysis of needs, preparation of materials and activities, training, monitoring, and evaluation, as well as data analysis and reports. The results of this service show an increase in the understanding of teachers after participating in the socialization of Learning Concepts and Characteristics of 21st Century Students, with an average understanding categorized as very good. This Community Service Activity (PKM) assists teachers in designing learning that is interesting and according to the needs of students in the 21st century, so that teachers can become more aware of the importance of the characteristics of students in the 21st century. It is hoped that the results of this community service can become a reference for other educational institutions as well as teachers are also more familiar with the needs of educators.
Pelatihan Penyusunan Asesmen Keterampilan Proses Sains Bagi Guru IPA di Kecamatan Saparua dan Saparua Timur Elsina Sarah Tamaela; Altje Latununuwe; Estevanus K Huliselan; Sarlota Singerin; Juliana Nirahua; Anatasija Limba; Heppy Sapulete; Asry N Latupeirissa; Seska Malawau; Aditya Kainama; Claudya Sabono
KREATIF: Jurnal Pengabdian Masyarakat Nusantara Vol. 6 No. 2 (2026): Jurnal Pengabdian Masyarakat Nusantara
Publisher : Pusat Riset dan Inovasi Nasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/kreatif.v6i2.8720

Abstract

The implementation of training on preparing Science Process Skills (KPS) assessments for science teachers in Saparua and East Saparua was motivated by the low literacy and numeracy achievements recorded over the past three years. One of the strategic efforts to improve these competencies is through the integration of KPS in science learning, which requires teachers to design appropriate and effective assessments. This community service program (PKM) was conducted through three main stages, namely preparation, implementation, and evaluation. During the preparation stage, observations and interviews were carried out with school principals and education area coordinators in Saparua and East Saparua Districts to identify teacher needs and technical requirements. The training activities were held at SMPN 16 Central Maluku in Waisisil Village with 27 participants and SMPN 28 Central Maluku in Tuhaha Village with 22 participants. The implementation stage began with a pre-test followed by material delivery and practical training sessions. The post-test results showed that participants’ average understanding reached 67.85 in Saparua and 68.38 in East Saparua. The gain test analysis in Saparua indicated that 37% of participants were in the low improvement category, 26% in the medium category, 15% in the high category, and 22% experienced a decline. In East Saparua, 36% were in the medium category, 27% in the low category, 14% in the high category, and 23% showed no improvement. Overall, the training successfully enhanced teachers’ understanding and skills in developing KPS-based assessments.
Co-Authors Aditya Kainama Altje Latununuwe Anatasija Limba Barus, Carolina Sri Athena Claudya Sabono Dewilna Helmi Elsina Sarah Tamaela Estevanus K Huliselan Heppy Sapulete Juliana Nirahua Ketarina Esomar Sarlota Singerin Seska Malawau Yulita Karolina Meikudy