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All Journal International Journal of Evaluation and Research in Education (IJERE) Jurnal Pendidikan Jasmani Indonesia Jurnal Penelitian dan Pengembangan Pendidikan Publikasi Pendidikan EDUSAINS Jurnal Pendidikan Indonesia Jurnal Ilmu Sosial dan Humaniora Journal of Education and Learning (EduLearn) JURNAL ILMIAH PENDIDIKAN FISIKA AL BIRUNI Al Ishlah Jurnal Pendidikan JIPF (Jurnal Ilmu Pendidikan Fisika) Jurnal Penelitian Pendidikan IPA (JPPIPA) JPF (Jurnal Pendidikan Fisika) Universitas Islam Negeri Alauddin Makassar Biosfer: Jurnal Pendidikan Biologi KEGURU "Jurnal Ilmu Pendidikan Dasar" Jurnal Pengabdian Magister Pendidikan IPA Indonesian Journal of Electrical Engineering and Computer Science Jurnal Pengabdian kepada Masyarakat Nusantara Unram Journal of Community Service (UJCS) Journal of Science and Science Education (JoSSEd) AJAD : Jurnal Pengabdian kepada Masyarakat Indonesian Journal of Physical Education and Sport Science (IJPESS) Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education) German für Gesellschaft (J-Gefüge) Jurnal Pendidikan MIPA Jurnal Pendidikan Progresif IJIS Edu : Indonesian Journal of Integrated Science Education
Batlolona, John Rafafy
Physics Education Study Program, Faculty Of Teacher Training And Education, Universitas Pattimura, Indonesia
Agriculture, Biological Sciences & Forestry Arts Humanities Astronomy Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Neuroscience Physics Social Sciences Other

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Building New Understanding Through Experiments: Students' Conceptual Shifts on Projectile Motion Jamaludin Jamaludin; John Rafafy Batlolona; Ashari Bayu P. Dulhasyim
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol. 13 No. 4: October 2025
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v13i4.15627

Abstract

Students' understanding of the concept of projectile motion is often hindered by misconceptions that are difficult to change through conventional teaching methods. This research explores how direct instruction, which remains relevant and effective in physics education, can be key to fostering conceptual change in students through a qualitative approach involving 39 elementary education teacher students as participants. Data was collected using two main instruments: in-depth interviews and student reflection journals, conducted during active and interactive learning processes. The research findings revealed that direct instruction not only helps students identify and correct misconceptions but also enriches their understanding by connecting the concept of projectile motion to real-life phenomena. Based on the reflection journals, students demonstrated increased awareness of conceptual errors and stated that direct involvement in experimental activities facilitated the internalization of concepts. In-depth interviews also indicated that group discussions, demonstrations, and direct observations of the motion trajectories of objects significantly reinforced their conceptual understanding. This transformation in understanding shows that direct teaching methods can bring abstract physics material to life, turning it into meaningful and applicable learning experiences. The conclusion of the research emphasizes that direct instruction is an effective strategy for improving the quality of students' conceptual understanding, particularly on the topic of projectile motion, and strengthening the foundation for sustainable physics education.
Multirepresentation in Physics Learning to Reduce Students' Misconceptions About Circular Motion Concepts Gazali Rachman; John Rafafy Batlolona
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol. 13 No. 4: October 2025
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v13i4.16608

Abstract

Physics education faces significant challenges in addressing students' misconceptions, particularly regarding the concept of circular motion. This article raises this issue by proposing the application of a multi-representational approach as an effective solution. A descriptive research method was used to analyze the multi-representational abilities of 36 eleventh-grade students, consisting of 12 males and 24 females. The results indicate that before the implementation of this approach, students' abilities to understand the concept of circular motion were very low, with an average percentage of only 28.70%. However, after the application of multi-representation, this percentage significantly increased to 70.59%. Furthermore, when examining gender aspects more closely, the highest achievements in students' multi-representational abilities related to the concept of circular motion occurred across all types of representations. This indicates that students are now capable of understanding and communicating physics ideas through various types of representations. These findings suggest that the use of different forms of representation, such as verbal, graphical, image, and mathematical, not only enhances students' conceptual understanding but also helps them identify and correct existing misconceptions. In conclusion, the integration of a multi-representational approach into the physics curriculum is crucial for improving students' understanding and reducing conceptual errors. This study recommends ongoing training for teachers in using various representations for instruction, as well as the development of learning modules that include different types of representations to support better student comprehension.
Effects of Problem-Based Learning on Elementary Students’ Scientific Literacy: A Quasi-Experimental Study Juliana Dadiara; Marleny Leasa; John Rafafy Batlolona
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol. 14 No. 1: January 2026
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v14i1.18074

Abstract

This study investigated the effect of Problem-Based Learning (PBL) on elementary school students’ scientific literacy in ecosystem learning. A quasi-experimental pretest–posttest non-equivalent control group design was employed involving 32 fifth-grade students from two primary schools in Ambon City, Indonesia. The experimental group consisted of 20 students from SD Negeri 76 Ambon, while the control group consisted of 12 students from SD Inpres 45 Ambon. The intervention was implemented over four weeks (eight lessons, 70 minutes each). The experimental group was taught using a structured seven-stage PBL model, whereas the control group received conventional teacher-centered instruction. Scientific literacy was assessed using an eight-item essay test aligned with PISA-oriented indicators, namely explaining scientific phenomena, designing and evaluating scientific investigations, and interpreting data and evidence. The instrument demonstrated acceptable validity (r = 0.70) and reliability (Cronbach’s α = 0.84). Data analysis using an independent samples t-test revealed a statistically significant difference between groups (t = −2.692, p = 0.012). Students in the PBL group achieved substantially higher posttest scores (M = 70.00, SD = 8.41) than those in the conventional group (M = 54.00, SD = 7.96), indicating a meaningful instructional effect. Further analysis showed that PBL particularly strengthened students’ abilities to interpret data and construct evidence-based explanations. These findings suggest that PBL is an effective instructional approach for enhancing scientific literacy in elementary ecosystem learning contexts, although conclusions should be limited to similar classroom settings and sample characteristics.
Strengthening Teachers’ Competence in Developing Diagnostics Tests for Learning Erlin Eveline; Herman S. Wattimena; Heppy Sapulate; John Rafafy Batlolona; Gazali Rachman; David Tuhurima; Cicylia Triratna Kereh; Marasi Bless Suryan; Anastasija Limba; Juliana Nirahua
Unram Journal of Community Service Vol. 6 No. 4 (2025): December
Publisher : Pascasarjana Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/ujcs.v6i4.1222

Abstract

The purpose of this community service is to strengthening teachers’ competence about diagnostics test for deep learning approach. The community service is conducted to address the challenges of Indonesia’s new curriculum policy about deep learning based on meaningful learning. The implementation methods include opening, materials explanation, discussion, assessment, and closing. Assessment was conducted by questionnaire and test. The result of the assessment from the questionnaire shows positive responses from teachers.  The average scores each statement ranges from 82% to 97%. It indicates a high level of participant satisfaction with the community service. The teachers gained strengthened knowledge about deep learning and the development of diagnostic instruments. The results indicate that the teachers found this community service beneficial, relevant to classroom needs, and applicable in teaching. In addition, most teachers were aware of diagnostic instruments (61,1%), but only a few teachers had ever developed them (5.6%) or conducted them in their classroom (11.1%). It shows that the implementation of the diagnostics test is still limited before conducting the training.  The result of the assessment from the test shows the mean score obtained by the teachers was 86,67. A total of 16 out of 18 teachers (88,9%) scored  80, which is categorized as good, while 2 teachers scored below 80. Thus, the percentage of teachers exceeded the predetermined achievement indicator of 70%. It is hope that this activity can help teachers in supporting deep learning approach at classroom.
Building Deeper Learning Through STEM Education for Elementary School Teachers Anderson Leonardo Palinussa; Marleny Leasa; Efilina Kissiya; Jamaludin; John Rafafy Batlolona; Niel Makaruku
Unram Journal of Community Service Vol. 6 No. 4 (2025): December
Publisher : Pascasarjana Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/ujcs.v6i4.1308

Abstract

STEM education (Science, Technology, Engineering, and Mathematics) in Indonesia, particularly in Maluku, faces the challenge of a skills gap that impacts economic growth. The goal of this training is to enhance teachers' competencies in integrating STEM and Deep Learning into the learning process. The training program is carried out by the Community Service Team from the Faculty of Teacher Training and Education at Pattimura University to improve teachers' understanding and ability to implement deep learning (DL) in STEM education. The results of the pre- and post-tests showed a significant increase in teachers' understanding and ability to adopt innovative educational approaches. The integration of STEM and DL has great potential to improve the quality of education. Teacher training and collaboration between educational institutions and the community are very important in enhancing the quality of education. Recommendations: (1) continuously improve teacher training, (2) develop curricula that support the integration of STEM and DL, and (3) enhance collaboration between universities and local schools to improve the quality of education and prepare students to face 21st-century challenges. Thus, it is expected to improve the quality of education and enhance students' ability to think critically and solve problems in the technological era.
Emotional Literacy and Students' Academic Achievement in Elementary Schools Emma Rumahlewang; Edy Janter Latumahina; John Rafafy Batlolona
Unram Journal of Community Service Vol. 6 No. 4 (2025): December
Publisher : Pascasarjana Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/ujcs.v6i4.1525

Abstract

This community service activity aims to improve the emotional literacy of elementary school students in Southeast Maluku and Tual City as an effort to support academic achievement and positive character development. Emotional literacy is considered important because it helps students recognize, understand, and manage emotions, thereby improving concentration, learning motivation, and social interaction in the school environment. The activity was implemented using a participatory approach through interactive lectures, group discussions, simulations (role plays), and joint reflections involving students in grades IV–VI. Evaluation was carried out qualitatively through observation and teacher feedback. The results of the activity showed an increase in students' abilities to identify emotions, control behavior, and participate more actively in the learning process. Social-emotional support from teachers, including communication with parents and facilitating educational assistance for underprivileged students, contributed to increased attendance and learning motivation. Overall, strengthening emotional literacy has been shown to contribute to learning engagement and improvements in students' academic attitudes. This activity confirms that integrating emotional literacy into elementary education is an effective strategy for improving the quality of learning and building student character sustainably.
Writing and Publishing High-Value Scientific Papers for Teachers John Rafafy Batlolona; Marleny Leasa; Albertus Fenanlampir; Edy Janter Latumahina
Unram Journal of Community Service Vol. 7 No. 1 (2026): March
Publisher : Pascasarjana Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/ujcs.v7i1.1608

Abstract

This community service activity aims to improve teachers' understanding and skills in writing and publishing systematic and high-quality scientific papers. The target group was 31 teachers at State Senior High School 14, Central Maluku, who participated in four days of training using training, discussion, and hands-on mentoring. The activity process included pre-writing, writing, and post-writing stages, beginning with a pre-test and ending with a post-test to measure the improvement in participants' competency. The results of the activity showed a significant improvement in the understanding of scientific paper structure, the ability to develop article outlines and drafts, and increased teacher confidence in writing and publishing scientific papers. Questionnaire data showed a high level of positive responses for most indicators, although several aspects still need improvement, such as understanding plagiarism and publication confidence. In addition, this activity also encouraged collaborative interactions between teachers and fostered an academic culture within the school environment. In conclusion, this training was effective in improving teachers' scientific writing competency, but follow-up in the form of ongoing mentoring and advanced training is needed to achieve more optimal and equitable results
Enhancing Middle School Teachers' Understanding of Locally Context-Based STEM Learning Jamaludin Jamaludin; Marleny Leasa; Gazali Rachman; Efilina Kissiya Kissiya; Herman Semuel Wattimena; John Rafafy Batlolona
Unram Journal of Community Service Vol. 7 No. 1 (2026): March
Publisher : Pascasarjana Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/ujcs.v7i1.1616

Abstract

This community service activity aims to improve junior high school teachers' understanding of implementing local context-based STEM learning in Makariki District, Central Maluku Regency. The activity was carried out using a participatory approach through the stages of needs analysis, training, implementation assistance, and evaluation. The training materials included STEM concepts, STEM integration, local context, and implementation, as well as the application of Project Based Learning (PjBL) and Engineering Design Process (EDP) in project-based learning. The results of the activity showed an increase in teachers' understanding of the STEM aspects provided. Teachers also demonstrated increased ability in designing project-based learning tools and utilizing local culture and environment as contextual and meaningful learning resources for students. In addition, interview results showed a change in teachers' mindsets towards more active, creative, collaborative learning, and relevant to students' daily lives. Thus, local context-based STEM training has proven effective in improving teachers' professional competence and supporting the development of innovative, contextual, and problem-solving-oriented 21st-century learning
From Confusion to Understanding: Optimizing Computer Simulations for Projectile Motion John Rafafy Batlolona; Jamaludin; Carolina Sri Athena Barus
Jurnal Penelitian dan Pengembangan Pendidikan Vol. 9 No. 2 (2025): July
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jppp.v9i2.93519

Abstract

Understanding physics concepts, especially projectile motion, among university students is still unsatisfactory. The limited use of real laboratories necessitates the need for effective learning alternatives to improve students' mastery of physics concepts. This study aims to analyze students' conceptual understanding of projectile motion using computer simulations in the form of PhET simulations. The data analysis method used is data collected using multiple-choice questions. Data analysis was carried out quantitatively by calculating test scores from students who used computer simulations. Then, scores were compared between students who used computer simulations to see improvements in concept mastery. Descriptive analysis was used to describe the level of mastery of the concept of projectile motion among students. The results showed that students who were taught with computer simulations showed significantly better scores. These findings recommend that computer simulations be used as an alternative teaching tool to help students overcome cognitive obstacles and develop their functional understanding of physics. This study implies that this research can help overcome students' difficulties in understanding complex concepts such as the law of conservation of mechanical energy.
Elementary School Teachers in the Island Region of Tual City Marleny Leasa; Albertus Fenanlampir; John Rafafy Batlolona; Marcy Saartje Ferdinandus
Publikasi Pendidikan Vol 16, No 2 (2026)
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70713/publikan.v16i2.82794

Abstract

The main problem faced by the partner is that the deep learning approach has not yet been widely implemented by elementary school teachers in Tual City. Most teachers still continue to use surface learning methods that focus mainly on memorization and the delivery of basic information rather than encouraging students to develop critical thinking, creativity, and deeper understanding of the learning material. Consequently, student learning outcomes are still considered less than optimal. Although deep learning (DL) is recognized as an effective approach to improve student comprehension, engagement, and problem-solving abilities, many teachers still lack sufficient knowledge and practical skills to implement it effectively in classroom instruction. Therefore, mentoring activities were conducted to provide teachers with knowledge, understanding, and practical guidance regarding the application of deep learning in teaching and learning processes. This community service (PKM) activity aimed to investigate teachers’ perspectives and understanding of deep learning as well as its implementation in teaching practices. The mentoring method involved assisting teachers in developing instructional materials and presenting the results of their work. The results showed that teachers gained a better understanding of deep learning and became more capable of designing effective DL-based learning materials for classroom use.
Co-Authors Abednego Abednego Abednego Abednego Agus Suyudi Akyuwen, Frandy Albertus Fenanlampir Albertus Fenanlampir Alfroni, Yohana Fransiska Anastasija Limba Anderson Leonardo Palinussa Angelina Aprillia Tupan Apilya Putirulan Arman Kalean Arnold Sahalessy Arnold Sahalessy Ashari Bayu P. Dulhasyim Baskar, Shikha Batlolona, Mariyam Carolina Sri Athena Barus Carolina Sri Athena Barus Cicylia Triratna Kereh Dahlia Mahulauw Damaris Manuputty David Tuhurima David Tuhurima David Tuhurima, David Desella Inna Rahmatina Dulhasyim, Ashari Bayu P. Dwi Hartoyo Edike, Uche Emmanuel Edy Janter Latumahina Efilina Kissiya Efilina Kissiya Kissiya Emma Rumahlewang Emma Rumahlewang Enriquez, Javier Julia Enriquez, Javier Julian Erlin Eveline Erlin Eveline Fajryani Simal Fenanlampir, Albertus Fifi Astafiani Syam Fredrik Manuhutu, Fredrik Gazali Rachman Ginting, Cristina Grusche, Sascha Haryo Franky Souisa Hasbullah, Bahmid Hattu, Mesak Heppy Sapulate Herman S. Wattimena Herman Semuel Wattimena Hukubun, Mariana Ditboya Idris Moh Latar Izaak Hendrik Wenno, Izaak Hendrik Jamaludin Jamaludin JAMALUDIN Jamaludin . Jamaludin Jamaludin Jamaludin Jamaludin Javier Julian Enriquez Jayanti, Y. M. Jayanti, Y. M. Jessy Viny Reyk Johana Manubey, Johana Johanes Pelamonia Johanes Pelamonia Johannis Takaria Johny Melvin Tahapary Jonas Solissa Jony Taihuttu Juliana Dadiara Juliana Nirahua Jusak Syaranamual Kakaly, Sulastri Kolatlena, Lusiana Lambertus J Lakollo Latumahina, Ketsy Limba, Anatasija Lusiana Fernatubun Mahapoonyanont, Natcha Mahapoonyanont, Natcha Malawau, Seska Marasi Bless Suryan Marcy Saartje Ferdinandus Mariana Rengkuan Marike Muskitta Marina Risa Marayate Mariyam Batlolona Marleny Leasa Matitaputty, Johanna Mehmet Altan Kurnaz Melvie Talakua Muhammad Nur Hudha Natcha Mahapoonyanont Natcha Mahapoonyanont Niel Makaruku Nilasari Nilasari Noke Kesaulya Nuniary, Sefnath Nurmin Pamella Mercy Papilaya Pamella Mercy Papilaya Rachman, Gazali Rahul, Rahul Ribka Lemi Ririhena Risahondua, Hatasudji Rizqi Maulidina Mahfi Rudolf Kempa Rudolf Kempa, Rudolf Saimima, Abdul Salam Sanabuky, Yakub Lalyolik Sapulete, Heppy Sayyadi, Muhammad Sefnath Nuniary Sefnath Nuniary Silahooy, Stevi Silomai Latuserimala Stevi Silahooy Sumarjo Sumarjo Sumarjono Sumarjono Sutopo Sutopo Suyanti, Marlen V. Taihuttu, Jony Takaria, Johannis Takaria, Johannis Tarigan, Haganta Theresia Laurens theresia laurens, theresia Thopilus Batlolona Tiara Dini Santika Yuliana Titaley, Elsina Tutupary, Rosmarin Unmehopa, Wilhelmina Venny Salhuteru Wartono Wartono Wartono Wartono Wartono Wartono Wartono Wartono Wattimena, Herman Samuel Wattimena, Herman Semuel Y. M. Jayanti Yohana Fransiska Alfroni Zainuddin Notanubun