Article Per Year (5 Year)
p-Index From 2021 - 2026
8.36
P-Index
This Author published in this journals
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 Momentum: Physics Education Journal 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
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

Published : 80 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 80 Documents
Search

 4   5   6   7   8 
Examining the Impact of Tutor Effectiveness and Student Motivation on Academic Achievement in Package C Programs: An Analysis of Community Learning Centers in Ambon City Arnold Sahalessy; John Rafafy Batlolona; Lambertus J Lakollo; Abednego Abednego
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 2 (2025): JUNE 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i2.5652

Abstract

Tutor effectiveness is a critical factor in non-formal education, particularly in the Package C equivalency program. One of the major challenges in this context is low student motivation, which significantly affects academic achievement.This study employed a descriptive quantitative approach to examine the influence of tutor performance and student learning motivation on academic achievement in the Package C program in Ambon City. Data were collected through questionnaires distributed to 90 tutors across four Community Learning Activity Centers (Pusat Kegiatan Belajar Masyarakat, PKBM) in the Sirimau sub-district.The analysis showed that both tutor performance (t = 5.009, p .05) and student learning motivation (t = 1.998, p .05) had a significant positive effect on student achievement. Additionally, tutor competence and work motivation were found to significantly influence overall tutor performance (F = 14.922, p .05).These findings highlight the dual importance of enhancing tutor effectiveness and fostering student motivation to improve educational outcomes in non-formal settings. Tutor performance is shaped by internal factors such as professional competence and motivation, which in turn impact students' academic success.Tutor performance and student learning motivation are key predictors of student achievement in the Package C program. Future interventions should prioritize capacity building for tutors and strategies to increase student engagement in non-formal education environments.
Building Deeper Learning Through STEM Education for Elementary School Teachers Palinussa, Anderson Leonardo; Leasa, Marleny; Kissiya, Efilina; Jamaludin; Batlolona, John Rafafy; Makaruku, Niel
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.
Effects of Problem-Based Learning on Elementary Students’ Scientific Literacy: A Quasi-Experimental Study Dadiara, Juliana; Leasa, Marleny; Batlolona, John Rafafy
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.
Emotional Literacy and Students' Academic Achievement in Elementary Schools Rumahlewang, Emma; Latumahina, Edy Janter; Batlolona, John Rafafy
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 Batlolona, John Rafafy; Leasa, Marleny; Fenanlampir, Albertus; Latumahina, Edy Janter
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; Leasa, Marleny; Rachman, Gazali; Kissiya, Efilina Kissiya; Wattimena, Herman Semuel; Batlolona, John Rafafy
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
Latihan Plyometrik Intensitas Tinggi Meningkatkan Kecepatan Lari Cepat, Kekuatan Anggota Tubuh Bagian Bawah, dan Jarak Lompatan pada Atlet Pria Jusak Syaranamual; Johny Melvin Tahapary; Mariana Ditboya Hukubun; John Rafafy Batlolona
Indonesian Journal of Physical Education and Sport Science Vol 6 No 2 (2026): June: Article in Progress
Publisher : Indonesian Journal of Physical Education and Sport Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52188/ijpess.v6i2.2046

Abstract

Athletic performance in competitive sports is strongly influenced by explosive abilities such as initial speed, lower-limb power, and jumping ability. Although plyometric training has been widely used to improve these performance components, most previous studies have not specifically examined the effects of high-intensity plyometric training on these three performance variables simultaneously in adult male athletes. This gap in the literature represents the novelty of the present study. This study aimed to analyze the effects of high-intensity plyometric training on initial speed, lower-limb power, and jump distance in male athletes. The study employed a quasi-experimental design with a pre-test and post-test approach. The research sample consisted of 15 male athletes from the athletics unit of Universitas Pattimura who participated in a high-intensity plyometric training program for 8 weeks with a frequency of three sessions per week. The research variables included initial speed measured through a 35-meter sprint test, lower-limb power measured using the Sargent test, and jump distance measured using the standing long jump test. The data were analyzed using a paired sample t-test and one-way ANOVA with a significance level of 0.05. The results showed significant improvements in all variables after the intervention, including a 6.33% decrease in sprint time, a 25.07% increase in lower-limb power, and a 25.03% increase in jump distance, with very large effect sizes across all variables. These findings indicate that high-intensity plyometric training is effective in improving the explosive performance of male athletes. This study concludes that a high-intensity plyometric training program can serve as an effective training strategy to enhance athletes’ explosive physical abilities. Future research is recommended to employ experimental designs with control groups, larger sample sizes, and further investigation into the physiological mechanisms of neuromuscular adaptation in greater depth.
Physics Problem Solving Skills with IBL-STEMWeb: Students on Small Islands in Maluku John Rafafy Batlolona; Jamaludin Jamaludin
Jurnal Penelitian Pendidikan IPA Vol 8 No 2 (2022): April
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v8i2.1344

Abstract

Learning on small islands in Maluku still has many obstacles. It is limited by inadequate supporting facilities and infrastructure in the form of internet availability in accessing learning materials. Maluku's natural resources, both biological and non-biological, are very abundant. However, they have not been managed properly in improving the community's welfare. Therefore, education is one of the spearheads in improving the quality of students so that they can manage the existing nature well in the future. One of the recommended lessons is IBL-STEWeb to improve the academic quality of students. The use of IBL-STEWeb can take into account the involvement of students' preconceptions, provide in-depth basic knowledge, help students make connections within the context of a conceptual framework, and can map students' knowledge in a way that facilitates the search and application of information
Elementary School Students' Metacognitive Awareness: PBL Study with HPC Strategy in Science Learning Marleny Leasa; John Rafafy Batlolona; Jamaludin Jamaludin; Sefnath Nuniary; Venny Salhuteru
Jurnal Penelitian Pendidikan IPA Vol 9 No 10 (2023): October
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v9i10.3686

Abstract

The results of previous studies show that biological science learning for elementary school students is in the sufficient category. This is because teachers do not familiarize students with being trained in high-level thinking in the form of life skills, namely metacognitive awareness. Therefore, effective strategies are needed to increase students' metacognitive awareness. One model that can increase students' metacognitive awareness is the problem-based learning (PBL) model with the homogeneity psychocognition (HPC) strategy. The aim of the research is to analyze differences in elementary school students' metacognitive awareness in learning biological science using the PBL model, PBL with HPC strategies, and conventional models. This research used a quasi experiment with a pretest-posttest nonequivalent control group design. The number of samples participating in the research was 155 students where sampling was carried out randomly. The instrument used was the metacognitive awareness inventory which was adapted from the Junior Metacognitive Inventory (Jr. MAI) by Sperling et al (2002). The inventory consists of 18 questions with 9 items each on the aspects of knowledge of cognition and regulation of cognition. The research results found that there were significant differences in metacognitive awareness in the PBL learning model, PBL with HPC strategies compared to conventional learning. This research recommends that teachers can optimize PBL, as well as PBL with HPC strategies in increasing students' metacognitive awareness.
Analysis of Students' Understanding of Temperature Concepts Based on Diagnostic Test Results: A Discovery Learning Study David Tuhurima; John Rafafy Batlolona
Journal of Science and Science Education Vol. 7 No. 1 (2026)
Publisher : Pascasarjana, Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jossed.v7i1.14962

Abstract

This study highlights the low conceptual understanding of students in physics learning, which is often accompanied by misconceptions, especially in the topic of temperature and heat. The purpose of this study is to analyze the improvement of students' conceptual understanding through the application of the Discovery Learning (DL) model. The study used a qualitative descriptive design supported by quantitative data in the form of a pretest and posttest. The subjects were 30 students of class VII-A who were selected purposively. The instrument used was an essay test to measure students' conceptual understanding before and after learning. The results showed a significant increase in students' conceptual understanding, indicated by an increase in scores from the low category in the pretest to the high category in the posttest. The DL model has been proven to be able to increase student activeness, encourage critical thinking processes, and help students build concepts independently through systematic learning stages. In addition, student misconceptions were still found regarding the concepts of temperature and heat that stem from inaccurate initial understanding. The conclusion of this study shows that the application of the Discovery Learning model is effective in improving students' conceptual understanding and reducing misconceptions, making it suitable for use as an alternative for more meaningful learning in physics
Co-Authors Abednego Abednego Abednego Abednego Agus Suyudi Akyuwen, Frandy Albertus Fenanlampir Albertus Fenanlampir Alfroni, Yohana Fransiska Anderson Leonardo Palinussa Angelina Aprillia Tupan Apilya Putirulan Arman Kalean Arnold Sahalessy Arnold Sahalessy Ashari Bayu P. Dulhasyim Barus, Carolina Sri Athena Baskar, Shikha Batlolona, Mariyam Dadiara, Juliana Dahlia Mahulauw Damaris Manuputty David Tuhurima David Tuhurima, David Desella Inna Rahmatina Dulhasyim, Ashari Bayu P. Dwi Hartoyo Edike, Uche Emmanuel Efilina Kissiya * Emma Rumahlewang Enriquez, Javier Julia Enriquez, Javier Julian Erlin Eveline Fajryani Simal Fenanlampir, Albertus Fifi Astafiani Syam Fredrik Manuhutu, Fredrik Ginting, Cristina Grusche, Sascha Haryo Franky Souisa Hasbullah, Bahmid Hattu, Mesak Hukubun, Mariana Ditboya Izaak Hendrik Wenno, Izaak Hendrik 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 Jusak Syaranamual Kakaly, Sulastri Kereh, Cicylia Triratna Kissiya, Efilina Kissiya Kolatlena, Lusiana Lambertus J Lakollo Latar, Idris Moh. Latumahina, Edy Janter Latumahina, Ketsy Limba, Anastasija Limba, Anatasija Mahapoonyanont, Natcha Mahapoonyanont, Natcha Makaruku, Niel Malawau, Seska 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 Nilasari Nilasari Nirahua, Juliana 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 Sapulate, Heppy Sapulete, Heppy Sayyadi, Muhammad Sefnath Nuniary Sefnath Nuniary Silahooy, Stevi Silomai Latuserimala Stevi Silahooy Sumarjo Sumarjo Sumarjono Sumarjono Suryan, Marasi Bless 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 S. Wattimena, Herman Samuel Wattimena, Herman Semuel Y. M. Jayanti Yohana Fransiska Alfroni Zainuddin Notanubun