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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Genta Mulia : Jurnal Ilmiah Pendidikan Tolis Ilmiah: Jurnal Penelitian PROFICIO: Jurnal Pengabdian Masyarakat Jurnal Pengabdian Masyarakat dan Riset Pendidikan Jurnal Ragam Pengabdian Makapande: Jurnal Pengabdian Kepada Masyarakat MADAKO ELEMENTARY SCHOOL
Hamna
Universitas Madako Tolitoli
Aerospace Engineering Agriculture, Biological Sciences & Forestry Arts Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Strengthening Ecological Environment-Based P5 through Deep Learning Implementation in Elementary Schools Nurandaryani; Hamna
Madako Elementary School Vol. 4 No. 2 (2025): DECEMBER
Publisher : Program Studi PGSD Universitas Madako Tolitoli

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56630/mes.v4i2.331

Abstract

Elementary school in Indonesia aims to cultivate a generation that excels academically while embodying Pancasila values and demonstrating environmental awareness. This study analyzes the implementation of a Deep Learning approach in strengthening the P5 framework through mindful, joyful, and meaningful learning in elementary schools, with the goal of fostering students’ environmental concern through practical school-based activities. The research employed a qualitative approach with a case study design at SD Negeri 2 Timoreng Panua, involving 48 informants, including the school principal, two teachers, and 45 students. The results indicate that the implementation of P5 reinforcement based on Deep Learning enhances students’ environmental awareness, measured through moral awareness (83.09%), learning enjoyment (83.53%), and learning significance that reinforces the values of mutual cooperation (81.50%), responsibility (78.05%), and tolerance (75.62%). The mindful, joyful, and meaningful learning approach successfully created a reflective learning ecosystem that is aligned with Pancasila values and environmentally friendly, while effectively promoting students’ critical thinking, empathy, and ecological consciousness. These findings underscore the importance of conscious, enjoyable, and meaningful learning strategies for strengthening Pancasila character and environmental stewardship in primary education.
Teacher Challenges in Adapting New Technology in Indonesian Language Learning: An Exploratory Study in Elementary School Hamna; Muh. Khaerul Ummah BK; Mas’adi; Wahyudin P. Laubaha; Dewi Oktavia; Tiara Astian Ashar
Madako Elementary School Vol. 5 No. 1 (2026): JUNE
Publisher : Program Studi PGSD Universitas Madako Tolitoli

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56630/mes.v5i1.349

Abstract

This study was motivated by the challenges faced by teachers in adapting Indonesian language instruction to emerging technological platforms at the elementary school level. Such conditions have contributed to the suboptimal implementation of digital-based learning in classroom settings. The study employed a qualitative approach with an exploratory research design. Data were collected through in-depth interviews, participant observations, and document analysis to obtain a comprehensive understanding of teachers’ adaptation processes toward new educational technologies. The findings revealed five major challenges encountered by teachers in their efforts to adjust to technological advancements in the learning process of Grade V students at SDN 3 Nalu, particularly in the utilization of Artificial Intelligence (AI) and Interactive Flat Panel (IFP) smartboard technology. These findings indicate that teachers’ innovative capabilities and pedagogical flexibility play a strategic role in enhancing students’ participation and learning motivation. Despite encountering various obstacles, teachers demonstrated strong adaptive capacities through several initiatives. The implications of this study highlight the importance of strengthening teachers’ digital literacy, providing continuous professional development and training opportunities, and ensuring equitable access to technological infrastructure to support a more effective and sustainable transformation of educational practices.
A Phenomenological Study of Scouting-Based Outbound Learning to Strengthen Elementary School Students’ Cooperation and Solidarity Muh. Khaerul Ummah BK; Hamna; Nurul Hidayah; Moh. Fauzan
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.v5i2.356

Abstract

This study is grounded in the issue of suboptimal development of cooperation and solidarity among elementary school students, which has not been effectively fostered through conventional instructional approaches. The study aims to explore in depth the essential experiences of students participating in scouting-based educational outbound activities using a qualitative phenomenological approach. Data were collected through participatory observation, in-depth interviews, and documentation at SDN 3 Tolitoli, with a focus on group interaction dynamics, student engagement, and the role of supervising teachers. Data analysis was conducted thematically to uncover the meaning of participants’ collective experiences. The findings indicate that structured outbound activities such as collaborative games, knot-tying exercises, marching drills, and stretcher simulations significantly enhance the quality of social interaction, collective responsibility, and collaborative problem-solving skills. The discussion suggests that experiential learning and group dynamics effectively facilitate the internalization of cooperation and solidarity values, as reflected in improved interpersonal communication, mutual trust, role awareness, and team adaptability. The study implies that integrating scouting-based outbound activities serves as a transformative pedagogical approach, offering strong relevance for sustainably strengthening students’ social competencies.
The Existence of Veldbox as a Colonial Historical Heritage and Its Relevance to Social Studies Learning in Elementary School Hamna; Muh. Khaerul Ummah BK; Intan Nuraini; Evi Afrianti
Madako Elementary School Vol. 5 No. 1 (2026): JUNE
Publisher : Program Studi PGSD Universitas Madako Tolitoli

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56630/mes.v5i1.355

Abstract

Colonial historical heritage in various regions of Indonesia continues to face challenges in preservation and educational utilization. One example is the veldboxes in Tolitoli Regency, which remain relatively unfamiliar to local communities and have not been optimally integrated into educational practices. As a result, students have limited understanding of their local history. This study aims to examine the existence of veldboxes as Dutch colonial heritage in Tolitoli Regency and explore their relevance to elementary Social Studies education. A qualitative approach was employed using Archaeological Object Study and Field Research methods at seven Dutch colonial veldbox sites. Data were collected through field observations, documentation, and interviews with local historians, nearby residents, teachers, and the principal. The findings indicate that the veldboxes were constructed around the 1940s as defensive bunkers and coastal observation posts. Their conditions vary from relatively intact to severely damaged, with only two sites officially designated as cultural heritage assets. The study also found that veldbox history has not yet been integrated into Social Studies instruction at SDN 1 Nalu. Nevertheless, these structures have considerable potential as contextual local-history learning resources through field visits, visual media, and instructional modules, thereby enhancing students’ historical understanding and cultural awareness.
Schools as Inclusive Education Service Providers: Analysis of Teacher Readiness in Implementing Inclusive Education in Elementary School Afrida Bupu Wae; Saugadi; Hamna
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.v5i2.400

Abstract

Teachers' readiness in implementing inclusive education is not fully optimal, especially in the aspect of practical skills in the classroom. This study uses a qualitative approach with phenomenological design to explore in depth the experiences and perceptions of teachers at SDN 1 Tambun, involving one principal and six teachers through observation, structured interviews, and documentation, with interactive model data analysis (reduction, presentation, verification). The results of the study show that cognitively teachers have a fairly good understanding of the concept of inclusion, the characteristics of students with special needs, and the importance of learning differentiation. In the affective dimension, teachers show a positive attitude, characterized by acceptance without discrimination and equal learning opportunities. Meanwhile, in the psychomotor aspect, implementation skills are in the category of being quite good, but not consistent and optimal in practice. The discussion indicates that there is a gap between conceptual understanding and real implementation. These findings confirm that teacher readiness is multidimensional which takes on an important role in the implementation of inclusive education in schools, with the implication that it is necessary to strengthen practice-based training and systemic support to improve the quality of inclusive learning.
Co-Authors Adrizkal Afrida Bupu Wae Arwin F. Pontoh Dewi Oktavia Dini Evi Afrianti Ikbal Ikbal Intan Nuraini Justiya Saputri Karlina Khaulah Marshanda Intan Handayani Mas’adi Moh. Fauzan Moh. Febrianto Rusdin Moh. Rudini Muh. Khaerul Ummah BK Mustakim Ni Wayan Savitry Nurandaryani Nurul Hidayah Revina A. Lasaripi Rosita Sinyor Sabrina Saskia Amalia Saugadi Suci Rahmadani sukma Taspia Tiara Astian Ashar Wahyudin P. Laubaha