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All Journal Publikasi Pendidikan SELAPARANG: Jurnal Pengabdian Masyarakat Berkemajuan Cetta: Jurnal Ilmu Pendidikan Jurnal Cendekia : Jurnal Pendidikan Matematika DIKDAS MATAPPA: Jurnal Ilmu Pendidikan Dasar JIKAP PGSD: Jurnal Ilmiah Ilmu Kependidikan Dimasejati: Jurnal Pengabdian Kepada Masyarakat J-Abdimas Cenderawasih
Chelsi Yuliana S
Universitas Cenderawasih
Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Control & Systems Engineering Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Medicine & Pharmacology Nursing Public Health Social Sciences Other

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Studi Komparasi Model Pembelajaran Projek Based Learning (PjBL) dan Jigsaw Terhadap Hasil Belajar IPS SDN 2 Abepura Chelsi Yuliana S
Cetta: Jurnal Ilmu Pendidikan Vol 6 No 2 (2023)
Publisher : Jayapangus Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37329/cetta.v6i2.2495

Abstract

Learning outcomes are one level of measurement of learning objectives for students which are called Learning Outcomes. that way the delivery of learning material requires modification or appropriate learning design to achieve the objectives of teaching. The fact is that at SDN 2 Abepura there are still teachers who teach using conventional methods. This study aims to determine higher learning outcomes than the PjBL and Jigsaw learning models. The study used a quasi-experimental approach with a pretest-posttest non-equivalent control group design. calculated using the Gaint Score with 1) Social Studies learning outcomes for Hindu Buddhist kingdoms using the Project Based Learning (PjBL) learning model are higher with an average of 0.65 than using the Jigsaw learning model 0.42 2). Social studies learning outcomes with Hindu Buddhist kingdom material in the aspects of applying, analyzing, evaluating, creating with the Project Based Learning (PjBL) learning model are higher than the Jigsaw learning model. After following this research it can be concluded that the PjBL learning model has higher learning outcomes compared to the Jigsaw model.
Pelatihan Penyusunan Rencana Pelaksanaan Pembelajaran (RPP) Problem Based Learning Berbasis HOTS pada Guru SD Negeri Inpres Koya Tengah Distrik Muara Tami Hidayah Hidayah; Aplonia C. Yonggom; Mamberuman Marthen Inggamer; Chelsi Yuliana S.; Tiffany Shahnaz Rusli
J-Abdimas Cenderawasih Vol. 1 No. 2 (2023)
Publisher : Universitas Cenderawasih

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31957/jabdimascenderawasih.v1i2.3411

Abstract

In preparing the Learning Implementation Plan, it is necessary to pay attention to indicators such as the application of learning models based on material needs so that the implementation of learning is more active, innovative and focused. One of the innovative and creative learning models to be applied in the learning process is Problem Basic Learning (PBL). The Problem Basic Learning (PBL) learning model invites students to solve problems independently. This service aims to equip and provide experience to teachers at SD Negeri Inpres Koya Tengah, Muara Tami Jayapura District in preparing learning implementation plans by implementing the Problem Based Learning (PBL) model with Hots-based learning implementation and improving the quality of learning in the school. This service activity was carried out in the form of training for teachers at the school which was attended by 12 teachers. The training method used is mentoring in the form of lectures, questions and answers and discussions. This activity includes: 1) preparation in planning the implementation of training conceptually, operationally and job descriptions, 2) implementation of the presentation of RPP material on the Problem Based Learning model and how to prepare a Hots-based Learning Implementation Plan. 3) Evaluation and discussion include the practice of making lesson plans by participants, collecting practical assignments, assessing the results of the training participants' work, and reflecting on the training material. The output of this service activity is achieving the objectives of this training and creating articles that will be published in community service journals.
Peningkatan Hasil Belajar Siswa Kelas III SD Inpres IV dengan Metode Jarimatika Penjumlahan Bersusun Tiffany Shahnaz Rusli; Chelsi Yuliana; Hidayah Hidayah
DIKDAS MATAPPA: Jurnal Ilmu Pendidikan Dasar Vol 6 No 4 (2023): Desember
Publisher : STKIP Andi Matappa Pangkep

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31100/dikdas.v6i4.3282

Abstract

The aim of this research is to increase the knowledge of class III students at SD Negeri Inpres Perumnas regarding the material of compound addition using the material of compound addition using the Jarimatika method. Classroom Action Research (PTK), which was carried out in two cycles. The results of the study showed that using Jarimatika significantly increased students' understanding of compound addition material. The students average score increased from 65 to 78 during the first cycle and to 88 during the second cycle. The results of this research show that the Jarimatika method is effective in improving student learning outcomes and making mathematics learning more interesting and interactive. This method can be recommended for use in teaching mathematics at elementary school level. 
Pelaksanaan Pembelajaran Diferensiasi Sebagai Solusi Beragaman Peserta Didik di Sekolah Dasar Ali, Aisyah; S, Chelsi Yuliana; Sukmawati, Sukmawati; Ristiani, Ria; Rusli, Tiffany Shahnaz
JIKAP PGSD: Jurnal Ilmiah Ilmu Kependidikan Vol 8, No 2 (2024): MEI (JIKAP PGSD)
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/jkp.v8i2.59606

Abstract

This research focuses on differentiation learning carried out by teachers at SD Negeri Inpres VIM I Kotaraja Jayapura City, Papua Province as a demand for curriculum changes. The background of the problem comes from the difficulty of identifying learning needs, learning styles, interests of students from different social backgrounds. This requires teachers to be able to create learning that suits the needs and abilities of each student. In this case, implementing differentiated learning can be a solution to overcome student diversity. The expected result of this research is a better understanding of the application of differentiated learning and improving the quality of learning at SD Negeri Inpres VIM I Kotaraja Jayapura City, Papua Province through differentiated learning. In addition, the recommendations of this research are to increase the application of differentiated learning in elementary schools, and its availability. source of information for teachers and other researchers.
Peningkatan Hasil Belajar Etika Profesi Keguruan melalui PjBL di PGSD Universitas Cenderawasih Rusli, Tiffany Shahnaz; Yuliana, Chelsi; Ali, Aisyah; Sumawan, Sumawan
JIKAP PGSD: Jurnal Ilmiah Ilmu Kependidikan Vol 8, No 2 (2024): MEI (JIKAP PGSD)
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/jkp.v8i2.60584

Abstract

Currently, educators or lecturers are required to convey differentiated learning methods and use the Project Based Learning (PjBL) learning model. Knowing each students strengths and weaknesses helps lecturers create learning designs that can improve learning outcomes that have been determined, especially in course on ethics and the teaching profession. In the PjBL model there are stages or steps to solve current problems from the material that has been prepared. By solving problems in groups and creating a work in the form of a product, students will work together and be actibe to complete their assignments. This research activity aims to determine the improvement in learning outcomes using the PjBL learning model in the ethics and teaching profession course. The research method that will be used is the qualitative method, which is a research method that emphasizes analysis or description. The research results clearly show a positive impact on improving student learning outcomes.
Sosialisasi Penggunaan Instrumen Identifikasi Kesulitan Belajar Spesifik Bidang Akademik pada Guru SDN YPK Kodeware Yuliana S, Chelsi
Dimasejati: Jurnal Pengabdian Kepada Masyarakat Vol 5, No 3 (2023): Penguatan Peran Perguruan Tinggi dalam Percepatan Pembangunan Sumber Daya Manusi
Publisher : IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/dimasejati.v5i3.13620

Abstract

This community service activity aims to provide understanding to teachers in order to identify students who have obstacles so they can get proper teaching in conveying subject matter. This service is carried out with three activities, namely 1) preparation, 2) lectures, questions and answers and demonstrations, 3) evaluation. Materials are compiled through Special Assistance Teacher manuals and other relevant references. The result of this service activity is that teachers know how to identify students in groups with specific learning difficulties, so that teachers can improve appropriate learning to overcome those who have specific learning difficulties.
Efektivitas Penerapan Model Problem Based Learning (PBL) pada Mata Kuliah Kajian Matematika Sekolah Dasar Sukmawati, Sukmawati; Ali, Aisyah; S, Chelsi Yuliana; Ristiani, Ria
Jurnal Cendekia : Jurnal Pendidikan Matematika Vol 8 No 3 (2024): Jurnal Cendekia: Jurnal Pendidikan Matematika Volume 8 Nomor 3 Tahun 2024
Publisher : Mathematics Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/cendekia.v8i3.3267

Abstract

Penelitian ini dilaksanakan untuk mengetahui efektivitas dari penerapan model Problem Based Learning (PBL) pada Mata Kuliah Kajian Matematika Sekolah Dasar. Penelitian ini merupakan penelitian pre-eksperimen dengan One Grup Pretest Posttest Design. Pengambilan sampel menggunakan teknik purposive sampling. Instrument yang digunakan yaitu tes hasil belajar, lembar observasi dan angket respon. Data yang diperoleh dianalisis secara deskriptif dan inferensial. Hasil analisis deskriptif menunjukkan: (a) rata-rata skor hasil belajar mahasiswa setelah diterapkan model PBL berada pada kategori sangat tinggi, rata-rata skor gain ternormalisasi berada pada kategori tinggi dan proporsi ketuntasan klasikal berada pada kategori tuntas; (b) rata-rata skor aktivitas belajar mahasiswa berada pada kategori sangat aktif dan; (c) rata-rata skor respons mahasiswa berada pada kategori positif. Hasil analisis inferensial menunjukkan pada hasil belajar mahasiswa (posttest), skor gain, ketuntasan klasikal, dan respon mahasiswa diperoleh p ≤ ???? signifikan (0,05). Sehingga dapat ditarik kesimpulan bahwa model Problem Based Learning (PBL) efektif diterapkan dalam pembelajaran matematika pada Mata Kuliah Kajian Matematika Sekolah Dasar.
Analisis Pembelajaran Diferensiasi Pada Kelas Yang Memiliki Peserta Didik Dengan Berkebutuhan Khusus S, Chelsi Yuliana; Rusli, Tiffany Shahnaz
JIKAP PGSD: Jurnal Ilmiah Ilmu Kependidikan Vol 9, No 1 (2025): Januari
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/jkp.v9i1.66402

Abstract

This study aims to identify the implementation of differentiated instruction in classes with students with special needs, evaluate its effectiveness, and provide recommendations for improvement. The research employed a descriptive qualitative method at SD Inpres SKP F3 Arso, collecting data through interviews, observations, and documentation. The findings revealed  that the implementation of differentiated instruction, through content, process, and product classification, successfully enhanced the academic achievement and socio-emotional development of students with special needs. Teachers demonstrated  a good understanding of adapting teaching strategies to meet individual students needs. Challenges such as limited teachers knowledge of differentiated instruction can be addressed through training and collaboration with experts. This study concludes that differentiated instruction is an effective solution for improving the quality of learning in inclusive classrooms. Recommendations include teacher training development and registering the school as an inclusive institution.
Analisis Kesiapan Guru Sekolah Dasar Tehadap Program Inklusi S, Chelsi Yuliana; Rusli, Tiffany Shahnaz; Ristiani, Ria; Pangestu, Deviyanti; Lestari, Yulita Dwi
Publikasi Pendidikan Vol 15, No 1 (2025)
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/publikan.v15i1.69061

Abstract

Penelitian ini bertujuan untuk kesiapan guru di Jayapura dalam melaksanakan program inklusi di sekolah dasar, mengingat beragamnya latar belakang budaya, etnis, dan kondisi sosial ekonomi di wilayah ini. Metode penelitian yang digunakan adalah pendekatan kualitatif dengan jenis studi kasus. Subjek penelitian terdiri dari 42 guru di SDN Inpres Kotaraja, Jayapura. Instrumen penelitian berupa wawancara dan kuesioner digunakan untuk mengumpulkan data. Hasil penelitian menunjukkan bahwa pemahaman guru terhadap konsep pendidikan inklusi mencapai 97%, dengan guru mampu mengimplementasikan pendekatan yang tepat untuk peserta didik berkebutuhan khusus. Guru juga telah menggunakan strategi dan model pembelajaran yang sesuai, meskipun terbebani oleh tugas administrasi. Lingkungan belajar yang disediakan sekolah cukup mendukung, namun masih diperlukan peningkatan alat bantu pembelajaran. Dukungan orang tua memainkan peran penting dalam keberhasilan program inklusi, meski hanya 60% keluarga yang berpartisipasi aktif. Hasil penelitian ini memberikan gambaran penting bagi pemangku kepentingan kebijakan dan pihak terkait dalam meningkatkan kesiapan guru dan dukungan bagi program inklusi di Jayapura.Kata kunci : Kesiapan Guru, Pendidikan Inklusi, Peserta Didik Berkebutuhan Khusus, Jayapura, Sekolah Dasar.
Merancang pembelajaran inklusif yang bermakna melalui backward design Wabiser, Yan Dirk; Inggamer, Mamberuman Marthen; Yuliana, Chelsi; Arsydik, Lintang Zahara
SELAPARANG: Jurnal Pengabdian Masyarakat Berkemajuan Vol 9, No 5 (2025): September
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/jpmb.v9i5.34079

Abstract

Abstrak Kesulitan guru dalam merancang pembelajaran yang inklusif dan bermakna menjadi tantangan utama dalam implementasi kurikulum. Kegiatan pengabdian ini bertujuan untuk meningkatkan kompetensi guru di SDN Inpres Skouw Mabo dalam merancang pembelajaran inklusif melalui pendekatan Backward Design. Kegiatan ini dilaksanakan pada bulan Mei dan Juli 2025 dengan 11 guru mitra sasaran yang dilibatkan secara penuh dalam kegiatan dengan metode partisipatif, mengkombinasikan pelatihan, lokakarya, dan pendampingan. Evaluasi kegiatan menunjukkan dampak yang sangat positif. Secara kuantitatif, terjadi peningkatan pemahaman konseptual guru secara signifikan, yang ditandai dengan kenaikan skor rata-rata dari 44,5% pada pre-test menjadi 80% pada post-test. Secara kualitatif, para guru menunjukkan peningkatan keterampilan praktik dengan mampu menghasilkan draf modul ajar yang sistematis dan koheren, di mana sebagian besar hasil rancangan terkategori "Baik" hingga "Baik Sekali". Kegiatan ini berhasil mentransformasi pengetahuan teoritis menjadi keterampilan praktis yang siap diimplementasikan untuk menciptakan pengalaman belajar yang lebih inklusif dan bermakna bagi semua siswa. Kata kunci: backward design; kompetensi guru; modul ajar; pendidikan inklusif; pembelajaran bermakna. Abstract The difficulty for teachers in designing inclusive and meaningful learning has become a major challenge in curriculum implementation. This community service activity aims to improve the competence of teachers at SDN Inpres Skouw Mabo in designing inclusive learning through the Backward Design approach. This activity was carried out in May and July 2025 with 11 target partner teachers who were fully involved in the activities using a participatory method, combining training, workshops, and mentoring. The evaluation of the activity showed a very positive impact. Quantitatively, there was a significant increase in teachers' conceptual understanding, marked by an increase in the average score from 44.5% on the pre-test to 80% on the post-test. Qualitatively, the teachers showed an increase in practical skills by being able to produce a systematic and coherent draft of teaching modules, where most of the design results were categorized as "Good" to "Very Good". This activity successfully transformed theoretical knowledge into practical skills ready to be implemented to create a more inclusive and meaningful learning experience for all students. Keywords: backward design; inclusive education; meaningful learning; teacher competence; teaching modules.
Co-Authors Adelina Hasyim Ali, Aisyah Aplonia C. Yonggom Arsydik, Lintang Zahara Deviyanti Pangestu Hidayah Hidayah Inggamer, Mamberuman Marthen Lestari, Yulita Dwi M.Thoha B.Sampurna Jaya Maman Surahman Mamberuman Marthen Inggamer Ristiani Ria Ristiani, Ria Rusli, Tiffany Shahnaz Sasmiati Sasmiati Sukmawati Sumawan, Sumawan Tiffany Shahnaz Rusli Tiffany Shahnaz Rusli