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All Journal Mimbar PGSD Undiksha SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL Jurnal Ilmiah Wahana Pendidikan International Journal of Multi Discipline Science (IJ-MDS) Journal of Character and Elementary Education Jurnal Pengabdian Masyarakat dan Riset Pendidikan
Julien Chintya
Universitas Negeri Manado
Religion Agriculture, Biological Sciences & Forestry Humanities Civil Engineering, Building, Construction & Architecture Education Health Professions Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Implementation of Higher Order Thinking Skills Learning Palangda, Listriyanti; Abu, Ilham; Watung, Sjeddie Rianne; Chintya, Julien
International Journal of Multi Discipline Science (IJ-MDS) Vol 8, No 1 (2025): Volume 8 Number 1 February 2025
Publisher : STKIP Singkawang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26737/ij-mds.v8i1.7601

Abstract

This study aims to describe the implementation of Higher Order Thinking Skills (HOTS)-based learning at SMP 8 Satu Atap (SATAP) Tondano, particularly in core subjects such as Mathematics, Science, and Indonesian Language. HOTS-based learning is essential to equip students with critical thinking, creativity, and the ability to solve complex problems in line with the demands of the Merdeka Curriculum and the Industrial Revolution 4.0. This study employed a qualitative approach using a case study method. The subjects used in this study were 5 teachers. Data collection techniques included in-depth interviews with teachers. The results of the study indicated that teachers had made efforts to integrate HOTS elements into the learning process through the use of trigger questions, group discussions, and project-based assignments. However, the implementation still faced various obstacles, such as limited infrastructure, low student learning motivation, and a lack of teacher training in HOTS lesson planning. To overcome these challenges, teachers applied strategies such as scaffolding, the use of contextual learning media, and collaboration among teachers. This study concluded that the implementation of HOTS-based learning at SMP 8 SATAP Tondano was underway but not yet optimal, and still required strengthened institutional support and teacher capacity building.
Pengaruh Kompetensi Profesional Guru Sd Terhadap Prestasi Belajar Siswa Pontoh, Rati Anggraini; Chintya, Julien
Jurnal Ilmiah Wahana Pendidikan Vol 11 No 8.D (2025): Jurnal Ilmiah Wahana Pendidikan 
Publisher : Peneliti.net

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Abstract

This study aims to determine the effect of elementary school teachers' professional competence on student achievement. Using a quantitative approach with a correlational method, the study was conducted with teachers and fifth- and sixth-grade students at several public elementary schools selected purposively. Data on teacher professional competence were obtained through a questionnaire based on indicators from the Minister of National Education Regulation No. 16 of 2007, while student achievement was measured from report card scores in Mathematics, Indonesian, and Science. Data were analyzed using Pearson correlation and simple linear regression. The results showed a positive and significant relationship between teacher professional competence and student achievement (r = 0.628; p < 0.05), with a contribution of 39.4% to the variation in learning achievement. These findings confirm that teachers with good mastery of material, curriculum understanding, and learning strategies can significantly improve student academic achievement. The study recommends strengthening ongoing teacher professional development programs to improve the quality of elementary education.
Beyond Coding Blocks: Unveiling Elementary Teachers’ Navigation of LOTS and HOTS in Computational Thinking Classrooms Rafika Putri; Muhammad Rusli; Julien Chintya; Halani Felda Sunbanu; Alse Ona Sabat; Dyen Erni Lakapu; Nurul Mahruzah Yulia
MIMBAR PGSD Undiksha Vol. 14 No. 1 (2026): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpgsd.v14i1.107343

Abstract

Integrating computational thinking in elementary education requires teachers to design programming-based learning that promotes HOTS, although its implementation still faces various challenges.This study aims to analyze elementary school teachers’ understanding and perceptions of HOTS and Lower-Order Thinking Skills (LOTS) within programming-based learning contexts. This study employed a qualitative approach involving 40 elementary school teachers selected purposively. Data were collected through a Likert-scale questionnaire and semi-structured in-depth interviews as the primary instruments. Data analysis was conducted using a six-phase thematic analysis to identify patterns and meanings emerging from the data. The findings reveal that teachers demonstrate a high level of conceptual understanding of HOTS/LOTS and strong competence in designing HOTS-oriented assessments. Nevertheless, moderate challenges persist, particularly related to time constraints, student readiness, and resource limitations. On the other hand, systemic support is perceived to be very high and serves as a key enabling factor in strengthening teachers’ readiness. This study concludes that integrating HOTS into programming learning requires a supportive educational ecosystem, strengthened by continuous professional development, authentic assessment, and professional learning communities.
Penguatan Karakter dan Motivasi Belajar Melalui Kegiatan Kelas Inspiratif Kepramukaan di Panti Asuhan Mefiboset Tomohon: Pengabdian Refien Khouni S. Rawung; Sumardi W. Ndolu; Yuliana Yuliana; Mila Karmila; Julien Chintya; I Wayan Aditya Kurnia Wijaya; Rati Pontoh; Elisabeth R. Lantang; Michella Christy Tania Supit; Cindy Inggar; Christania Syelomita Undap
Jurnal Pengabdian Masyarakat dan Riset Pendidikan Vol. 4 No. 4 (2026): Jurnal Pengabdian Masyarakat dan Riset Pendidikan Volume 4 Nomor 4 April - Juni
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jerkin.v4i4.7133

Abstract

Penguatan karakter dan motivasi belajar penting untuk mendukung perkembangan akademik dan sosial anak, khususnya di panti asuhan. Program Pengabdian kepada Masyarakat ini bertujuan memperkuat karakter dan meningkatkan motivasi belajar anak-anak di Panti Asuhan Mefiboset Tomohon melalui Kelas Inspiratif Kepramukaan. Kegiatan menggunakan pendekatan partisipatif yang meliputi analisis kebutuhan, perancangan, pelaksanaan, dan evaluasi program. Pembelajaran dirancang melalui nilai-nilai kepramukaan, experiential learning, permainan edukatif, simulasi kepemimpinan, aktivitas kolaboratif, dan refleksi diri. Program diikuti oleh 28 anak panti asuhan. Evaluasi dilakukan melalui observasi, angket, dan refleksi bersama pengelola panti. Hasil menunjukkan peningkatan karakter peserta, terutama pada aspek disiplin, tanggung jawab, kerja sama, percaya diri, kepedulian sosial, dan kerja keras. Motivasi belajar juga meningkat, ditandai dengan antusiasme mengikuti kegiatan, kesadaran akan pentingnya pendidikan, keinginan berprestasi, dan optimisme meraih cita-cita. Keberhasilan program didukung oleh pembelajaran yang aktif, kolaboratif, dan bermakna.
Penerapan Model Pembelajaran Project Based Learning (PjBL) Terhadap Kemampuan Berpikir Kreatif Peserta Didik di SDN Pineleng: Penelitian Julien Chintya Chintya; Rati Anggraini Pontoh
Jurnal Pengabdian Masyarakat dan Riset Pendidikan Vol. 4 No. 4 (2026): Jurnal Pengabdian Masyarakat dan Riset Pendidikan Volume 4 Nomor 4 April - Juni
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jerkin.v4i4.7142

Abstract

The creative thinking ability of elementary school students is one of the crucial competencies in facing 21st century challenges. However, field data indicate that students' creative thinking skills remain in the low category, partly due to the dominance of conventional learning models. Project Based Learning (PjBL) emerges as an innovative solution that encourages students to be active, collaborative, and capable of producing real products. This study aims to deeply describe the application of PjBL learning model on the creative thinking skills of elementary school students. This research employs a qualitative approach with a descriptive research design. Data were collected through participatory observation, in-depth interviews, and document study. Data were analyzed through data reduction, data presentation, and conclusion drawing stages (Miles & Huberman, 1994). The results indicate: (1) PjBL implementation is carried out through six systematic stages, from formulating fundamental questions to evaluation and reflection; (2) PjBL effectively improves all four indicators of students' creative thinking including fluency, flexibility, originality, and elaboration according to Munandar's (2012) theory; (3) the success of PjBL implementation is influenced by the teacher's role as facilitator, availability of facilities and infrastructure, and group work dynamics. The implication of this research affirms the importance of adopting PjBL in elementary school learning as an effort to implement the Merdeka
IMPLEMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE THINK PAIR SHARE (TPS) DALAM MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS SISWA SEKOLAH DASAR STUDI KASUS DI SDN PINELENG Julien Chintya; Rati Anggraini Pontoh; Elisabeth Rosina Lantang
Jurnal Ilmiah Wahana Pendidikan Vol 12 No 6.C (2026): Jurnal Ilmiah Wahana Pendidikan
Publisher : Peneliti.net

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Abstract

This study aims to describe the implementation of the Think Pair Share (TPS) cooperative learning model in improving the critical thinking skills of elementary school students. The study used a qualitative approach with a case study. The subjects were fourth-grade teachers and 28 fourth-grade students at SDN Pineleng. Data collection techniques included participant observation, in-depth interviews, and documentation. Data validity was tested using source and technique triangulation. The results showed that: (1) TPS learning planning was carried out systematically through the development of lesson plans based on the Merdeka curriculum; (2) the implementation of the TPS model took place in three main stages: think (independent thinking), pair (pair discussion), and share (sharing with the class); (3) students' critical thinking skills experienced a significant increase, indicated by an increase in their ability to reason, reason, and summarize information. This study concludes that the TPS learning model is effective in elementary schools when supported by good classroom management and teacher scaffolding.
EFEKTIVITAS MODEL PROJECT BASED LEARNING BERBASIS LITERASI MULTIMODAL TERHADAP KETERAMPILAN MENULIS NARASI KREATIF MAHASISWA PENDIIDIKAN GURU SEKOLAH DASAR Mila Karmila; Julien Chintya; Yuliana Yuliana; I Wayan Aditya Kurnia Wijaya
Journal of Character and ELementary Education Vol 5 No 02 (2026): Mei 2026
Publisher : Universitas Nusa Cendana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35508/jocee.v5i02.28617

Abstract

: Penelitian ini dilatarbelakangi oleh kesenjangan antara perkembangan literasi digital mahasiswa yang semakin multimodal dengan praktik pembelajaran menulis narasi di kelas yang masih berorientasi pada teks tunggal. Tujuan penelitian ini adalah untuk menguji efektivitas model Project Based Learning berbasis literasi multimodal terintegrasi dalam meningkatkan keterampilan menulis narasi kreatif mahasiswa PGSD. Metode penelitian yang digunakan adalah pendekatan kuantitatif dengan desain kuasi eksperimen tipe pretest-posttest control group design. Hasil uji Independent Sample T-Test menunjukkan nilai signifikansi sebesar 0,001 (p < 0,05). Terdapat perbedaan peningkatan rata-rata yang jauh lebih tinggi pada kelompok eksperimen (23,10) dibandingkan kelompok kontrol (11,40). Integrasi mode representasi seperti visual dan audio dalam sintaks PjBL terbukti sangat efektif memfasilitasi mahasiswa dalam mengeksplorasi ide dan menstrukturkan alur cerita. Mahasiswa menjadi lebih mudah membayangkan latar dan karakter secara hidup sehingga menghasilkan narasi yang lebih kohesif dan imajinatif dibandingkan metode konvensional. Disimpulkan bahwa model ini efektif meningkatkan keterampilan menulis narasi kreatif mahasiswa, memberikan implikasi praktis bagi dosen untuk merancang pembelajaran bahasa yang lebih adaptif terhadap era digital.
DIAGNOSTIC PROFILE OF ELEMENTARY SCHOOL STUDENTS’ MATHEMATICAL CREATIVE THINKING IN PROBLEM SOLVING THROUGH NEWMAN ERROR ANALYSIS Sumardi W. Ndolu; Yuliana; Julien Chintya
SOSIOEDUKASI Vol 15 No 3 (2026): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Publisher : Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/sosioedukasi.v15i3.9564

Abstract

Mathematical creative thinking is essential for problem solving because it enables students to generate multiple solutions, apply diverse strategies, and develop relatively novel approaches. However, classifying students’ creative-thinking levels does not indicate where difficulties occur during problem solving. This study aimed to describe the diagnostic profile of elementary school students’ mathematical creative thinking in problem solving through Newman Error Analysis (NEA). A qualitative multiple-case study was conducted with 29 sixth-grade students at St. Clara Catholic Elementary School in Tomohon. Students completed an open-ended problem-solving task assessing fluency, flexibility, and novelty and were classified into MCTL levels 0–4. One student representing each MCTL level was purposively selected for semi-structured interviews based on the five NEA stages: reading, comprehension, transformation, process skills, and encoding. The findings showed that MCTL 2 was the most prevalent level (34.5%). Students at lower MCTL levels tended to experience difficulties in comprehension and transformation, whereas those at higher levels generally understood and transformed problems appropriately but still experienced procedural and encoding errors. Transformation emerged as an important intersection between mathematical creative thinking, particularly flexibility and novelty, and problem-solving difficulties. Integrating MCTL and NEA provides a more informative diagnostic profile for designing adaptive scaffolding based on students’ creative-thinking characteristics and problem-solving needs.
Co-Authors abu, ilham Alse Ona Sabat Christania Syelomita Undap Cindy Inggar Dyen Erni Lakapu Elisabeth R. Lantang Halani Felda Sunbanu I Wayan Aditya Kurnia Wijaya Lantang, Elisabeth Listriyanti Palangda Michella Supit Mila Karmila Muhammad Rusli Nurul Mahruzah Yulia Pontoh, Rati Anggraini Putut Marwoto Rafika Putri Rati Pontoh Refien Khouni S. Rawung Sjeddie Watung Sri Haryani Suharto Linuwih Sumardi W. Ndolu Yuliana Yuliana Yuliana Yuliana Yuliana