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Kurnia Putri Sepdikasari Dirgantoro

Program Studi Pendidikan Matematika, Fakultas Ilmu Pendidikan, Universitas Pelita Harapan

Author-ID : 623179

Agriculture, Biological Sciences & Forestry Humanities Automotive Engineering Chemistry Computer Science & IT Control & Systems Engineering Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Mechanical Engineering Nursing Physics Public Health Social Sciences Other

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PENTINGNYA PERAN GURU SEBAGAI PEMBIMBING DALAM MENGATASI PERILAKU PERUNDUNGAN DI KELAS [THE IMPORTANCE OF THE TEACHER'S ROLE AS A GUIDE IN OVERCOMING BULLYING IN THE CLASSROOM] Widiatmoko, Teza Friensi; Dirgantoro, Kurnia Putri Sepdikasari
JOHME: Journal of Holistic Mathematics Education Vol. 6 No. 2 (2022): DECEMBER
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/johme.v6i2.2072

Bullying behavior is currently very widespread in the school environment. The school as a place for students to study and pursue education becomes an environment that is no longer conducive to supporting the learning process. Therefore, this study aims to see the importance of the teacher's role as a guide in dealing with bullying behavior that occurs in the classroom. This research is qualitative descriptive research. The instruments used are observation sheets, interviews, and reflection. The conclusion obtained from this study is that the teacher as a mentor is very important in overcoming bullying behavior because the teacher acts as a role model, as well as a person who has authority in the classroom. As a supervisor the teacher pays attention to things that can be done, namely giving advice, instilling character education, as well as role models in the form of active action, namely giving motivation and exemplifying friendly and polite interaction patterns. The result is the creation of a classroom atmosphere that has good communication quality which has an impact on reducing bullying behavior in class.BAHASA INDONESIA ABSTRACT: Perilaku perundungan saat ini sangat marak terjadi di lingkungan sekolah. Oleh karena itu, sekolah sebagai wadah bagi para siswa untuk belajar dan menempuh pendidikan menjadi lingkungan yang tidak lagi kondusif dalam mendukung proses pembelajaran. Oleh karena itu, penelitian ini bertujuan untuk melihat pentingnya peran guru sebagai pembimbing dalam mengatasi perilaku perundungan yang terjadi di kelas. Penelitian ini adalah penelitian deskriptif kualitatif. Instrumen yang digunakan adalah lembar observasi, wawancara, dan refleksi. Kesimpulan yang diperoleh dari penelitian ini adalah guru sebagai pembimbing sangat penting dalam mengatasi perilaku perundungan dikarenakan guru berperan sebagai teladan sekaligus pribadi yang memiliki otoritas di dalam kelas. Sebagai pembimbing guru menaruh perhatian terhadap hal-hal yang bisa dilakukan yakni memberi nasihat, menanamkan pendidikan karakter, juga teladan dalam bentuk tindakan aktif yaitu memberi motivasi dan mencontohkan pola interaksi yang ramah dan santun. Hasilnya berupa terciptanya suasana kelas yang memiliki kualitas komunikasi yang baik yang berdampak pada menurunnya perilaku perundungan di kelas.

UPAYA GURU DALAM MEMBANGUN INTERAKSI SISWA MELALUI METODE BELAJAR SAMBIL BERMAIN [TEACHER'S EFFORTS IN BUILDING STUDENT INTERACTION USING A GAME BASED LEARNING METHOD] Rosarian, Ananda Wini; Dirgantoro, Kurnia Putri Sepdikasari
JOHME: Journal of Holistic Mathematics Education Vol. 3 No. 2 (2020): JUNE
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/johme.v3i2.2332

Interaction that occurs in the classroom involves interaction between the teacher and students as well as students and students. One form of class interaction is communication. Communication that is continuously intertwined can also form relationships. A comfortable and pleasant classroom atmosphere is a hope for all class members so that learning objectives can be achieved and can form the class as a shalom community. During the practicum, the writer found that there was no interaction between grade 10 science-track students due to students' individualist attitudes. The teacher as an artist strives and plays a role in creating a pleasant classroom atmosphere through innovative learning methods. Therefore, the writing of this writing aims to find out if the method of learning while playing can build student interaction. The method of learning while playing is one of the innovative, creative, and beneficial learning methods used to increase student interaction and support the achievement of learning objectives. Based on the results of a survey of grade 10 science-track students and mentor feedback, the method of learning while playing using the "Snakes and Ladders" game was proven to be able to increase interaction and relationships between students. However, to see an increase in student interaction consistently, it cannot be measured through one application, but requires a longer time or process. In its application, the teacher also needs to pay attention to the types of educational games used to apply the learning method while playing.BAHASA INDONESIA ABSTRACT: Interaksi yang yang terjadi di dalam kelas melibatkan interaksi antara guru dan siswa maupun siswa dengan siswa. Salah satu bentuk interaksi kelas yaitu adanya komunikasi. Komunikasi yang secara terus menerus terjalin juga dapat membentuk relasi. Suasana kelas yang nyaman dan menyenangkan menjadi harapan bagi seluruh anggota kelas agar tujuan pembelajaran dapat tercapai serta dapat membentuk kelas sebagai komunitas shalom. Dalam masa praktikumnya, penulis mendapati tidak adanya interaksi yang terjalin di antara siswa kelas X-IPA disebabkan oleh sikap individualis siswa. Guru sebagai seorang seniman berupaya dan berperan untuk menciptakan suasana kelas yang menyenangkan melalui metode pembelajaran yang inovatif. Oleh sebab itu, tulisan ini bertujuan untuk mengetahui bahwa metode belajar sambil bermain dapat membangun interaksi siswa. Metode belajar sambil bermain merupakan salah satu metode pembelajaran yang inovatif, kreatif, dan bermanfaat untuk meningkatkan interaksi siswa serta menunjang tercapainya tujuan pembelajaran. Berdasarkan hasil survei terhadap siswa kelas X-IPA dan feedback mentor, metode belajar sambil bermain dengan menggunakan media permainan ular tangga terbukti dapat meningkatkan interaksi serta relasi antar siswa. Namun untuk melihat adanya peningkatan interaksi siswa secara konsisten, tidak dapat diukur melalui satu kali penerapan, namun membutuhkan waktu atau proses yang lebih lama. Dalam penerapannya, guru juga perlu memerhatikan jenis permainan edukatif yang digunakan untuk menerapkan metode belajar sambil bermain.

GURU SEBAGAI FASILITATOR DALAM MENGATASI KESULITAN BELAJAR PESERTA DIDIK PADA PEMBELAJARAN DARING [TEACHERS AS FACILITATORS IN OVERCOMING STUDENTS' LEARNING DIFFICULTIES DURING ONLINE LEARNING] Putri S, Margaretha Ivana; Dirgantoro, Kurnia Putri Sepdikasari
JOHME: Journal of Holistic Mathematics Education Vol. 5 No. 2 (2021): DECEMBER
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/johme.v5i2.2881

During the Covid-19 pandemic, online learning became a new way of teaching and learning which utilized electronic devices, especially internet networks. However, in practice, online learning often encounters obstacles. With online learning, teachers need to know the causes and indicators of these difficulties. Efforts can then be made to alleviate them, namely that teachers become facilitators of online learning activities. In their role as facilitators, teachers can provide their students with supportive learning resources and media, encouragement and motivatation, and time outside of school hours to help students understand well. In this case, the author used a literature review and case study methods as the basis for preparing research instruments with the purpose of this paper being to explain the role of the teacher as a facilitator in overcoming learning difficulties of students during online learning. The author is aware of the limitations that humans have so the learning difficulties that students experience can be seen as an opportunity for teachers to serve those students. Teachers are also required to be more responsible for themselves and their students as a form of gratitude to God. The author suggests that the teacher as a facilitator can continue to learn to better understand the various strategies in overcoming learning difficulties and have a sense of responsibility towards students.BAHASA INDONESIA ABSTRACT: Dalam masa pandemi seperti ini, pembelajaran daring menjadi cara baru dalam proses belajar mengajar dengan memanfaatkan perangkat elektronik, khususnya jaringan internet. Namun dalam pelaksanaannya, pembelajaran daring sering mengalami kendala. Dalam pembelajaran daring yang dihadapi, guru perlu mengetahui faktor penyebab dan indikator kesulitan belajar daring. Kemudian, upaya dapat dilakukan yaitu guru diharapkan mampu menjadi fasilitator dalam kegiatan pembelajaran daring. Dengan perannya sebagai fasilitator, guru memberikan pelayanan berupa menyediakan sumber dan media pembelajaran yang mendukung, serta memberi semangat dan motivasi, serta meluangkan waktu di luar jam sekolah agar dapat membantu peserta didik memahami pembelajaran dengan baik. Dalam hal ini, penulis menggunakan metode kajian pustaka dan studi kasus sebagai dasar dalam penyusunan instrumen penelitian, dan tujuan penulisan paper adalah untuk menjelaskan guru sebagai fasilitator dalam mengatasi kesulitan belajar peserta didik selama pembelajaran daring. Penulis menyadari akan keterbatasan yang manusia miliki, sehingga melalui kesulitan belajar yang peserta didik alami dapat dilihat sebagai kesempatan untuk dapat melayani peserta didik. Guru juga dituntut lebih bertanggung jawab terhadap diri sendiri maupun peserta didik, sebagai wujud ucapan syukur kepada Tuhan. Saran penulis adalah agar guru sebagai fasilitator dapat belajar terus untuk lebih memahami berbagai macam strategi dalam mengatasi kesulitan belajar dan memiliki rasa tanggung jawab terhadap peserta didik.

PERAN GURU KRISTEN DALAM MENUNTUN SISWA MEMANDANG MATEMATIKA [THE ROLE OF CHRISTIAN TEACHERS IN GUIDING STUDENTS TO VIEW MATHEMATICS] Dirgantoro, Kurnia Putri Sepdikasari; Soesanto, Robert Harry
JOHME: Journal of Holistic Mathematics Education Vol. 5 No. 1 (2021): JUNE
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/johme.v5i1.3363

Mathematics is a subject that is considered a scourge by most students. They think that mathematics is difficult, complicated, and boring. However, if we look at the process of creation, everything in this universe (including mathematics) is God's creation and everything is really good. This truth needs to be revealed to students by the mathematics teacher. Unfortunately, many math teachers make students dislike mathematics. Therefore, this paper aims to describe the role of Christian mathematics teachers to guide students in viewing mathematics according to God's perspective. The research method used is the literature study method. The results of this study indicate that the role of Christian mathematics teachers includes: (1) appreciating and exploring mathematics first; (2) developing the four teacher competencies; and (3) understand the objectives of learning mathematics. Christian mathematics teachers also need to be careful not to fall into the sin of idolatry and pride by asking the Holy Spirit for help to be enabled in each of their ministries.BAHASA INDONESIA ABSTRACT: Matematika merupakan salah satu mata pelajaran yang dianggap momok oleh siswa. Siswa menganggap bahwa matematika itu sulit, rumit, dan membosankan. Namun jika melihat pada proses penciptaan maka segala yang ada di alam semesta ini (termasuk matematika) merupakan ciptaan Allah dan semuanya sungguh amat baik. Kebenaran ini perlu disingkapkan kepada siswa oleh guru matematika. Namun, banyak guru matematika yang justru membuat siswa tidak menyukai matematika. Oleh sebab itu, tulisan ini bertujuan untuk memaparkan peran guru matematika Kristen di dalam menuntun siswa dalam memandang matematika sesuai dengan cara pandang Allah. Adapun metode penelitian yang digunakan adalah metode studi kepustakaan. Hasil penelitian ini memaparkan bahwa peran guru matematika Kristen meliputi: (1) mengapresiasi dan menjelajahi matematika terlebih dahulu; (2) mengembangkan keempat kompetensi guru; serta (3) memahami tujuan pembelajaran matematika. Guru matematika Kristen juga perlu berhati-hati agar tidak jatuh ke dalam dosa penyembahan berhala dan kesombongan dengan meminta pertolongan kepada Roh Kudus agar dimampukan dalam setiap pelayanannya.

THE IMPLEMENTATION OF PROJECT-BASED LEARNING MINI-RESEARCH TASKS ON STUDENTS' LEARNING OUTCOMES DURING THE PANDEMIC Listiani, Tanti; Dirgantoro, Kurnia
JOHME: Journal of Holistic Mathematics Education Vol. 7 No. 1 (2023): JUNE
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/johme.v7i1.6137

Statistics for Research Education is an important course for students in the Faculty of Education. Serious problems are experienced by students learning statistics, one of them is because the learning outcomes are not optimal. To overcome this problem, a lecturer can provide mini-research tasks. Mini-research is one form of assignment from project-based learning. This research was descriptive qualitative research. The subjects in this study were students from Cohort 2019 who took Educational Research Statistics courses. Learning activities and mini-research assignments are handled fully online. By giving students a mini-research assignment, students can be encouraged to learn statistical theories and concepts. Through mini-research tasks, students can increasingly see the big picture and interrelationships between topics in this course. The positive responses can be seen from students’ reflections and results of the review given to the paper. The use of project-based learning with a mini-research task is an interesting idea and suitable for students. In addition to better student learning outcomes, students also become more conscious of the problems around them. Prospective teachers can learn to make research an upcoming provision when they enter the field of teaching.

Guru Sebagai Motivator untuk Mengembangkan Minat Belajar Siswa terhadap Matematika Silalahi, R. Indah; Dirgantoro, Kurnia Putri Sepdikasari
SUKMA: Jurnal Pendidikan Vol. 7 No. 1 (2023)
Publisher : Yayasan Sukma

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32533/07103.2023

One of the most typical problems experienced during the learning process for mathematics is the lack of student motivation in their studies. To assist students in resolving this problem, the teacher's position as a motivator is essential. It is hoped that the teacher's passion will increase the student's interest in studying, resulting in a successful learning process. This study asks the following question: How can a teacher pique a student's interest in mathematics? The purpose of this study is to examine the significance of the teacher's role as a motivator in promoting students' excitement for learning. Techniques for qualitative research were used to write this essay. The study's subject population consisted of 39 students in grades IX-A and IX-C. Reaching learning goals is hampered by learning problems. For students to achieve these goals, the teacher must be able to motivate them. The findings of this study show that a teacher's role as a motivator can correspond to the indicators of learning mathematics interest. To make it clear how the instructor's position affects students' motivation for learning, the author suggests utilizing the teacher as a motivator more than twice.

Developing Teacher Competencies Of Prospective Teacher Students In The Faculty Of Education Based On A Statistical Mini-Research Project Dirgantoro, Kurnia Putri Sepdikasari; Listiani, Tanti; Soesanto, Robert Harry
Mathline : Jurnal Matematika dan Pendidikan Matematika Vol. 10 No. 4 (2025): Mathline : Jurnal Matematika dan Pendidikan Matematika
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/mathline.v10i4.847

The Faculty of Education is dedicated to preparing teacher candidates. Ideally, every course students take should contribute to developing their teaching competencies. Within this framework, Educational Research Statistics is one of the mandatory courses for candidates at the Faculty of Education, Pelita Harapan University. In this course, students are expected to work collaboratively on a mini-research project for 1 semester, where they are trained to identify and solve problems through statistical procedures. At the end of the project, students are then expected to present the obtained outputs to their classmates. Therefore, this study aimed to carry out the following objectives: 1) Examine the level of differences in teacher competencies among students before and after the implementation of the mini-research project, and 2) Analyze the effectiveness of the project in strengthening teacher competencies of students. A mixed-method approach was implemented in this case, with 47 students employed as the experimental sample. This study used teacher competency tests and questionnaires as instruments. The processing of the results was also analyzed quantitatively and qualitatively. This research provides results: 1) there are significant differences between teacher competencies in students before and after the implementation of mini-research projects, and 2) the implementation of mini-research projects effectively strengthens the competence of student teachers. Therefore, every course must consider the best learning strategy to strengthen student teachers' competence.

Affective Mathematical Disposition Profile of First-Year Prospective Mathematics Teachers: A Mixed Methods Study Dirgantoro, Kurnia Putri Sepdikasari; Soesanto, Robert Harry
Edumatica : Jurnal Pendidikan Matematika Vol 16 No 1 (2026): Edumatica: Jurnal Pendidikan matematika (April 2026)
Publisher : Department of Mathematics Education, Faculty of Teacher Training and Education, Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/edumatica.v16i1.43456

Mathematics learning involves not only conceptual mastery but also affective dispositions that shape engagement and professional development. This study explores the affective domain of mathematical disposition among first-year prospective mathematics teachers and examines its alignment with indicators of early professional readiness. An explanatory mixed-methods design was employed involving 24 first-year students from a teacher education program in Indonesia. Quantitative data were collected using a validated affective mathematical disposition questionnaire, and differences between high- and low-disposition groups were analysed using the Mann–Whitney U test. Follow-up semi-structured interviews were conducted with six participants to explore professional motivations, conceptions of teaching competence, and professional initiative. The results indicate that usefulness and worthwhileness were the strongest affective aspects, while mathematical self-concept emerged as comparatively weaker. Statistically significant differences were found between high- and low-disposition groups across all affective aspects. Qualitative findings suggest that higher affective disposition aligns with stronger intrinsic motivation, more integrated conceptions of teaching competence, and more deliberate professional initiative. These findings provide preliminary evidence that affective mathematical disposition may play a contributory role in the early development of professional teacher identity

IMPLEMENTASI BELAJAR MENGAJAR MATEMATIKA SEKOLAH DI IMMANUEL BONANG [THE IMPLEMENTATION OF SCHOOL MATHEMATICS TEACHING LEARNING IN IMMANUEL BONANG] Oce Datu Appulembang; Kurnia Putri-Sepdikasari Dirgantoro; Jacob Stevy Seleky
Jurnal Sinergitas PKM & CSR Vol. 4 No. 3 (2020): June
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/jspc.v4i3.2866

Guidance and assistance in learning are necessary for every child, whether it is for the students who have attended school or not. Most of the parents who live in the Bonang area can not fulfill this activity. Parents who have not be able to accompany their children in learning after school are caused several factors, namely cognitive inability of parents, the busyness of parents in work, and the inability of parents economically to send their children to learning center, and some are even do not trust some learning center. Mathematics education students are prepared in the field of school mathematics teaching and learning expertise. For them, this activity is a valuable opportunity to gain teaching experience, as well as learning to implement the theories that have been learned, both in terms of pedagogy and mathematics. The purpose of this community is as a place to synchronize students’ need to implement their learning practices with the needs of schoolchildren around Bonang. The activity is in the form of assistance at one of the residents’ houses in Bonang. The benefits of this assistance activity are felt by all parties, schoolchildren as learning participants receive learning guidance in terms of cognitive and character, parents who are assisted and feel happy to see children's development in education, and the tutors can directly learn to implement knowledge and practice teaching.BAHASA INDONESIA ABSTRACT: Bimbingan dan pendampingan belajar diperlukan oleh setiap anak, baik yang bersekolah maupun yang tidak bersekolah. Kegiatan tersebut belum dapat dipenuhi oleh sebagian besar orang tua yang berdomisili di daerah Bonang. Orang tua yang belum dapat mendampingi anak-anaknya dalam belajar sepulang sekolah disebabkan oleh beberapa faktor yaitu ketidakmampuan orang tua secara kognitif, kesibukan orang tua dalam bekerja dan ketidakmampuan orang tua secara ekonomi untuk mengikutsertakan anaknya di dalam bimbingan belajar yang bersifat komersial, bahkan ada yang kurang percaya pada bimbingan belajar tertentu. Mahasiswa pendidikan matematika dipersiapkan pada bidang keahlian belajar mengajar matematika sekolah. Bagi mahasiswa, kegiatan tersebut merupakan kesempatan yang berharga untuk mendapatkan pengalaman mengajar, sekaligus belajar untuk mengimplementasikan teori yang sudah dipelajari, baik dari segi pedagogy maupun keilmuan matematika. Tujuan dari kegiatan ini adalah sebagai wadah untuk mensinkronisasikan kebutuhan mahasiswa untuk mengimplementasikan praktik pembelajaran mereka dengan kebutuhan anak sekolah di sekitar Bonang. Adapun kegiatan bimbingan belajar tersebut diselenggarakan di rumah salah satu warga di Bonang. Manfaat kegiatan bimbingan belajar ini dirasakan oleh semua pihak, anak-anak sekolah sebagai peserta belajar mendapatkan bimbingan belajar dari segi koginitif dan karakter, orangtua yang terbantukan dan merasa bahagia melihat perkembangan anak dalam pendidikan dan mahasiswa pendidikan matematika yang menjadi tutor dapat secara langsung belajar mengimplementasikan ilmu dan praktek mengajarnya.

MENINGKATKAN MOTIVASI BELAJAR SISWA MELALUI BIMBINGAN BELAJAR DARING DI TENJO Kurnia Putri Sepdikasari Dirgantoro; Pitaya Rahmadi; Tanti Listiani; Ernie Bertha Nababan
Jurnal Sinergitas PKM & CSR Vol. 6 No. 2 (2022): February
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/jspc.v6i2.5673

Pandemic conditions are continuing and have an impact on learning. Under such conditions, perhaps students are already familiar with distance learning and adapt to those conditions. However, it is undeniable that not all children can still have good motivation during online learning. Student learning motivation must still be moved so that students' enthusiasm for learning continues to be encouraged and can follow the learning. Although there are already several schools that implement Limited Face-to-Face Learning (PTMT), students still need assistance, for example during independent study hours in developing their knowledge. Especially children of Junior High School (SMP) and High School (SMA) or Vocational High School (SMK) age 7, 8, 9, 10, and 11 are in the adolescent stage that requires attention so that they can focus on learning. One of the things that can be done to give real attention is to accompany them to study outside of school hours. Tenjo tutoring in collaboration with GKI Gading Serpong is here to answer these problems. The goal is to provide services that directly impact the needs of junior high and high school / vocational school students, especially in encouraging student learning motivation. This tutoring activity is carried out online. After being implemented for 5 months, the student's learning motivation score did not appear to have increased significantly. However, based on open-ended questions, 92% of students stated that they became enthusiastic about learning when taking this tutoring.abstract in BahasaKondisi pandemi masih terus berlanjut dan berdampak terhadap pembelajaran. Dalam kondisi demikian, mungkin siswa sudah terbiasa dengan pembelajaran jarak jauh dan beradaptasi dengan kondisi tersebut. Namun tidak dapat dipungkiri bahwa tidak semua anak bisa tetap memiliki motivasi yang baik selama pembelajaran daring. Motivasi belajar siswa harus tetap digerakkan sehingga semangat belajar siswa terus terpacu dan dapat mengikuti pembelajaran. Meski sudah ada beberapa sekolah yang melaksanakan Pembelajaran Tatap Muka Terbatas (PTMT), siswa tetap memerlukan pendampingan misalnya pada saat jam belajar mandiri dalam mengembangkan pengetahuannya. Khususnya anak usia Sekolah Menengah Pertama (SMP) dan Sekolah Menengah Atas (SMA) atau Sekolah Menengah Kejuruan (SMK) kelas 7, 8, 9, 10, dan 11 berada di tahap remaja yang membutuhkan perhatian sehingga mereka bisa fokus dalam pembelajaran. Salah satu yang bisa dilakukan untuk memberikan perhatian yang nyata adalah mendampingi mereka belajar di luar jam sekolah. Bimbingan belajar Tenjo bekerja sama dengan GKI Gading Serpong hadir untuk menjawab permasalahan tersebut. Tujuannya adalah menghadirkan pelayanan yang langsung berdampak bagi kebutuhan siswa SMP dan SMA/SMK khususnya dalam mendorong motivasi belajar siswa. Kegiatan bimbingan belajar ini dilaksanakan secara daring. Setelah dilaksanakan selama 5 bulan, secara skor motivasi belajar siswa tidak terlihat mengalami peningkatan secara signifikan. Namun berdasarkan pertanyaan terbuka, 92% siswa menyatakan menjadi semangat belajar ketika mengikuti bimbingan belajar ini.

Co-Authors Agnes Monica Halawa Anditya, Novia Hoki Anin, Fendy Reza Ayu, Philia Candra Sekar Banjarnahor, Evander Bermuli, Jessica Elfani Bonyah, Ebenezer Bou, Natasya Inggriani Rosarinda Diva Nathania Hartono Engelina Engelina Ernie Bertha Nababan Irene Kristina Telaumbanua Iswandi, Nivea Jacob Stevy Seleky Jesica, Alvalerina Margaretha Madha Melissa Melda Jaya Saragih, Melda Jaya Novel Priatna Oce Datu Appulembang, Oce Datu Paladang, Karmila Kristina Panggabean, Meicky Shoreamanis Pantow, Edsel Yubil Pardamean Sinaga, Darma Roh Pitaya Rahmadi Priyanti, Neng Purba, Friska Juliana Purba, Joy Anwar Putri S, Margaretha Ivana R. H. Yanti Silitonga R. H. Yanti Silitonga Rahmadi, Pitaya Rizky Stevania Sihotang Robert Harry Soesanto Robert Harry Soesanto Robert Harry Soesanto Rosarian, Ananda Wini Saragih, Melda J. Siahaan, Meiva Marthaulina Lestari Siane Indriani, Siane Sianturi, Evi Yunita Sianturi, Vera Nengsih Sihombing, Willy Ruben Silalahi, R. Indah Silitonga, R. H. Yanti Sitinjak, Debora Suryani Soesanto, Robert Harry Tamba, Kimura Patar Tanti Listiani Tanti Listiani, Tanti Turmudi Widiatmoko, Teza Friensi Winardi, Yonathan Windi Kristiato Yohanis Bell Yanti Yanti Yanti Yanti Yanti Yaya S. Kusumah

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