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All Journal Journal on Education Journal On Teacher Education (Jote) Widya Accarya Unram Journal of Community Service (UJCS) International Education Trend Issues PEDAGOGIC: Indonesian Journal of Science Education and Technology Edumaspul: Jurnal Pendidikan KREATIF: Jurnal Pengabdian Masyarakat Nusantara
Heppy Sapulete
Universitas Pattimura
Religion Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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Efektivitas Penggunaan Media Google Site dalam Meningkatkan Hasil Belajar Peserta Didik Heppy Sapulete; Angga Priakusuma; Everhard Markiano Solissa; Iin Dwi Aristy Putri; Klemens Mere
Journal on Teacher Education Vol. 5 No. 1 (2023): Journal on Teacher Education
Publisher : Universitas Pahlawan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jote.v5i1.16986

Abstract

Perkembangan teknologi saat ini semakin pesat, perkembangan tersebut sudah mempengaruhi berbagai macam aspek, salah satunya adalah pada bidang pendidikan. Tujuan penelitian ini adalah untuk menganalisis penggunaan media google site dalam meningkatkan hasil belajar peserta didik. Metode yang digunakan dalam penelitian kualitatif dengan studi pustakan atau System Literature Review (SLR). Tujuannya adalah untuk menganalisis perbandingan teori-teori yang ada dengan teori-teori sebelumnya dalam literatur penelitian. Literatur yang digunakan adalah literatur dari hasil penelitian atau kajian yang disajikan dalam artikel ilmiah. Semua artikel yang digunakan bersumber dari mesin pencari literasi data elektronik Mendeley dan Google Scholar. Hasil penelitian dapat disimpulkan bahwa dengan menggunakan media google site sebagai media dalam pembelajaran di era kemajuan teknologi saat ini dapat meningkatkan hasil belajar peserta didik.
Dampak Integrasi Teknologi dalam Pembelajaran Terhadap Prestasi Akademis Mahasiswa Perguruan Tinggi Rosa Zulfikhar; Mustofa Mustofa; Emmy Hamidah; Heppy Sapulete; Joni Wilson Sitopu; Mike Nurmalia Sari
Journal on Education Vol 6 No 4 (2024): Journal on Education: Volume 6 Nomor 4 Mei-Agustus 2024
Publisher : Departement of Mathematics Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joe.v6i4.5787

Abstract

This study aims to explore the impact of technology integration in learning on the academic achievement of students in higher education. Through a literature review, we investigate the relationship between the use of technology such as e-learning platforms, augmented reality, and virtual reality with student engagement and academic achievement. Findings from this research highlight the importance of adequate technological infrastructure, teacher training, relevant curriculum design, institutional support, and technology accessibility to enhance the effectiveness of technology use in learning. The implications of this study provide insights for education practitioners and policymakers to maximize the benefits of technology in improving student academic achievement in higher education.
Effectiveness of IoT Integrated Problem Based Learning Model on Students Creative Thinking Skills Abilities Asrul Sani; Dewanto Dewanto; Heppy Sapulete; Via Yustitia; Adrie Oktavio; Tomi Apra Santosa; Ellina Rienovita
Edumaspul: Jurnal Pendidikan Vol 8 No 1 (2024): Edumaspul: Jurnal Pendidikan
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/edumaspul.v8i1.7715

Abstract

This study aims to determine the effectiveness of the Internet of Things (IoT) integrated problem-based learning model on students' creative thinking abilities. This type of research is a meta-analysis research by evaluating the effect of the size of IoT-based problem-based learning models on students' creative thinking skills. Data search keywords are problem-based learning models; IoT-based problem-based learning model; and Students' creative thinking skills. Data collection techniques are through direct observation of journal databases and documentation. The eligibility criterion is that research comes from journals indexed by SINTA, Scopus and Web of Science; Research must be published in 2020-2024; Research obtained through mendeley database, google scholar, Researchgate; ERIC, and ScienceDirect, research related to the effectiveness of IoT-based problem-based learning models on students' creative thinking skills and research has complete data to calculate the value of effect size. Data analysis is a quantitative analysis by calculating the effect size value with the Microsoft Excel 2020 application. The results of the study concluded from 12 journals analyzed the application of the Internet of Things (IoT)-based problem-based learning model had a significant influence on students' creative thinking ability with an average value of effect size of 0.942 This finding provides important information for teachers, the application of the problem-based learning model exerts a high category of influence to improve creative thinking skills in the learning process.
The Effect of Think Pair Share (TPS) Model Based on Flipped Learning on Students' Creative Thinking Skills Andika Dirsa; Fryan Sopacua; Heppy Sapulete; Sukini Sukini; ilwandri Ilwandri; Aat Ruchiat Nugraha; Sofan Rizqi
Edumaspul: Jurnal Pendidikan Vol 8 No 1 (2024): Edumaspul: Jurnal Pendidikan
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/edumaspul.v8i1.7798

Abstract

The purpose of this study was to determine the effect of Think Pair Share (TPS) model based on flipped learning on students' creative thinking skills. This type of research is quantitative research with a meta-analysis approach. The eligibility criteria in this study are research from national or international journals published in 2020-2024; research must be indexed by SINTA and Scopus, research must relate to the effect of the TPS model based on flipped learning on students' creative thinking skills, research obtained through the google scholar database, ScienceDirect, Wiley, ERIC and Hindawi, and research attaching complete data to analyse effect size. The data analysis technique is quantitative analysis by calculating the effect size value with the help of the OpenMEE application. The results of this study concluded that there was a positive effect of the TPS model based on flipped learning on students' creative thinking skills with a value of ES = 0.826; P < 0.001 with a high effect size category. This finding informs that the implementation of TPS model based on flipped learning has a significant effect on students compared to conventional model.
The Effect of Ethnobotanical Project Based Learning-STEM Model on Students 21st Century Thinking Skills in Science Learning Tomi Apra Santosa; Heppy Sapulete; Siti Fatimah Hiola; Dewanto Dewanto; Aat Ruchiat Nugraha; Everhard Markiano Solissa; Nurina Happy; Anwar Manahor
Edumaspul: Jurnal Pendidikan Vol 9 No 1 (2025): Edumaspul: Jurnal Pendidikan
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/edumaspul.v9i1.8842

Abstract

This study aims to determine the influence of ethnobotanically charged project-based learning-STEM models on students' critical thinking skills in biology learning. This type of research is a meta-analysis research. The inclusion criteria in this study are that the research must be relevant; research data was obtained from Google Scholar, Mendeley, ScienceDirect, ERIC and ProQuest; Research must be indexed by SINTA or Scopus, research published in 2023-2025 and have complete data to obtain effect size values. Data analysis with the help of the Jamovi application to calculate the effect size value, publication bias and homogeneity test. The results of this study concluded that the value of the summary effect size (d = 1.129; p < 0.005; Z = 9.890). These findings explain that there is an influence of the ethnobotanically charged project-based learning-STEM model on students' 21st-century skills in Science Learningcompared to the conventional model with a strong effect size category.
Peran Strategis Guru Penggerak Sebagai Penguatan Implementasi Kebijakan Merdeka Belajar I Gede Sujana; Sri Suharti; Joni Wilson Sitopu; Heppy Sapulete; Yohanis Hukubun
Widya Accarya Vol. 15 No. 1 (2024): Widya Accarya
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Dwijendra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46650/wa.15.1.1538.63-69

Abstract

Penelitian ini berujuan untuk mengetahui penguatan implementasi merdeka belajar melalui peran strategis guru penggerak. Metode yang diaplikasikan dalam penulisan artikel penelitian ini adalah kualitatif. Adapun jenis penelitian ini adalah penelitian pustaka. Data yang dikumpulkan kemudian dilakukan analisis secara mendalam dengan menggunakan pisau analisis konten. Selanjutnya hasil penelitian disajikan secara deskriptif kualitatif sesuai dengan pokok permasalahan dan tujuan dilaksanakannya penelitian ini. Hasil penelitian ini membuktikan, peran strategis dari guru penggerak, yaitu (1) Guru penggerak juga berperan mengubah pola transformasi pendidikan, yang sebelumnya dari pola terpusat pada guru menuju ke arah desentralisasi dengan memposisikan guru penggerak menjadi agen dan pemimpin proses transformasi; (2) sebagai penggerak disekolah yang berdasarkan pada pengalaman mengajar di sekolah. Guru penggerak bertugas menggerakan semua komponen pendidikan agar terlibat dan berpartisipasi secara aktif dalam rangka meningkatkan kualitas pendidikan; (2) Guru penggerak mampu mengarahkan, membentuk dan mengembangkan secara utuh dan menyeluruh kepribadian siswa; (4) Guru penggerak merupakan pemimpin dalam pembelajaran diera merdeka belajar dengan kemampuan menggerakkan lingkungan pendidikan untuk mewujudkan nyatakan pendidikan unggul yang berpusat pada siswa.
Pendidikan Global dan Keberagaman Budaya: Menyongsong Pendidikan yang Lebih Terbuka dan Inklusif Berbasis AI Everhard Markiano Solissa; Carolina Sasabone; Viona Sapulette; Heppy Sapulete
PEDAGOGIC: Indonesian Journal of Science Education and Technology Vol. 6 No. 3 (2026): PEDAGOGIC: Indonesian Journal of Science Education and Technology
Publisher : Lembaga Intelektual Muda (LIM) Maluku

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54373/ijset.v6i3.5545

Abstract

This article analyses the integration of global education, cultural diversity, inclusive education and artificial intelligence (AI) in building an open, adaptive and equitable learning ecosystem. The research employs a qualitative approach using a PRISMA-based Systematic Literature Review of 20 reputable scientific articles, which were analysed through thematic synthesis to identify patterns, conceptual contributions, and research gaps. The findings indicate that global education plays a role in fostering cross-cultural awareness and social responsibility, whilst cultural diversity demands learning designs that are responsive to differences in learners’ identities, languages, and experiences. Inclusive education serves as a key principle ensuring access, participation, and learning success for all learners without discrimination. On the other hand, AI contributes to personalised learning, learning analytics, and improved accessibility, yet it also poses challenges such as algorithmic bias, the digital divide, and privacy issues. The novelty of this research lies in a conceptual model that positions AI as an enabler within a humanistic, ethical, and culturally responsive educational framework, rather than as the central focus of learning. Consequently, the integration of these four aspects forms a crucial foundation for the development of a more inclusive, meaningful, and sustainable education system
Pelatihan Penyusunan Asesmen Keterampilan Proses Sains Bagi Guru IPA di Kecamatan Saparua dan Saparua Timur Elsina Sarah Tamaela; Altje Latununuwe; Estevanus K Huliselan; Sarlota Singerin; Juliana Nirahua; Anatasija Limba; Heppy Sapulete; Asry N Latupeirissa; Seska Malawau; Aditya Kainama; Claudya Sabono
KREATIF: Jurnal Pengabdian Masyarakat Nusantara Vol. 6 No. 2 (2026): Jurnal Pengabdian Masyarakat Nusantara
Publisher : AMIK Veteran Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/kreatif.v6i2.8720

Abstract

The implementation of training on preparing Science Process Skills (KPS) assessments for science teachers in Saparua and East Saparua was motivated by the low literacy and numeracy achievements recorded over the past three years. One of the strategic efforts to improve these competencies is through the integration of KPS in science learning, which requires teachers to design appropriate and effective assessments. This community service program (PKM) was conducted through three main stages, namely preparation, implementation, and evaluation. During the preparation stage, observations and interviews were carried out with school principals and education area coordinators in Saparua and East Saparua Districts to identify teacher needs and technical requirements. The training activities were held at SMPN 16 Central Maluku in Waisisil Village with 27 participants and SMPN 28 Central Maluku in Tuhaha Village with 22 participants. The implementation stage began with a pre-test followed by material delivery and practical training sessions. The post-test results showed that participants’ average understanding reached 67.85 in Saparua and 68.38 in East Saparua. The gain test analysis in Saparua indicated that 37% of participants were in the low improvement category, 26% in the medium category, 15% in the high category, and 22% experienced a decline. In East Saparua, 36% were in the medium category, 27% in the low category, 14% in the high category, and 23% showed no improvement. Overall, the training successfully enhanced teachers’ understanding and skills in developing KPS-based assessments.
Culture-Based Physics Experiment Training to Foster Student Creativity Heppy Sapulete; Alje Latununuwe; Estevanus K. Huliselan; Seska Malawau; Anatasija Limba; Elsina Sarah Tamaela; Juliana Nirahua; Asry N. Latupeirissa; Adytia Kainama
Unram Journal of Community Service Vol. 7 No. 3 (2026): September
Publisher : Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/ujcs.v7i3.1836

Abstract

The Community Service Program (PkM) titled “Culture-Based Physics Experiment Training to Develop Students’ Creativity” aims to integrate local wisdom into physics education to enhance students’ creativity. This initiative was undertaken because of the laboratory’s limited equipment, low levels of student creativity, and the absence of learning activities that integrate local culture or wisdom. Through a culture-based approach, papeda—a traditional Maluku dish—was used as an experimental medium to explain viscosity. The process of making papeda—which involves heating water, temperature changes, heat transfer, and the characteristics of fluid viscosity and flow—served as a real-world context for the lab activity. Thus, students could directly observe physical phenomena in their daily lives. The implementation method included the stages of socialization, training, technology application, mentoring and evaluation, as well as program sustainability. Students were trained to design and conduct simple experiments using materials and tools that are easily obtained in their local environment. Additionally, this activity encouraged students to think creatively in modifying experimental tools and procedures. The results included (1) culture-based physics experiment training can improve students’ creative thinking skills, with the majority falling into the “high” category; and (2) student responses to the PkM program were positive.
Influence of Online Learning Quality, Lecturer Support, and Academic Self-Efficacy on Student Engagement Nursanti Dwi Yogawati; Lia Febriani; Heppy Sapulete; Seno Lamsir
International Education Trend Issue Vol. 4 No. 2 (2026): International Education Trend Issue
Publisher : PT. BATARI EDU CALYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56442/ieti.v4i2.1579

Abstract

The rapid expansion of online learning in higher education has transformed the way students interact with course content, instructors, and peers, making student engagement a critical indicator of learning success. This study investigates the influence of online learning quality, lecturer support, and academic self-efficacy on student engagement in an online learning environment. Using a quantitative research design, data were collected from university students through a structured questionnaire measuring the four key constructs. The data were analyzed using multiple regression analysis to examine the direct effects of each independent variable on student engagement. The results reveal that all three variables—online learning quality, lecturer support, and academic self-efficacy—have significant positive effects on student engagement. Among these, academic self-efficacy emerged as the strongest predictor, indicating that students’ confidence in their academic abilities plays a central role in shaping their level of participation and involvement. Online learning quality also significantly contributes to engagement, emphasizing the importance of well-designed, interactive, and accessible digital learning environments. Additionally, lecturer support was found to positively influence engagement, highlighting the role of instructor presence, feedback, and communication in fostering an engaging learning experience. These findings suggest that improving both structural and psychological aspects of online education can enhance student engagement. The study contributes to the growing body of literature on online learning by providing empirical evidence on key factors that influence engagement and offers practical implications for educators and institutions aiming to optimize online learning experiences.
Co-Authors Aat Ruchiat Nugraha Aditya Kainama Adrie Oktavio Adytia Kainama Alje Latununuwe Altje Latununuwe Anatasija Limba Andika Dirsa Angga Priakusuma Anwar Manahor Asrul Sani Asry N Latupeirissa Asry N. Latupeirissa Claudya Sabono Ellina Rienovita Elsina Sarah Tamaela, Elsina Sarah Emmy Hamidah Estevanus K Huliselan Estevanus K. Huliselan Fryan Sopacua I Gede Sujana Iin Dwi Aristy Putri Ilwandri Ilwandri Joni Wilson Sitopu Juliana Nirahua Klemens Mere Lia Febriani Mustofa Mustofa Nurina Happy Rosa Zulfikhar Sari, Mike Nurmalia Sasabone, Carolina Seno Lamsir Seska Malawau Singerin, Sarlota Siti Fatimah Hiola Sofan Rizqi Solissa, Everhard Markiano Sri Suharti Sukini Sukini Tomi Apra Santosa Viona Sapulette Yogawati, Nursanti Dwi Yohanis Hukubun