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All Journal Jurnal Paedagogy Jurnal Pengabdian UNDIKMA Equator Science Journal (ESJ) EDUCARE: Jurnal Pendidikan dan Kesehatan
Wa Ode Siti Hamsinah Day
Universitas Musamus
Religion Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemistry Decision Sciences, Operations Research & Management Dentistry Earth & Planetary Sciences Economics, Econometrics & Finance Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Nursing Physics Public Health Social Sciences Other

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Penguatan Kompetensi Guru dalam Merancang Pembelajaran Deep Learning yang Mindful, Meaningful, and Joyful di SD Muhammadiyah Merauke Sri Hanipah; Wa Ode Siti Hamsinah Day; Rival Hanip; Fredy Fredy
Jurnal Pengabdian UNDIKMA Vol. 7 No. 1 (2026): February
Publisher : LPPM Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jpu.v7i1.18858

Abstract

This community service program aims to enhance the competencies of teachers at SD Muhammadiyah Merauke in designing and implementing deep learning that is mindful, meaningful, and joyful. The program focuses on strengthening teachers’ capacity to develop innovative lesson plans (RPP) and student worksheets (LKPD), design project-based learning activities, and utilize digital learning media grounded in local cultural contexts. The program was implemented through training and mentoring activities involving 25 teachers. Evaluation instruments consisted of a questionnaire comprising 25 items, and the data were analyzed using a t-test. The results indicate a significant improvement in teachers’ skills, with an increase of 18.48 points from a pre-training mean score of 72.84 to a post-training mean score of 91.32. These improvements reflect teachers’ enhanced ability to design deep learning–oriented instruction, produce 21st-century instructional tools, and apply innovative learning media in classroom practice. Overall, the program has the potential to serve as a model for sustainable professional development in fostering a humanistic and transformative learning ecosystem at SD Muhammadiyah Merauke.
Pengembangan Buku Ajar Gizi Dan Kesehatan Anak Usia Dini Terintegrasi Case Method Sebagai Implementasi Kurikulum Merdeka Pada Mahasiswa Pgpaud Muh. Rafi’y; Wa Ode Siti Hamsinah Day; Dharma Gyta Sari Harahap; Apriliyanti Tika Mulyani
EDUCARE: Jurnal Pendidikan dan Kesehatan Vol. 3 No. 2 (2026): EDUCARE: Jurnal Pendidikan dan Kesehatan (Juni)
Publisher : Lembaga Penelitian Dan Publikasi Ilmiah (lppi) Yayasan Almahmudi Bin Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70437/jedu.v3i2.166

Abstract

Penelitian ini bertujuan mengembangkan buku ajar Gizi dan Kesehatan Anak Usia Dini yang terintegrasi case method sebagai sumber belajar bagi mahasiswa Pendidikan Guru Pendidikan Anak Usia Dini (PGPAUD). Pengembangan bahan ajar didasarkan pada kebutuhan pembelajaran yang dapat menyajikan konsep gizi dan Kesehatan serta menghubungkan konsep tersebut dengan persoalan autentik yang dihadapi pendidik anak usia dini. Penelitian menggunakan pendekatan Research and Development dengan model ADDIE yang mencakup tahap analysis, design, development, implementation, dan evaluation. Produk dikembangkan dengan mengintegrasikan materi dan contoh kontekstual, studi kasus, pertanyaan analitis, dan aktivitas pembelajaran yang berorientasi pada pemecahan masalah. Kelayakan produk akan dinilai oleh ahli materi dan ahli media/pembelajaran, sedangkan kepraktisan akan diuji melalui uji coba terbatas pada mahasiswa PGPAUD Universitas Musamus Data dikumpulkan menggunakan lembar validasi dan angket respons mahasiswa, kemudian dianalisis secara deskriptif kuantitatif dan kualitatif. Hasil validasi materi didapatkan nilai 96% berada pada kategori sangat baik, pada validasi media 94% atau sangat baik. Sedang pada uji praktikalitas didapatkan data 85% atau sangat baik. Setelah itu diuji efektifitas dan mendapatkan nilai (t(13) = -8.65; p < .001), lalu menglami peningkatan rata rata dari 51.6 ke 81.9. dari hasil ini dapat dinyatakan bahwa produk ini efektif dalam meningkatkan hasil belajar peserta didik
The Impact of Daily Life Based Project Based Learning on Elementary Students Multiliteracy Sri Hanipah; Fredy; Ratna Purwanty; Wa Ode Siti Hamsinah Day
Jurnal Paedagogy Vol. 13 No. 4 (2026): October (IN PRESS)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v13i4.20139

Abstract

This study aims to evaluate the effectiveness of daily-life-based Project-Based Learning (PjBL) in improving elementary school students’ multiliteracy skills. The study employed a quasi-experimental design with a posttest-only control group design. The sample consisted of 35 students, with 18 assigned to the experimental group and 17 to the control group. Data were collected using an observation sheet comprising 30 items and were analyzed using descriptive and inferential statistical techniques. An independent-samples t-test was conducted to examine differences in multiliteracy skills between the two groups. The findings revealed that daily-life-based PjBL was associated with significantly higher multiliteracy skills among students in the experimental group than among those in the control group. The experimental group (M = 140.78, SD = 7.06) outperformed the control group (M = 115.18, SD = 7.29), t(33) = 12.09, p < .001, with a very large effect size (Cohen’s d = 3.57). These findings indicate that daily-life-based PjBL may be an effective approach for supporting the development of elementary school students’ multiliteracy skills. For elementary school teachers in Merauke, South Papua, integrating students’ everyday experiences and local environments into PjBL may help make learning more relevant, contextual, and meaningful. Projects can be adapted to available local resources to support the development of multiliteracy skills within authentic learning contexts.
Sagu Sep Ethnoscience-Based Science Worksheet: Enhancing Critical Thinking Skills among Elementary School Students Hafsemi Rapsanjani; Wa Ode Siti Hamsinah Day
Equator Science Journal Vol. 4 No. 3 (2026): [Online First] Equator Science Journal (ESJ)
Publisher : CV. Dharma Samakta Edukhatulistiwa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61142/esj.v4i3.508

Abstract

This study examined changes in elementary students’ critical thinking skills after learning with a Sagu Sep ethnoscience-based science worksheet. A quantitative pre-experimental study was conducted using a one-group pre-test-post-test design with 20 fifth-grade students at SD Negeri 2 Merauke, South Papua, Indonesia. Data were collected using a critical-thinking test covering five indicators: formulating problems, constructing evidence-based arguments, collecting and representing data, making logical interpretations, and evaluating information based on facts or principles. Data were analyzed using descriptive percentages and group normalized gain (N-Gain). The group mean score increased from 0.00% on the pre-test to 89.23% on the post-test, yielding an N-Gain of 0.89, categorized as high. All five indicators were in the high category, with N-Gain values from 0.85 to 1.00. The findings suggest that the Sagu Sep ethnoscience-based worksheet provided a meaningful contextual setting for students to engage in scientific reasoning and critical-thinking activities. The study contributes empirical evidence for integrating South Papuan cultural knowledge into elementary science learning materials.
Science Learning Perceptions and Perceived Readiness of Preservice Early Childhood Teachers Wa Ode Siti Hamsinah Day; Hafsemi Rapsanjani
Equator Science Journal Vol. 4 No. 3 (2026): [Online First] Equator Science Journal (ESJ)
Publisher : CV. Dharma Samakta Edukhatulistiwa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61142/esj.v4i3.510

Abstract

Science learning in early childhood requires prospective teachers who understand its importance and are prepared to design and implement developmentally appropriate learning experiences. This study aimed to examine Pendidikan Guru Pendidikan Anak Usia Dini students’ perceptions and perceived readiness for early childhood science learning and to explore the experiences and challenges underlying these perceptions. The study employed a descriptive survey with a quantitative approach supported by qualitative data from semi-structured interviews. The survey involved 179 students, while six students were purposively selected for interviews. Quantitative data were collected using a 20-item five-point Likert-scale questionnaire and analyzed descriptively, while interview data were analyzed thematically. The results showed that students’ overall perception was categorized as high (70,82%). The highest score was found for the perceived importance of science learning (74,32%), followed by perceptions of implementation (72,11%), perceived readiness (68,32%), and understanding of early childhood science learning (67,63%). Interview findings indicated that students recognized the importance of hands-on experiences, exploration, simple experiments, and environmental resources, but still needed practical experience, examples of learning activities, and guidance. These findings indicate a descriptive gap between students’ positive perceptions of the importance of science learning and their perceived readiness to implement it. Strengthening authentic pedagogical experiences, mentoring, and opportunities to design and practice science activities is therefore important in preparing prospective early childhood teachers.
Co-Authors Apriliyanti Tika Mulyani Dharma Gyta Sari Harahap Fredy Fredy Fredy Hafsemi Rapsanjani Hanip, Rival Hanipah, Sri Muh. Rafi’y Purwanty, Ratna