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All Journal SELAPARANG: Jurnal Pengabdian Masyarakat Berkemajuan Community Development Journal: Jurnal Pengabdian Masyarakat Jurnal Pengabdian Kepada Masyarakat Journal of Innovative and Creativity J-Abdimas Cenderawasih Edumaspul: Jurnal Pendidikan
Mamberuman Marthen Inggamer
Universitas Cenderawasih
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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.
The Implementation of STEM in Science Learning to Enhance Creativity and Critical Thinking Skills of Students at SDN 2 Jayapura Golden Ringgo SC. Ayomi; Lina Febriani Tehuajo; Mamberuman Marthen Inggamer
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.v8i2.8974

Abstract

This study aims to explore the implementation of the STEM (Science, Technology, Engineering, and Mathematics) approach in science education at SDN 2 Jayapura and its impact on enhancing students' creativity and critical thinking skills. A quasi-experimental method with a pre-test and post-test design was used. Students were divided into two groups: the experimental group, which received STEM-based instruction, and the control group, which received conventional instruction. Data were collected through creativity tests, critical thinking tests, and student participation observations. The results show that the experimental group experienced a significant increase in creativity and critical thinking skills after participating in the STEM-based instruction, while the control group showed more limited improvement. These findings support that STEM-based learning can enhance students' critical thinking and creativity, as well as link science concepts to practical applications in everyday life. This study provides an important contribution to the development of innovative and effective science education curricula and teaching methodologies, especially in areas with geographical challenges and limited resources.
Merancang pembelajaran inklusif yang bermakna melalui backward design Yan Dirk Wabiser; Mamberuman Marthen Inggamer; Chelsi Yuliana; Lintang Zahara Arsydik
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.
Mengeksplorasi Efektivitas Pendidikan STEM dalam Meningkatkan Literasi Sains Siswa Sekolah Dasar Golden Ringgo SC. Ayomi; Mamberuman Marthen Inggamer; Alim Mutaqin
Journal of Innovative and Creativity Vol. 4 No. 3 (2024)
Publisher : Fakultas Ilmu Pendidikan Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joecy.v4i3.1452

Abstract

Penelitian ini bertujuan untuk mengeksplorasi efektivitas pembelajaran berbasis STEM (Science, Technology, Engineering, and Mathematics) dalam meningkatkan literasi sains siswa di sekolah dasar. Penelitian dilakukan di dua sekolah dasar negeri di Abepura, Jayapura Papua, yaitu SDN I dan SDN II Abepura. Kelompok eksperimen yang mengikuti pembelajaran berbasis STEM di SDN I Abepura menunjukkan hasil yang signifikan lebih baik dalam meningkatkan literasi sains dibandingkan kelompok kontrol yang mengikuti pembelajaran IPA konvensional di SDN II Abepura. Hasil penelitian menunjukkan bahwa siswa di kelompok eksperimen mengalami peningkatan rata-rata skor post-test sebesar 23,2 poin, sementara kelompok kontrol hanya mengalami peningkatan sebesar 11,2 poin. Uji statistik dengan menggunakan uji t menunjukkan bahwa perbedaan antara kedua kelompok signifikan pada post-test (p < 0,01). Temuan ini mengindikasikan bahwa pendekatan pembelajaran berbasis STEM lebih efektif dalam meningkatkan pemahaman siswa terhadap konsep-konsep sains dasar, serta mengembangkan keterampilan berpikir kritis dan pemecahan masalah yang penting bagi literasi sains. Berdasarkan hasil penelitian ini, disarankan agar pendekatan STEM dapat diterapkan lebih luas di sekolah-sekolah dasar di Indonesia, terutama untuk meningkatkan kualitas pembelajaran sains.
Membangun Ekosistem Sekolah Kolaboratif di Daerah Terpencil: Kepemimpinan, Kinerja Guru, dan Akuntabilitas Pendidikan Abdul Karim; Mamberuman Marthen Inggamer; Golden Ringgo SC Ayomi; Alim Mutaqin
Journal of Innovative and Creativity Vol. 5 No. 2 (2025)
Publisher : Fakultas Ilmu Pendidikan Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joecy.v5i2.2927

Abstract

Penelitian ini bertujuan untuk menganalisis bagaimana kepemimpinan kepala sekolah, kinerja guru, dan praktik akuntabilitas pendidikan berkontribusi terhadap pembangunan ekosistem sekolah kolaboratif di daerah terpencil. Menggunakan pendekatan kualitatif dengan desain studi kasus, penelitian dilakukan di salah satu sekolah dasar negeri di wilayah terpencil Indonesia. Teknik pengumpulan data meliputi observasi, wawancara mendalam, dan studi dokumentasi. Hasil penelitian menunjukkan bahwa kepala sekolah memainkan peran sentral dalam membangun budaya kolaboratif melalui gaya kepemimpinan partisipatif dan adaptif. Guru menunjukkan dedikasi tinggi melalui pembelajaran reflektif dan inisiatif kolektif seperti kelompok belajar internal. Di sisi lain, praktik akuntabilitas berbasis komunitas terbangun secara informal namun fungsional melalui forum komite sekolah dan musyawarah warga. Ketiga elemen ini saling memperkuat dalam menciptakan ekosistem pendidikan yang resilien dan relevan dengan konteks lokal. Penelitian ini menyimpulkan bahwa pembangunan ekosistem sekolah kolaboratif di daerah terpencil bergantung pada kemampuan aktor lokal dalam memobilisasi sumber daya sosial, membangun kepercayaan, dan mengadaptasi strategi kepemimpinan serta pedagogi secara kontekstual.
EDUKASI DAN PENDAMPINGAN MASYARAKAT DALAM PENGELOLAAN SAMPAH RUMAH TANGGA RAMAH LINGKUNGAN DI ARDIPURA IV JAYAPURA SELATAN Golden Ringgo SC. Ayomi; Mamberuman Marthen Inggamer; Daud Kaigere; Abdul Karim
Community Development Journal : Jurnal Pengabdian Masyarakat Vol. 5 No. 2 (2024): Volume 5 No. 2 Tahun 2024
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/cdj.v5i2.50481

Abstract

Program pengabdian kepada masyarakat ini bertujuan untuk meningkatkan pengetahuan dan keterampilan masyarakat Ardipura IV, Jayapura Selatan, dalam pengelolaan sampah rumah tangga yang ramah lingkungan. Program ini melibatkan edukasi dan pendampingan mengenai pemilahan sampah, penerapan prinsip 3R (Reduce, Reuse, Recycle), serta pembuatan kompos dan daur ulang sampah anorganik. Hasil dari program ini menunjukkan adanya peningkatan signifikan dalam kesadaran masyarakat tentang pentingnya pemilahan sampah sejak dari rumah tangga, serta penerapan prinsip 3R dalam kehidupan sehari-hari. Selain itu, program ini berhasil mengurangi jumlah sampah yang dibuang ke tempat pembuangan akhir (TPA) dan meningkatkan kualitas lingkungan serta kesehatan masyarakat. Evaluasi hasil program menunjukkan bahwa keberlanjutan program dapat dijaga dengan pembentukan kelompok pengelola sampah yang aktif dan penyediaan fasilitas pendukung yang memadai. Program ini diharapkan menjadi model bagi kelurahan lain di Jayapura Selatan dalam mengelola sampah secara ramah lingkungan.
Inovasi Media Daur Ulang untuk Mengatasi Keterbatasan Alat Peraga di SD Sarmi Golden R.SC. Ayomi; Chelsi Yuliana S; Suwita Suwita; Mamberuman Marthen Inggamer; Sara Ohee
PaKMas: Jurnal Pengabdian Kepada Masyarakat Vol 6 No 1 (2026): Mei 2026
Publisher : Yayasan Pendidikan Penelitian Pengabdian Algero

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54259/pakmas.v6i1.7506

Abstract

Limited availability of science (IPA) teaching aids in underdeveloped Papuan schools, such as YPK Ebenhaezer Yamna Elementary, significantly hinders meaningful scientific education. Primary challenges include a lack of functional facilities, low teacher innovation, infrastructure constraints, and a critical literacy crisis among students. This community service initiative aims to empower educators through workshops focused on creating independent science (IPA) tools from local inorganic waste to bridge facility gaps. The methodology employs training and simulations within a Participatory Action Learning System framework. Conducted between April 19–25, 2026, in the East Coast District, the program involved 10 teachers and 17 fifth-grade students. Results demonstrated the successful creation of three recycled teaching kits. Teacher competence improved by 97.1%, particularly among honorary staff. Students showed significant cognitive growth, with average scores rising from 54.1 to 78.2, achieving full mastery. This program effectively shifts teacher orientation from factory-made dependence toward creative independence using local resources.
Co-Authors Abdul Karim Alim Mutaqin Aplonia C. Yonggom Chelsi Yuliana S Daud Kaigere Golden R.SC. Ayomi Golden Ringgo SC Ayomi Golden Ringgo SC. Ayomi Hidayah Hidayah Lina Febriani Tehuajo Lintang Zahara Arsydik Sara Ohee Suwita Suwita Tiffany Shahnaz Rusli Yan Dirk Wabiser