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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar
Rosmarin Tutupary
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PERAN TUTOR DALAM PEMBELAJARAN KETERAMPILAN DI SKB KOTA AMBON Claudia Makulua; Rosmarin Tutupary; Junita L. Kundre
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i04.39792

Abstract

This study was motivated by the importance of non-formal education in providing learning opportunities for communities who have limited access to formal education. SKB Kota Ambon plays a strategic role in empowering the community through skills training programs, particularly culinary skills. This research aimed to describe the role of tutors in skills learning at SKB Kota Ambon. The study employed a qualitative method with a descriptive approach. Data were collected through observation, in-depth interviews with tutors and learners, and documentation. The results revealed that tutors performed three main roles. As informators, tutors prepared systematic learning materials based on lesson plans and modules and applied demonstration and hands-on practice methods to facilitate learners’ understanding. As motivators, tutors created an engaging learning atmosphere, provided encouragement, and built learners’ self-confidence through positive reinforcement and varied teaching strategies. As evaluators, tutors conducted continuous assessments through direct observation of practice, provided constructive feedback, and offered remedial guidance for learners who had not yet achieved the expected competencies. The study concludes that the success of skills learning at SKB Kota Ambon is strongly influenced by tutors’ competence and commitment in carrying out their roles as informators, motivators, and evaluators in an integrated manner.
EVALUASI PROGRAM PEMBELAJARAN KESETARAAN PAKET C DENGAN MODEL CIPP DI SATUAN PENDIDIKAN NON FORMAL SANGGAR KEGIATAN BELAJAR KOTA AMBON Huberta Yempormase; Hermelina Abarua; Rosmarin Tutupary
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i04.39809

Abstract

Learning is a process of interaction between students and educators in a designed learning environment to achieve specific educational goals. The success of a learning program depends on educators' ability, facilities, planning, implementation, and evaluation. Evaluation serves as a tool to measure learning objectives achievement and assess teaching method effectiveness. This research aims to evaluate the implementation of Paket C equivalence learning program using the CIPP model (Context, Input, Process, Product) at Non-Formal Education Unit of Learning Activity Center (SPNF SKB) in Ambon City. Using a qualitative descriptive approach with observation, interviews, and documentation methods, the study examined four aspects of the CIPP model. Results on the context aspect showed that the institution's vision and mission aligned with established objectives. In the input component, the curriculum was based on Permendikbud No. 12 of 2024, covering learning facilities, resources, and qualified human resources. The process component evaluated learning implementation including planning, execution, and assessment phases. The product component analyzed student achievement results through final grade records. The evaluation revealed that while the program generally followed established standards, several improvements were needed in learning facilities maintenance, teaching methods variation, and student engagement strategies to enhance overall program effectiveness.
PENGGUNAAN MEDIA BALOK ANGKA UNTUK MENINGKATKAN KEMAMPUAN KOGNITIF ANAK KELOMPOK B TAMAN KANAK-KANAK Wa Sandi Baidin; Rosmarin Tutupary; Junita. L. Kundre
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 Nomor 02, Juni 2026 Public
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.45155

Abstract

This study addresses the low cognitive abilities of Kelompok B children at TK Nurul Iman in understanding number symbols, sequencing numbers, and matching quantities to corresponding symbols. The problem stems from limited learning media and an overreliance on verbal instruction, which reduces children’s engagement and focus. The research aims to determine whether the use of number block media can enhance the cognitive development of these children. Employing a Classroom Action Research design based on the Kemmis and McTaggart model, the study was conducted in two cycles, each comprising planning, action, observation, and reflection. The subjects were 25 children aged 5–6 years. Data were collected through systematic observation and documentation, then analyzed using percentage techniques to assess developmental indicators. The results revealed a significant improvement across both cycles. In Cycle I, 48% of the children remained in the “Not Yet Developed” category, indicating persistent difficulties in number recognition and problem-solving. After implementing targeted improvements in Cycle II, such as clearer demonstrations, structured group activities, and step-by-step practice, the outcomes shifted dramatically: 0% remained in the “Not Yet Developed” category, 8% were “Beginning to Develop,” 16% “Developed as Expected,” and 76% reached “Very Well Developed.” These findings demonstrate that number block media effectively stimulate logical thinking, number symbol recognition, and independent problem-solving in early childhood. Consequently, the integration of concrete, manipulative media like number blocks is highly recommended for optimizing cognitive development in early childhood education settings.
Co-Authors Claudia Makulua Hermelina Abarua Huberta Yempormase Junita L. Kundre Junita. L. Kundre Wa Sandi Baidin