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All Journal Jurnal Civics: Media Kajian Kewarganegaraan Jurnal Pendidikan Kewarganegaraan Undiksha Jurnal Bimbingan dan Konseling Terapan Pendas mahakam : jurnal pendidikan dan pembelajaran Sekolah Dasar Jurnal Moral Kemasyarakatan Pendas : Jurnah Ilmiah Pendidikan Dasar JURNAL PENDIDIKAN TAMBUSAI Journal on Education ARBITRER: Jurnal Pendidikan Bahasa dan Sastra Indonesia RESEARCH AND DEVELOPMENT JOURNAL OF EDUCATION (RDJE) Pedagogika : Jurnal Pedagogik dan Dinamika Pendidikan Jurnal Kewarganegaraan Inovasi Kurikulum Indonesian Journal of Research and Educational Review (IJRER) Sosio-Didaktika: Social Science Education Journal International Journal of Religion Education and Law Journal of Education Technology Information Social Sciences and Health JURNAL CIVIC EDUCATION: MEDIA KAJIAN PANCASILA DAN KEWARGANEGARAAN JAMPARING: Jurnal Akuntansi Manajemen Pariwisata dan Pembelajaran Konseling Kognisi : Jurnal Penelitian Pendidikan Sekolah Dasar Sistem-Among : Jurnal Pendidikan Sekolah Dasar Didactica : Jurnal Kajian Pendidikan dan Pembelajaran Pijar : Jurnal Penelitian Bidang Pendidikan dan Pembelajaran Paidea : Jurnal Pendidikan dan Pembelajaran Indonesia Educare : Jurnal Penelitian Pendidikan dan Pembelajaran Mindset : Jurnal Pemikiran Pendidikan dan Pembelajaran Pedagogi : Jurnal Pendidikan dan Pembelajaran Melior : Jurnal Riset Pendidikan dan Pembelajaran Indonesia De Cive : Jurnal Penelitian Pendidikan Pancasila dan Kewarganegaraan EDUCATIONE: Journal of Education Research and Review KAMBOTI Journal of Education Research and Development Primary Didactic: Jurnal Pendidikan Sekolah Dasar Honoli of Journal Primary Teacher Education Civica: Jurnal Sains dan Humaniora
Lisye Salamor
Pattimura University
Religion Arts Humanities Chemistry Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Neuroscience Nursing Physics Public Health Social Sciences Other

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The Scope of Differentiated Instructional Materials in Pancasila Education Learning at State Senior High School 9 Ambon Marita Soamole; Lisye Salamor; Fatimah Sialana; Rita Fransina Maruanaya
Mindset : Jurnal Pemikiran Pendidikan dan Pembelajaran Vol. 5 No. 2 (2025): Volume 5 Nomor 2 Tahun 2025
Publisher : Actual Insight

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56393/mindset.v5i2.3582

Abstract

The implementation of differentiated instruction has become a key strategy within the Merdeka Curriculum to address students’ diverse learning needs, particularly in Pancasila Education. This approach enables teachers to design more inclusive, meaningful, and learner-centered instructional strategies that align with students’ individual potentials. This study aims to analyze the scope of differentiated instructional materials covering content, process, input, and product in Pancasila Education learning at State Senior High School 9 Ambon. A descriptive survey method was employed, using closed-ended questionnaires distributed to Grade X students at State Senior High School 9 Ambon. The results indicate that the level of implementation of differentiated content reached 89.13%, differentiated process 86%, differentiated input 84.78%, and differentiated product 84.78%. These percentages reflect teachers’ consistent efforts to adapt instructional practices to students’ needs and characteristics across multiple dimensions of learning. The findings demonstrate that differentiated instructional materials are effective in enhancing students’ active participation and conceptual understanding in Pancasila Education, as they accommodate differences in learners’ interests, readiness levels, and learning styles. Therefore, continuous and systematic professional development for teachers is essential to ensure that differentiated instructional strategies are implemented optimally, consistently, and in alignment with students’ learning needs.
PERCEIVED CONTRIBUTIONS OF UKULELE ENSEMBLE LEARNING TO PEACE-LOVING CHARACTER: A QUALITATIVE REANALYSIS Bella Kenzha Tahalele; Lisye Salamor; Titus Gaite
EDUCATIONE Volume 4, Issue 2, July 2026
Publisher : CV. TOTUS TUUS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59397/edu.v4i2.157

Abstract

Peace-oriented character education requires school practices in which students repeatedly enact cooperation, emotional regulation, respect, and non-discrimination. This article presents a secondary qualitative reanalysis of an archival field report on ukulele learning in a public junior high school in Ambon, Indonesia. The available corpus comprised reported interview responses from six informants—the principal, one music teacher, and four students—originally collected on 7–8 May 2025; no new participant contact occurred, and undocumented observation references were treated only as contextual description. All available excerpts were anonymized by role, coded for meaning units, compared across informant groups, and interpreted through peace-education, music-education, and locally situated pedagogy literature. Participants associated ukulele learning with four interconnected processes: disciplined and constructive engagement; cooperation, peer assistance, and non-discrimination during ensemble work; local cultural belonging and heritage interest; and sharing practices prompted by unequal access to instruments. The findings support a provisional pedagogical-ecology model in which structured rehearsal, teacher modeling, peer interdependence, local meaning, and equitable access jointly shape perceived character learning. The evidence does not demonstrate causal behavioral change because the archival report lacked raw transcripts, systematic observations, comparison data, and verified ethics documentation. Schools may use the model as a design proposition rather than a proven intervention. Future research should employ prospective multisite designs, direct observation, broader participant groups, and documented consent procedures.
STRENGTHENING PANCASILA EDUCATION THROUGH TEACHER CAPACITY AND CONTEXTUAL CURRICULUM ENACTMENT IN A REMOTE SCHOOL Kirie Natalia Seleky; Fatimah Sialana; Lisye Salamor
EDUCATIONE Volume 4, Issue 2, July 2026
Publisher : CV. TOTUS TUUS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59397/edu.v4i2.164

Abstract

Improving Pancasila Education in geographically and infrastructurally constrained schools requires alignment between teacher capacity, curriculum interpretation, school leadership, and locally feasible resources. This article presents a secondary qualitative reanalysis of an archived single-school fieldwork record from SMP Negeri 02 Fena Fafan, South Buru, Indonesia. The archive contains dated observation summaries, interview excerpts from school leaders, teachers, and Grade VII-IX students, and references to school documents collected in July 2025; however, the exact participant total, raw recordings, full instruments, and systematic student-outcome measures were not available. A hybrid thematic synthesis combined inductive coding with sensitizing concepts drawn from curriculum-enactment, instructional-leadership, professional-learning, culturally relevant pedagogy, and civic-education scholarship. The archived evidence documents uneven subject-matter mastery, lecture and note-taking practices, limited contextual materials, incomplete Merdeka Curriculum understanding, and restricted digital access. It also documents enabling practices, including supervision, peer knowledge sharing, selective use of Buru language, parent-school communication, discussion, group work, video, and shared-device learning. The analysis proposes, rather than tests, a framework in which principal-led curriculum co-design links professional capacity to contextual enactment, while local-language scaffolding and low-bandwidth pedagogy operate as context-specific enabling conditions. The study offers analytically transferable propositions for similar remote-school contexts, but no causal or statistical generalization is claimed. Future multisite research should verify the framework with complete sampling, ethics, instrument, and student-outcome documentation.
IMPROVING TEACHER QUALITY IN THE IMPLEMENTATION OF THE MERDEKA CURRICULUM: A QUALITATIVE CASE STUDY Yandri Reasoa; Lisye Salamor; Herpie Lambiombir
EDUCATIONE Volume 4, Issue 2, July 2026
Publisher : CV. TOTUS TUUS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59397/edu.v4i2.230

Abstract

This study examines how teacher quality is improved in the implementation of the Merdeka Curriculum at SMA Negeri 42 Central Maluku, Indonesia. The study was motivated by the strategic role of teachers in translating curriculum reform into meaningful, differentiated, and student-centered learning, particularly in schools that face contextual limitations related to infrastructure, digital access, and teacher readiness. A descriptive qualitative case-study design was employed. The research participants were selected purposively and consisted of the principal and the vice principal for curriculum, both of whom were directly involved in curriculum implementation and teacher development programs. Data were collected through observation, semi-structured interviews, and documentation, and were analyzed through data reduction, data display, and conclusion drawing. The findings reveal four interconnected dimensions of teacher-quality improvement. First, pedagogical competence was strengthened through in-house training, Merdeka Curriculum workshops, peer observation, learning communities, and training in the preparation of learning outcomes, learning objectives, teaching modules, and formative assessments. Second, personality competence was developed through stress-management webinars, emotional and spiritual intelligence training, coaching, and follow-up action plans designed to strengthen teachers as role models for character education and the Pancasila Student Profile. Third, social competence was enhanced through positive-culture workshops, collaborative reflection, and communication-oriented activities that supported inclusive learning relationships. Fourth, professional competence was improved through teacher working groups, direct practice, contextual adaptation, and the development of innovative teaching materials. The study concludes that teacher-quality improvement in the Merdeka Curriculum requires an integrated, school-based professional development model that combines technical training, reflective coaching, collegial collaboration, and contextual problem solving.
ANALISIS KEBERADAAN CELE DALAM PERSEFEKTIF KEBHINEKAAN GLOBAL Sitti Rochmi Tatisina; Lisye Salamor; Jumiati Tuharea
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 9 No. 2 (2024): Volume 09 No. 2 Juni 2024
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v9i2.14527

Abstract

Indonesia's cultural diversity can be said to have advantages compared to other countries. This illustrates that basically it is not easy to unite diversity without a national character that has noble character and is guided by the principles of Pancasila. This research aims to determine the understanding of students, teachers and the opinions of the Education Department regarding the wearing of cele clothes in educational institutions. This author entitled "Analysis of Cele's Existence from the perspective of global diversity among students at SMP Negeri 6 Ambon and SMP Negeri 7 Ambon. This research is quantitative research with a survey approach. From the results of the research, the researcher's result is that the understanding and implementation of the policy related to diversity in the perspective of diversity in the city of Ambon among students at SMP Negeri 6 Ambon and SMP Negeri 7 Ambon obtained a large percentage figure in the "good" category, namely 59%. Teachers' understanding regarding the cela policy in the perspective of diversity in the city of Ambon at SMP Negeri 6 Ambon and SMP Negeri 7 Ambon, the result was that the teacher council had insight/knowledge about the cela which is required in the education unit. as well as the understanding/opinion of the education service regarding the cele policy from the perspective of diversity in the city of Ambon, the results have been obtained that cele clothes are required by every education unit and its staff. As a form of rule called "one day with Maluku culture". Keywords: Cele, Global Diversity
Co-Authors Abas, Aisa Aisa Abas Angkotta, Herlina Ayuasthika, Vivin Bella I Mananuwe Bella Kenzha Tahalele Buton, Handrini Darsiansi Musidi Deny Sialana Elsinora Mahananingtyas Eukaristy Stevania Taihuttu Fatimah Sialana Fintje Oppier Fitrah Nur Bella Fricean Tutuarima Gaite, Titus Glodia Leasa Harviyansa, Vivi Hatuwe, Hamdani Heluth, Dessy Iling Herpie LAMBIOMBIR Ismunandar Payapo Jessika Enjel Dadiara Johannes, Nathalia Y Jumiati Tuharea Kasongat, Siti Sara Kirie Natalia Seleky Kohilay, Suriani Latupapua, Falantino Eryk Leasa, Wenanda Pricilia Lendry Sekawael Lessu, Yeanny Yulia Mananuwe, Bella I Manuputty, Fitria Marita Soamole Mau, Askia Maya Sapasuru Monaten, Yessa Gracia Musidi, Darsiansi Naldo Seleky Nanaryain, Dominggas Naraha, Finsentina Milen Naranlele, Anna Nathalia Yohana Johannes Ngabalin, Firani Ni Ketut Sayang Ode Abdurrachman Parinussa, Nathasya Claudia Remon Bakker Remon Bakker Rering, Nur Alma Ridwan Hatala Risakotta, Maris Stela Rita Fransina Maruanaya Riwan Ninilouw Rumbia, Wa Asna Salmanu, Sara Samsudin, Siti H. Samuel P Ritiaw Samuel P. Ritiauw Samuel Patra Ritiauw Samuel Patra Ritiauw Sapulette, Marlyen Sharly Sariyati, Sariyati Sepatkora, Yuliana Sialana, Deny Sindy Seimahurua Singkey, Winda Christa Sitti Rochmi Tatisina Solissa, Afrianti Solissa, Rahel Akerina Susanti Umagap Talalus, Senly Tasane, Mitra Ivana Tasijawa, Ita Tuamain, Corneles Tuhepaly, Fadly Tuhumury, Sinthya Yandri Reasoa Yoan Liliefna Yohannes, Nathalia Y. Yosina Pelata Yudith Hukunala Yuliana Takdare