Garuda - Garba Rujukan Digital

Implementation of Adaptive ASN Core Values through The Development of Digital Teaching Materials Based on Google Sites and YouTube in Publication Media Materials Waritsman, Arsyil; Sudirman; Rahmayati, Hirza
12 Waiheru Vol. 10 No. 2 (2024): 12 Waiheru
Publisher : Balai Diklat Keagamaan Ambon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70872/12waiheru.v10i2.310

This research aims to produce digital teaching materials based on Google Sites and YouTube in published media materials for scientific writing training that fulfil aspects of validity, practicality, and effectiveness as part of efforts to realize the core values of Adaptive ASN The research method used is the Research and Development (R&D) method using the ADDIE model. The instruments used in this research include an assessment sheet for the validity of teaching materials, an assessment sheet for the practicality of teaching materials, and evaluation questions to measure the effectiveness of teaching materials. Digital teaching materials are valid if the assessment results from experts are at least in the excellent category. Digital teaching materials are said to be practical if the assessment results from respondents are at least in the excellent category. Teaching materials are effective if the average test score is more than 75. After going through research and development, a product was obtained through digital teaching materials based on Google Sites and YouTube on published media materials for scientific writing training that met the aspects of validity, practicality, and effectiveness. The results of this research show the contribution of trainers as part of ASN in implementing the core values of Adaptive ASN. Apart from that, the results of this research can be an example of developing digital teaching materials that are suitable for training and will have an impact on improving the quality of training management.

The Effect of Self-esteem on Vocational High School Students' Mathematics Achievement Mulyana, Anna; Silviana, Arina; Waritsman, Arsyil
12 Waiheru Vol. 11 No. 2 (2025): 12 Waiheru
Publisher : Balai Diklat Keagamaan Ambon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70872/12waiheru.v11i2.386

This study investigates the effect of self-esteem on mathematics achievement among vocational high school (SMK) students. Mathematics is often perceived as a difficult subject that triggers learning anxiety, especially for vocational students who are required to master numerical skills as part of their competencies. The study was conducted at SMK Negeri 1 Tolitoli using a quantitative approach. Data were collected through a self-esteem questionnaire and documentation of mathematics achievement scores, and analysed using simple regression analysis. The findings reveal that self-esteem has a positive and significant effect on students' mathematics achievement. Higher levels of self-esteem are associated with better academic performance, particularly in mathematics. Theoretically, the study contributes to educational psychology literature by reaffirming the role of self-esteem in the vocational education context. Practically, the findings provide a basis for teachers, counsellors, and policymakers in developing learning strategies and counselling programs that foster students' self-esteem. Future research is recommended to include additional variables, such as motivation, learning anxiety, and social support, to achieve a more comprehensive understanding of the topic.

Digital Learning Transformation for Civil Servants through MOOC: An Impact Study of The Pintar Self-Learning Training Program by the Ministry of Religious Affairs in Maluku and North Maluku Waritsman, Arsyil; Lefrida, Rita
12 Waiheru Vol. 11 No. 2 (2025): 12 Waiheru
Publisher : Balai Diklat Keagamaan Ambon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70872/12waiheru.v11i2.387

This study aims to analyse the impact of training programs for civil servants (ASN) on two key aspects: first, the implementation of their duties and responsibilities; and second, the improvement of organisational performance and service delivery to stakeholders. The research employed a quantitative method. Data were collected using a non-test technique in the form of a questionnaire. Accordingly, the research instrument was a questionnaire consisting of a list of statements with five alternative answers on a Likert scale. The population consisted of all civil servants from the Ministry of Religious Affairs in Maluku and North Maluku Provinces, while the sample comprised randomly selected civil servants from the same population who served as respondents. The collected data were analysed using descriptive and inferential statistics. Descriptive statistics were used to present the distribution of respondents' data, while inferential statistics were employed in a One-Sample t-test with a 5% significance level. In this context, inferential statistics were used to generalise whether the MOOC Pintar training had a significant impact. The findings reveal that the MOOC Pintar training has a significant impact on civil servants of the Ministry of Religious Affairs in Maluku and North Maluku Provinces. These results underscore the importance of sustaining the MOOC Pintar training continuously, given its significant contribution to improving civil servants' task implementation, positional responsibilities, organisational performance, and stakeholder service. Although this research is limited to the perceptions of civil servants in the two provinces and the impact measured was confined to their self-perceptions, without incorporating supervisors' assessments, the findings nonetheless provide valuable recommendations for future studies in other regions. Further research, including supervisor evaluations, is suggested to broaden the scope of data regarding the impact of MOOC Pintar on civil servants of the Ministry of Religious Affairs.

Study of Didactic Transposition: Exploration of Taught Knowledge in Revealing Learning Obstacles for Madrasah Students Wicaksono, Agung; Suryadi, Didi; Fatimah, Siti; Suhendra, Suhendra; Suciati, Indah; Waritsman, Arsyil
Jurnal Pendidikan Islam ARTICLE IN PRESS
Publisher : The Faculty of Tarbiyah and Teacher Training associated with PSPII

Show Abstract | Download Original | Original Source | Check in Google Scholar

Didactic transposition helps bridge the gap between formal mathematical knowledge and classroom instruction, ensuring more effective material delivery aligned with students’ needs. The purpose of this study was to explore how linear equations of one variable are taught to eighth-grade students at Madrasah Tsanawiyah based on the didactic transposition approach. This study focuses on the knowledge transfer stage of a didactic transposition study on linear equations of one variable, using qualitative research with a descriptive method. The study’s results showed that the presentation of material in the teaching and learning process led to a shift in understanding of linear equations of one variable from the concept of linear equations of one variable in a didactic context. Incomplete explanations of linear equations with one variable cause learning obstacles. Ontogenic obstacles arise from students’ cognitive limitations, epistemic obstacles from conceptual complexity, and didactic obstacles from ineffective teaching strategies. This study is conducted because didactic transposition can bridge the gap between formal mathematical knowledge and classroom instruction, yet it may also create learning obstacles. The findings can help improve teaching strategies by addressing conceptual gaps and learning obstacles, making mathematics instruction more effective for students at Madrasah Tsanawiyah.

The Effect of Self-esteem on Vocational High School Students' Mathematics Achievement Mulyana, Anna; Silviana, Arina; Waritsman, Arsyil
12 Waiheru Vol. 11 No. 2 (2025): 12 Waiheru
Publisher : Balai Diklat Keagamaan Ambon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70872/12waiheru.v11i2.386

This study investigates the effect of self-esteem on mathematics achievement among vocational high school (SMK) students. Mathematics is often perceived as a difficult subject that triggers learning anxiety, especially for vocational students who are required to master numerical skills as part of their competencies. The study was conducted at SMK Negeri 1 Tolitoli using a quantitative approach. Data were collected through a self-esteem questionnaire and documentation of mathematics achievement scores, and analysed using simple regression analysis. The findings reveal that self-esteem has a positive and significant effect on students' mathematics achievement. Higher levels of self-esteem are associated with better academic performance, particularly in mathematics. Theoretically, the study contributes to educational psychology literature by reaffirming the role of self-esteem in the vocational education context. Practically, the findings provide a basis for teachers, counsellors, and policymakers in developing learning strategies and counselling programs that foster students' self-esteem. Future research is recommended to include additional variables, such as motivation, learning anxiety, and social support, to achieve a more comprehensive understanding of the topic.

Digital Learning Transformation for Civil Servants through MOOC: An Impact Study of The Pintar Self-Learning Training Program by the Ministry of Religious Affairs in Maluku and North Maluku Waritsman, Arsyil; Lefrida, Rita
12 Waiheru Vol. 11 No. 2 (2025): 12 Waiheru
Publisher : Balai Diklat Keagamaan Ambon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70872/12waiheru.v11i2.387

This study aims to analyse the impact of training programs for civil servants (ASN) on two key aspects: first, the implementation of their duties and responsibilities; and second, the improvement of organisational performance and service delivery to stakeholders. The research employed a quantitative method. Data were collected using a non-test technique in the form of a questionnaire. Accordingly, the research instrument was a questionnaire consisting of a list of statements with five alternative answers on a Likert scale. The population consisted of all civil servants from the Ministry of Religious Affairs in Maluku and North Maluku Provinces, while the sample comprised randomly selected civil servants from the same population who served as respondents. The collected data were analysed using descriptive and inferential statistics. Descriptive statistics were used to present the distribution of respondents' data, while inferential statistics were employed in a One-Sample t-test with a 5% significance level. In this context, inferential statistics were used to generalise whether the MOOC Pintar training had a significant impact. The findings reveal that the MOOC Pintar training has a significant impact on civil servants of the Ministry of Religious Affairs in Maluku and North Maluku Provinces. These results underscore the importance of sustaining the MOOC Pintar training continuously, given its significant contribution to improving civil servants' task implementation, positional responsibilities, organisational performance, and stakeholder service. Although this research is limited to the perceptions of civil servants in the two provinces and the impact measured was confined to their self-perceptions, without incorporating supervisors' assessments, the findings nonetheless provide valuable recommendations for future studies in other regions. Further research, including supervisor evaluations, is suggested to broaden the scope of data regarding the impact of MOOC Pintar on civil servants of the Ministry of Religious Affairs.

NEEDS ANALYSIS FOR THE EVALUATION OF TEACHER TRAINING PROGRAMS WITHIN THE MINISTRY OF RELIGIOUS AFFAIRS IN MALUKU AND NORTH MALUKU PROVINCES Waritsman, Arsyil; Laurens, Theresia; Wenno, Izaak Hendrik
Multidiciplinary Output Research For Actual and International Issue (MORFAI) Vol. 6 No. 2 (2026): Multidiciplinary Output Research For Actual and International Issue
Publisher : RADJA PUBLIKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.18821716

This study aims to (1) Identify the evaluation needs of teacher training programs within the Ministry of Religious Affairs of Maluku and North Maluku Provinces; (2) Analyze the factors that influence evaluation needs in the context of the island provinces; and (3) Describe the evaluation practices that have been implemented and examine the extent to which these practices meet the identified evaluation needs. The method used in this study is qualitative. The subjects in this study were two teachers. The data collection techniques used were non-test methods, including interviews and document analysis. Data analysis was carried out through three stages, namely: (1) Data Reduction, (2) Data Display, and (3) Conclusion Drawing and data verification. The results of the study indicate that (1) Teachers within the Ministry of Religious Affairs require systematic, continuous and comprehensive evaluation of training programs; (2) The need for teacher training evaluation is significantly influenced by the context of the island region such as geographical factors, limited electricity and internet infrastructure, and sea transportation constraints that affect the implementation and evaluation models that can be applied and (3) Current teacher training evaluation practices are still oriented towards process evaluation and participant satisfaction. The research findings are expected to provide contextual recommendations for developing teacher-training evaluation models that are relevant to the characteristics of the Maluku and North Maluku regions, as well as further strengthening the evaluation system within the Ministry of Religion.

CROSS-ISLAND EDUCATION GOVERNANCE CONFIGURATION: A BIBLIOMETRIC ANALYSIS OF THE RELATIONSHIPS AMONG BUREAUCRACY, DECENTRALIZATION, AND NETWORKS IN THE COORDINATION OF CENTRAL, REGIONAL, AND EDUCATIONAL INSTITUTIONS Kempa, Rudolf; Arjanto, Paul; Waritsman, Arsyil
Multidiciplinary Output Research For Actual and International Issue (MORFAI) Vol. 6 No. 3 (2026): Multidiciplinary Output Research For Actual and International Issue
Publisher : RADJA PUBLIKA

Show Abstract | Download Original | Original Source | Check in Google Scholar

Cross-island education management requires adaptive bureaucratic relations through a decentralization mechanism, enabling the central government, regional governments, and educational units to share roles effectively based on geographical context and local needs. Therefore, this study aims to analyze the configuration of scientific knowledge regarding bureaucratic relations, decentralization, and networks in cross-government educational coordination through a bibliometric approach based on Scopus publication data. The method used is a literature review using bibliometric analysis of scientific publication data sourced from the Scopus database, with the following criteria: publications between 2021 and 2025, Subject area: social science, document type: article, publication stage: final, country: Indonesia, source type: journal, and English language. The results of the study found that (1) the topic that has been widely carried out related to cross-island education governance is about Higher Education; (2) research related to cross-island education governance has shifted towards artificial intelligence and project-based learning topics; (3) topics that have been frequently carried out related to cross-island education governance currently are topics related to Higher Education and Digital Literacy; and (4) further research topics needed to enrich studies on educational governance are on Project-Based Learning. In general, this research contributes to mapping the direction of development of studies on cross-island educational governance. It emphasizes the importance of integrating bureaucratic relations, policy decentralization, and collaborative networks to enhance coordination among the central government, regional governments, and educational units.

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