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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Indonesian Values and Character Education Journal Jurnal Lentera Pengabdian
Bessie, Marfelano
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Humanities Computer Science & IT Economics, Econometrics & Finance Education Social Sciences Other

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Android-based KKO Dictionary as a Tool in Formulating Indicators and Learning Objectives Koro, Maxsel; Sampe, Markus; Un Lala, Sofia G; Ndolu, Sumardi W; Bessie, Marfelano
Indonesian Values and Character Education Journal Vol. 6 No. 2 (2023): October
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ivcej.v6i2.67908

Abstract

Technology, which is developing rapidly at this time is a way out to overcome various problems in all aspects of life, one of which is the world of education. Formulating learning objectives based on basic competencies and indicators, guided by the use of operational verbs (KKO), can improve the quality of learning to the maximum. The main problem faced by teachers in developing indicators and learning objectives is determining KKO that are relevant to the level of each domain, of which the KKO spread across cyberspace are numerous and varied. For this reason, this research focuses on developing an operational verb dictionary (KKO) application which aims to help teachers when designing and developing learning tools, especially in formulating learning objectives. The subjects of this research were 12 teachers at SDI Lasiana, Kupang City. The resulting product will be tested for validity, practicality, and effectiveness when implemented by teachers when designing learning tools. The method used is research and development with a development model ADDIE. Validation results from experts show a feasibility level of  92% from material experts and 91.25% from media experts. If qualified it has a very worthy category. The results of the field trial showed that teachers felt interested and helped by the presence of the KKO dictionary application in preparing learning designs with maximum quality with an assessment score of 86.37% which can be interpreted as meaning that the product is very suitable for teachers to use in developing indicators and learning objectives effectively and efficiently.
Peningkatan Kompetensi Guru SD melalui Pelatihan Penyusunan Modul Ajar Berbasis Deep Learning di SD Inpres Pilasue, Rote Selatan Koro, Maxsel; Benu, Adam B. Nifu; Fointuna, Daniel W.; Koten, Gaudensius J. L.; Dethan, Jimylton; Paut, Livia Eunike; Riwu, Marchel H. Djami; Bessie, Marfelano
Lentera Pengabdian Vol. 3 No. 04 (2025): Oktober 2025
Publisher : Lentera Ilmu Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59422/lp.v3i04.1053

Abstract

Modul ajar merupakan perangkat kunci yang memberikan kerangka belajar komprehensif bagi siswa di kelas. Kerangka belajar bagi siswa harus disusun dengan menggunakan pendekatan yang relevan dengan cara belajar masa kini. Deep Learning menjadi salah satu pendekatan yang wajib diterapkan di sekolah dasar saat ini. Pelatihan penyusunan Modul ajar berbasis Deep Learning yang dilaksanakan PGSD UNDANA membantu guru “3T” agar secara baik dan lengkap mampu menyusun modul ajar di sekolah dasar. Pelatihan dilaksanakan dengan metode ceramah interaktif, diskusi, serta pendampingan intens pada setiap guru yang mengabdi di sekolah tersebut. Pelatihan ini diberikan oleh dua orang narasumber bersama tim dosen program studi. Hasil dari pelatihan dan pendampingan ini, guru-guru mampu memahami dan menyusun modul ajar dengan pendekatan Deep Learning di sekolah dasar dengan lengkap disertai perangkat pendukung lainnya seperti bahan ajar, LKPD, dan media pembelajaran. Guru SD Inpres Pilasue menghasilkan 8 modul ajar berbasis Deep Learning yang siap digunakan dalam tahun akademik berjalan.
Pendekatan Pembelajaran Differentiated Instriction Di SD Inpres Liliba Bernadus, Berthi Christiani; Devidce Mbolik, Margret; Adelheid Wara Lay, Maria; Rosmita Takoi, Maria; Benu, Merlin; Djogo Sena, Nathalia; Melani Lodika Natonis, Sania; Rosalina Bulu, Vera; Bessie, Marfelano
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 01 (2026): Volume 11 No. 01 Maret 2026
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i01.40249

Abstract

Differentiated Instruction is a pedagogical approach that focuses on adjusting teaching and learning processes based on students’ readiness levels, interests, and learning styles. This study aims to examine teacher and student readiness, identify various constraints emerging during its implementation, and analyze the impact of Differentiated Instruction within the elementary school environment. The research methodology employed a quantitative approach with a causal design through survey techniques. The research subjects consisted of 4 teachers and 49 students from grades V and VI at UPTD SD Inpres Liliba, Kupang City. Data were collected using a four-point Likert scale questionnaire instrument and subsequently analyzed through descriptive statistics using SPSS software.The results of the study indicate that the readiness levels of both teachers and students fall within the moderate to very good categories, although some respondents still demonstrate sub-optimal readiness, particularly regarding the development of flexible lesson plans. Obstacles in the implementation of differentiated learning were found to be at a moderate level. The primary challenges identified include the wide disparity in students’ cognitive abilities, time constraints in preparing diverse teaching materials, and the complexity of classroom management when facilitating different groups simultaneously. Nevertheless, the implementation of Differentiated Instruction yields a highly positive impact on learning quality. This impact is evidenced by significant increases in learning motivation, sharper conceptual understanding, active participation, and enhanced student self-confidence in completing independent tasks. These findings confirm that differentiated instruction is effective in supporting inclusive education oriented toward individual student needs. Furthermore, this practice aligns with the spirit of the Kurikulum Merdeka implementation, which emphasizes educators’ flexibility in creating relevant and contextual learning experiences in elementary schools. ​Keywords: Differentiated Instruction, teacher and student readiness, learning obstacles, impact of learning, elementary school.
Co-Authors Adelheid Wara Lay, Maria Benu, Adam B. Nifu Benu, Merlin Bernadus, Berthi Christiani Daniel Williams Fointuna Dethan, Jimylton Devidce Mbolik, Margret Djogo Sena, Nathalia Koro, Maxsel Koten, Gaudensius J. L. Melani Lodika Natonis, Sania Paut, Livia Eunike Riwu, Marchel H. Djami Rosalina Bulu, Vera Rosmita Takoi, Maria Sampe, Markus Sumardi W. Ndolu Un Lala, Sofia G