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Septory, Jekriel
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Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Computer Science & IT Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Public Health Social Sciences Other

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Pedagogical Competence and Professionalism of Certified Elementary School Teachers: An Evaluation in Small Border Islands Kempa, Titin; Sopacua, Jems; Septory, Jekriel; Kissiya, Efilina
SITTAH: Journal of Primary Education Vol. 7 No. 1 (2026): SITTAH: Journal of Primary Education
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat (LP2M) IAIN Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/sittah.v7i1.8102

Abstract

This study evaluates the implementation of pedagogical and professional competencies among certified elementary school teachers in Small Border Islands (Pulau-Pulau Kecil Perbatasan/PPKP), focusing on West Moa District, Southwest Maluku Regency, a geographically remote 3T (underdeveloped, frontier, and outermost) region facing serious educational challenges. The study adopted an evaluative approach using a descriptive qualitative design with quantified rubric-based scoring, grounded in Stake's Countenance Evaluation Model, in which competency achievement was benchmarked against the standards outlined in Indonesian Law Number 14 of 2005 on Teachers and Lecturers. Participants included five school principals and 18 certified elementary school teachers from five public primary schools in the district. Data were obtained through participatory observations, questionnaires, structured interviews, and document analysis, and were validated through triangulation of techniques and sources. Findings indicate that teachers demonstrate strong pedagogical competence (overall >92%), particularly in understanding learner characteristics (92.66%), communication with students (93.36%), and learning evaluation (94.66%). Professional competence also reached high levels (overall >90%), with the strongest result in lesson opening and closing (95.00%). In comparison, self-development scored lowest (89.90%) due to limited access to professional training networks in border areas. These results confirm that teacher certification has meaningfully strengthened pedagogical and professional capacities even under conditions of limited educational infrastructure. However, sustained, context-responsive professional development is essential to further enhance instructional quality in PPKP primary schools.
Sosialisasi Pendekatan Pembelajaran Mendalam (Deep Learning) bagi Guru Sekolah Dasar di Wilayah Pulau-Pulau Kecil Perbatasan: Kasus Pulau Damer Johansz, Dovila; Souhoka, Renny; Septory, Jekriel; Kilikily, Cristianti C.; Rumtutuly, Fransheine; Sugiarto, Sigit; Sopacua, Jems; Kempa, Titin
Jurnal Masyarakat Madani Indonesia Vol. 5 No. 2 (2026): Mei
Publisher : Alesha Media Digital

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59025/k37rrj13

Abstract

Guru sekolah dasar di wilayah pulau-pulau kecil perbatasan menghadapi keterbatasan akses terhadap kegiatan pengembangan profesional yang berkelanjutan, sehingga pemahaman terhadap pendekatan pembelajaran inovatif masih relatif terbatas. Salah satu pendekatan yang mulai diperkenalkan dalam kebijakan pendidikan adalah pembelajaran mendalam yang menekankan pada pemahaman konseptual, keterlibatan aktif peserta didik, serta pengembangan kemampuan berpikir kritis. Oleh karena itu, kegiatan pengabdian kepada masyarakat ini bertujuan untuk meningkatkan pemahaman guru sekolah dasar mengenai konsep dan penerapan pendekatan pembelajaran mendalam. Kegiatan dilaksanakan pada hari Sabtu, 22 November 2025, di Pulau Damer dengan melibatkan tujuh orang guru yang berasal dari tiga sekolah, yaitu SD Negeri Wulur, SD Kristen Wulur, dan SD Kristen Kehli. Metode pelaksanaan meliputi penyampaian materi, diskusi interaktif, serta refleksi terhadap praktik pembelajaran yang telah diterapkan oleh peserta. Hasil kegiatan menunjukkan adanya peningkatan pemahaman guru terhadap konsep pembelajaran mendalam, khususnya terkait karakteristik pembelajaran yang berpusat pada peserta didik, pentingnya pemahaman konseptual, serta penerapan aktivitas pembelajaran yang mendorong berpikir kritis dan reflektif. Implikasi dari kegiatan ini adalah meningkatnya kesadaran guru akan pentingnya merancang pembelajaran yang lebih bermakna dan kontekstual bagi peserta didik, khususnya pada konteks pendidikan di wilayah pulau-pulau kecil perbatasan.
Co-Authors Aholiab Watloly Braian Moriulkosu Deby Nyawikuhy Dolewikou, Rina Dolwoy, Lidia Karisma Dovila Johansz Efilina Kissiya * Elsinora Mahananingtyas Imea, Elsa Imelda Kay Ince Wattimury Jems Sopacua Jesika Pay Johansz, Dovila Kaay, Rama Wisye Kapasiang, Jefri Kapiluka, Marthen F. O. Kastera, Christin N Keiwury, Daliska Violet Keiwury, Neli Risye Kilikily, Cristianti C. Kilikily, Cristianty C Lakusa, Putri Herlien Lellolsair, Elsi Leonora Warsoy Likely, Frangky B Lowahna, Lusye Maadara, Finthi Makdalena Idwata Mariolkosu, Braian Matmey, Salomina Mayahi, Maryana Melati Inda Sari Umarella Mesmory, Diana Naomi R Romsery Nathalia Yohana Johannes Noya, Stelvia Wemly Ohleky, Atika Oktavia Borolla Pajara, Tiomarens Pitanlakor, Nisye A. Pooroe, Marlina Nelci Ratumanan, Stelie D. Reiwuty, Paulina Retiauw, Leonid Ririhena, Micael Rita Tutuala Ritiauw, Samuel Sairiltiata, Sefanya Sairtory, Elsi Nonsi Salow, Galfen Samuel Patra Ritiauw Sefanya Sairiltiata Selkioma, Fransiska Serna, Welhemina Yermina Sigit Sugiarto Souhoka, Renny Sunaryanto Talpia, Kristi Termutu, Yomima Tiauw, Nengsi Titin Kempa Tiwery, Dian S Udigair, Ferderika Umarella, Melati I. S Umarella, Melati I. S. Unawekla, Jane A Waryata, Ida Nevia Yulina Tiwery