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All Journal Guru Tua : Jurnal Pendidikan dan Pembelajaran JPM: JURNAL PENGABDIAN MASYARAKAT Jurnal Abdimas Indonesia : Jurnal Abdimas Indonesia Journal of Educational Sciences Journal of Innovation and Research in Primary Education Jurnal Pengabdian Masyarakat dan Riset Pendidikan
Rangga Putera Boroallo
Program Studi Pendidikan Sekolah Dasar, Universitas Tadulako, Palu, Indonesia
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Pelatihan Dan Pemdampingan Mahasiswa Dalam Penyusunan Tugas Akhir dengan Tools Artificial Intelligence Muhammad Akbar; Rita Yunus; Vera Sri Endah Cicilia; Rangga Putera Boroallo
JPM: Jurnal Pengabdian Masyarakat Vol. 5 No. 3 (2025): January 2025
Publisher : Forum Kerjasama Pendidikan Tinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47065/jpm.v5i3.2313

Abstract

This activity aims to carry out training and assistance for students in preparing final assignments by utilising AI web-based tools. The tools used include Open Knowledge Maps, Publish or Perish for reference search, DeepL for translation, Mendeley for reference management, QuillBot for paraphrasing, and Turnitin for plagiarism checking. The programme consisted of face-to-face workshops and mentoring sessions, both offline and online, which included demonstrations, practical exercises, and assistance in applying the tools for the final project. The results of this activity showed a significant improvement in the quality and efficiency of the final assignments of students who participated in this activity with an average increase of 13.54 per cent, because AI tools make it easier to find references, translate, write, reference management, paraphrase, and check plagiarism. This makes students more efficient and reduces stress. Therefore, the use of AI tools proved to be effective in overcoming the challenges in preparing the final project, and this training programme is highly recommended for higher education institutions.
KESULITAN BELAJAR PESERTA DIDIK KELAS V SDN INPRES 1 TONDO Indriastuti, Danti; Boroallo, Rangga Putera; Nafisya, Ifka
Guru Tua : Jurnal Pendidikan dan Pembelajaran Vol. 8 No. 1 (2025): Mei
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31970/gurutua.v8i1.225

Abstract

Learning difficulties in students refer to conditions where they experience obstacles or difficulties in understanding subject matter, following the learning process, or achieving the expected academic goals, even though they have sufficient potential. The aim of this research is to determine the learning difficulties of grade 5 students at SD Impress 1 Tondo. This research is a quantitative descriptive research. A total of twenty fifth graders from SD Inpres 1 Tondo were part of the sample that was selected using a population sampling method. Questionnaires, interviews, and records were the means of data collecting. The results of the questionnaire data analysis on Class V learning issues at Impress 1 Tondo Elementary School indicate that there are two main variables, internal and external, that contribute to these difficulties. contributing element. Yes, I get it. contributing element. With a score of 60 and medium-range criteria, motivation is the internal component that significantly impacts, followed by study habits which is 50%, medium category, interest which is 46.67, and finally attitude 43.33%. The school environment as an external factor has the highest value, namely 50, while the home environment has a value of 46.67, both of which are included in the medium category. In conclusion, the learning difficulties of fifth grade students at SD Impress 1 Tondo are significantly influenced by motivational factors and the school environment.
Edukasi Anti-Kekerasan Seksual di Sekolah Dasar: Membangun Lingkungan Sekolah Ramah Anak Dyah Aini Purbarani; Rangga Putera Boroallo; Andi Rahmaeni M; Roberto Rolly Bulalong
Jurnal Abdimas Indonesia Vol. 4 No. 4 (2024): Oktober-Desember 2024
Publisher : Perkumpulan Dosen Muslim Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53769/jai.v4i4.1205

Abstract

Masalah kekerasan seksual terhadap anak merupakan masalah yang perlu mendapat perhatian, khususnya di sekolah. Data menunjukkan bahwa kejadian kekerasan seksual di Indonesia masih tinggi, dan banyak sekolah terus menghadapi kendala terkait dengan masalah ini. SD Inpres 8 Mamboro berkomitmen menciptakan lingkungan yang aman bagi anak-anak. Namun, kurangnya pengetahuan mengenai pencegahan kekerasan seksual justru membuat siswa semakin rentan. Para akademisi melakukan kegiatan pengabdian kepada masyarakat (PKM) melalui teknologi presentasi untuk bertukar informasi dan meningkatkan kesadaran tentang kekerasan seksual. Tujuannya adalah untuk menciptakan lingkungan belajar yang aman dengan membekali siswa dengan pengetahuan dan keterampilan untuk mengenali, mencegah, dan melaporkan kekerasan seksual. Kegiatan yang berlangsung selama dua hari di SD Inpres 8 Mamboro yang berfokus pada siswa kelas IV hingga VI yang berjumlah 30 peserta. Metode yang digunakan adalah partisipatif. Sharing knowledge ini penting untuk meningkatkan pemahaman siswa dan menjadikan mereka lebih berani melaporkan tindakan kekerasan yang mereka alami atau saksikan. Pendidikan kekerasan seksual di sekolah dasar merupakan langkah penting dalam menciptakan lingkungan yang aman dan mendukung bagi anak-anak untuk membangun kapasitas mereka.
Sosialisasi Bencana Gempa Bumi Dan Tsunami Serta Mitigasinya di SDN Baloroa Danti Indriastuti Purnamasari; Rangga Putera Boroallo; Ifka Nafisya
Jurnal Abdimas Indonesia Vol. 5 No. 1 (2025): Januari-Maret 2025
Publisher : Perkumpulan Dosen Muslim Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34697/jai.v5i1.1242

Abstract

Indonesia merupakan salah satu negara yang terletak di kawasan cincin api Pasifik, yang menjadikannya rentan terhadap bencana alam, terutama gempa bumi dan tsunami. Wilayah Palu menjadi salah satunya memiliki potensi bahaya gempa bumi yang tinggi, mengingat banyaknya aktivitas tektonik yang terjadi di sekitarnya. Penelitian ini bertujuan untuk mengkaji pelaksanaan sosialisasi tentang bencana gempa bumi dan tsunami serta upaya mitigasinya di SDN Baloroa. Sosialisasi ini penting untuk meningkatkan kesadaran dan kesiapan siswa dalam menghadapi bencana alam, khususnya di wilayah yang rawan gempa bumi dan tsunami. Hasil penelitian menunjukkan bahwa sosialisasi yang dilakukan di SDN Baloroa Setelah dilakukan pre-test dan post-test kepada siswa sebelum dan sesudah kegiatan sosialisasi, dapat dilihat adanya peningkatan skor rata-rata pemahaman siswa mengenai bencana gempa bumi, tsunami, dan langkah-langkah mitigasi. Misalnya, rata-rata skor pre-test sebesar 60 dan setelah sosialisasi meningkat menjadi 85, yang menunjukkan peningkatan signifikan dalam pemahaman mereka. Meskipun demikian, beberapa kendala seperti keterbatasan waktu dan sarana prasarana mitigasi bencana perlu diperhatikan untuk meningkatkan efektivitas sosialisasi. Penelitian ini diharapkan dapat memberikan kontribusi bagi pengembangan program pendidikan mitigasi bencana di sekolah-sekolah, serta memperkuat peran sekolah dalam membentuk kesadaran dan kesiapsiagaan masyarakat terhadap bencana. Selain itu, pengintegrasian teknologi simulasi bencana, pelatihan guru, pembentukan tim tanggap darurat, serta kolaborasi dengan pihak berwenang akan memperkuat kesiapsiagaan sekolah dalam menghadapi gempa bumi dan tsunami.
Analysis of Teachers' Understanding of the Implementation of the Independent Curriculum in Grade IV of SDN 1 Banawa Selatan Hidayat, Wahyu; Nasrullah, Nasrullah; Muchdar, Muchdar; Firmansyah, Arif; Boroallo, Rangga Putera
Journal of Educational Sciences Vol. 9 No. 3 (2025): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.9.3.p.1795-1802

Abstract

The implementation of the independent curriculum is an approach applied in the education system to provide greater flexibility to educators and students in the teaching and learning process. The success of the learning process depends on the teacher's understanding of the curriculum concept being applied. SDN 1 Banawa Selatan uses the independent curriculum in the 2024/2025 academic year. This study aims to describe the teacher's understanding of the implementation of the independent curriculum in class IV of SDN 1 Banawa Selatan. This study uses a descriptive qualitative approach, with data collection techniques through observation, interviews, and documentation. The results of the study indicate that the implementation of the Independent Curriculum has been running but has not been optimal due to several obstacles, especially related to the teacher's understanding which is not optimal in accordance with the independent curriculum, the lack of adequate supporting facilities to support the implementation of the independent curriculum in accordance with procedures, and also limited training for teachers. So that the implementation of the independent curriculum is not implemented in accordance with the indicators in the independent curriculum.
Pentingnya Evaluasi Pembelajaran dalam Meningkatkan Kualitas Pengajaran di Era Modern: Penelitian Rangga Putera Boroallo; Danti Indriastuti Purnamasari; Kasmawati; Mas’adi
Jurnal Pengabdian Masyarakat dan Riset Pendidikan Vol. 3 No. 4 (2025): Jurnal Pengabdian Masyarakat dan Riset Pendidikan Volume 3 Nomor 4 (April 2025
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jerkin.v3i4.949

Abstract

Evaluasi pembelajaran memegang peranan penting dalam meningkatkan kualitas pengajaran, terutama di era modern yang menuntut inovasi dan efektivitas dalam proses pendidikan. Artikel ini membahas pentingnya evaluasi sebagai alat untuk mengukur ketercapaian tujuan pembelajaran, menilai efektivitas metode pengajaran, serta memberikan umpan balik yang membangun bagi guru dan peserta didik. Di era modern, evaluasi tidak hanya dilakukan secara konvensional, tetapi juga melalui pendekatan digital dan autentik yang lebih relevan dengan kebutuhan zaman. Dengan evaluasi yang tepat, guru dapat meningkatkan strategi pembelajaran, menyesuaikan pendekatan pengajaran, serta mendorong terciptanya proses belajar yang bermakna dan berkualitas. Evaluasi yang dilakukan secara objektif, adil, dan berkesinambungan akan menjadi fondasi penting dalam menciptakan pendidikan yang adaptif dan progresif.
Peran Evaluasi Pembelajaran dalam Meningkatkan Efektivitas Proses Belajar bagi mahasiswa PGSD : Penelitian Mas’adi; Putriwanti; Muhammad Nazimuddin Al Kami; Rangga Putera Boroallo; Muslim AR
Jurnal Pengabdian Masyarakat dan Riset Pendidikan Vol. 3 No. 4 (2025): Jurnal Pengabdian Masyarakat dan Riset Pendidikan Volume 3 Nomor 4 (April 2025
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jerkin.v3i4.987

Abstract

Penelitian ini bertujuan untuk mengkaji peran evaluasi pembelajaran dalam meningkatkan efektivitas proses belajar mahasiswa Program Studi Pendidikan Guru Sekolah Dasar (PGSD). Evaluasi pembelajaran merupakan komponen penting dalam sistem pendidikan yang berfungsi sebagai alat ukur keberhasilan proses belajar mengajar. Metode yang digunakan dalam penelitian ini adalah studi kualitatif deskriptif dengan pendekatan kajian literatur, yang mengumpulkan dan menganalisis berbagai sumber pustaka terkait konsep, tujuan, dan mengapa evaluasi pembelajaran berperan penting terhadap peningkatan kualitas belajar mahasiswa. Hasil kajian menunjukkan bahwa evaluasi pembelajaran berperan signifikan dalam memberikan umpan balik, mengidentifikasi kelemahan dan kekuatan pembelajaran, serta merancang strategi pembelajaran yang lebih efektif dan sesuai dengan kebutuhan mahasiswa. Kesimpulannya, penerapan evaluasi pembelajaran yang tepat dan berkelanjutan dapat meningkatkan efektivitas proses belajar, mendorong partisipasi aktif mahasiswa, dan menunjang pencapaian tujuan pembelajaran secara optimal.
Challenges in Implementing Differentiated Learning Under the Kurikulum Merdeka: A Qualitative Study of Elementary School Teachers Glorya Pashya Koela; Yun Ratna Lagandesa; Sisriawan Lapasere; Rizal; Rangga Putera Boroallo
Journal of Innovation and Research in Primary Education Vol. 5 No. 2 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i2.3655

Abstract

Despite the increasing adoption of differentiated learning under Indonesia's Kurikulum Merdeka, the practical challenges faced by elementary school teachers in implementing this approach—particularly within resource-constrained public school settings—remain insufficiently documented. This study employed a descriptive qualitative design to investigate the challenges, adaptive strategies, and student outcomes associated with differentiated learning implementation at SD Inpres 3 Talise, Palu City, Central Sulawesi. Data were collected through semi-structured interviews, structured classroom observations, and document analysis involving six purposively selected classroom teachers during the 2025/2026 academic year. Data analysis followed the interactive model of Miles et al. (2014), with trustworthiness established through methodological triangulation and member checking. Three principal challenges were identified: limited instructional time (cited by all six participants), large class sizes, and low levels of student self-directed learning. Teachers employed three primary adaptive strategies: digital platform use, collegial collaboration, and reliance on institutional support. A notable finding was the near-absence of formally differentiated assessment rubrics, revealing a significant assessment-instruction alignment gap. These findings extend the international literature by identifying student self-directedness as an internally generated pedagogical constraint that is underexplored in differentiation frameworks. The study underscores the need for professional development programs targeting assessment differentiation and calls for structural reforms to support sustainable differentiated instruction in Indonesian elementary education.
Differentiated Learning in the Independent Curriculum: A Qualitative Analysis of Implementation Patterns and Challenges in Indonesian Elementary Education Nurwahida Nurwahida; Yun Ratna Lagandesa; Sisriawan Lapasere; Rizal Rizal; Rangga Putera Boroallo
Journal of Innovation and Research in Primary Education Vol. 5 No. 2 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i2.3656

Abstract

Differentiated learning is a central instructional approach promoted by Indonesia's Independent Curriculum (Kurikulum Merdeka) to address the diverse learning needs, readiness levels, and profiles of elementary school students. Despite its theoretical importance, the extent to which differentiated learning is implemented in practice remains poorly understood in specific school contexts. This study employed a descriptive qualitative design to examine the implementation of differentiated learning in grade IV at SD Inpres 3 Talise, Palu City, during the 2025/2026 academic year. Data were collected through classroom observations, semi-structured interviews, student questionnaires, and document analysis, and were analyzed using Miles and Huberman's interactive model. Findings reveal that process differentiation was the most consistently applied form, while content and product differentiation were largely absent and inconsistent. The composite student questionnaire score of 33.38% indicated a low level of perceived implementation. An unexpected finding showed that teachers spontaneously created inclusive and psychologically safe learning environments, suggesting an emergent environmental differentiation disposition. These findings reflect a theory–practice gap consistent with international literature and underscore the need for structured, practice-oriented professional development targeting content design and diversified assessment products to advance comprehensive differentiated learning under the Independent Curriculum.
Co-Authors Andi Rahmaeni M Arif Firmansyah Danti Indriastuti Purnamasari Dyah Aini Purbarani Glorya Pashya Koela Ifka Nafisya Kasmawati Mas’adi Muchdar Muchdar Muhammad Akbar Muhammad Nazimuddin Al Kami Muslim AR Nafisya, Ifka Nasrullah Nasrullah Nurwahida Nurwahida Putriwanti Putriwanti Rita Yunus Rizal Rizal, Rizal Roberto Rolly Bulalong Sisriawan Lapasere Vera Sri Endah Cicilia Wahyu Hidayat Yun Ratna Lagandesa