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Penguatan Karakter Baik Peserta Didik Melalui Kegiatan Budaya Mangupa Dalam Proses Pembelajaran Tutor di SAS English Laboratory Abdul Marif; Syarifah Ainy Rambe; Husrin Konadi; Asnarni Lubis
Amaliah: Jurnal Pengabdian Kepada Masyarakat Vol 9 No 1 (2025): Amaliah Jurnal: Pengabdian kepada Masyarakat
Publisher : LPPI UMN AL WASHLIYAH

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32696/ajpkm.v9i1.5191

This community service program was conducted at SAS English Laboratory, a non-formal educational institution focused on English language instruction. The program involved 12 tutors who were actively engaged in teaching, yet had not integrated character development as an added value in their instructional process. Character strengthening—especially through emotional cultivation (olah rasa)—is essential for shaping learners with strong emotional and social resilience. To address this issue, the program was implemented through three main stages: socialization, application of science and technology (IPTEK), and training on designing character education rubrics. The training incorporated the cultural wisdom of Mangupa, which emphasizes mutual tolerance, respect, self-confidence, and effective communication as core values of good character. As a result, the tutors were able to develop and apply character assessment rubrics in their teaching practices. These rubrics serve as a tool to reduce the likelihood of students becoming victims of bullying, both in educational and social environments. In-depth interviews revealed that the tutors fully supported the implementation of character assessment, even within a non-formal educational context. This program demonstrates that character education rooted in local culture can be effectively integrated into English language teaching.

Enhancing Teachers’ Pedagogical Quality through STEAM–Heritage Learning: The Dalium Project-Based Learning Syntax for Portfolio-Based Assessment of Science Collaboration, Civic Engagement, and Public Communication Asnarni Lubis; Firmansyah Firmansyah; Nazriani Lubis; Muhammad Ferbriansyah; Hafini Mahmud
Jurnal Pendidikan IPA Indonesia Vol. 15 No. 2 (2026): June 2026
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpii.v15i2.42975

The limited integration of cultural heritage into STEAM education in Indonesia, Malaysia, and Brunei Darussalam has shifted learning practices toward modernization-oriented approaches while weakening students’ cultural identity and civic awareness. Although ASEAN countries possess rich Malay cultural heritage as a distinctive national identity, its preservation in education remains largely confined to arts, performances, and museums rather than being meaningfully integrated into classroom learning. This study aims to develop and empirically validate Dalium Project Learning, a culturally integrated Science, Technology, Engineering, Arts, and Mathematics (STEAM) instructional model designed to strengthen teachers’ pedagogical quality through portfolio-based assessment and heritage-oriented project learning. The study employed a Research and Development approach based on the Analysis, Design, Development, Implementation, and Evaluation framework, involving 48 in-service teachers from Indonesia and Malaysia selected through purposive sampling, supported by qualitative interview data from Brunei Darussalam. Data were analyzed using K-Means Cluster analysis and Two-Way ANOVA with a 2 × 3 factorial design. The findings revealed significant effects of STEAM–Heritage Learning on science collaboration, civic engagement, and public communication, with the highest improvement observed in science collaboration. The study concludes that Dalium Project Learning effectively integrates cultural heritage, collaborative inquiry, and portfolio-based assessment to strengthen pedagogical quality, communication skills, and socially responsive learning environments. The novelty of this study lies in positioning culture as artistic preservation and as a transformative pedagogical foundation that strengthen ASEAN cultural identity amidst the challenges of globalization.

Enhancing Teachers’ Pedagogical Quality through STEAM–Heritage Learning: The Dalium Project-Based Learning Syntax for Portfolio-Based Assessment of Science Collaboration, Civic Engagement, and Public Communication Asnarni Lubis; Firmansyah Firmansyah; Nazriani Lubis; Muhammad Ferbriansyah; Hafini Mahmud
Jurnal Pendidikan IPA Indonesia Vol. 15 No. 2 (2026): June 2026
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpii.v15i2.42975

The limited integration of cultural heritage into STEAM education in Indonesia, Malaysia, and Brunei Darussalam has shifted learning practices toward modernization-oriented approaches while weakening students’ cultural identity and civic awareness. Although ASEAN countries possess rich Malay cultural heritage as a distinctive national identity, its preservation in education remains largely confined to arts, performances, and museums rather than being meaningfully integrated into classroom learning. This study aims to develop and empirically validate Dalium Project Learning, a culturally integrated Science, Technology, Engineering, Arts, and Mathematics (STEAM) instructional model designed to strengthen teachers’ pedagogical quality through portfolio-based assessment and heritage-oriented project learning. The study employed a Research and Development approach based on the Analysis, Design, Development, Implementation, and Evaluation framework, involving 48 in-service teachers from Indonesia and Malaysia selected through purposive sampling, supported by qualitative interview data from Brunei Darussalam. Data were analyzed using K-Means Cluster analysis and Two-Way ANOVA with a 2 × 3 factorial design. The findings revealed significant effects of STEAM–Heritage Learning on science collaboration, civic engagement, and public communication, with the highest improvement observed in science collaboration. The study concludes that Dalium Project Learning effectively integrates cultural heritage, collaborative inquiry, and portfolio-based assessment to strengthen pedagogical quality, communication skills, and socially responsive learning environments. The novelty of this study lies in positioning culture as artistic preservation and as a transformative pedagogical foundation that strengthen ASEAN cultural identity amidst the challenges of globalization.

Enhancing Vocational High School Students’ Descriptive Writing through Personal Journal Writing: An Experimental Study in an Indonesian Efl Classroom Alfi Khairiyah; Wariyati Wariyati; Nazriani Lubis; Nurlaili Nurlaili
Atmosfer: Jurnal Pendidikan, Bahasa, Sastra, Seni, Budaya, dan Sosial Humaniora Vol. 4 No. 3 (2026): Agustus: Atmosfer: Jurnal Pendidikan, Bahasa, Sastra, Seni, Budaya, dan Sosial
Publisher : Universitas Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59024/atmosfer.v4i3.1950

Writing ability is a crucial skill in English as a Foreign Language (EFL) learning; however, many vocational high school students still experience difficulties in developing ideas, organizing texts, using appropriate vocabulary, and applying grammatical structures in descriptive writing. This study aimed to investigate the effect of Personal Journal Writing on vocational high school students’ descriptive writing achievement and to examine its contribution to students’ ability to organize ideas, use vocabulary, and apply grammatical structures. This research employed a quantitative approach using a quasi-experimental pre-test–post-test control group design. The participants were 50 eleventh-grade students at SMK Al Azmi Seidadap, North Sumatra, Indonesia, consisting of an experimental group and a control group, each comprising 25 students. Data were collected through descriptive writing tests and analyzed using descriptive statistics, Shapiro–Wilk normality test, Levene’s test, and an independent-samples t-test using IBM SPSS Statistics. The results revealed that the experimental group showed a higher improvement in writing achievement, with the mean score increasing from 59.88 in the pre-test to 81.96 in the post-test, while the control group improved from 59.84 to 66.84. The independent-samples t-test indicated a statistically significant difference between the two groups (t(48) = 9.376, p < .001). These findings demonstrate that Personal Journal Writing significantly improves students’ descriptive writing ability by supporting idea development, vocabulary enrichment, text organization, and grammatical accuracy. Therefore, Personal Journal Writing is recommended as an effective learner-centered strategy for enhancing EFL writing instruction in vocational high schools.

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