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All Journal EDUCATIONE: Journal of Education Research and Review DEVOTIONIS: Journal of Community Service
Maahury, Estin Indria
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Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Enhancing Student Assessment and Well-Being Through School–Community Engagement in Vocational Boarding Education Maahury, Estin Indria; Telussa, Listen Henty; Marasabesy, Salma; Patty, Sulva; Sunset, Susan; Tepinalan, Rastika
DEVOTIONIS Volume 2, Issue 1, January 2025
Publisher : CV. TOTUS TUUS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59397/dvs.v2i1.51

Abstract

This study explores how school–community engagement can enhance student assessment skills and overall well-being within the context of vocational boarding education. Conducted at SMK Pertanian Pembangunan Ambon, a vocational high school specializing in agriculture in Eastern Indonesia, the project aimed to support guidance and counseling teachers in identifying students’ developmental challenges and to improve students’ abilities in using assessment tools. Using a qualitative descriptive method, data were collected through observation, interviews, and document analysis involving dormitory managers and school leadership. Findings revealed that the boarding system plays a pivotal role in promoting academic success, especially for students from remote areas, by providing a structured and supportive environment. Key services included structured mentoring, extracurricular activities, and a well-organized dormitory management structure. The assessment phase identified a variety of student issues: personal problems (42.6%), academic difficulties (34%), social issues (12.7%), and career uncertainty (10.7%). These findings highlight the urgent need for a responsive, student-centered counseling system supported by the school and local community. The study recommends targeted improvements in dormitory infrastructure, professional development for staff, and stronger integration of assessment-driven decision-making. Overall, the project demonstrates that a well-managed residential education model, when coupled with active community engagement, can significantly foster student well-being, guidance responsiveness, and life skill development.
Empowering Coastal Communities for Sustainable Marine Conservation: Integrating Education, Technology, and Local Engagement in Negeri Mamala Rahabav, Patrisius; Kempa, Rudolf; Tomasila, Beatrix; Singerin, Sarlota; Sohilait, Desembra; Rumfot, Sumarni; Maahury, Estin Indria; Makaruku, Vando Kristi; Nunuela, Nandalita; Arjanto, Paul; Kunu, Matusela; Nussy, Salim; Retraubun, Fenty; Ramliani, Wa Ode; Mahulauw, Ujian; Refwutu, Meilan; Latukau, Rahmawati; Wakim, Yuliana
DEVOTIONIS Volume 2, Issue 2, July 2025
Publisher : CV. TOTUS TUUS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59397/dvs.v2i2.71

Abstract

Indonesia, as the world's largest archipelagic country, holds a critical position in global marine biodiversity, encompassing over 17,000 islands within the Coral Triangle, known as the epicenter of marine diversity. This region supports extensive ecosystems that are vital for ecological balance, economic stability, and the well-being of millions of people. However, these ecosystems face severe threats from overfishing, plastic pollution, and climate change, which collectively endanger marine biodiversity and disrupt coastal livelihoods. This community service program, conducted by the Educational Administration Study Program at the Faculty of Teacher Training and Education, Universitas Pattimura, aimed to strengthen community awareness and enhance administrative capacity for sustainable marine conservation in Negeri Mamala. The program incorporated educational sessions, digital technology, and hands-on community engagement to address critical marine conservation challenges. Key activities included awareness building, community training, and the integration of immersive technologies like Augmented Reality (AR) and Virtual Reality (VR) to improve participant understanding and retention. The results demonstrated significant improvements in community awareness, administrative skills, and active participation in conservation efforts, aligning with the principles of community-based conservation. This initiative provides a promising model for other coastal communities, highlighting the potential of integrating education, technology, and local engagement to achieve long-term sustainability in marine conservation. Moving forward, continued support, strategic partnerships, and ongoing capacity building will be essential for maintaining and expanding these positive impacts.
EVALUATING CURRICULUM PROGRAM SUCCESS USING TYLER’S GOAL-ORIENTED EVALUATION MODEL Maahury, Estin Indria; Kakisina, Dara Margel; Sharlia; Sekerona, Marilyn; Ely, Ismail; Soulisa, Gamal Pasha
EDUCATIONE Volume 4, Issue 2, July 2026
Publisher : CV. TOTUS TUUS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59397/edu.v4i2.218

Abstract

Curriculum evaluation is essential for determining whether educational programs are implemented in line with intended goals and for identifying areas requiring improvement. This study evaluated curriculum program implementation at SMP Negeri 4 Ambon using Tyler’s goal-oriented evaluation model. The study employed a descriptive quantitative design and involved all 73 teachers at the school through total sampling. Data were collected using a 16-item questionnaire on a five-point Likert scale designed to capture teachers’ perceptions of curriculum objectives, learning experiences, organization of learning experiences, and outcome assessment. The data were analyzed using descriptive statistics. The findings show a minimum score of 68, a maximum score of 80, a mean score of 77.47, and a standard deviation of 4.93. These results indicate that respondents generally perceived curriculum implementation at SMP Negeri 4 Ambon positively and showed relatively consistent responses across participants. Interpreted through Tyler’s framework, the findings suggest that the curriculum program was largely aligned with its intended goals, supported by planned learning activities and a structured evaluation process. However, because the study relied on teacher perceptions and descriptive statistics, the findings should be interpreted as evidence of favorable implementation rather than definitive proof of curriculum effectiveness. The study nevertheless provides a useful school-level evaluation baseline for continuous curriculum improvement.
Collaborative Mentoring to Strengthen Pedagogical Competence at SMP Negeri 11 Ambon Arjanto, Paul; Kempa, Rudolf; Rahabav, Patrisius; Lokollo, Lambertus Johanes; Tomasila, Beatrix; Makaruku, Vando Kristi; Maahury, Estin Indria; Nunuela, Nandalita; Untajana, Adha Marche Lino
DEVOTIONIS Volume 3, Issue 2, July 2026
Publisher : CV. TOTUS TUUS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59397/dvs.v3i2.254

Abstract

Teachers' pedagogical competence was a strategic determinant of instructional quality, especially in schools adapting to flexible, student-centered curriculum reform. This community service article reported the initial implementation of a collaborative mentoring program for teachers at SMP Negeri 11 Ambon, Amahusu, Ambon City. The activity aimed to strengthen teachers' understanding of pedagogical competence, active learning, participatory classroom management, and the use of simple and digital learning media. A community-based service design was applied through preparation, implementation, and evaluation stages. Data were collected through coordination notes, participatory observation, teaching document review, reflective discussion, and a simple participant response questionnaire. The implementation consisted of a mini-seminar, interactive group discussion, case analysis of teaching documents, and collective reflection. The results showed that the mentoring process helped teachers identify the gap between administrative lesson planning and meaningful instructional design. Teachers became more aware of the need to align learning objectives, student characteristics, learning activities, learning media, and formative assessment. The collaborative forum also encouraged peer exchange and produced an initial classroom follow-up plan. The main outputs included a pedagogical competence strengthening module, an implementation flow model, and a descriptive monitoring framework for school-based reflection. The program concluded that collaborative mentoring was feasible as an entry strategy for teacher professional development in an island-based school context. Future activities should include longer workshops, classroom coaching, microteaching, and measurable evaluation of competence improvement.
Co-Authors Ely, Ismail Kakisina, Dara Margel Kunu, Matusela Latukau, Rahmawati Lokollo, Lambertus Johanes Mahulauw, Ujian Makaruku, Vando Kristi Marasabesy, Salma Nunuela, Nandalita Nussy, Salim Patty, Sulva Paul Arjanto Rahabav, Patrisius Ramliani, Wa Ode Refwutu, Meilan Retraubun, Fenty Rudolf Kempa, Rudolf Rumfot, Sumarni Sekerona, Marilyn Sharlia Singerin, Sarlota Sohilait, Desembra Soulisa, Gamal Pasha Sunset, Susan Telussa, Listen Henty Tepinalan, Rastika Tomasila, Beatrix Untajana, Adha Marche Lino Wakim, Yuliana