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All Journal Edu Cendikia: Jurnal Ilmiah Kependidikan Jurnal Pengabdian Masyarakat dan Riset Pendidikan
Hendrik J. Maruanaya
Universitas Pattimura
Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Pelatihan Pembuatan dan Penggunaan Media Digital Interaktif untuk Edukasi Siswa Bahasa Inggris di Daerah Terpencil Maluku Barat Daya: Pengabdian Fredi Meyer; Louisa Sarah Kamanasa; Hendrik J. Maruanaya; Yuliana Kilikily; Crisendy Marsya Maahaly
Jurnal Pengabdian Masyarakat dan Riset Pendidikan Vol. 4 No. 3 (2026): Jurnal Pengabdian Masyarakat dan Riset Pendidikan Volume 4 Nomor 3 (Januari 202
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jerkin.v4i3.4490

Abstract

Kegiatan pengabdian kepada masyarakat ini bertujuan meningkatkan kompetensi guru dan siswa di wilayah 3T (Terdepan, Terluar, dan Tertinggal) Kabupaten Maluku Barat Daya (MBD) dalam penggunaan teknologi pendidikan melalui pelatihan pembuatan dan penggunaan media digital interaktif berbasis budaya lokal. Pelatihan ini memanfaatkan aplikasi Canva, PowerPoint interaktif, dan Quizizz untuk mendukung pembelajaran Bahasa Inggris yang lebih menarik dan kontekstual. Metode pelaksanaan mengadopsi pendekatan partisipatif, kontekstual, dan berbasis komunitas, serta melibatkan mahasiswa Program Studi Pendidikan Bahasa Inggris melalui skema Merdeka Belajar Kampus Merdeka (MBKM). Hasil pelatihan menunjukkan adanya peningkatan kemampuan literasi digital guru, peningkatan motivasi belajar siswa, serta lahirnya produk media pembelajaran yang mengangkat nilai-nilai budaya Kalwedo sebagai identitas lokal. Program ini berkontribusi dalam menciptakan model digitalisasi pendidikan yang adaptif di wilayah kepulauan terpencil.
Voices from the Archipelago: Empowering Cultural Identity and Engagement through Responsive Bilingual Narratives in EFL Classrooms Alprin Matitaputty; Hendrik J. Maruanaya; Wenda M. Kakerissa
Edu Cendikia: Jurnal Ilmiah Kependidikan Vol. 6 No. 01 (2026): Research Articles, April 2026
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/educendikia.v6i01.8466

Abstract

This study explores how culturally responsive bilingual narratives support students’ cultural identity and engagement in English as a Foreign Language (EFL) classrooms. Using a qualitative exploratory design supported by complementary quantitative data, the research involved 17 eighth-grade students from a public junior high school in Ambon, Maluku. Data were collected through classroom observation, semi-structured interviews, reflective journals, artifact analysis, and a post-instruction feedback questionnaire. Qualitative data were analyzed thematically, while quantitative data were examined using descriptive statistics and reliability testing. The findings show that culturally responsive pedagogy-based bilingual narratives increased student engagement, reduced language anxiety, and strengthened cultural pride. Students also found the learning materials meaningful, relevant, and easier to understand because they connected English learning to local cultural experiences. The questionnaire demonstrated high internal consistency (Cronbach’s Alpha = 0.87), indicating reliable support for students’ perceptions of the instructional materials. Rather than assessing language proficiency, the questionnaire was intended to capture students’ responses to the learning experience and the cultural relevance of the materials used in class. The study further highlights that integrating local cultural narratives into bilingual learning materials can create a more inclusive and emotionally supportive classroom environment, particularly in archipelagic and multilingual educational settings. These findings contribute to the limited body of research on culturally responsive bilingual instruction in Indonesian EFL contexts and emphasize the pedagogical importance of integrating local identity, language, and culture into English language teaching practices.
Co-Authors Alprin Matitaputty Crisendy Marsya Maahaly Fredi Meyer Louisa Sarah Kamanasa Wenda M. Kakerissa Yuliana Kilikily