Article Per Year (5 Year)
p-Index From 2021 - 2026
0.61
P-Index
This Author published in this journals
All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar JURNAL PENGABDIAN PENDIDIKAN MASYARAKAT (JPPM)
Nama Koten, Angelikus
Unknown Affiliation
Religion Humanities Computer Science & IT Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Library & Information Science Mathematics Public Health Social Sciences Other

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
LOKAKARYA AKSELERASI INTEGRASI ASESMEN FORMATIF DAN SUMATIF DALAM IMPLEMENTASI PENDEKATAN DEEP LEARNING DI PAUD Bali, Engelbertus Nggalu; Muthmainah, Muthmainah; Lehan, Aflyyanti Dua; Nama Koten, Angelikus; Kale, Sartika
Jurnal Pengabdian Pendidikan Masyarakat (JPPM) Vol 6 No 2 (2025): Jurnal Pengabdian Pendidikan Masyarakat (JPPM), Vol 6 No 2 (Oktober 2025)
Publisher : LPPM UNIVERSITAS MUHAMMADIYAH MUARA BUNGO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52060/jppm.v6i2.3448

Abstract

The purpose of this workshop was to enhance educators’ understanding and skills in designing and implementing assessment integrated with the principles and learning experiences of the deep learning approach in early childhood education (ECE). The workshop employed an andragogical approach, facilitated discussions, case studies, simulations, and hands-on practice grounded in local contexts. In this approach, assessment is positioned not merely as a measurement tool, but as an integral part of the child’s learning process. Participants included academics, supervisors, school principals, and ECE teachers. The results indicate that formative assessments (Assessment for Learning and Assessment as Learning) and summative assessment (Assessment of Learning) contextually support children's core learning experiences: understanding, applying, and reflecting. Assessment practices were carried out through systematic observation, portfolios, guided reflection, and project-based documentation. Findings highlight the importance of aligning assessment with meaningful, mindful, and joyful learning principles, and of cross-role collaboration in planning and implementation. This article recommends teacher training, the development of context-based assessment guidelines, the strengthening of professional learning communities, and the integration of digital support to promote reflective and child-centered assessment practices
LOKAKARYA AKSELERASI INTEGRASI ASESMEN FORMATIF DAN SUMATIF DALAM IMPLEMENTASI PENDEKATAN DEEP LEARNING DI PAUD Bali, Engelbertus Nggalu; Muthmainah, Muthmainah; Lehan, Aflyyanti Dua; Nama Koten, Angelikus; Kale, Sartika
Jurnal Pengabdian Pendidikan Masyarakat (JPPM) Vol 6 No 2 (2025): Jurnal Pengabdian Pendidikan Masyarakat (JPPM), Vol 6 No 2 (Oktober 2025)
Publisher : LPPM UNIVERSITAS MUHAMMADIYAH MUARA BUNGO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52060/jppm.v6i2.3448

Abstract

The purpose of this workshop was to enhance educators’ understanding and skills in designing and implementing assessment integrated with the principles and learning experiences of the deep learning approach in early childhood education (ECE). The workshop employed an andragogical approach, facilitated discussions, case studies, simulations, and hands-on practice grounded in local contexts. In this approach, assessment is positioned not merely as a measurement tool, but as an integral part of the child’s learning process. Participants included academics, supervisors, school principals, and ECE teachers. The results indicate that formative assessments (Assessment for Learning and Assessment as Learning) and summative assessment (Assessment of Learning) contextually support children's core learning experiences: understanding, applying, and reflecting. Assessment practices were carried out through systematic observation, portfolios, guided reflection, and project-based documentation. Findings highlight the importance of aligning assessment with meaningful, mindful, and joyful learning principles, and of cross-role collaboration in planning and implementation. This article recommends teacher training, the development of context-based assessment guidelines, the strengthening of professional learning communities, and the integration of digital support to promote reflective and child-centered assessment practices
PENGEMBANGAN MEDIA PEMBELAJARAN POWERPOINT INTERAKTIF PADA MATA PELAJARAN IPAS SISWA KELAS III B DI UPTD SD INPRES PERUMNAS 2 Advenya Tecing Putri, Priskalia; Nama Koten, Angelikus; Elisabet Antoneta Nawa, Netty
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 Nomor 02, Juni 2026 Public
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.46088

Abstract

This study aims to develop an interactive PowerPoint-based learning media for the Natural and Social Sciences (IPAS) subject on the topic of landforms for third-grade elementary school students. The background of this study is based on the low level of student engagement and participation in learning, which is still dominated by lecture methods and the use of less varied media. Therefore, innovative or interactive learning media are needed to improve the quality of the learning process. This study employed the Research and Development (R&D) method using the ADDIE development model, which consists of Analysis, Design, Development, Implementation, and Evaluation stages. The subjects of this study included media experts, material experts, teachers, and third-grade students. Data were collected through observation, interviews, questionnaires, and tests. The data were analysed using descriptive quantitative methods to determine the validity, practicality, and effectiveness of the developed learning media. The results of the study indicate that the interactive PowerPoint learning media achieved a validity level of 93.56% (very valid), a practicality level of 96.93% (very practical), and an effectiveness level of 90% (very effective). These results indicate that the developed learning media can improve students’ understanding and engagement in the learning process. In conclusion, the interactive PowerPoint learning media developed in this study is feasible to be used as an alternative learning media to enhance the quality of learning on the topic of landforms in elementary schools. Keywords: learning media, interactive PowerPoint, IPAS
Co-Authors Advenya Tecing Putri, Priskalia Bali, Engelbertus Nggalu Elisabet Antoneta Nawa, Netty Kale, Sartika Lehan, Aflyyanti Dua Muthmainah Muthmainah