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All Journal Al Ishlah Jurnal Pendidikan INTERNATIONAL JOURNAL OF EDUCATION, INFORMATION TECHNOLOGY, AND OTHERS
Abednego Abednego
Universitas Pattimura
Computer Science & IT Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Examining the Impact of Tutor Effectiveness and Student Motivation on Academic Achievement in Package C Programs: An Analysis of Community Learning Centers in Ambon City Arnold Sahalessy; John Rafafy Batlolona; Lambertus J Lakollo; Abednego Abednego
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 2 (2025): JUNE 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i2.5652

Abstract

Tutor effectiveness is a critical factor in non-formal education, particularly in the Package C equivalency program. One of the major challenges in this context is low student motivation, which significantly affects academic achievement.This study employed a descriptive quantitative approach to examine the influence of tutor performance and student learning motivation on academic achievement in the Package C program in Ambon City. Data were collected through questionnaires distributed to 90 tutors across four Community Learning Activity Centers (Pusat Kegiatan Belajar Masyarakat, PKBM) in the Sirimau sub-district.The analysis showed that both tutor performance (t = 5.009, p .05) and student learning motivation (t = 1.998, p .05) had a significant positive effect on student achievement. Additionally, tutor competence and work motivation were found to significantly influence overall tutor performance (F = 14.922, p .05).These findings highlight the dual importance of enhancing tutor effectiveness and fostering student motivation to improve educational outcomes in non-formal settings. Tutor performance is shaped by internal factors such as professional competence and motivation, which in turn impact students' academic success.Tutor performance and student learning motivation are key predictors of student achievement in the Package C program. Future interventions should prioritize capacity building for tutors and strategies to increase student engagement in non-formal education environments.
Early Childhood Cognitive Development Through Mystery Box Educational Tool Game Activities At Nen Mas Ii Kindergarten In Malukun District, Maluku Province Abednego Abednego; Nita Kundre; L. M. Sahetapy
International Journal of Education, Information Technology, and Others Vol 9 No 1 (2026): International Journal of Education, information technology   and others
Publisher : Peneliti.net

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Abstract

Early childhood cognitive development is a crucial factor in early childhood education (PAUD), especially when the use of the Mystery Box APE is inadequate. One of the main challenges in this context is the innovation and effectiveness of APE in quality learning, which significantly impacts the cognitive development of early childhood. This study uses a descriptive quantitative approach to examine the influence of innovation and learning quality. The Classroom Action Research (CAR) approach, modeled after Kurt Lewin, was implemented in several cycles with children aged 4-5 years. Data collection was conducted through observation and documentation of 12 subjects, while data analysis used a percentage achievement formula. The results of the study showed that: (1) the results of observations in cycle I, the number of students whose cognitive development was 2 people (50%); their cognitive development was as expected for 7 people (56.25-68.75); while there were 3 people (78%) whose cognitive development was very good; (2) The results of observations in cycle II, the number of students whose cognitive development was as expected for 2 people (68.7%), while there were 10 people (87.5-100%) whose cognitive development was very good. This finding highlights the importance of using Mystery Box media in efforts to develop early childhood cognitive development. Future interventions should prioritize innovation and creativity in the use of APE to obtain quality learning in PAUD
Improving Young Children's Fine Motor Skills Through Crayon Coloring Activities At Kristina Waur Kindergarten, Kei Besar, Southeast Maluku Regency Abednego Abednego; Junita Liliana Kundre; Lisa Maarce Sahetapy; Heldy Ivana Laturake; Lussy Leonora Latuputty
International Journal of Education, Information Technology, and Others Vol 9 No 2 (2026): International Journal of Education, information technology   and others
Publisher : Peneliti.net

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Abstract

Fine motor skill acquisition represents a foundational aspect of early childhood development, underpinning children's later readiness for writing and independent daily activities. A preliminary observation at Kristina Waur Kindergarten, Kei Besar, Southeast Maluku Regency, found that most class A children aged 4-5 years had not yet mastered adequate fine motor coordination, shown by difficulty gripping coloring instruments, limited wrist flexibility, and untidy coloring within picture outlines. This study was carried out to describe how crayon coloring activities can be used to strengthen young children's fine motor abilities. A Classroom Action Research (CAR) design based on the Kemmis and Taggart spiral model was applied over two cycles, each comprising planning, action, observation, and reflection stages, involving 13 class A children as research subjects. Data were gathered through non-participatory observation, interviews with the school principal and class teacher, and documentation, then processed using a percentage-achievement formula referring to four developmental categories: Not Yet Developing (BB), Starting to Develop (MB), Developing According to Expectations (BSH), and Very Well Developed (BSB). The findings revealed that in Cycle I, 3 children (23.08%) remained in the Not Yet Developing category, 6 children (46.15%) were classified as Starting to Develop, and 4 children (30.77%) reached the Developing According to Expectations category. Following refinement of the coloring activities in Cycle II, the results improved markedly: 1 child (7.69%) was recorded as Starting to Develop, 4 children (30.77%) as Developing According to Expectations, and 8 children (61.54%) as Very Well Developed. These results confirm that theme-based crayon coloring activities, reinforced by consistent and individualized teacher guidance, are effective in accelerating fine motor development in children aged 4-5 years. Early childhood educators are encouraged to design varied, patterned coloring tasks as a routine part of daily learning to optimize children's fine motor readiness ahead of formal schooling.
Co-Authors Arnold Sahalessy Batlolona, John Rafafy Heldy Ivana Laturake Junita Liliana Kundre L. M. Sahetapy Lambertus J Lakollo Lisa Maarce Sahetapy Lussy Leonora Latuputty Nita Kundre