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All Journal Al Ishlah Jurnal Pendidikan SELAPARANG: Jurnal Pengabdian Masyarakat Berkemajuan SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Yan Dirk Wabiser
Universitas Cenderawasih
Agriculture, Biological Sciences & Forestry Computer Science & IT Control & Systems Engineering Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Medicine & Pharmacology Nursing Public Health Social Sciences Other

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The Role of Lecturer Teaching Strategies and Learning Environments in Shaping Motivation Among Indigenous Students in Higher Education Yan Dirk Wabiser; Febi adriana Mutiara sogalrey; Putri Ellen Gracia Risamasu; Arni Wihilmina Depondoye
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 4 (2025): DECEMBER 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i4.8678

Abstract

Higher education is expected not only to develop academic competence but also to foster students’ motivation and engagement, particularly among Indigenous learners who often face cultural and systemic barriers. This study examines how lecturers’ teaching strategies influence the learning motivation of Indigenous Papuan students, with learning styles and learning environments as potential mediators. A quantitative cross-sectional survey was conducted among 129 Indigenous students from the Faculty of Teacher Training and Education at Cenderawasih University. Data were collected using a validated questionnaire measuring teaching strategies, learning styles, learning environments, and student motivation. Partial Least Squares Structural Equation Modeling (PLS-SEM) was applied to analyze the measurement and structural models. Findings revealed that lecturer teaching strategies had a significant direct impact on student motivation (β = 0.574, p 0.001) and learning environment (β = 0.680, p 0.001). The learning environment significantly mediated the relationship between teaching strategies and motivation, whereas learning styles showed no significant direct or mediating effect. The results emphasize that culturally responsive and well-structured teaching strategies, supported by an inclusive learning environment, play a crucial role in enhancing Indigenous students’ motivation. In contrast, individual learning styles had minimal influence, highlighting a shift away from traditional assumptions about learning preferences. Higher education institutions should prioritize adaptive teaching practices and culturally relevant learning environments to support the motivation and academic success of Indigenous learners.
Merancang pembelajaran inklusif yang bermakna melalui backward design Yan Dirk Wabiser; Mamberuman Marthen Inggamer; Chelsi Yuliana; Lintang Zahara Arsydik
SELAPARANG: Jurnal Pengabdian Masyarakat Berkemajuan Vol 9, No 5 (2025): September
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/jpmb.v9i5.34079

Abstract

Abstrak Kesulitan guru dalam merancang pembelajaran yang inklusif dan bermakna menjadi tantangan utama dalam implementasi kurikulum. Kegiatan pengabdian ini bertujuan untuk meningkatkan kompetensi guru di SDN Inpres Skouw Mabo dalam merancang pembelajaran inklusif melalui pendekatan Backward Design. Kegiatan ini dilaksanakan pada bulan Mei dan Juli 2025 dengan 11 guru mitra sasaran yang dilibatkan secara penuh dalam kegiatan dengan metode partisipatif, mengkombinasikan pelatihan, lokakarya, dan pendampingan. Evaluasi kegiatan menunjukkan dampak yang sangat positif. Secara kuantitatif, terjadi peningkatan pemahaman konseptual guru secara signifikan, yang ditandai dengan kenaikan skor rata-rata dari 44,5% pada pre-test menjadi 80% pada post-test. Secara kualitatif, para guru menunjukkan peningkatan keterampilan praktik dengan mampu menghasilkan draf modul ajar yang sistematis dan koheren, di mana sebagian besar hasil rancangan terkategori "Baik" hingga "Baik Sekali". Kegiatan ini berhasil mentransformasi pengetahuan teoritis menjadi keterampilan praktis yang siap diimplementasikan untuk menciptakan pengalaman belajar yang lebih inklusif dan bermakna bagi semua siswa. Kata kunci: backward design; kompetensi guru; modul ajar; pendidikan inklusif; pembelajaran bermakna. Abstract The difficulty for teachers in designing inclusive and meaningful learning has become a major challenge in curriculum implementation. This community service activity aims to improve the competence of teachers at SDN Inpres Skouw Mabo in designing inclusive learning through the Backward Design approach. This activity was carried out in May and July 2025 with 11 target partner teachers who were fully involved in the activities using a participatory method, combining training, workshops, and mentoring. The evaluation of the activity showed a very positive impact. Quantitatively, there was a significant increase in teachers' conceptual understanding, marked by an increase in the average score from 44.5% on the pre-test to 80% on the post-test. Qualitatively, the teachers showed an increase in practical skills by being able to produce a systematic and coherent draft of teaching modules, where most of the design results were categorized as "Good" to "Very Good". This activity successfully transformed theoretical knowledge into practical skills ready to be implemented to create a more inclusive and meaningful learning experience for all students. Keywords: backward design; inclusive education; meaningful learning; teacher competence; teaching modules.
INTEGRATING LOCAL CULTURAL PRACTICES INTO SOCIAL STUDIES LEARNING: AN ETHNOGRAPHIC STUDY OF KANKAIN KARKARA AND CULTURAL AWARENESS AMONG ELEMENTARY STUDENTS IN PAPUA Yan Dirk Wabiser; Alim Mutaqin; Mamberuman Inggamer; Marthen; Fitriani
SOSIOEDUKASI Vol 14 No 4 (2025): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Publisher : Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/sosioedukasi.v14i4.6749

Abstract

This study examines the role of Kankain Karkara in fostering cultural awareness and enhancing the quality of Social Studies (IPS) education for fifth-grade students at SDN II Abepura. Additionally, it explores the methods of integrating Kankain Karkara into the curriculum and identifies both supporting and inhibiting factors. Employing a qualitative approach with an ethnographic design, the study involved participants including the Social Studies teacher, fifth-grade students, the school principal, and local customary leaders. Data were gathered through participant observation, in-depth interviews, and documentation, and analyzed using an interactive model of data reduction, display, and conclusion drawing. Triangulation and member checking were applied to ensure data trustworthiness. The findings reveal that Kankain Karkara is utilized as both a thematic discussion and a deliberative learning model, enriching Social Studies lessons with character-building values. This integration not only strengthens students' knowledge and pride in local culture but also fosters respect for customary norms, increasing motivation and participation in Social Studies. Key factors supporting its implementation include teacher commitment, cultural alignment of students, and support from customary leaders. However, challenges such as limited instructional time, lack of written guidelines, and diverse student backgrounds hinder its full potential.
Co-Authors Alim Mutaqin Arni Wihilmina Depondoye Chelsi Yuliana S Febi Adriana Mutiara Sogalrey Fitriani Lintang Zahara Arsydik Mamberuman Inggamer Mamberuman Marthen Inggamer Marthen Putri Ellen Gracia Risamasu