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Peningkatan Kompetensi Literasi Calis dan Numerasi Mahasiswa PGSD Universitas Satya Wiyata Mandala melalui Pelatihan Berbasis Praktik Winda Woro Mahmudah; Santji Afi Rangkoly; Tut Hidayatillah; Rivaldo Paul Telussa; Jasmari Jasmari; Jermanto Subeno Lasamahu
Jurnal Pengabdian Masyarakat Indonesia Sejahtera Vol. 4 No. 4 (2025): Desember: Jurnal Pengabdian Masyarakat Indonesia Sejahtera
Publisher : STAI YPIQ BAUBAU, SULAWESI TENGGARA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59059/jpmis.v4i4.2943

Strengthening reading–writing literacy and numeracy has become a strategic priority in primary education, particularly in preparing prospective teachers who are capable of integrating these competencies contextually into classroom practice. This community engagement program aimed to enhance the conceptual understanding, pedagogical skills, and professional readiness of students from the Primary School Teacher Education Program (PGSD) at Universitas Satya Wiyata Mandala (USWIM) Nabire through a practice-based literacy and numeracy training model. The program was conducted over three days and involved 100 active students. The training adopted a practice-based approach consisting of conceptual reinforcement sessions, group discussions, lesson plan development, and microteaching simulations. Data were collected through observation, analysis of instructional materials, and written reflections, and analyzed using a descriptive qualitative approach. The findings indicate a significant shift in students’ understanding of literacy and numeracy—from technical skills to contextual and reasoning-based competencies. Participants demonstrated improved ability to design literacy–numeracy-based lesson plans and delivered more dialogic and participatory microteaching sessions. The program also fostered stronger professional awareness regarding the role of teachers in building foundational literacy and numeracy skills in primary education. Overall, the practice-based training proved effective in strengthening the professional preparedness of prospective primary school teachers in a contextual and systematic manner.

Komunikasi Akademik, Regulasi Emosi, dan Kemampuan Berpikir Logis Mahasiswa FKIP Universitas Satya Wiyata Mandala,Nabire, Papua Tengah Winda Woro Mahmudah; Jermanto Subeno Lasamahu; Debby Priscilla Hendrayani Supit; Julvani Ayuningsih Warsito
Jurnal Pendidikan dan Kebudayaan (JURDIKBUD) Vol. 5 No. 3 (2025): November : Jurnal Pendidikan dan Kebudayaan (JURDIKBUD)
Publisher : Pusat Riset dan Inovasi Nasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/jurdikbud.v5i3.10961

Logical thinking is a fundamental competence for prospective teachers, as it supports systematic reasoning and professional decision-making. This study aimed to analyze the relationship between academic communication and emotional regulation with the logical thinking skills of students at the Faculty of Teacher Training and Education, Universitas Satya Wiyata Mandala, Nabire, Papua Tengah. A quantitative correlational design was employed with 100 students selected through proportional random sampling. Data were collected using an academic communication questionnaire, an emotional regulation scale, and a logical reasoning test, and analyzed through Pearson correlation and multiple regression. The findings indicate that both academic communication and emotional regulation have positive and significant relationships with logical thinking skills, both partially and simultaneously. These results emphasize that logical thinking development in higher education requires the integration of cognitive, interpersonal, and emotional competencies.

PENGARUH IKLIM KERJA DAN KEPUASAN KERJA TERHADAP LOYALITAS KERJA PADA GURU SMA NEGERI DI KECAMATAN NUSANIWE KOTA AMBON Jermanto Subeno Lasamahu
Jurnal Manajemen Pendidikan Vol. 11 No. 1 (2026): Regular Issue (In Progress)
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jmp.v11i1.1882

This study aims to analyze the effects of teachers’ work climate and job satisfaction, both partially and simultaneously, on teachers’ work loyalty at public senior high schools in Nusaniwe District, Ambon City. Teachers’ work loyalty is understood as a form of professional commitment and responsibility toward the school organization, which is influenced by the prevailing work climate and the level of job satisfaction perceived by teachers. This study employed a quantitative approach with a correlational design. The research population consisted of 141 civil servant teachers and non-permanent teachers at three public senior high schools in Nusaniwe District, with a sample of 104 respondents determined using the Slovin formula. Data were collected through questionnaires and analyzed using simple linear regression and multiple linear regression. The results indicate that teachers’ work climate has a positive and significant effect on teachers’ work loyalty, contributing 51.5%, while teachers’ job satisfaction contributes 63.3%. Simultaneously, both variables have a significant effect on teachers’ work loyalty with a contribution of 63.5%. The novelty of this study lies in the simultaneous examination of these two variables within the context of public senior high schools in Nusaniwe District, Ambon City.

PENGARUH IKLIM KERJA DAN KEPUASAN KERJA TERHADAP LOYALITAS KERJA PADA GURU SMA NEGERI DI KECAMATAN NUSANIWE KOTA AMBON Jermanto Subeno Lasamahu
Jurnal Manajemen Pendidikan Vol. 11 No. 1 (2026): Regular Issue
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jmp.v11i1.1882

This study aims to analyze the effects of teachers’ work climate and job satisfaction, both partially and simultaneously, on teachers’ work loyalty at public senior high schools in Nusaniwe District, Ambon City. Teachers’ work loyalty is understood as a form of professional commitment and responsibility toward the school organization, which is influenced by the prevailing work climate and the level of job satisfaction perceived by teachers. This study employed a quantitative approach with a correlational design. The research population consisted of 141 civil servant teachers and non-permanent teachers at three public senior high schools in Nusaniwe District, with a sample of 104 respondents determined using the Slovin formula. Data were collected through questionnaires and analyzed using simple linear regression and multiple linear regression. The results indicate that teachers’ work climate has a positive and significant effect on teachers’ work loyalty, contributing 51.5%, while teachers’ job satisfaction contributes 63.3%. Simultaneously, both variables have a significant effect on teachers’ work loyalty with a contribution of 63.5%. The novelty of this study lies in the simultaneous examination of these two variables within the context of public senior high schools in Nusaniwe District, Ambon City.

REFLEKSI MAHASISWA PGSD USWIM NABIRE PAPUA TENGAH TERHADAP PENTINGNYA PERLINDUNGAN ANAK DALAM MEMBANGUN DISIPLIN POSITIF DI KELAS Semi Gobai; Albertina Petege; Rani Simon Sarira; Sartika Vera Doli Mofu; Wafiq Azizah Maharani; Akas Gresela Wakole; Jermanto Subeno Lasamahu
Jurnal Manajemen Pendidikan Vol. 11 No. 3 (2026): Regular Issue (In Progress)
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jmp.v11i3.2308

Child protection in primary education has become an important issue because punitive disciplinary practices that potentially hinder students’ psychological and social development are still commonly found, including in Central Papua. This study aims to analyze the reflections of PGSD USWIM Nabire students regarding the importance of child protection in building positive discipline in the classroom. The study employed a qualitative approach with a phenomenological design. Data were collected through in-depth interviews, observations, and documentation involving 15–20 purposively selected students, and were analyzed using thematic analysis techniques. The findings indicate that students have a relatively high level of reflection on the importance of child protection, marked by their understanding of physical, psychological, and emotional aspects, as well as positive perceptions toward discipline based on a humanistic approach. However, there remains a gap between conceptual understanding and practical implementation abilities, along with challenges such as a harsh disciplinary culture, limited facilities, and lack of training. This study confirms that student reflection plays an important role in shaping prospective teachers’ readiness to create safe, inclusive, and child-friendly learning environments. The findings also highlight the need to strengthen teacher education curricula based on reflective practice so that students are not only able to understand the concept of child protection, but also capable of applying it contextually in elementary school learning.

Strengthening Reading, Writing, and Numeracy Literacy through Integrated Thematic Learning for Students in the Elementary School Teacher Education Rivaldo Paul Telussa; Santji Afi Rangkoly; Jasmari; Tut Hidayatillah; Jermanto Subeno Lasamahu
DEVOTIONIS Volume 3, Issue 1, January 2026
Publisher : CV. TOTUS TUUS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59397/dvs.v3i1.199

This community service program was conducted in response to the need to strengthen integrated literacy and numeracy competencies among preservice elementary school teachers. The purpose of this study was to enhance students’ reading–writing literacy and numeracy skills through the implementation of integrated thematic learning in the Elementary School Teacher Education Program (PGSD) at Universitas Satya Wiyata Mandala. The method employed was a participatory and reflective community service approach, implemented through thematic learning workshops, guided practice, mentoring, and continuous reflection activities. Participants were actively involved in critical reading, reflective writing, and contextual numeracy problem-solving embedded within thematic learning activities relevant to elementary education. Data were collected through observation, literacy and numeracy assessments, student response questionnaires, and documentation, and analyzed descriptively using qualitative and simple quantitative techniques. The findings indicate that the implementation of integrated thematic learning effectively improved students’ ability to connect reading, writing, and numeracy skills in a meaningful and contextual manner. In addition, students demonstrated increased pedagogical awareness, confidence, and readiness to design thematic learning activities that integrate literacy and numeracy for elementary classrooms. Overall, the program successfully achieved its objectives and shows strong potential for sustainable implementation in preservice teacher education to support the development of competent and reflective future elementary school teachers.

MAKNA PEMBELAJARAN KONTEKSTUAL DALAM MENINGKATKAN PEMAHAMAN KONSEP BAGI SISWA SD YPK I.S KIJNE WADIO Dominggus Paulus Situru; Jermanto Subeno Lasamahu; Winda Woro Mahmudah; Yully Tappi; Refly J Umpel; Yulianti Mangallo
Jurnal Cakrawala Ilmiah Vol. 5 No. 5 (2026): Januari 2026
Publisher : Bajang Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar

Penelitian ini dilatarbelakangi oleh rendahnya pemahaman konsep siswa sekolah dasar akibat pembelajaran yang masih bersifat konvensional dan kurang mengaitkan materi dengan konteks kehidupan nyata siswa. Pembelajaran kontekstual dipandang penting karena mampu menjembatani materi pelajaran dengan pengalaman sehari-hari siswa sehingga pembelajaran menjadi lebih bermakna. Penelitian ini bertujuan untuk mendeskripsikan makna pembelajaran kontekstual dalam meningkatkan pemahaman konsep siswa di SD YPK I.S Kijne Wadio. Penelitian ini menggunakan pendekatan kualitatif dengan desain studi kasus. Subjek penelitian terdiri atas guru dan siswa yang terlibat langsung dalam proses pembelajaran. Teknik pengumpulan data dilakukan melalui observasi, wawancara, dan dokumentasi, sedangkan analisis data dilakukan dengan tahapan reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa pembelajaran kontekstual dimaknai siswa sebagai pembelajaran yang mudah dipahami karena dekat dengan kehidupan mereka. Penerapan pembelajaran kontekstual mampu meningkatkan keterlibatan siswa dan membantu mereka memahami konsep secara lebih bermakna. Kesimpulan penelitian ini menegaskan bahwa pembelajaran kontekstual berperan penting dalam meningkatkan pemahaman konsep siswa sekolah dasar dan dapat menjadi solusi untuk memperbaiki kualitas pembelajaran di kelas.

Penguatan Ekosistem Perlindungan Anak melalui Implementasi Disiplin Positif pada Satuan PAUD Kabupaten Nabire Nurul Afika Syahriani; Olince Bagubau; Nartika Ratte Parura; Marlina Ribka Rarbab; Yeni Fonataba; Elsa Manuaron; Jermanto Subeno Lasamahu; Julvani Ayuningsih Warsito; Stefani Saboan; Debbie Maroni Titaley; Dominggus Paulus Situru
Jurnal Pengabdian kepada Masyarakat Nusantara Vol. 7 No. 2 (2026): Edisi Mei - Agustus
Publisher : Lembaga Dongan Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55338/jpkmn.v7i2.9066

Perlindungan anak merupakan aspek penting dalam mewujudkan lingkungan pendidikan yang aman, inklusif, dan ramah anak. Namun, masih terbatasnya pemahaman mahasiswa calon guru mengenai konsep perlindungan anak dan implementasi disiplin positif berpotensi memengaruhi kualitas praktik pembelajaran yang menghormati hak-hak anak. Kegiatan Pengabdian kepada Masyarakat (PkM) ini bertujuan meningkatkan pengetahuan, pemahaman, dan keterampilan mahasiswa Program Studi Pendidikan Guru Sekolah Dasar Universitas Satya Wiyata Mandala Nabire dalam menerapkan disiplin positif sebagai bagian dari penguatan ekosistem perlindungan anak pada satuan Pendidikan Anak Usia Dini. Kegiatan dilaksanakan dengan melibatkan 50 mahasiswa melalui metode ceramah interaktif, diskusi kelompok, studi kasus, simulasi, dan evaluasi menggunakan pre-test dan post-test. Hasil kegiatan menunjukkan adanya peningkatan pemahaman peserta pada aspek perlindungan anak, disiplin positif, kemampuan menganalisis kasus, dan penyusunan strategi penanganan perilaku peserta didik dengan rata-rata peningkatan sebesar 30,50%. Selain itu, tingkat kepuasan peserta mencapai 95,40%, yang menunjukkan bahwa materi dan metode pelatihan dinilai relevan dengan kebutuhan calon guru. Kegiatan ini juga berhasil meningkatkan kesadaran peserta mengenai pentingnya kolaborasi antara sekolah, keluarga, dan masyarakat dalam menciptakan lingkungan pendidikan yang bebas kekerasan. Dengan demikian, pelatihan disiplin positif dapat menjadi strategi efektif dalam memperkuat kapasitas calon guru sekaligus mendukung terwujudnya ekosistem perlindungan anak yang berkelanjutan di Kabupaten Nabire.

Komunikasi Akademik, Regulasi Emosi, dan Kemampuan Berpikir Logis Mahasiswa FKIP Universitas Satya Wiyata Mandala,Nabire, Papua Tengah Winda Woro Mahmudah; Jermanto Subeno Lasamahu; Debby Priscilla Hendrayani Supit; Julvani Ayuningsih Warsito
Jurnal Pendidikan dan Kebudayaan (JURDIKBUD) Vol. 5 No. 3 (2025): November : Jurnal Pendidikan dan Kebudayaan (JURDIKBUD)
Publisher : Lembaga Pengembangan Kinerja Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/jurdikbud.v5i3.10961

Logical thinking is a fundamental competence for prospective teachers, as it supports systematic reasoning and professional decision-making. This study aimed to analyze the relationship between academic communication and emotional regulation with the logical thinking skills of students at the Faculty of Teacher Training and Education, Universitas Satya Wiyata Mandala, Nabire, Papua Tengah. A quantitative correlational design was employed with 100 students selected through proportional random sampling. Data were collected using an academic communication questionnaire, an emotional regulation scale, and a logical reasoning test, and analyzed through Pearson correlation and multiple regression. The findings indicate that both academic communication and emotional regulation have positive and significant relationships with logical thinking skills, both partially and simultaneously. These results emphasize that logical thinking development in higher education requires the integration of cognitive, interpersonal, and emotional competencies.

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