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All Journal Jurnal Cakrawala Ilmiah Jurnal Pengabdian Masyarakat Indonesia Sejahtera DEVOTIONIS: Journal of Community Service Jurnal Pendidikan dan Kebudayaan Jurnal Pendidikan dan Kebudayaan
Jermanto Subeno Lasamahu
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Religion Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Electrical & Electronics Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Public Health Social Sciences Other

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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

Abstract

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.
Strengthening Reading, Writing, and Numeracy Literacy through Integrated Thematic Learning for Students in the Elementary School Teacher Education Telussa, Rivaldo Paul; Rangkoly, Santji Afi; Jasmari; Hidayatillah, Tut; Lasamahu, Jermanto Subeno
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

Abstract

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.
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

Abstract

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

Abstract

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.
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

Abstract

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.
Co-Authors Debby Priscilla Hendrayani Supit Dominggus Paulus Situru Hidayatillah, Tut Jasmari Julvani Ayuningsih Warsito Rangkoly, Santji Afi Refly J Umpel Santji Afi Rangkoly Telussa, Rivaldo Paul Tut Hidayatillah WORO MAHMUDAH, WINDA Yulianti Mangallo Yully Tappi