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Journal of Education Papua Baru
Published by Universitas Cenderawasih
ISSN : -     EISSN : 29863643     DOI : -
Core Subject : Humanities, Education, Social,
Humanities Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice
JOURNAL OF EDUCATION PAPUA BARU is published by the faculty of teacher training and education, Cenderawasih university. Written in English or Indonesian, the articles can be conceptual or result of research. The articles can be related to education matters in general, or related to teaching method, teaching strategies, material development, assessment, and innovation of the following areas: 1. English language education 2. Indonesian language education 3. Social science education 4. Science education 5. Math education 6. Physical education 7. Childhood education 8. Elementary education 9. Character education 10. Educational technology 11. Management in education 12. Teacher development
Arjuna Subject : Umum - Umum
Articles 54 Documents
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PEMBELAJARAN KOSAKATA BAHASA INGGRIS MELALUI AKTIVITAS KELAS INTERAKTIF PADA PESERTA DIDIK SEKOLAH DASAR DI INDONESIA Annamarie Febry Puarini Malelak
Journal of Education Papua Baru Vol. 5 No. 1 (2026): Journal of Education Papua Baru
Publisher : FKIP Universitas Cenderawasih

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67761/jepb.v5i1.5624

Abstract

Abstract: This research reformulates a thesis-based conceptual study on English vocabulary learning for elementary schools into a publishable journal manuscript. Grounded in classroom practices at SD Muhammadiyah and a review of interactive instruction, it addresses students' difficulties in remembering basic words due to limited exposure and teacher-centered routines. The study argues that interactive classroom activities can overcome these challenges by integrating repetition, visual support, movement, peer interaction, storytelling, and digital practices. Practical strategies like picture games, word matching, word walls, vocabulary hunts, Quizizz, Educandy, and traditional games are discussed as alternatives for teachers. Literature shows that interactive activities strengthen vocabulary retention, reduce anxiety, increase participation, and connect words with communicative use. The article concludes that vocabulary teaching should be designed as a student-centered, supportive, and multisensory process rather than isolated memorization. Keywords: vocabulary acquisition; young learners; interactive classroom activities; English education; student-centered learning   Abstrak: Penelitian ini merumuskan kembali kajian konseptual berbasis penelitian mengenai pembelajaran kosakata bahasa Inggris sekolah dasar ke dalam naskah jurnal siap publikasi. Kajian ini bertolak dari praktik mengajar di SD Muhammadiyah dan telaah penelitian mengenai pembelajaran kosakata interaktif. Masalah utama yang dibahas adalah kesulitan peserta didik mengingat kata dasar akibat paparan bahasa yang terbatas dan dominasi pembelajaran berpusat pada guru. Penelitian ini menegaskan bahwa aktivitas kelas interaktif dapat menjawab persoalan tersebut melalui kombinasi pengulangan, dukungan visual, gerak, interaksi teman sebaya, storytelling, dan latihan digital. Strategi seperti permainan gambar, pencocokan kata, word wall, vocabulary hunt, Quizizz, Educandy, dan permainan tradisional dibahas sebagai alternatif praktis bagi guru. Hasil kajian menunjukkan bahwa aktivitas interaktif memperkuat retensi kosakata, mengurangi kecemasan, serta meningkatkan partisipasi peserta didik. Disimpulkan bahwa pembelajaran kosakata harus dirancang sebagai proses multisensori yang berpusat pada siswa, bukan sekadar hafalan terpisah. Kata kunci: pemerolehan kosakata; pembelajar muda; aktivitas kelas interaktif; pendidikan bahasa Inggris; pembelajaran berpusat pada siswa
EKSPLORASI ETNOMATEMATIKA TENUN TUAKEPA FLORES TIMUR DAN PENERAPANNYA DALAM PEMBELAJARAN MATEMATIKA Alfonsus Simon Doweng; Jonner Nainggolan; Ronaldo Kho
Journal of Education Papua Baru Vol. 4 No. 1 (2025): Journal of Education Papua Baru
Publisher : FKIP Universitas Cenderawasih

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67761/jepb.v4i1.5718

Abstract

Abstract: This analytical ethnographic study aims to explore the ethnomathematical principles embedded in Tuakepa ikat weaving, East Flores, and to formulate its didactical articulation as a learning resource for formal school mathematics. Qualitative data were gathered through in-depth interviews, passive participant observation, and macro-visual documentation of two key weavers selected purposively based on inclusion criteria of specialized expertise until exploratory data saturation was reached. The interactive qualitative data analysis was integrated with the taxonomic framework of Alan Bishop’s six fundamental mathematical activities. Empirical findings demonstrate that all stages of communal production and the morphology of traditional tools encompass the activities of counting, measuring, designing, locating, and explaining. Within the diverse decorative motifs of the cloth, visual representations of plane polygons specifically rhombuses and triangles arallel lines, and invariant translational transformations of the cloth's lane patterns were identified. These findings have practical implications as structured problem contexts based on Realistic Mathematics Education (RME) aimed at accelerating students' Higher-Order Thinking Skills (HOTS) while preserving the communal indigenous mathematics heritage of the local region. Keywords: Geometric Shapes, Ethnomathematics, Mathematics Education, Tuakepa Weaving.   Abstrak: Penelitian etnografis analitis ini bertujuan mengeksplorasi kaidah etnomatematika tenun ikat Tuakepa, Flores Timur, dan merumuskan artikulasi didaktisnya sebagai sumber belajar matematika sekolah formal. Data kualitatif dihimpun melalui wawancara mendalam, observasi partisipatif pasif, dan dokumentasi makro visual terhadap dua penenun kunci yang dipilih secara purposive berdasarkan kriteria inklusi kepakaran khusus hingga mencapai saturasi data eksplorasi. Analisis data kualitatif interaktif diintegrasikan dengan kerangka kerja taksonomi enam aktivitas matematis fundamental menurut Alan Bishop. Hasil penelitian empiris membuktikan seluruh tahapan produksi komunal dan morfologi perkakas tradisional memuat aktivitas membilang, mengukur, merancang, menentukan lokasi, serta menjelaskan. Pada ragam motif hias kain ditemukan representasi visual poligon datar berupa belah ketupat dan segitiga, kedudukan garis sejajar, hingga transformasi translasi invarian pola lajur kain. Temuan ini berimplikasi praktis sebagai konteks masalah terstruktur berbasis Realistic Mathematics Education (RME) guna menakselerasi kompetensi kognitif tingkat tinggi (HOTS) siswa sekaligus melestarikan warisan pengetahuan pribumi (indigenous mathematics) komunal daerah setempat. Kata kunci: Bangun Geometri, Etnomatematika, Pembelajaran Matematika, Tenun Tuakepa.
PENGARUH PEMBELAJARAN PKn BERBASIS PROJECT CITIZEN TERHADAP HASIL BELAJAR SISWA SMA KELAS XI IPS SMA N 1 KOTA JAYAPURA Emanuel Goo; Ode Jamal
Journal of Education Papua Baru Vol. 4 No. 1 (2025): Journal of Education Papua Baru
Publisher : FKIP Universitas Cenderawasih

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67761/jepb.v4i1.5719

Abstract

Abstrack: This study aims to analyze the effect of Project Citizen-based Civic Education (PKn) learning on the learning outcomes of eleventh-grade social studies (IPS) students at SMA N 1 Kota Jayapura. Low academic achievement is reflected in school evaluations that remain below the minimum mastery criteria. The research approach employed was quantitative with a quasi-experimental design, specifically utilizing a Nonequivalent Control Group Posttest-Only Design. The research subjects involved 44 students divided into two paired groups: 22 students in the experimental group undergoing the Project Citizen syntax treatment and 22 students in the control group using conventional methods. Data were collected through active participation observations and objective learning outcome tests following a six-week intervention. The results of descriptive and inferential statistical analyses using the Independent Sample t-Test indicated a significant improvement in the experimental group, which achieved a post-test mean score of 75.45 (p < 0.05). This research offers theoretical and practical contributions to innovative and contextual Civic Education curricula in Papua. Keywords: Project Citizen-Based Civics Learning, Learning Outcomes.   Abstrak: Studi ini bertujuan menganalisis pengaruh pembelajaran Pendidikan Kewarganegaraan (PKn) berbasis Project Citizen terhadap hasil belajar siswa kelas XI IPS di SMA N 1 Kota Jayapura. Rendahnya capaian akademis tecermin dari evaluasi sekolah yang masih berada di bawah kriteria kelulusan minimal. Pendekatan penelitian menggunakan kuantitatif dengan desain eksperimen semu berbentuk Nonequivalent Control Group Posttest-Only Design. Subjek riset melibatkan 44 siswa yang terbagi secara berpasangan ke dalam kelompok eksperimen (22 siswa) dengan perlakuan sintaks Project Citizen dan kelompok kontrol (22 siswa) menggunakan metode konvensional. Data dikumpulkan melalui observasi partisipasi aktif dan instrumen tes hasil belajar objektif setelah intervensi selama enam minggu. Hasil statistik deskriptif dan inferensial menggunakan Independent Sample t-Test menunjukkan adanya peningkatan capaian yang signifikan pada kelompok eksperimen dengan perolehan rerata nilai akhir sebesar 75,45 (p < 0,05). Riset ini memberikan kontribusi teoretis serta praktis dalam inovasi kurikulum PKn kontekstual di Papua. Kata kunci: Pembelajaran PKn Berbaasis Project Citizen, Hasil Belajar.
ANALISIS PENGGUNAAN BUAH PINANG SEBAGAI MEDIA PEMBELAJARAN MATEMATIKA NILAI TEMPAT BILANGAN KELAS III SEKOLAH DASAR Aji Agung Rianto
Journal of Education Papua Baru Vol. 4 No. 1 (2025): Journal of Education Papua Baru
Publisher : FKIP Universitas Cenderawasih

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67761/jepb.v4i1.5720

Abstract

Abstract: This study aims to analyze the use of areca nuts as a local-potential-based learning medium for teaching place value concepts to third-grade students at SD Negeri Inpres 02 Bumiraya, Nabire Regency, Central Papua. A descriptive qualitative approach utilizing a case study design was employed. Data were gathered through classroom observations, interviews, documentation, student worksheets, and student response questionnaires. The findings indicate that areca nuts effectively assisted the teacher in transforming abstract concepts of units, tens, and hundreds into concrete, manipulable representations that students could touch, count, group, and comprehend. Specifically, a single areca nut represented a unit, ten nuts were grouped as a ten, and ten groups of tens formed a hundred. Student responses were highly positive, as the integration of this medium rendered the lesson more engaging, easier to comprehend, and collaborative. Furthermore, the medium enhanced student attention, active participation, and cultural relevance, though it demanded meticulous classroom management, an adequate supply of materials, and thorough hygienic preparation. This study concludes that areca nuts serve as a viable, effective, contextual, low-cost, and meaningful mathematics learning medium for elementary schools in resource-constrained areas. Keywords: Areca Nut Media; Place Value; Local Potential; Contextual Learning; Elementary Mathematics.   Abstrak: Penelitian ini bertujuan menganalisis penggunaan buah pinang sebagai media pembelajaran berbasis potensi lokal pada materi nilai tempat bilangan peserta didik kelas III SD Negeri Inpres 02 Bumiraya, Kabupaten Nabire, Papua Tengah. Pendekatan yang digunakan adalah kualitatif deskriptif melalui metode studi kasus. Data dikumpulkan melalui observasi pembelajaran, wawancara, dokumentasi, lembar kerja, serta angket respons peserta didik. Hasil penelitian menunjukkan bahwa buah pinang membantu guru mengubah konsep satuan, puluhan, dan ratusan yang bersifat abstrak menjadi representasi konkret yang dapat disentuh, dihitung, dikelompokkan, dan dimaknai oleh peserta didik. Satu buah pinang digunakan sebagai satuan, sepuluh buah pinang sebagai puluhan, dan sepuluh kelompok puluhan sebagai ratusan. Respons peserta didik sangat positif karena pembelajaran menjadi lebih menarik, mudah dipahami, dan mendorong kerja sama. Media ini juga meningkatkan perhatian, partisipasi, dan relevansi budaya, meskipun membutuhkan pengelolaan kelas, kecukupan jumlah media, serta persiapan kebersihan yang baik. Penelitan ini menegaskan bahwa buah pinang layak digunakan sebagai media pembelajaran matematika yang efektif, kontekstual, murah, dan bermakna bagi sekolah dasar di daerah yang memiliki keterbatasan sarana. Kata kunci: Media Buah Pinang; Nilai Tempat Bilangan; Potensi Lokal; Pembelajaran Kontekstual; Matematika SD
MANAJEMEN SARANA DAN PRASARANA PENDIDIKAN DI SD NEGERI INPRES VIM 3 KOTARAJA KOTA JAYAPURA Rosiyanti; Agnes Aryesam; Putri Ellen Gracia Risamasu
Journal of Education Papua Baru Vol. 3 No. 1 (2024)
Publisher : FKIP Universitas Cenderawasih

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67761/jepb.v3i1.5726

Abstract

Abtrak: Penelitian ini bertujuan mendeskripsikan manajemen sarana dan prasarana pendidikan di SD Negeri Inpres Vim 3 Kotaraja, Jayapura. Penelitian menggunakan pendekatan kualitatif deskriptif dengan sumber data kepala sekolah, wakil kepala sekolah bidang sarana prasarana, guru, dan peserta didik. Data dikumpulkan melalui wawancara, observasi, dokumentasi, pencatatan, dan perekaman, kemudian divalidasi melalui triangulasi teknik, sumber, dan waktu. Hasil penelitian menunjukkan bahwa perencanaan dan pengadaan sarana prasarana telah tercantum dalam program kerja tahunan sekolah serta diprioritaskan berdasarkan kebutuhan pembelajaran. Penerimaan, inventarisasi, penyimpanan, pemeliharaan, pemanfaatan, monitoring, dan penghapusan telah dilaksanakan, tetapi pemahaman warga sekolah belum merata. Faktor pendukung meliputi ketersediaan fasilitas, dukungan anggaran, kepemimpinan kepala sekolah, kerja sama guru, dan partisipasi orang tua. Faktor penghambat mencakup keterbatasan ruang penyimpanan, kekurangan sarana tertentu, pemeliharaan belum konsisten, kehilangan barang, rendahnya kesadaran masyarakat sekitar, serta keterbatasan kompetensi teknologi guru. Temuan ini menegaskan bahwa pengelolaan yang terencana, partisipatif, dan terpantau rutin dapat memperkuat kualitas pembelajaran serta keberlanjutan fasilitas sekolah. Kata kunci: manajemen sarana prasarana, pendidikan dasar, inventarisasi, pemeliharaan, kualitas pembelajaran. Abstract: This study describes the management of educational facilities and infrastructure at SD Negeri Inpres Vim 3 Kotaraja, Jayapura. It employed a descriptive qualitative approach involving the principal, vice principal for facilities, teachers, and students. Data were collected through interviews, observation, documentation, field notes, and recording, and validated using technique, source, and time triangulation. Findings show that planning and procurement have been incorporated into the school annual work program and prioritized according to learning needs. Receiving, inventorying, storing, maintaining, using, monitoring, and disposing of facilities have been implemented; however, school members’ understanding of procedures remains uneven. Supporting factors include available learning facilities, budget support, principal leadership, teacher collaboration, and parental participation. Inhibiting factors include limited storage space, insufficient facilities, inconsistent maintenance, loss of property, low community awareness, and limited teacher technological competence. The study confirms that planned, participatory, and regularly monitored facility management can strengthen learning quality and facility sustainability. Keywords: facility management, primary education, inventory, maintenance, learning quality.
MANAJEMEN BUKU BACAAN BERMUTU UNTUK PENGUATAN LITERASI JENJANG SEKOLAH DASAR musripin Musripin
Journal of Education Papua Baru Vol. 4 No. 2 (2025): Journal of Education Papua Baru
Publisher : FKIP Universitas Cenderawasih

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67761/jepb.v4i2.5190

Abstract

Abstract: Literacy development in primary schools requires reading materials that are developmentally appropriate, engaging, and systematically managed. This article examines the management of the Quality Reading Books Program for Level C readers in primary schools. Using a qualitative narrative review design, this study synthesizes journal articles, policy documents, and program guidelines available in the source manuscript, with particular attention to planning, implementation, evaluation, and stakeholder collaboration. The synthesis indicates that quality reading books strengthen literacy when schools implement a cyclical management model encompassing needs diagnosis, collection curation, resource organization, instructional integration, evaluation, and collaborative follow-up. Effective implementation requires reading corners, guided reading, read aloud activities, circulation systems, teacher facilitation, and parental involvement. The novelty of this article lies in its integrated management model emphasizing the transition from fluent reading to meaningful reading for Level C readers, connecting book selection, classroom use, monitoring, family support, and local government policy. Keywords: literacy management; quality reading books; Level C readers; primary school; reading interest.   Abstrak: Penguatan literasi di Sekolah Dasar memerlukan bahan bacaan yang bermutu, sesuai tahap perkembangan pembaca, menarik, dan dikelola secara sistematis. Artikel ini bertujuan menganalisis manajemen Program Buku Bacaan Bermutu pada pembaca Jenjang C di Sekolah Dasar. Dengan desain kajian naratif kualitatif, artikel ini mensintesis artikel jurnal, regulasi, dan dokumen program yang tersedia dalam naskah sumber, terutama terkait perencanaan, pelaksanaan, evaluasi, dan kolaborasi pemangku kepentingan. Hasil sintesis menunjukkan bahwa buku bacaan bermutu berkontribusi terhadap literasi apabila sekolah menerapkan model manajemen siklik yang mencakup diagnosis kebutuhan, kurasi koleksi, pengorganisasian sumber daya, integrasi pembelajaran, evaluasi, dan tindak lanjut kolaboratif. Pelaksanaan program membutuhkan pojok baca, membaca nyaring, membaca bersama, sirkulasi buku, peran guru sebagai fasilitator, dan dukungan orang tua. Kebaruan artikel ini terletak pada model manajemen terpadu yang menekankan transisi dari membaca lancar menuju membaca bermakna bagi pembaca Jenjang C, dengan menghubungkan seleksi buku, pemanfaatan kelas, pemantauan, dukungan keluarga, dan kebijakan pemerintah daerah.  Kata Kunci: manajemen literasi; buku bacaan bermutu; pembaca Jenjang C; sekolah dasar; model manajemen terpadu; transisi membaca.
PEMBELAJARAN MODEL PjBL DENGAN MEDIA CERITA RAKYAT PAPUA SELATAN DALAM MENINGKATKAN KETERAMPILAN MENULIS NARASI PESERTA DIDIK SEKOLAH DASAR Welas Riyanti; Aleda Mawene; Triwiyono Triwiyono
Journal of Education Papua Baru Vol. 4 No. 2 (2025): Journal of Education Papua Baru
Publisher : FKIP Universitas Cenderawasih

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67761/jepb.v4i2.5193

Abstract

Abstract: Elementary school students' narrative writing skills remain a serious concern because many learners still have limited vocabulary, difficulty organizing ideas, and low motivation to write coherent stories. This article synthesizes the conceptual foundation for implementing Project-Based Learning (PjBL) with South Papuan folktales as contextual learning media to strengthen narrative writing skills in elementary schools. Using a literature review approach, this paper examines theories of PjBL, narrative writing, local wisdom-based media, and relevant previous studies on writing instruction. The synthesis shows that PjBL can guide students through questioning, project planning, investigation, drafting, revision, presentation, and reflection, while South Papuan folktales provide culturally close story material that stimulates imagination, moral reasoning, and cultural identity. The proposed learning design positions folktales not merely as reading texts but as sources for story mapping, collaborative discussion, narrative reconstruction, and authentic written products. This conceptual model is expected to support teachers in designing meaningful writing instruction that improves language competence, creativity, critical thinking, and appreciation of local culture. Keywords: Project-Based Learning; South Papuan Folktales; Narrative Writing; Local Wisdom and Elementary School.   Abstrak: Keterampilan menulis narasi peserta didik sekolah dasar masih menjadi persoalan karena banyak peserta didik memiliki kosakata terbatas, kesulitan mengorganisasi gagasan, dan motivasi rendah dalam menyusun cerita yang runtut. Artikel ini mensintesis landasan konseptual penerapan model Project-Based Learning (PjBL) dengan media cerita rakyat Papua Selatan sebagai media pembelajaran kontekstual untuk memperkuat keterampilan menulis narasi di sekolah dasar. Melalui pendekatan kajian pustaka, artikel ini menelaah teori PjBL, keterampilan menulis narasi, media berbasis kearifan lokal, serta hasil penelitian terdahulu yang relevan dengan pembelajaran menulis. Hasil sintesis menunjukkan bahwa PjBL dapat membimbing peserta didik melalui pertanyaan pemantik, perencanaan proyek, investigasi, penyusunan draf, revisi, presentasi, dan refleksi, sedangkan cerita rakyat Papua Selatan menyediakan bahan cerita yang dekat dengan budaya peserta didik, merangsang imajinasi, penalaran moral, dan identitas budaya. Model konseptual ini menempatkan cerita rakyat tidak sekadar sebagai teks bacaan, tetapi sebagai sumber pemetaan cerita, diskusi kolaboratif, rekonstruksi narasi, dan produk tulisan autentik. Kata kunci: Project-Based Learning; Cerita Rakyat Papua Selatan; Menulis Narasi; Kearifan Lokal dan Sekolah Dasar
ANALISIS PROGRAM LITERASI SEKOLAH UNTUK PENINGKATAN KEMAMPUAN MEMBACA PESERTA DIDIK KELAS III SD INPRES DAGIMON, DISTRIK OBAA, KABUPATEN MAPPI bapaimu
Journal of Education Papua Baru Vol. 4 No. 2 (2025): Journal of Education Papua Baru
Publisher : FKIP Universitas Cenderawasih

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67761/jepb.v4i2.5365

Abstract

Abstract: The School Literacy Program is a strategic response to persistent reading challenges in primary schools, especially in remote areas where learning resources and literacy exposure remain limited. This study analyzes the implementation, supporting and inhibiting factors, and impact of the School Literacy Program on the reading ability and reading interest of Grade III students at SD Inpres Dagimon, Obaa District, Mappi Regency, South Papua. The study employed a descriptive qualitative design involving the principal, Grade III teacher, parents, and 15 students selected purposively because of their direct involvement in the program. Data were collected through participatory observation, semi-structured interviews, and documentation, and were analyzed using reduction, display, and conclusion drawing supported by source and technique triangulation. The findings show that literacy activities were implemented through 15-minute pre-class reading, reading tutorials three times a week, and integrated classroom guidance. The program improved students' fluency, confidence, and home reading habits, although it remained at the habituation stage. Strengthening locally relevant reading materials, continuous evaluation, and school-family collaboration are required for sustainable literacy development. Keywords: school literacy program; reading ability; reading interest; elementary school; South Papua.   Abstrak: Program Literasi Sekolah merupakan respons strategis terhadap persoalan rendahnya kemampuan membaca peserta didik sekolah dasar, terutama di wilayah terpencil yang menghadapi keterbatasan sumber belajar dan paparan literasi. Penelitian ini bertujuan menganalisis pelaksanaan, faktor pendukung dan penghambat, serta dampak Program Literasi Sekolah terhadap kemampuan dan minat membaca peserta didik kelas III SD Inpres Dagimon, Distrik Obaa, Kabupaten Mappi, Papua Selatan. Penelitian menggunakan desain kualitatif deskriptif dengan subjek kepala sekolah, guru kelas III, orang tua, dan 15 peserta didik yang dipilih secara purposif karena terlibat langsung dalam program. Data dikumpulkan melalui observasi partisipatif, wawancara semi-terstruktur, dan dokumentasi, kemudian dianalisis melalui reduksi data, penyajian data, dan penarikan kesimpulan dengan dukungan triangulasi sumber dan teknik. Hasil menunjukkan bahwa kegiatan literasi dilaksanakan melalui membaca 15 menit sebelum pembelajaran, les membaca tiga kali seminggu, dan bimbingan membaca terintegrasi. Program berdampak pada peningkatan kelancaran, keberanian, dan kebiasaan membaca di rumah, meskipun masih berada pada tahap pembiasaan. Penguatan bahan bacaan kontekstual, evaluasi berkelanjutan, dan kolaborasi sekolah-keluarga diperlukan agar program lebih berkelanjutan. Kata kunci: program literasi sekolah; kemampuan membaca; minat membaca; sekolah dasar; Papua Selatan
PENERAPAN MODEL CTL BERBASIS PERMAINAN SASOR TERHADAP KEMAMPUAN BERHITUNG DAN MOTIVASI BELAJAR PESERTA DIDIK Rudi Hartono
Journal of Education Papua Baru Vol. 4 No. 2 (2025): Journal of Education Papua Baru
Publisher : FKIP Universitas Cenderawasih

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67761/jepb.v4i2.5723

Abstract

Abstract: This study aims to analyze the effect of the Contextual Teaching and Learning (CTL) model integrated with the traditional sasor game on the arithmetic skills and learning motivation of students residing in remote, frontier, and outermost (3T) regions. The research employed a quantitative quasi-experimental approach with a Nonequivalent Control Group Design using a saturated sample of 54 third-grade students at SD Negeri 1 Obaa, Mappi Regency. Data were collected via achievement tests, questionnaires, and observation sheets, and subsequently analyzed using MANOVA, Normalized Gain (N-Gain), and Effect Size measurements. The MANOVA results indicated a significant simultaneous effect (p = 0.000) with the treatment contributing 62.3% to the variance. The experimental group demonstrated a highly effective improvement in arithmetic skills (N-Gain of 0.71) and superior final motivation scores (86.50) compared to the control group. This ethnomathematics integration is proven to create a concrete, adaptive, interactive, and conducive learning atmosphere for students in the hinterlands of South Papua. In conclusion, the sasor game-integrated CTL model is highly effective in sustainably boosting students' cognitive and affective performance. Keywords: Contextual Teaching and Learning (CTL); traditional sasor game; arithmetic skills; learning motivation; ethnomathematics.   Abstrak: Penelitian ini bertujuan untuk menganalisis pengaruh model Contextual Teaching and Learning (CTL) berbasis permainan tradisional sasor terhadap kemampuan berhitung dan motivasi belajar peserta didik yang hidup di wilayah tertinggal 3T. Metode penelitian menggunakan pendekatan kuantitatif eksperimen semu dengan rancangan Nonequivalent Control Group Design terhadap sampel jenuh sebanyak 54 siswa kelas III SD Negeri 1 Obaa, Kabupaten Mappi. Data dikumpulkan melalui instrumen tes, angket, dan lembar observasi, lalu dianalisis menggunakan uji MANOVA, Normalized Gain (N-Gain), dan pengukuran Effect Size. Hasil uji MANOVA menunjukkan pengaruh simultan yang signifikan (p = 0,000) dengan kontribusi dampak perlakuan sebesar 62,3%. Kelompok eksperimen mencatatkan efektivitas peningkatan berhitung tinggi (N-Gain 0,71) serta skor akhir motivasi yang unggul (86,50) dibandingkan kelompok kontrol. Integrasi etnomatematika ini terbukti menciptakan atmosfer pembelajaran konkret, adaptif, interaktif, dan kondusif bagi siswa pedalaman Papua Selatan. Simpulannya, model CTL berbasis permainan sasor terbukti sangat efektif dalam mendongkrak performa kognitif sekaligus afektif siswa secara berkelanjutan.  Kata Kunci: Contextual Teaching and Learning (CTL); permainan tradisional sasor; kemampuan berhitung; motivasi belajar; etnomatematika.
INTEGRASI LAGU DAERAH PAPUA SEBAGAI PELESTARIAN BUDAYA DALAM PEMBELAJARAN IPS UNTUK MENGUATKAN IDENTITAS BUDAYA PESERTA DIDIK DI SD Selvia Yusuf
Journal of Education Papua Baru Vol. 4 No. 2 (2025): Journal of Education Papua Baru
Publisher : FKIP Universitas Cenderawasih

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67761/jepb.v4i2.5724

Abstract

Abstract: This article examines the urgency of preserving local culture through education, Papuan cultural identity, cultural identity in elementary school students, the educational function of Papuan folk songs, and strategies for integrating folk songs in IPS learning. The discussion shows that Papuan folk songs can be an effective medium for strengthening cultural awareness, fostering pride, enhancing understanding of local history, and instilling positive character traits in students. Various strategies such as contextual learning, integrative thematic learning, project-based learning, and collaborative learning can enhance the effectiveness of this integration. Furthermore, the integration of folk songs has cognitive, affective, social, psychomotor, and long-term impacts on preserving Papuan cultural identity. Therefore, the use of Papuan folk songs in social studies learning is an important approach to developing a young generation of Papuans with character, culture, and a strong sense of identity. Keywords: Papuan Regional Songs; Elementary School Social Studies; Cultural Identity; Cultural Preservation; and Local Culture-based Learning.   Abstrak: Artikel ini mengkaji urgensi pelestarian budaya lokal melalui pendidikan, identitas budaya Papua, identitas budaya pada peserta didik SD, fungsi edukatif lagu daerah Papua, serta strategi integrasi lagu daerah dalam pembelajaran IPS. Pembahasan menunjukkan bahwa lagu daerah Papua dapat menjadi media efektif dalam memperkuat kesadaran budaya, menumbuhkan rasa bangga, meningkatkan pemahaman sejarah lokal, serta menanamkan karakter positif pada peserta didik. Berbagai strategi seperti pembelajaran kontekstual, tematik integratif, project-based learning, dan pembelajaran kolaboratif dapat meningkatkan efektivitas integrasi tersebut. Selain itu, integrasi lagu daerah memberikan dampak kognitif, afektif, sosial, psikomotorik, dan jangka panjang terhadap pelestarian identitas budaya Papua. Dengan demikian, penggunaan lagu daerah Papua dalam pembelajaran IPS menjadi salah satu pendekatan penting untuk membangun generasi muda Papua yang berkarakter, berbudaya, dan memiliki identitas diri yang kuat.  Kata Kunci: Lagu Daerah Papua; IPS SD; Identitas Budaya; Pelestarian Budaya dan Pembelajaran Berbasis Budaya Lokal.

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