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All Journal ISTORIA Abdimas Umtas : Jurnal Pengabdian kepada Masyarakat Jurnal Review Pendidikan dan Pengajaran (JRPP) Jurnal Abdimas Bina Bangsa Indonesian Community Journal Journal of Scientific Research, Education, and Technology Jurnal Pendidikan Geosfer Ezra Science Bulletin
Idrus Idrus
FKIP Universitas Tadulako, Palu
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Earth & Planetary Sciences Economics, Econometrics & Finance Education Engineering Environmental Science Languange, Linguistic, Communication & Media Mathematics Public Health Social Sciences Other

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DONGGALA: FROM IMPERALISM TO THE REGENCY ESTABLISHMENT Lukman Nadjamuddin; Idrus Idrus
ISTORIA: Jurnal Pendidikan dan Sejarah Vol 7, No 1 (2008): ISTORIA Edisi Maret 2018, Vol. 7, No.1
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (775.995 KB) | DOI: 10.21831/istoria.v7i1.6307

Abstract

AbstractThe Effort exerted by the Dutch to conquer Banawa Kingdom, particularly Donggala City, began with the assumption derived from economic and political calculation that the confiscation would make it possible for the Dutch to pacify its trade channel in Makasar narrows and extend economic exploitation, given that Donggala had a strategic port, related to the chain of Archipelago’s trade. The method of confiscation-friendship relation was not realized because resistances, in the form of physical attack- began to come forward. In Donggala, Molanda played a role as the main actor in the rebellion. In Sigi, Toma I Dompo consistently attacked, both after and before arrested in Sukabumi. In Sojol, Toma Tarima along with his son assailed the Dutch and in Kulawi, Toma Itorengke set about the Dutch as well.During  the  Japanese  imperialism,  the  education  system  of      the  Dutch  waseliminated, and replaced with Japanese education which required to speak Japanese and Indonesia languages, to sing Kimigayo, to give respect to Hinomaru, to do Seikrei, Kinrohosyi and Taiso. The social and political organization was limited, while those which supported the mass mobilization were established, such as Seinendan. This led the nationalists to do the underground movement. In the agriculture, native people were obligated to plant cotton, rice, corn and cassava as to overcome the lack of food and clothing.After the independence was announced, Donggala faced by two struggle NICAattack and to establish the Donggala Regency. The effort to maintain the freedom was conducted  in  two  ways,  physical  struggle  and           establish           of  social  and  political organization,  while  the  establishment  of  Donggala  Regency  gained  two  important momentum; the establishment of Administrative region of Donggala on the basis of Sulawesi Governor’s verdict no. 633 on October 25th, 1951 and the establishment of Donggala Regency on the basis of Government regulation no.33 on August 12th.1952. Keyword: Donggala, Imperialism, Regency.
MENGEMBANGKAN KEMAMPUAN GURU MENYUSUN SOAL HIGHER ORDER THINKING SKILLS MELALUI BIMBINGAN TEKNIS DI SMP NEGERI 1 SINDUE TAMBUSABORA Mahfud Mahfud; Suyuti Suyuti; Idrus Idrus; Windayanti Windayanti; Wilman Wilman; Nuraedah Nuraedah
Jurnal Abdimas Bina Bangsa Vol. 3 No. 2 (2022): Jurnal Abdimas Bina Bangsa
Publisher : LPPM Universitas Bina Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46306/jabb.v3i2.263

Abstract

This community service activity is entitled "Developing Teachers' Ability to Compile Higher Order Thinking Skills Through Guidance and Training at SMP Negeri 1 Sindue Tambusabora." This service was carried out because of the main problem of partner schools, namely that they have not been able to compile HOTS questions. This problem is also associated with; 1) not conducting a basic competency review before developing a grid of questions; 2) did not compile a grid of HOTS questions; 3) not formulating indicators about HOTS; 4) do not make a HOTS question card; 5) not assembling standardized questions (HOTS); and 5) not to follow up in the form of a qualitative review of the HOTS question items. To overcome partner problems, it is carried out with a Technical Guidance (Bimtek) solution. This bimtek is packaged in 4 (four) stages, namely; 1) Preparation; 2) preparation of Bimtek materials; 3) Implementation of Bimtek; and 4) evaluation and follow-up. The results of this service are: 1) teachers at partner schools understand well and correctly the concept of compiling a grid of HOTS questions; 2) teachers at partner schools understand well and correctly the concept of compiling indicators of HOTS questions according to the ABCD formula; and 3) teachers at partner schools understand well and correctly the concept of drafting HOST. The outputs of this devotion are: 1) the lattice of HOTS questions according to the subject family; and 2 HOTS questions according to the subject family
AKU RESTUI: Strategies To Develop Teachers' Ability To Implement And Write Car Reports Idrus Idrus; Lukman Lukman; Junarti Junarti; Nuraedah Nuraedah; Wilman Wilman; Windayanti Windayanti
ABDIMAS: Jurnal Pengabdian Masyarakat Vol. 6 No. 1 (2023): ABDIMAS UMTAS: Jurnal Pengabdian Kepada Masyarakat
Publisher : LPPM Universitas Muhammadiyah Tasikmalaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35568/abdimas.v6i1.3141

Abstract

The main problem in this service is the lack of teacher ability to carry out and write Classroom Action Research (CAR). Therefore, the purpose of this service is to develop the teacher's ability to carry out and write CAR through the AKU RESTUI Bimtek (I Say Then Record Then Write in Instruments). The method of solving or the method of Bimtek AKU RESTUI includes; 1) developing the AKU RESTUI Bimtek instrument; 2) carrying out the Technical Guidance I am RESTUI; and 3) Follow-up After the Technical Guidance AKU RESTUI. The result achieved in the AKU RESTUI Bimtek is the compilation of 7 (seven) CAR proposals in groups. Therefore, it was concluded that the ability of teachers to prepare CAR proposals after the AKU RESTUI Bimtek was assessed as having been successfully improved because of the 6 (six) assessment indicators, 4 were recorded to have improved, namely; 1) formulate the title of the CAR proposal; 2) develop the introduction; 3) apply the CAR method; and 4) compiling CAR instruments. Meanwhile, there are 2 (two) that are still weak, namely; developing a literature review and the use of reference sources is still limited.
DARI FENG SHUI KE BARZANJI: Studi Transformasi Budaya Religi di Kalangan Etnis Tionghoa di Kota Donggala Idrus A Rore; Windayanti Yanti Ati
Jurnal Pendidikan Geosfer Vol 6, No 2 (2021): Jurnal Pendidikan Geosfer
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (407.033 KB) | DOI: 10.24815/jpg.v6i2.23803

Abstract

This research’s aims are: 1) analyze the function of AGIL in the transformation of religious culture among ethnic Chinese in the implementation of barzanji in the city of Donggala; and 2) Analyzing the impact of religious culture transformation in the implementation of barzanji among ethnic Chinese in Donggala city. This study uses a descriptive qualitative approach. The determination of the ethnic Chinese analysis unit was carried out purposively. The research was conducted in the city of Donggala. The data collection technique used interviews, observation and documentation, while the data analysis technique used an interactive approach from Miles and Huberman consisting of; data collection, condentation, data display, and verification or drawing conclusions. The results and discussion found that: 1) From Feng Shui to barzanji as a form of religious culture transformation in the implementation of barzanji among ethnic Chinese in Donggala city, it fulfills the function of AGIL so that it is functional in social life by forming an action system consisting of: communication action system orbiting adaptation, hope action system introduces goal attainment, social action system creates integration, and cultural action system creates latency; 2) From Feng Shui to barzanji as a form of religious culture transformation in the implementation of barzanji among ethnic Chinese in the city of Donggala has implications for strengthening social solidarity. The type of social solidarity that is built is inter-ethnic spiritual solidarity in the city of Donggala. Key word:       Adaptation, goal attainment, integration, and latent pattern maintenance. 
Contextual Teaching and Learning Models in Improving Learning Motivation and Communication Skills of Students in the Social Sciences Subject at Tadulako Sports Public High School Appia Nita Tungka; Misnah; Idrus Rore; Juraid Abdul Latif
Journal of Scientific Research, Education, and Technology (JSRET) Vol. 2 No. 3 (2023): Vol. 2 No. 3 2023
Publisher : Kirana Publisher (KNPub)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58526/jsret.v2i3.169

Abstract

Knowledge social is the object of science, his research is society, or always human capricious. Because the characteristic is always a society variable, up to now Not yet can be investigated and analyzed in a complete manner the connection between the elements inside the public in a deeper manner. To know social knowledge in a concrete manner is, what is to be the center of the study. one _ quite a way easy For earn characteristics something knowledge knowledge is with method paint it in a concrete manner . As for objective study This is Analyze CTL model implementation in increasing motivation Study participant students in class X SMANOR Tadulako on the learning process IPS family. Analyze the CTL model implementation to increase the ability to communicate participant students in class X SMANOR Tadulako on the learning process of the IPS family. Approach used _ on study This is a type of study descriptive in qualitative nature about motivation Study And the ability of communication of participants to educate through the implementation of the CTL learning model. the data that has been obtained on the results of the study is the data from the results of observations or observations made by the social studies group teacher (economics, sociology, geography, history), head school researcher, and student XC class. Observations made aim To know the circumstances at the moment the application of the CTL model of various eye subjects deep IPS families implementing the CTL model capable teachers know the ability of students to communicate and see motivation Study students in the application of the CTL model.
PELATIHAN PEMANFAATAN MEDIA PEMBELAJARAN BERBASIS MULTIMEDIA INTERAKTIF PEACE GENERATION GAMES DI SD MODEL TERPADU MADANI Hasan; Junarti; Mahfud. M. Gamar; Idrus; Wilman D. Lumangino
EZRA SCIENCE BULLETIN Vol. 1 No. 2 (2023): July - December 2023
Publisher : Kirana Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58526/ez-sci-bin.v1i2.72

Abstract

Program dilaksanakannya pengabdian pada masyarakat ini menjadi salah satu alternatif bagi para guru untuk mengimplementasikannya di dalam proses pembelajaran. Tujuan dilaksanakannya pengabdian kepada masyarakat ini adalah memberikan pelatihan pemanfaatan media pembelajaran berbasis multimedia interaktif Peace Generation Games dalam proses pembelajaran di sekolah SDN Terpadu Madani. Luaran yang ditargetkan dalam pelatihan ini adalah para peserta dapat mengaplikasikan dan menerapkan, serta mengembangkan media pembelajaran berbasis multimedia game interaktif yang akan mereka gunakan di dalam proses pembelajaran di Sekolah Dasar Alkhairaat Tondo. Tahapan dalam Kegiatan Pelaksanaan pengabdian kepada Masyarakat di SDN Terpadu Madani. dilakukan dengan 3 (tiga) tahapan yaitu :Tahap Pertama, merupakan tahap persiapan, dengan cara melakukan suvey pendahuluan untuk melihat kondisi guru dalam pelaksanaan pembelajaran di ruang kelas.Tahap kedua, tahap ini merupakan tahapan pelaksanaan kegiatan pengabdian. Pelaksanaan egiatan dikemas dengan menggunakan pendekatan workshop.Adapun langkah-langkah dalam pelaksanaan kegiatan pengabdian ini adalah sebagai berikut: Langkah 1: Peserta pelatihan diberikan materi mengenai game interaktif Peace Generation games. Langkah 2: pada Langkah ini, peserta diberikan kesempatan untuk mendiskusikan materi game yang telah diberikan. Langkah 3: seluruh pengabdi sesuai dengan tugas pokok dan fungsinya akan mempresentasekan atau menjelaskan materi game kepada seluruh peserta (guru). Langkah 4: diberi kesempatan kepada seluruh peserta untuk tanya jawab dan diskusi dengan pemateri terkait apa yang belum dipahami sehingga melahirkan pemahaman secara komprehenship. Langkah 5: Peserta diberikan bimbingan dan arahan serta pendampingan dalam mempraktekkan game yang telah dijelaskan oleh pemateri.
Development of Historical Melodies to Build Character Profile of Pancasila Students Idrus; Lukman Nadjamuddin; Junarti
Journal of Scientific Research, Education, and Technology (JSRET) Vol. 2 No. 4 (2023): Vol. 2 No.4 2023
Publisher : Kirana Publisher (KNPub)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58526/jsret.v2i4.295

Abstract

This research aims to develop Historical Dialogue Sheet (Melody) Media to build the character of the Pancasila Student Profile. The duration of the research is 12 months using the Research and Development method with stages; (1) introduction, (2) development, (3) and evaluation. The products developed consist of; Historical Melody Scenarios, Historical Melody Imaginative Discourse, and Historical Melody Matrix. The trials were carried out three times, namely limited trials, large group trials and main product trials. Increasing the character of the Pancasila Student Profile in the class in the dimensions; (1) Have faith and devotion to God Almighty and have noble character; (2) Global Diversity; (3) Independent; (4) Working together; (5) Creative; (6) Critical, in limited trials qualitatively categorized as quite good (70.83%). Meanwhile in the large group trial it was categorized as good (83.33%), while in the main product trial it was categorized as very good (91.66%). Improving the character of the Pancasila Student Profile outside the classroom, discipline indicators, following the flag ceremony in limited group trials is categorized as Mulia Visible (MT), large group trials and main product trials are categorized as Starting to Develop (MK). For indicators of respecting the red and white flag during ceremonies in limited group trials, they are categorized as Starting to Be Seen (MT), large group trials and main products are categorized as Starting to Develop (MK). The indicator of singing the song Indonesia Raya with enthusiasm in limited group trials is categorized as Starting to Become Visible (MT), in large group trials is categorized as Starting to Develop (MK) and in main product trials it is categorized as Starting to Develop (MB). Indicators of disposing of waste in the places provided in limited group trials are categorized as Starting to Develop (MK) and large group trials and the main product are categorized as Starting to Develop (MB). The indicator of wanting to get along and help each other between religious communities at all levels of the trial is categorized as Starting to Develop (MK).
Pendampingan Penyusunan Instrumen Penilaian Berbasis Litnum di SMP Negeri Satap 3 Sindue Tobata Kabupaten Donggala Idrus A. Rore; Priyatna Prasetyawati; Mahfud M. Gamar; Wilman D. Lumangino
I-Com: Indonesian Community Journal Vol 4 No 3 (2024): I-Com: Indonesian Community Journal (September 2024)
Publisher : Fakultas Sains Dan Teknologi, Universitas Raden Rahmat Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33379/icom.v4i3.5117

Abstract

Pengabdian ini bertujuan mengembangkan kemampuan guru dalam menyusun instrumen penilaian berbasis Literasi dan Numerasi (Litnum) melalui pendampingan. Latar belakang pengabdian ini adalah kebutuhan mendesak untuk meningkatkan kualitas penilaian di sekolah-sekolah, mengingat pentingnya instrumen penilaian yang akurat untuk mengukur literasi dan numerasi siswa. Pendampingan dilakukan dalam tiga tahapan utama: 1) Pra Pendampingan, mencakup persiapan dan penyiapan materi; 2) Pendampingan, meliputi penyajian materi, diskusi kelompok, praktik penyusunan instrumen, dan presentasi; serta 3) Pasca Pendampingan, yang melibatkan pendalaman dan review. Hasil pengabdian menunjukkan bahwa pendampingan efektif meningkatkan kompetensi guru dalam menyusun instrumen penilaian berbasis Litnum dengan lima indikator keberhasilan: penyusunan kisi-kisi, stimulus soal, relevansi indikator, pedoman penskoran, dan rubrik penilaian. Capaian di atas 50% dinilai efektif karena peserta belum pernah mengikuti pendampingan serupa sebelumnya.
PENGARUH PENGUATAN PENDIDIKAN KARAKTER TERHADAP PENCEGAHAN TINDAK KEKERASAN DI KALANGAN SISWA SMP KOTA PALU Idrus Idrus
Jurnal Review Pendidikan dan Pengajaran Vol. 7 No. 3 (2024): Volume 7 No 3 Tahun 2024
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jrpp.v7i3.29068

Abstract

Penelitian ini bertujuan menganalisis pengaruh Penguatan Pendidikan Karakter (PPK) di Luar Kelas, di Dalam Kelas, dan Nilai PPK yang ditanamkan terhadap pencegahan kekerasan di kalangan siswa SMP Kota Palu. Penelitian ini menggunakan desain kuantitatif eksplanatori (explanatory research), dilaksanakan di SMP Kota Palu. Hasil penelitian menunjukkan: 1) PPK di Luar Kelas berkontribusi signifikan terhadap pencegahan kekerasan di kalangan siswa. Besarnya pengaruh tersebut adalah 0,113 x 0,113 = 0,0118 (1.188%). Total pengaruh X1 terhadap X4 melalui X2 dan X3 adalah 2.405%; 2) PPK di dalam Kelas berkontribusi signifikan terhadap pencegahan kekerasan di kalangan siswa.Besarnya pengaruh tersebut adalah 0,513 x 0,513 = 0.263 (26.316%). Total pengaruh X2 terhadap X4 melalui X1 dan X3 adalah 48,21%; 3) Nilai PPK yang ditanamkan berkontribusi signifikan terhadap pencegahan kekerasan di kalangan siswa. Besarnya pengaruh tersebut adalah 0,211 x 0,211 = 0.044 (4.452%). Total pengaruh X3 terhadap X4 melalui X1 dan X2 adalah 8.062%; dan 4) Secara simultan X1, X2, dan X3 berpengaruh signifikan terhadap X4. Secara keseluruhan tingkat pengaruh mencapai 2.40% + 48,21% + 8.06% = 58.58%. Nilai thitung diperoleh X1 adalah 2,769, thitung variabel X2 adalah 8,567, dan thitung variabel X3 adalah 4,123, dengan demikian yang paling berpengaruh signifikan terhadap pencegahan kekerasan adalah PPK di Dalam Kelas
Co-Authors Appia Nita Tungka Hasan Junarti Junarti Junarti Junarti Juraid Abdul Latief Lukman Lukman Lukman Nadjamuddin Mahfud M. Gamar Mahfud Mahfud Mahfud. M. Gamar Misnah Misnah Nuraedah Priyatna Prasetyawati Suyuti Suyuti Wilman D. Lumangino Wilman D. Lumangino Wilman Wilman Wilman Wilman Windayanti Windayanti Windayanti Windayanti Windayanti Yanti Ati