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All Journal Jurnal Pendidikan Akuntansi (JPAK) Jurnal Pendidikan Ekonomi (JURKAMI) Journal of Education, Humaniora and Social Sciences (JEHSS) Psikologi Konseling: Jurnal Kajian Psikologi dan Konseling Abdi: Jurnal Pengabdian dan Pemberdayaan Masyarakat TEACHING : Jurnal Inovasi Keguruan dan Ilmu Pendidikan LEARNING : Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran International Journal of Economic, Technology and Social Sciences (Injects) Jurnal Medika: Medika JURNAL KELUARGA SEHAT SEJAHTERA EDUCATIONAL: Jurnal Inovasi Pendidikan dan Pengajaran
La Hanu
Universitas Negeri Medan
Religion Agriculture, Biological Sciences & Forestry Humanities Computer Science & IT Dentistry Economics, Econometrics & Finance Education Environmental Science Health Professions Industrial & Manufacturing Engineering Medicine & Pharmacology Nursing Public Health Social Sciences Other

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PENERAPAN MODEL PEMBELAJARAN ROLE PLAYING BERBANTUAN WORDWALL UNTUK MENINGKATKAN AKTIVITAS DAN HASIL BELAJAR SISWA AKUNTANSI Laoren Valerina; Rini Herliani; La Hanu; Andri Zainal; Ulfa Nurhayati
Jurnal Pendidikan Ekonomi (JURKAMI) Vol 11, No 2 (2026): JURKAMI
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/jpe.v11i2.6395

Abstract

The problem in this study is the low activity and learning outcomes of class XI AKL 1 students of SMK Negeri 6 Medan. The purpose of this study was to determine the increase in student activity and learning outcomes through the application of the Role Playing learning model assisted by Wordwall. This study is a Classroom Action Research (CAR) which was carried out in two cycles with 28 students as subjects. Data were collected through observation and tests, then analyzed quantitatively. The results showed that the percentage of students categorized as active and very active increased from 53.56% in cycle I to 100% in cycle II. Student learning outcomes also increased, indicated by an average pre-test score of 57.85 with 14.28% completeness, increasing to 80.07 with 57.14% completeness in cycle I, and reaching 92.46 with 100% completeness in cycle II. Thus, the application of the Role Playing model assisted by Wordwall is proven to be able to increase student activity and learning outcomes. The Wordwall-assisted Role Playing model can be used as an alternative, innovative learning strategy to improve student activity and learning outcomes. This study's limitations lie in the subject coverage, which only involved one class and one subject.
PENERAPAN MODEL PEMBELAJARAN TEAM GAMES TOURNAMENT BERBANTUAN BAAMBOOZLE UNTUK MENINGKATKAN AKTIVITAS DAN HASIL BELAJAR SISWA SMK NEGERI 6 MEDAN Yuliana Dewi Siregar; La Hanu; Andri Zainal; Ramdhansyah Ramdhansyah; Pasca Dwi Putra
TEACHING : Jurnal Inovasi Keguruan dan Ilmu Pendidikan Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/teaching.v6i3.12756

Abstract

The problem addressed in this study is the low level of students’ learning activity and learning outcomes in class XI AKL 1 at SMK Negeri 6 Medan. This condition indicates the need for the implementation of a learning model that can enhance students’ active involvement in the learning process. Although various studies have demonstrated the effectiveness of the Team Games Tournament (TGT) model and Baamboozle media in learning, their implementation to improve students’ learning activity and outcomes in Accounting for Service, Trading, and Manufacturing Companies at SMK Negeri 6 Medan remains limited. This study aims to improve students’ learning activity and outcomes through the implementation of the Team Games Tournament assisted by Baamboozle on the topic of adjusting entries in the Accounting for Service, Trading, and Manufacturing Companies subject for class XI AKL 1 at SMK Negeri 6 Medan. This study employed a Classroom Action Research (CAR) design conducted in two cycles using the Kemmis and McTaggart model, consisting of planning, action, observation, and reflection stages. The subjects of this study were 28 students of class XI AKL 1 at SMK Negeri 6 Medan in the 2025/2026 academic year. Data were collected through observation, tests, and documentation. Learning activity data were analyzed using student activity percentages, while learning outcome data were analyzed based on average scores and classical completeness. The results showed that the implementation of the Team Games Tournament model assisted by Baamboozle improved students’ learning activity and outcomes. Students’ learning activity increased, as indicated by the percentage of students categorized as active and highly active, which increased from 64.29% in cycle I to 96.43% in cycle II. Students’ learning outcomes also improved, with classical completeness increasing from 14.29% in the pre-test to 60.71% in the post-test of cycle I and further increasing to 100% in the post-test of cycle II. Therefore, the implementation of the Team Games Tournament model assisted by Baamboozle can improve students’ learning activity and outcomes in class XI AKL 1 at SMK Negeri 6 Medan. ABSTRAK Permasalahan dalam penelitian ini adalah rendahnya aktivitas dan hasil belajar siswa kelas XI AKL 1 SMK Negeri 6 Medan. Kondisi tersebut menunjukkan perlunya penerapan model pembelajaran yang mampu meningkatkan keterlibatan aktif siswa dalam proses pembelajaran.  Meskipun berbagai penelitian telah menunjukkan efektivitas model Team Games Tournament (TGT) dan media Baamboozle dalam pembelajaran, penerapannya untuk meningkatkan aktivitas dan hasil belajar siswa pada mata pelajaran Akuntansi Perusahaan Jasa, Dagang, dan Manufaktur di SMK Negeri 6 Medan masih terbatas. Penelitian ini bertujuan untuk meningkatkan aktivitas dan hasil belajar siswa melalui penerapan model Team Games Tournament berbantuan Baamboozle pada materi jurnal penyesuaian mata pelajaran Akuntansi Perusahaan Jasa, Dagang, dan Manufaktur di kelas XI AKL 1 SMK Negeri 6 Medan. Penelitian ini merupakan Penelitian Tindakan Kelas (PTK) yang dilaksanakan dalam dua siklus dengan model Kemmis dan McTaggart yang meliputi tahap perencanaan, tindakan, observasi, dan refleksi. Subjek penelitian adalah 28 siswa kelas XI AKL 1 SMK Negeri 6 Medan Tahun Ajaran 2025/2026. Teknik pengumpulan data menggunakan observasi, tes, dan dokumentasi. Data aktivitas belajar dianalisis menggunakan persentase aktivitas siswa, sedangkan data hasil belajar dianalisis berdasarkan nilai rata-rata dan ketuntasan klasikal. Hasil penelitian menunjukkan bahwa penerapan model pembelajaran Team Games Tournament berbantuan Baamboozle dapat meningkatkan aktivitas dan hasil belajar siswa. Hasil penelitian menunjukkan bahwa penerapan model Team Games Tournament berbantuan Baamboozle dapat meningkatkan aktivitas dan hasil belajar siswa. Aktivitas belajar siswa mengalami peningkatan, ditunjukkan dengan persentase siswa yang termasuk kategori aktif dan sangat aktif meningkat dari 64,29% pada siklus I menjadi 96,43% pada siklus II. Hasil belajar siswa juga menunjukkan peningkatan, dengan persentase ketuntasan klasikal yang meningkat dari 14,29% pada pretest menjadi 60,71% pada post-test siklus I dan meningkat kembali menjadi 100% pada post-test siklus II. Dengan demikian, penerapan model pembelajaran Team Games Tournament berbantuan Baamboozle terbukti dapat meningkatkan aktivitas dan hasil belajar siswa kelas XI AKL 1 SMK Negeri 6 Medan.
Pengaruh Literasi Digital Dan Gaya Mengajar Terhadap Kualitas Pembelajaran Siswa Akuntansi Di SMK Swasta Dwi Tunggal Tanjung Morawa Fadillah Janadiyah; Jufri Darma; La Hanu; Pasca Dwi Putra; Haryani Pratiwi Sitompul
Jurnal Pendidikan Akuntansi (JPAK) Vol. 14 No. 1 (2026)
Publisher : Program Studi Pendidikan Akuntansi Fakultas Ekonomika dan Bisnis Universitas Negeri Surabaya

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Abstract

This study was conducted to examine the level of influence of digital literacy skills and teaching styles on the quality of learning. The study began with preliminary research through observation, interviews, and the distribution of preliminary questionnaires to students. This study used a quantitative approach with a population of all 166 students in grades X, XI, and XII majoring in Accounting at SMK Swasta Dwi Tunggal Tanjung Morawa in the 2025/2026 academic year. The sample was determined using simple random sampling. Data collection was conducted using a questionnaire designed based on indicators of digital literacy, teaching style, and learning quality. The data was processed using the Structural Equation Modeling - Partial Least Squares (SEM-PLS) method supported by the SmartPLS application, which included testing the measurement model through validity and reliability tests, as well as testing the structural model through path coefficient analysis and bootsrapping to test the hypothesis. The test results showed that digital literacy had a significant effect on learning quality with a p-value of 0.000 < 0.05. In addition, teachers' teaching styles were also proven to have a significant effect with a p-value of 0.000 < 0.05. These findings imply that improving digital literacy skills and varied, interactive, and effective teaching styles by teachers can be an important strategy in improving learning quality. Therefore, schools and educators need to optimize the use of digital technology in learning and develop innovative teaching methods to create a more effective learning process and improve student engagement and understanding.
PENERAPAN MODEL FLIPPED CLASSROOM DENGAN PENDEKATAN DEEP LEARNING UNTUK MENINGKATKAN AKTIVITAS DAN HASIL BELAJAR SISWA AKUNTANSI Dilla Ayu Kartika; La Hanu; Sondang Aida Silalahi; Roza Thohiri; Choms Gary Ganda Tua Sibarani
EDUCATIONAL : Jurnal Inovasi Pendidikan & Pengajaran Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/educational.v6i3.14300

Abstract

Low student activity and learning achievement in the Spreadsheet subject indicate the need for a learning model that combines independent preparation with stronger classroom interaction and problem solving. This study aimed to examine the improvement of learning activity and achievement among Grade X Accounting students at SMK Negeri 6 Medan through the implementation of the Flipped Classroom model integrated with a Deep Learning approach. The study employed the Kemmis and McTaggart classroom action research design in two cycles, each consisting of planning, action, observation, and reflection. The research subjects were selected using total sampling, involving all 33 students of Grade X AKL 1 who participated in the entire series of research activities. Learning activity was collected through an observation sheet covering five indicators, while achievement data were obtained from a pre-test and post-tests. The data were analyzed using quantitative descriptive techniques. The action was considered successful when at least 75% of students were categorized as active or very active, the class mean reached at least 85, and classical mastery reached at least 85%. The findings showed that the proportion of active and very active students increased from 51.52% in Cycle I to 90.91% in Cycle II. The class mean increased from 66.06 on the pre-test to 83.33 on Post-test I and 95.54 on Post-test II. Classical mastery also rose from 18.18% to 54.54% and finally to 93.94%. Therefore, the Flipped Classroom model integrating mindful, meaningful, and joyful learning principles improved students’ learning activity and achievement in adjusting-entry material. ABSTRAK Rendahnya aktivitas dan hasil belajar siswa pada mata pelajaran Spreadsheet menunjukkan perlunya model pembelajaran yang memberi ruang belajar mandiri sekaligus memperkuat interaksi dan pemecahan masalah di kelas. Penelitian ini bertujuan menganalisis peningkatan aktivitas dan hasil belajar siswa kelas X AKL 1 SMK Negeri 6 Medan melalui penerapan model Flipped Classroom dengan pendekatan Deep Learning. Penelitian menggunakan desain penelitian tindakan kelas model Kemmis dan McTaggart yang dilaksanakan dalam dua siklus, masing-masing terdiri atas perencanaan, tindakan, observasi, dan refleksi. Subjek penelitian ditentukan menggunakan teknik total sampling, yaitu seluruh siswa kelas X AKL 1 yang mengikuti rangkaian tindakan, sebanyak 33 siswa. Aktivitas belajar dikumpulkan melalui lembar observasi pada lima indikator, sedangkan hasil belajar diperoleh melalui pre-test dan post-test. Analisis dilakukan secara deskriptif kuantitatif dengan indikator keberhasilan minimal 75% siswa berada pada kategori aktif atau sangat aktif, nilai rata-rata kelas minimal 85, dan ketuntasan klasikal minimal 85%. Hasil penelitian menunjukkan persentase siswa aktif dan sangat aktif meningkat dari 51,52% pada siklus I menjadi 90,91% pada siklus II. Nilai rata-rata meningkat dari 66,06 pada pre-test menjadi 83,33 pada post-test I dan 95,54 pada post-test II. Ketuntasan klasikal juga meningkat dari 18,18% menjadi 54,54% dan akhirnya 93,94%. Dengan demikian, penerapan Flipped Classroom yang mengintegrasikan prinsip mindful, meaningful, dan joyful dapat meningkatkan aktivitas serta hasil belajar siswa pada materi jurnal penyesuaian.
Pengaruh Penguasaan Aplikasi Accurate Dan Prestasi Belajar Terhadap Kesiapan Kerja Siswa SMK Dengan Self-Efficacy Sebagai Variabel Moderasi Muhammad Reynal; Choms Gary Ganda Tua Sibarani; Dede Ruslan; La Hanu; Ramdhansyah
Jurnal Pendidikan Akuntansi (JPAK) Vol. 14 No. 2 (2026)
Publisher : Program Studi Pendidikan Akuntansi Fakultas Ekonomika dan Bisnis Universitas Negeri Surabaya

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Abstract

This study aims to analyze the influence of mastery of the Accurate application and learning achievement on job readiness and test the role of self-efficacy as a moderation variable. The study used a quantitative approach with an ex-post facto design on 200 students in grade XII of the Accounting Expertise Program of SMK Negeri 7 Medan. Data were analyzed using multiple linear regression and Moderated Regression Analysis (MRA). The results showed that mastery of the Accurate application had a positive and significant effect on job readiness (β = 0.390; p = 0.000), while learning achievement did not have a significant effect (β = 0.047; p = 0.511). Self-efficacy strengthened the influence of mastery of the Accurate application on job readiness (β = 0.035; p = 0.008), but did not moderate the effect of learning achievement (p = 0.590). These findings affirm the importance of mastering accurate and self-efficacy applications in increasing the work readiness of vocational school students.
PENGARUH MICROTEACHING DAN LITERASI DIGITAL TERHADAP PELAKSANAAN PLP II MELALUI KEMAMPUAN TPACK PADA MAHASISWA PENDIDIKAN AKUNTANSI UNIVERSITAS NEGERI MEDAN Jesika Trimanda Br Ginting; Andri Zainal; Jufri Darma; La Hanu; Haryani Pratiwi Sitompul
LEARNING : Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran Vol. 6 No. 4 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/learning.v6i4.13037

Abstract

The implementation of School Field Introduction (PLP) II is a crucial stage for pre-service teachers to apply their teaching competencies directly in schools; however, accounting education students at Universitas Negeri Medan still exhibit gaps, including lesson modules that are not fully aligned with students' characteristics, suboptimal content mastery, and difficulties in managing heterogeneous classrooms. This study aims to analyze the influence of Microteaching and Digital Literacy on the Implementation of PLP II, both directly and through Technological Pedagogical Content Knowledge (TPACK) as a mediating variable. The study employed a quantitative ex-post facto approach with a causal research design, involving 60 accounting education students from the 2022 cohort selected through total sampling technique. Data were collected using a Likert-scale questionnaire and analyzed using Structural Equation Modeling based on Partial Least Squares (SEM-PLS) with the assistance of SmartPLS. The results show that Microteaching has a positive and significant effect on both the Implementation of PLP II and TPACK competence, whereas Digital Literacy has no significant direct effect on the Implementation of PLP II but significantly influences TPACK competence. TPACK competence was found to have a positive and significant effect on the Implementation of PLP II and acts as a partial mediator in the Microteaching pathway and a full mediator in the Digital Literacy pathway. These findings conclude that digital technology mastery alone is insufficient to support optimal teaching practice; it must be converted into the ability to integrate technology, pedagogy, and content through strengthened TPACK, particularly through microteaching training oriented toward the integration of instructional technology prior to students undertaking PLP II. ABSTRAK Pelaksanaan Pengenalan Lapangan Persekolahan (PLP) II merupakan tahap krusial bagi mahasiswa kependidikan untuk mengaplikasikan kompetensi mengajar secara nyata di sekolah, namun pada mahasiswa Pendidikan Akuntansi Universitas Negeri Medan masih ditemukan kesenjangan berupa modul ajar yang belum sesuai karakteristik siswa, penguasaan materi yang belum maksimal, serta kesulitan mengelola kelas yang heterogen. Penelitian ini bertujuan menganalisis pengaruh Microteaching dan Literasi Digital terhadap Pelaksanaan PLP II, baik secara langsung maupun melalui Kemampuan Technological Pedagogical Content Knowledge (TPACK) sebagai variabel mediasi. Penelitian menggunakan pendekatan kuantitatif jenis ex-post facto dengan desain kausalitas, melibatkan 60 mahasiswa Pendidikan Akuntansi Stambuk 2022 yang ditentukan melalui teknik total sampling. Data dikumpulkan menggunakan kuesioner skala Likert dan dianalisis menggunakan Structural Equation Modeling berbasis Partial Least Square (SEM-PLS) dengan bantuan SmartPLS. Hasil penelitian menunjukkan bahwa Microteaching berpengaruh positif dan signifikan terhadap Pelaksanaan PLP II maupun Kemampuan TPACK, sedangkan Literasi Digital tidak berpengaruh signifikan secara langsung terhadap Pelaksanaan PLP II, namun berpengaruh signifikan terhadap Kemampuan TPACK. Kemampuan TPACK terbukti berpengaruh positif dan signifikan terhadap Pelaksanaan PLP II serta berperan sebagai mediator parsial pada jalur Microteaching dan mediator penuh pada jalur Literasi Digital. Temuan ini menyimpulkan bahwa penguasaan teknologi digital semata belum cukup untuk mendukung praktik mengajar yang optimal, melainkan perlu dikonversi menjadi kemampuan integrasi teknologi, pedagogi, dan konten melalui penguatan TPACK, khususnya melalui pembekalan microteaching yang berorientasi pada integrasi teknologi pembelajaran sebelum mahasiswa melaksanakan PLP II.    
Co-Authors Agus Rahmadsyah Andri Zainal Azizul Kholis Azizul Kholis Choms Gary Ganda Tua Sibarani Dede Ruslan Dilla Ayu Kartika Dimas Fahruzi Edidon Hutasuhut Effi Aswita Lubis Emilia, Esi Eva Faridah Fadillah Janadiyah Gartima Sitanggang Haryani Pratiwi Sitompul Hidayat, OK Sofyan Humisar Sihombing Jesika Trimanda Br Ginting Jufri Darma Laoren Valerina Lona Florentina Maria Ulfa Muhammad Reynal Nikmat Akmal Pasca Dwi Putra Rahmulyani Rahmulyani Ramdhansyah Ramdhansyah Ramdhansyah Ria Safaria Sadif Sirait, Albert Pauli Sondang Aida Silalahi Tauada Silalahi Thohiri, Roza Ulfa Nurhayati Widyawati Syafitri Yuliana Dewi Siregar Zulfa Nur Hanifa