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All Journal Al-Ibrah : Jurnal Pendidikan dan Keilmuan Islam PEMBELAJAR: Jurnal Ilmu Pendidikan, Keguruan, dan Pembelajaran Buana Matematika : Jurnal Ilmiah Matematika dan Pendidikan Matematika EduReligia : Jurnal Pendidikan Agama Islam DIDAKTIKA : Jurnal Kependidikan Range : Jurnal Pendidikan Matematika Primatika : Jurnal Pendidikan Matematika Jurnal Pendidikan Dasar dan Keguruan Jurnal Kalacakra EDUCATOR : Jurnal Inovasi Tenaga Pendidik dan Kependidikan Edudeena : Journal of Islamic Religious Education Pubmedia Jurnal Penelitian Tindakan Kelas Indonesia Jurnal Penelitian Pendidikan Indonesia (JPPI) Jurnal Pendidikan Dasar dan Keguruan Advances In Education Journal
Imron Fauzi
Universitas Islam Negeri Kiai Haji Achmad Siddiq Jember
Religion Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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TRANSFORMASI PERAN GURU DALAM PENGEMBANGAN KREATIVITAS SISWA DI ERA DIGITAL Andhika Priya Multazam; Imron Fauzi; M. Ilmil Zawawi
Jurnal Penelitian Pendidikan Indonesia (JPPI) Vol. 3 No. 2 (2026): Januari
Publisher : Publikasi Inspirasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62017/jppi.v3i2.6286

Abstract

Penelitian ini bertujuan menjawab pertanyaan utama tentang bagaimana transformasi peran guru berkontribusi pada pengembangan kreativitas siswa di era digital, dengan latar belakang masih terbatasnya integrasi pedagogi teknologi dalam praktik pembelajaran. Posisi penelitian ini mengisi celah dari studi sebelumnya yang umumnya hanya membahas penggunaan teknologi, tanpa menelaah perubahan peran guru, literasi digital, dan etika kreativitas secara bersamaan. Pertanyaan penelitian dianalisis melalui metode library research dengan telaah kritis terhadap jurnal nasional dan internasional terbaru. Hasil penelitian menunjukkan tiga temuan utama: pergeseran peran guru menjadi fasilitator inovasi digital, penguatan fungsi guru sebagai pembimbing literasi dan etika digital, serta tantangan struktural yang memengaruhi pemerataan kreativitas siswa. Penelitian ini menegaskan bahwa kreativitas siswa tidak muncul dari teknologi semata, tetapi dari desain pembelajaran dan bimbingan guru yang adaptif terhadap ekosistem digital.
PERAN KODE ETIK GURU UNTUK MENINGKATKAN PROFESIONAL GURU Ananta Muslimatuh Nur Jannah; Imron Fauzi; M. Ilmil Zawawi
Jurnal Penelitian Pendidikan Indonesia (JPPI) Vol. 3 No. 2 (2026): Januari
Publisher : Publikasi Inspirasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62017/jppi.v3i2.6408

Abstract

Pendidikan tidak hanya berfokus pada pengembangan kemampuan intelektual peserta didik, tetapi juga berperan penting dalam pembentukan karakter yang berlandaskan nilai moral dan etika. Dalam kegiatan belajar mengajar, guru berfungsi sebagai teladan yang menanamkan nilai-nilai etika melalui sikap dan perilakunya di lingkungan sekolah. Di sisi lain, siswa juga memiliki tanggung jawab untuk menerapkan nilai etika dengan bagaimana penerapan nilai etika antara guru dan murid dapat berkontribusi terhadap pembentukan karakter siswa. Penelitian ini menggunakan metode kualitatif deskriptif dengan teknik pengumpulan data melalui observasi, wawancara, serta dokumentasi. Hasil penelitian memperlihatkan bahwa nilai-nilai seperti saling menghormati, kejujuran, kedisiplinan, dan tanggung jawab mampu menciptakan iklim belajar yang kondusif serta memperkuat pembentukan karakter positif pada diri siswa. Kolaborasi yang baik antara guru dan murid dalam menjaga etika yang sangat berperan besar dalam membangun lingkungan sekolah berkarakter dan berakhlak mulia.
Struktur Argumentasi pada Bagian Hasil dan Pembahasan Penelitian Tindakan Kelas: A Systematic Literature Review Silvi Nabilatul Hasanah; Felicia Quthrotun Nada; Silfi Putri Suciyati; Dwi Nur Lailiya Rahmadani; Imron Fauzi
Advances In Education Journal Vol. 2 No. 5 (2026): Advances In Education Journal (April)
Publisher : Yayasan Al-Afif

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Abstract

This study examines the structure and patterns of argumentation in the results and discussion sections of Classroom Action Research (CAR) through a Systematic Literature Review (SLR). Although CAR is widely applied to improve classroom practices, the quality of academic argumentation in reporting findings varies considerably. This review follows systematic procedures, including identification, screening, eligibility assessment, and inclusion, and employs qualitative content analysis to explore rhetorical structures and argumentation patterns. The findings reveal that most CAR reports include several key rhetorical moves, namely the presentation of findings, interpretation, comparison with previous studies, pedagogical reflection, and teaching implications. However, the analysis also shows that a significant number of studies remain predominantly descriptive, with limited integration of theoretical frameworks and insufficient depth in analytical interpretation. More specifically, many articles report improvements across action cycles without critically linking empirical evidence to existing theories or prior research. This study contributes to the literature by proposing a conceptual framework that integrates empirical findings, reflective practice, and theoretical perspectives to strengthen academic argumentation in CAR reporting. The novelty of this study lies in its integrative analysis of the relationship between rhetorical structure, argumentation patterns, and the methodological characteristics of CAR within a systematic review framework
Problematika Metodologis Bab III dalam Penelitian Tindakan Kelas: Analisis Desain, Instrumen, dan Prosedur Penelitian Faiqotul Magfirotus Syam; Imron Fauzi; Indah Nurmalasari; Mutiara Tazkiyah; Sofiatul Riski
Advances In Education Journal Vol. 2 No. 6 (2026): Advances In Education Journal (Juni)
Publisher : Yayasan Al-Afif

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Abstract

This study aims to conceptually examine methodological issues in Classroom Action Research (CAR), particularly focusing on deviations in research design implementation, weaknesses in instrument development and validation, inconsistencies in research procedures, and limitations in data analysis and evidence-based reflection. This research employs a library research method using a descriptive qualitative approach. The literature selection process was conducted systematically through academic databases such as Google Scholar and indexed journals by applying keywords including “classroom action research,” “CAR methodology,” and “data analysis in CAR.” The inclusion criteria consisted of peer-reviewed articles published between 2014 and 2024, relevance to the research focus, and clear methodological descriptions. Based on this process, a total of 20 scientific articles were selected and analyzed. Data analysis was carried out through stages of data collection, reduction, categorization, and synthesis of findings. The results reveal five major themes of methodological problems in CAR: (1) inconsistency in the implementation of cyclical research design, (2) weaknesses in the development and validation of research instruments, (3) lack of systematic research procedures, (4) limited teacher competence in data analysis, and (5) insufficient integration of data in reflective processes. These findings indicate a lack of methodological integration among design, instruments, and procedures in CAR. practice. This study contributes theoretically by reinforcing CAR as an integrated methodological system that requires alignment between design, instruments, procedures, and data analysis. The novelty of this research lies in proposing a conceptual framework emphasizing methodological integration as the key to improving CAR quality. Practically, this study provides insights for enhancing teachers’ research competence to support evidence-based instructional improvement.
Hambatan Struktural dan Kompetensial Guru dalam Penelitian Tindakan Kelas: Tinjauan Sistematis Pendidikan Dasar Indonesia Putri Zuhri; Iva Muji Khusus Khatimah; Dewi Safira Salsabila; Indah Dwi Pebriyana; Imron Fauzi
Advances In Education Journal Vol. 2 No. 5 (2026): Advances In Education Journal (April)
Publisher : Yayasan Al-Afif

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Abstract

Penelitian ini bertujuan mengkaji secara sistematis hambatan struktural dan kompetensi yang dihadapi guru sekolah dasar di Indonesia dalam melaksanakan Penelitian Tindakan Kelas (PTK). Penelitian menggunakan metode Systematic Literature Review (SLR) dengan menganalisis 15 artikel peer-review dan konferensi prosiding yang diterbitkan pada tahun 2022–2025. Studi yang dipilih fokus pada kendala struktural, kompetensi guru, serta implementasi PTK pada konteks pendidikan dasar di Indonesia. Hasil sintesis tematik menunjukkan bahwa hambatan struktural seperti beban kerja mengajar yang tinggi, keterbatasan dukungan institusional, akses yang minim terhadap sumber daya penelitian, serta kebijakan yang kurang mendukung menjadi faktor utama yang menghambat terlaksananya PTK. Selain itu, tantangan kompetensi berupa keterbatasan pemahaman metodologi penelitian, rendahnya keterampilan penulisan ilmiah, lemahnya praktik reflektif, dan motivasi profesional yang belum optimal turut memperkuat kendala tersebut. Kedua jenis hambatan ini saling berinteraksi sehingga membatasi kemampuan guru dalam melaksanakan penelitian kelas secara efektif. Penelitian ini menyimpulkan bahwa peningkatan implementasi PTK memerlukan pendekatan terpadu melalui dukungan sistemik, penguatan kompetensi penelitian guru, serta pengembangan literasi penelitian berbasis teknologi sebagai bagian dari strategi peningkatan kualitas pembelajaran di sekolah dasar.
Kontribusi Artificial Intelligence terhadap Kualitas Argumentatif dan Koherensi Paragraf Karya Ilmiah: Systematic Literature Review Ananda Lailatul Kholifa; Mahfudliyah; Fara Dila Affarani Putri; Imron Fauzi
Advances In Education Journal Vol. 2 No. 6 (2026): Advances In Education Journal (Juni)
Publisher : Yayasan Al-Afif

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Abstract

The rapid dvelopment of artifical intelligence (AI) has significanly influenced academic writing, particularly in argument construction and paragraph coherence. This study aims to examine the contribution of AI to argumentative quality and paragraph coherence in academic writing throught a systematic literature review. Data he were collected from peeriviewed articles published whitin the last five years, primarily from scopus indexed journal accessed throught google scholar. The study employed the Prisma fromework to select relevant literature base on inclusion and exclusion criteria, followes by thematic synthesis analysis. The findings reveal that AI assisted writing tools improve argumentative clatrity, idea organization and paragraph coherence by supporting structured argument development and revision processes. However, excessive dependence on AI may weaken critical reasoning skills. This study concludes that responsible and pedagogically guide AI integration can enhance academic writing quality while maintaining students critical and analytical thinking.
Analisis Data Observasi Sebagai Dasar Refleksi Dalam Penelitian Tindakan Kelas:Kajian Literatur Siti Aisyah Putri Andiyani; Maysaroh; Aprilia Yuliantika; Dewi Indah Wulandari; Imron Fauzi
Advances In Education Journal Vol. 2 No. 6 (2026): Advances In Education Journal (Juni)
Publisher : Yayasan Al-Afif

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Abstract

This study aims to analyze the role of observational data analysis as the basis for reflection in classroom action research thourgh a systematic literature review (SLR). The study examines how observational data contribute to reflective practice, intructional improvement, and teacher professionalism. This research employed a qualitative approach using the SLR methos by analyzing national and international journal articles published within the last five years. The review process included literature identification, selection, evaluation, data extraction, and thematic synthesis. The findings indicate that observation serves as the primary empirical data source in classroom action research because it provides factual information about classroom activities, student participation, and intructional affectiveness. observational data analysis supports objective and evidence based reflection, enabling teachers to evaluate learning strategies and improve subsequent instructional actions. The novelty of this study lies in its integrative analysis of observation and reflection as a unified mechanisin that contributes to sustainable intructional improvement and teacher professional development.
UNDERSTANDING TEACHER AND STUDENT PERCEPTIONS OF GAMIFIED LEARNING AND ITS IMPACT ON LEARNING MOTIVATION THROUGH THE WAYGROUND PLATFORM Fithriyah Shofiana Pratiwi; Imron Fauzi
EDURELIGIA: Jurnal Pendidikan Agama Islam Vol 9, No 3 (2025)
Publisher : Nurul Jadid University, Paiton Probolinggo, East Java

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/edureligia.v9i3.12021

Abstract

This study aims to examine teacher and student perceptions of gamified learning and its influence on learning motivation in Islamic elementary school settings. The research employs a qualitative multiple-case study approach supported by descriptive quantitative data to explore how gamification is interpreted, experienced, and accepted by teachers and students. Data were collected through questionnaires, in-depth interviews, focus group discussions, classroom observations, and documentation. Thematic analysis based on the interactive model of Matthew B. Miles and A. Michael Huberman was used to identify key categories of perception and motivational change, while questionnaire data were analyzed descriptively to measure shifts in motivation levels. The findings reveal that teachers perceive gamified learning as a practical and engaging approach that facilitates instructional activities, enhances classroom interaction, and promotes active participation. Students report increased enjoyment, challenge, and curiosity, contributing to stronger intrinsic motivation as conceptualized in Self-Determination Theory. Quantitative results indicate a noticeable improvement in motivation scores following the implementation of gamified activities, supported by observable increases in student engagement. Nevertheless, several challenges were identified, including limited digital literacy among teachers and occasional technical constraints. Overall, this study underscores the significance of integrating gamification into Islamic elementary education and offers empirical insights into digital pedagogy, instructional media selection, and teacher readiness for technology-enhanced learning.
Penelitian Tindakan Kelas dalam Meningkatkan Hasil Belajar Siswa: Systematic Literature Review Fika Afkarina; Maimunah; Siti Royhanah; Heny Aisyafah; Imron Fauzi
Pubmedia Jurnal Penelitian Tindakan Kelas Indonesia Vol. 3 No. 3 (2026): May
Publisher : Indonesian Journal Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/ptk.v3i3.2627

Abstract

Analisis tingkat keberhasilan penelitian tindakan kelas dalam meningkatkan hasil belajar siswa adalah tujuan dari penelitian ilmiah ini. Metode yang digunakan adalah ulasan literature sistematis yang melibatkan analisis artikel jurnal nasional dan internasional yang relevan dari tahun 2014 hingga 2024. Data dikumpulkan dengan mencari artikel di Google Scholar, ERIC, dan Sinta dengan menggunakan kata kunci terkait dengan penelitian tindakan kelas dan hasil belajar siswa. Proses seleksi artikel terdiri dari langkah-langkah pengamatan, penyaringan, dan penentuan kelayakan yang didasarkan pada kriteria inklusi yang telah ditetapkan. Proses ini menghasilkan sejumlah besar artikel yang memenuhi kriteria untuk analisis lebih lanjutan. Hasil utama dari setiap artikel yang dipilih diperiksa untuk menganalisis data mengambil pendekatan analisis deskriptif kualitatif. Hasil penelitian menunjukkan bahwa penelitian tindakan kelas secara konsisten meningkatkan hasil belajar siswa dalam berbagai mata pelajaran dan jenjang pendidikan, melalui tahapan perencanaan, pelaksanaan, observasi, dan refleksi. Karena telah terbukti  bahwa penelitian tindakan kelas adalah metode yang efektif untuk memperbaiki kualitas pembelajaran secara teratur dan berkelanjutan, memungkinkan pendidik melakukan evaluasi dan perbaikan di kelas secara langsung. Penelitian ini memiliki keterbatasan karena berbagai konteks penelitian yang dikaji dan cakupan artikel tersebut. Diharapkan hasil penelitian ini dapat digunakan oleh pendidik dan peneliti untuk meningkatkan kualitas pembelajaran dengan menerapkan penelitian tindakan kelas
ANALISIS STRUKTUR KAJIAN PUSTAKA DALAM PENELITIAN TINDAKAN KELAS: SYTEMATIC LITERATUR RIVIEW Ahmad Muzaky Syamsuddin; Ummu Nur Afifah Isnaini; Salisatul Mu’awanah; Imron Fauzi
EDUCATOR : Jurnal Inovasi Tenaga Pendidik dan Kependidikan Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/educator.v6i2.11052

Abstract

ABSTRACT This study aims to identify patterns in the preparation of literature reviews within Classroom Action Research (CAR) and to analyze their influence on research quality from both conceptual and methodological perspectives. The study employed a systematic literature review (SLR) approach guided by PRISMA, using articles obtained from Scopus, Google Scholar, and SpringerLink. Data analysis was conducted through content analysis and thematic synthesis to identify patterns, consistency, and weaknesses in the construction of argument reviews in CAR studies. The findings reveal that the major arguments presented in CAR articles remain predominantly descriptive and have not been able to establish strong conceptual relationships between theory and empirical findings. Furthermore, there is still no consistent standard for the systematic organization of argument reviews, resulting in less optimal scientific reasoning and theoretical foundations within the research. This condition affects the weak construction of classroom action research designs and the low integration among the references used. The study emphasizes that the structure of argument reviews plays a strategic role in developing conceptual frameworks, strengthening academic arguments, and systematically improving research quality. The novelty of this study lies in proposing an argumentative, critical, and conceptually interconnected model of argument review as an effort to enhance the quality of CAR publications. These findings are expected to serve as practical guidance for researchers and academics in developing more systematic, argumentative, and relevant argument reviews aligned with the needs of educational research. ABSTRAK Penelitian ini bertujuan mengidentifikasi pola penyusunan kajian pustaka dalam Penelitian Tindakan Kelas (PTK) serta menganalisis pengaruhnya terhadap kualitas penelitian secara konseptual dan metodologis. Penelitian menggunakan pendekatan systematic literature review (SLR) dengan pedoman PRISMA terhadap artikel yang diperoleh dari Scopus, Google Scholar, dan SpringerLink. Analisis data dilakukan melalui content analysis dan thematic synthesis untuk menemukan pola, konsistensi, serta kelemahan dalam penyusunan kajian argumen PTK. Hasil penelitian menunjukkan bahwa argument besar kajian argumen pada artikel PTK masih bersifat deskriptif dan belum mampu membangun hubungan konseptual yang kuat antara teori dan temuan empiris. Selain itu, belum terdapat standar sistematika kajian argumen yang konsisten sehingga argumentasi ilmiah dan dasar teoritis penelitian menjadi kurang optimal. Kondisi tersebut berdampak pada lemahnya konstruksi desain penelitian tindakan kelas dan rendahnya integrasi antarreferensi yang digunakan. Penelitian ini menegaskan bahwa struktur kajian argumen memiliki peran strategis dalam membangun kerangka konseptual, memperkuat argumentasi akademik, dan meningkatkan kualitas penelitian secara sistematis. Novelty penelitian terletak pada penawaran model kajian argumen yang argumentatif, kritis, dan berbasis keterhubungan konseptual sebagai upaya meningkatkan mutu publikasi PTK. Temuan ini diharapkan menjadi acuan praktis bagi peneliti dan akademisi dalam menyusun kajian argumen yang lebih sistematis, argumentative, dan relevan dengan kebutuhan penelitian pendidikan. 
Co-Authors Agustian Anggraeni Ahmad Holili Ahmad Muzaky Syamsuddin Alta Azkia Nadhila Alvin Hidayatullah Ananda Lailatul Kholifa Ananta Muslimatuh Nur Jannah Andhika Priya Multazam Aprilia Yuliantika Arini Salsabila Desi Fitriani Dewi Indah Wulandari Dewi Safira Salsabila Dwi Febiyana Dwi Nur Lailiya Rahmadani Dwi Yuliana Erlinda Sukmawati Faiqotul Magfirotus Syam Fara Dila Affarani Putri Farikha Luqyana Febriyanti Arafah Felicia Quthrotun Nada Fika Afkarina Fithriyah Shofiana Pratiwi Fitria Ainun Nazla Frisa Dewi Mardarani Heny Aisyafah Ilmiah Ilmiah Indah Dwi Pebriyana Indah Nurmalasari Irma Yunita Sari Iva Muji Khusus Khatimah Karmila Utami M. Ilmil Zawawi Mahfudliyah Maimunah Maysaroh Mega Arofatul Jannah Muhammad Usamah Mutiara Tazkiyah Nabilah Nur Azmi Nadirotus Sholihah Ninit Dwi Noviastuti Putri Zuhri Rahma Avira Regita Dewi Wulandari Rima Dwi Oktaviani Rozita Apriliyani Salisatul Mu’awanah Septinila Ashuri Silfi Putri Suciyati Silvi Nabilatul Hasanah Siti Aisyah Putri Andiyani Siti Halimatus Sadiyah Siti Maghfirotul Hasana Siti Royhanah Sofiatul Riski Syukron Ma’mun Tarisa Anjani Tsamrotul Ilmiah Ummu Nur Afifah Isnaini Virdana Putra Wiratama Yusron Darojat Zulfa Faiqotul Afridah