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Konsep Hidup Pantun Sasak Sebagai Refleksi Nilai- Nilai Budaya Lokal: Analisis Pemanfaatan Sebagai Bahan Ajar Sekolah Agus Jayadi; Padlurrahman Padlurrahman; Badarudin Badarudin
Educatio Vol 20 No 3 (2025): Educatio
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/edc.v20i3.31683

Abstract

This study examines the potential integration of Sasak pantun as character education material at SMPN Satu Atap 1 Terara, East Lombok. Sasak pantun, a form of traditional oral literature, historically functioned as a medium for conveying moral messages and social values in Sasak society. Over time, the use of pantun has significantly declined, especially among the younger generation. As an educational institution situated within a culturally rooted community, the school holds strategic potential to revive the educational function of pantun through formal instruction. This research is grounded in the theories of character education based on local wisdom, cultural transmission, and contextual learning approaches. These frameworks are employed to explore the relationship between the cultural values embedded in Sasak pantun and the goals of character development in students. The study adopts a qualitative approach using the Miles and Huberman interactive analysis model, comprising data reduction, data display, and conclusion drawing. Triangulation of sources and techniques was applied to ensure data validity. Data were collected through in-depth interviews with teachers, school administrators, and local cultural figures, as well as classroom observations and curriculum document analysis. The findings reveal that Sasak pantun contains values of religiosity, mutual cooperation, humility, and respect—core elements of character education. However, its integration is hindered by the absence of curricular policy, limited teaching resources, and insufficient teacher training. The study concludes that Sasak pantun plays a vital role as both a medium for character education and cultural preservation, and should be prioritized within school-based learning.
TRADISI ROAH SEBAGAI PEDAGOGI BUDAYA: TRANSFORMASI MAKNA SIMBOLIK MENJADI KARAKTER PESERTA DIDIK Jumiati Septiawati; Badarudin Badarudin; Musifuddin Musifuddin
EDUCATOR : Jurnal Inovasi Tenaga Pendidik dan Kependidikan Vol. 5 No. 4 (2025)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/educator.v5i4.15044

Abstract

ABSTRACT Local traditions have the potential to serve as sources of character education when students are directly involved in cultural practices and understand the values embedded within them. In the context of Islamic schools, Roah is not merely a cultural-religious practice but can also function as a pedagogical space that connects religious, social, and cultural values with students’ lived experiences. This study aims to analyze the implementation of Roah, its symbolic meanings, educational values, and contribution to students’ character development at MTs NW Anjani, East Lombok. The study employed a qualitative approach with an ethnographic orientation. Data were collected through observation, interviews, and documentation involving the school principal, teachers, students, and informants with knowledge of the Roah tradition. Data were analyzed through reduction and coding, categorization, theme identification, and verification using source and technique triangulation. The findings show that Roah is conducted during various school occasions through a series of activities involving the active participation of students and the wider school community. The symbolic meanings identified connect religious practices, togetherness, sharing, and cultural identity, while the educational values encompass religiosity, mutual cooperation, responsibility, discipline, social concern, togetherness, and cultural preservation. These values become educational experiences through participation, role modeling, habituation, and reflection on cultural practices. The study concludes that Roah has the potential to be developed as a contextual and participatory cultural pedagogy for students’ character development, as cultural values are not merely conveyed verbally but are experienced and practiced within the life of the Islamic school. ABSTRAK Tradisi lokal memiliki potensi menjadi sumber pendidikan karakter ketika peserta didik terlibat langsung dalam praktik budaya dan memahami nilai yang terkandung di dalamnya. Dalam konteks madrasah, Roah tidak hanya menjadi praktik budaya-keagamaan, tetapi juga dapat menjadi ruang pedagogis untuk menghubungkan nilai religius, sosial, dan budaya dengan pengalaman peserta didik. Penelitian ini bertujuan menganalisis pelaksanaan Roah, makna simbolik, nilai edukatif, dan kontribusinya terhadap pembentukan karakter peserta didik di MTs NW Anjani, Lombok Timur. Penelitian menggunakan pendekatan kualitatif dengan orientasi etnografi. Data dikumpulkan melalui observasi, wawancara, dan dokumentasi dengan melibatkan kepala madrasah, guru, peserta didik, serta informan yang memahami tradisi Roah. Analisis data dilakukan melalui reduksi dan pengodean, kategorisasi, penemuan tema, serta verifikasi melalui triangulasi sumber dan teknik. Hasil penelitian menunjukkan bahwa Roah dilaksanakan dalam berbagai momentum madrasah melalui rangkaian kegiatan yang melibatkan partisipasi aktif peserta didik dan warga madrasah. Makna simbolik yang ditemukan menghubungkan praktik keagamaan, kebersamaan, berbagi, dan identitas budaya, sedangkan nilai edukatifnya mencakup religiusitas, gotong royong, tanggung jawab, disiplin, kepedulian sosial, kebersamaan, dan pelestarian budaya. Nilai-nilai tersebut menjadi pengalaman pendidikan melalui keterlibatan, keteladanan, pembiasaan, dan pemaknaan terhadap praktik budaya. Penelitian menyimpulkan bahwa Roah berpotensi dikembangkan sebagai pedagogi budaya yang kontekstual dan partisipatif dalam pembentukan karakter peserta didik, karena nilai budaya tidak hanya disampaikan secara verbal, tetapi dialami dan dipraktikkan dalam kehidupan madrasah.
TRANSFORMASI PROFESIONALISME GURU MELALUI SUPERVISI KLINIS BERBASIS COACHING: STRUCTURAL EQUATION MODELING TERHADAP KOMPETENSI PEDAGOGIK DAN KINERJA TEACHER EXCELLENCE Nurhidayah Nurhidayah; Musifuddin Musifuddin; Badarudin Badarudin
EDUCATOR : Jurnal Inovasi Tenaga Pendidik dan Kependidikan Vol. 5 No. 4 (2025)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/educator.v5i4.15099

Abstract

ABSTRACT Elementary school teacher supervision faces challenges when its implementation is oriented more toward administrative inspection than professional capacity development. This study examines the effect of coaching-based clinical supervision on teachers’ pedagogical competence and performance, while also examining the position of pedagogical competence within the relationships among the constructs. The study employed an explanatory quantitative approach using Structural Equation Modeling based on Partial Least Squares (PLS-SEM) through SmartPLS 4.0. All 68 elementary school teachers in Gugus 02 Sukamulia were included using a saturated sampling technique, while data were collected through a five-point Likert-scale questionnaire. Evaluation of the measurement model indicated that the research constructs met the criteria for validity and reliability. In the structural model, coaching-based clinical supervision had a positive effect on pedagogical competence (β = 0.542; p < 0.001) and teacher performance (β = 0.318; p = 0.002). Pedagogical competence also had a positive effect on teacher performance (β = 0.486; p < 0.001), while the model explained 61.4% of the variance in teacher performance. These findings position coaching-based supervision as a professional development approach that can connect the enhancement of pedagogical capacity with the implementation of teachers’ professional responsibilities. ABSTRAK Supervisi guru di sekolah dasar menghadapi tantangan ketika pelaksanaannya lebih berorientasi pada pemeriksaan administratif daripada pengembangan kapasitas profesional. Penelitian ini menguji pengaruh supervisi klinis berbasis coaching terhadap kompetensi pedagogik dan kinerja guru, sekaligus menelaah posisi kompetensi pedagogik dalam hubungan antarkonstruk tersebut. Penelitian menggunakan pendekatan kuantitatif eksplanatori dengan Structural Equation Modeling berbasis Partial Least Squares (PLS-SEM) melalui SmartPLS 4.0. Seluruh 68 guru sekolah dasar di Gugus 02 Sukamulia dilibatkan dengan teknik sampel jenuh, sedangkan data diperoleh melalui kuesioner berskala Likert lima poin. Evaluasi model pengukuran menunjukkan bahwa konstruk penelitian memenuhi kriteria validitas dan reliabilitas. Pada model struktural, supervisi klinis berbasis coaching berpengaruh positif terhadap kompetensi pedagogik (β = 0,542; p < 0,001) dan kinerja guru (β = 0,318; p = 0,002). Kompetensi pedagogik juga berpengaruh positif terhadap kinerja guru (β = 0,486; p < 0,001), sementara model menjelaskan 61,4% variasi kinerja guru. Temuan tersebut menempatkan supervisi berbasis coaching sebagai pendekatan pembinaan yang dapat mempertemukan pengembangan kapasitas pedagogik dengan pelaksanaan tugas profesional guru.
EFEKTIVITAS MEDIA KOMPUTER DAN ATLAS TERHADAP HASIL BELAJAR IPS: PERAN MOTIVASI SISWA Zurriatun Hasanah; Badarudin Badarudin; Abdullah Muzakar
EDUCATOR : Jurnal Inovasi Tenaga Pendidik dan Kependidikan Vol. 5 No. 4 (2025)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/educator.v5i4.15100

Abstract

ABSTRACT Social studies (IPS) presents students with content that requires them to interpret visual information, understand spatial relationships, and connect historical events with their contexts. This study therefore examines the use of computer and atlas media in relation to students’ learning outcomes in geography and history and their learning motivation. The study involved 80 seventh-grade students from SMP Negeri 1 and SMP Negeri 2 Aikmel, East Lombok, using a quantitative experimental design. Data were collected through measures of learning motivation, pretests, and posttests, and analyzed using normality and homogeneity tests, t-tests, Product Moment correlation, multiple correlation, and the F-test. Students who learned using computers and atlases achieved mean scores of 64.32 in geography and 66.73 in history, compared with 50.67 and 55.70, respectively, in the comparison group. The differences were significant, with calculated t values of 12.59 for geography and 8.29 for history, exceeding the critical t value of 1.981. The relationship between media use and learning motivation was also significant, with r = 0.708 for geography and r = 0.797 for history. The simultaneous analysis yielded F = 161.5 > 19.47. These findings position computers and atlases as a potentially useful combination of media for supporting learning outcomes and students’ motivational engagement in social studies. ABSTRAK Pembelajaran IPS menghadirkan materi yang menuntut siswa membaca informasi visual, memahami ruang, serta menghubungkan peristiwa dengan konteksnya. Kondisi tersebut mendorong penelitian ini untuk menelaah penggunaan media komputer dan atlas dalam kaitannya dengan hasil belajar geografi dan sejarah serta motivasi siswa. Penelitian melibatkan 80 siswa kelas VII SMP Negeri 1 dan SMP Negeri 2 Aikmel, Lombok Timur, melalui rancangan kuantitatif eksperimen. Data dikumpulkan melalui pengukuran motivasi, prates, dan postes, kemudian dianalisis menggunakan uji normalitas, homogenitas, uji-t, korelasi Product Moment, korelasi ganda, dan uji F. Kelompok yang memperoleh pembelajaran dengan komputer dan atlas mencapai rata-rata 64,32 pada geografi dan 66,73 pada sejarah, sedangkan kelompok pembanding masing-masing memperoleh 50,67 dan 55,70. Perbedaan tersebut signifikan, dengan t hitung 12,59 pada geografi dan 8,29 pada sejarah, melampaui t tabel 1,981. Hubungan media dengan motivasi juga signifikan, ditunjukkan oleh r = 0,708 pada geografi dan r = 0,797 pada sejarah. Analisis simultan menghasilkan F = 161,5 > 19,47. Temuan ini menempatkan komputer dan atlas sebagai kombinasi media yang potensial untuk mendukung capaian belajar sekaligus keterlibatan motivasional siswa dalam pembelajaran IPS.
EVALUASI KRITIS BUKU AJAR IPS DALAM MENDUKUNG KOMPETENSI ABAD KE-21 DAN PROFIL PELAJAR PANCASILA: ANALISIS ISI PADA IMPLEMENTASI KURIKULUM MERDEKA Heri Heri; Badarudin Badarudin; Furtasih Furtasih
EDUCATOR : Jurnal Inovasi Tenaga Pendidik dan Kependidikan Vol. 5 No. 4 (2025)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/educator.v5i4.15241

Abstract

ABSTRACT The implementation of the Merdeka Curriculum requires Social Studies (IPS) textbooks to provide learning experiences that develop 21st-century competencies and the Pancasila Student Profile. However, textbook content does not always translate these demands into meaningful learning activities, assessments, and authentic student participation in classroom practice. This study aimed to evaluate the extent to which a Grade VIII Social Studies textbook used at SMPN 1 Kempo supports these competencies. A descriptive qualitative approach was employed through textbook content analysis, semi-structured interviews with an IPS teacher, and non-participant classroom observation. The analysis examined critical thinking, creativity, communication, collaboration, the Pancasila Student Profile, student-centered learning, and Higher-Order Thinking Skills (HOTS). Results showed that all indicators were categorized as low, ranging from 33.3% to 45.0%. HOTS obtained the lowest score (33.3%), while communication and student-centered learning reached 45.0%. Classroom observation showed that lecturing dominated 65% of learning time, while 4C activities remained limited. The findings indicate a gap between textbook affordances and curriculum demands, requiring stronger analytical, creative, collaborative, reflective, and HOTS-oriented learning activities. ABSTRAK Implementasi Kurikulum Merdeka menuntut buku ajar IPS menyediakan pengalaman belajar yang mengembangkan kompetensi abad ke-21 dan Profil Pelajar Pancasila. Namun, isi buku belum selalu menerjemahkan tuntutan tersebut ke dalam aktivitas pembelajaran, asesmen, dan keterlibatan peserta didik secara bermakna. Penelitian ini bertujuan mengevaluasi sejauh mana buku ajar IPS kelas VIII yang digunakan di SMPN 1 Kempo mendukung kompetensi tersebut. Penelitian menggunakan pendekatan kualitatif deskriptif melalui analisis isi buku, wawancara semi-terstruktur dengan guru IPS, dan observasi non-partisipatif pembelajaran. Analisis mencakup critical thinking, creativity, communication, collaboration, Profil Pelajar Pancasila, student-centered learning, dan Higher-Order Thinking Skills (HOTS). Hasil menunjukkan seluruh indikator berada pada kategori kurang, dengan persentase 33,3–45,0%. HOTS memperoleh skor terendah (33,3%), sedangkan communication dan student-centered learning mencapai 45,0%. Observasi menunjukkan pembelajaran didominasi ceramah sebesar 65%, sementara aktivitas 4C masih terbatas. Temuan menunjukkan adanya kesenjangan antara affordance buku dan tuntutan kurikulum, sehingga diperlukan penguatan aktivitas analitis, kreatif, kolaboratif, reflektif, serta asesmen berbasis HOTS dan Profil Pelajar Pancasila.
Gendang Belek sebagai Pedagogi Budaya: Internalisasi Karakter Siswa Sekolah Dasar Syamsul Lutpi; Badarudin; Hary Murcahyanto
Literasi: Jurnal Pendidikan Guru Indonesia Vol. 3 No. 4 (2024): Desember
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study examines how the Sasak traditional art of Gendang Belek functions as a culturally grounded medium for internalizing character values among elementary school students. Using a qualitative case-study design, the research was conducted at SD Negeri 2 Kalijaga, Aikmel, East Lombok. Data were generated through observation, semi-structured interviews, and documentation involving school leaders, teachers, trainers or facilitators, and students participating in Gendang Belek activities. Data were analyzed iteratively through condensation, categorization, thematic interpretation, and conclusion drawing, while credibility was strengthened through source and technique triangulation. The findings show three interrelated clusters of character values: social values, including solidarity, mutual cooperation, communication, cultural transmission, harmony, and tolerance; moral values, including responsibility, respect, cooperation, simplicity, and humility; and creative-aesthetic values, including sensitivity to musical and visual beauty, appreciation, innovation, and self-expression. Internalization occurred through three stages: cultural introduction and initial value orientation, repeated practice and habituation, and reflection followed by application in broader school life. The process was sustained by a tripartite ecology in which trainers modeled practical discipline, teachers connected experiences with everyday conduct, and the school provided institutional support. The study concludes that Gendang Belek can operate as experiential cultural pedagogy rather than merely an extracurricular performance.
IMPLEMENTASI PEMBELAJARAN DARING PADA MATA PELAJARAN SEJARAH KELAS XI DI SMA NEGERI 1 LENEK Novita Sari; Badarudin Badarudin; Muhammad Shulhan Hadi
SOCIAL : Jurnal Inovasi Pendidikan IPS Vol. 2 No. 4 (2022)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/social.v2i4.15494

Abstract

ABSTRACT Changes in learning patterns during the COVID-19 pandemic required history teachers to shift the learning process from the classroom to a network-based environment. This situation was also experienced at SMA Negeri 1 Lenek when online learning was introduced, requiring adjustments in the way teachers planned, implemented, and assessed learning activities. This study examines the implementation of online history learning in Grade XI IPS 3, focusing on planning, implementation, and assessment. A descriptive qualitative approach was employed, involving the vice principal, history teacher, and students as data sources, along with relevant learning documents. Data were collected through interviews, observations, and documentation and subsequently analyzed through data reduction, data display, and conclusion drawing and verification. Data credibility was examined through source and technique triangulation. The findings indicate that learning continued to be conducted in a structured manner despite the shift to an online interaction environment. The teacher adapted learning plans, materials, media, communication, assignments, and assessment to students' circumstances, while WhatsApp served as the primary medium for delivering information and materials, recording attendance, facilitating discussions, and assigning tasks. Assessment covered knowledge and skills. These findings confirm that online history learning at SMA Negeri 1 Lenek constituted a pedagogical adaptation to the conditions of distance learning. ABSTRAK Perubahan pola pembelajaran selama pandemi COVID-19 membuat guru sejarah harus mengalihkan proses belajar dari ruang kelas ke lingkungan berbasis jaringan. Situasi tersebut juga dialami SMA Negeri 1 Lenek ketika pembelajaran daring mulai digunakan dan menuntut penyesuaian pada cara guru menyiapkan, menjalankan, serta menilai pembelajaran. Penelitian ini menelaah implementasi pembelajaran sejarah daring pada kelas XI IPS 3 dengan fokus pada perencanaan, pelaksanaan, dan penilaian. Pendekatan yang digunakan adalah kualitatif deskriptif dengan melibatkan wakil kepala sekolah, guru sejarah, dan siswa sebagai sumber data, disertai dokumen pembelajaran yang relevan. Informasi diperoleh melalui wawancara, observasi, dan dokumentasi, kemudian dianalisis melalui reduksi data, penyajian data, serta penarikan dan verifikasi kesimpulan. Keabsahan informasi diperiksa melalui triangulasi sumber dan teknik. Temuan memperlihatkan bahwa pembelajaran tetap berlangsung secara terstruktur meskipun ruang interaksi berubah menjadi daring. Guru menyesuaikan perangkat pembelajaran, materi, media, komunikasi, penugasan, dan penilaian dengan kondisi peserta didik, sementara WhatsApp menjadi media utama untuk penyampaian informasi, materi, absensi, diskusi, dan tugas. Penilaian mencakup pengetahuan dan keterampilan. Temuan tersebut menegaskan bahwa pembelajaran sejarah daring di SMA Negeri 1 Lenek merupakan proses adaptasi pedagogis terhadap kondisi pembelajaran jarak jauh.
PENGARUH PENGGUNAAN METODE PERMAINAN BINGO TERHADAP KEMAMPUAN BERFIKIR TINGKAT TINGGI (HOTS) SISWA PADA MATA PELAJARAN SEJARAH DI SMA SULLAMUL MUBTADI ANJANI Dewi Indra Resti; Badarudin Badarudin; B. Fitri Rahmawati
SOCIAL : Jurnal Inovasi Pendidikan IPS Vol. 2 No. 4 (2022)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/social.v5i4.15548

Abstract

ABSTRACT History education still faces challenges in encouraging students not only to memorize facts but also to develop Higher Order Thinking Skills (HOTS). One alternative is the Bingo game method, which integrates game-based activities with questions that require complex thinking processes. This study aimed to analyze differences in students’ HOTS achievement following the implementation of the Bingo game method in History subject for Grade X students at SMA Sullamul Mubtadi Anjani. The study employed a quantitative approach with a quasi-experimental method involving an experimental group and a control group. Data were collected through a HOTS test and analyzed using descriptive statistics and an Independent Samples t-test after testing the analytical assumptions. The results showed that the HOTS achievement of the experimental group was higher than that of the control group, with mean scores of 80.8065 and 58.87, respectively. The t-test yielded t = 4.853 with a significance value of 0.000. Thus, the Bingo game method can serve as an alternative for History learning that supports HOTS development through analysis, information processing, problem-solving, and decision-making activities. ABSTRAK Pembelajaran sejarah masih menghadapi tantangan dalam mendorong peserta didik untuk tidak hanya mengingat fakta, tetapi juga mengembangkan kemampuan berpikir tingkat tinggi (Higher Order Thinking Skills/HOTS). Salah satu alternatif yang dapat digunakan adalah metode permainan Bingo yang mengintegrasikan aktivitas bermain dengan pertanyaan yang menuntut proses berpikir kompleks. Penelitian ini bertujuan menganalisis perbedaan capaian HOTS siswa setelah penerapan metode permainan Bingo pada mata pelajaran sejarah kelas X di SMA Sullamul Mubtadi Anjani. Penelitian menggunakan pendekatan kuantitatif dengan metode quasi-eksperimen dan melibatkan kelompok eksperimen serta kelompok kontrol. Data dikumpulkan melalui tes kemampuan HOTS dan dianalisis menggunakan statistik deskriptif serta Independent Samples t-test setelah pengujian persyaratan analisis. Hasil penelitian menunjukkan bahwa capaian HOTS kelompok eksperimen lebih tinggi dibandingkan kelompok kontrol, dengan rata-rata masing-masing 80,8065 dan 58,87. Hasil uji t menunjukkan t = 4,853 dengan nilai signifikansi 0,000. Dengan demikian, metode permainan Bingo dapat menjadi alternatif pembelajaran sejarah yang mendukung pengembangan HOTS melalui aktivitas analisis, pengolahan informasi, pemecahan masalah, dan pengambilan keputusan.
IMPLEMENTASI PENDIDIKAN KARAKTER DALAM MEMBENTUK KEDISIPLINAN DAN KEJUJURAN SISWA SEKOLAH DASAR Marjan Dinata; Abdullah Muzakar; Badarudin Badarudin
ELEMENTARY: Jurnal Inovasi Pendidikan Dasar Vol. 4 No. 4 (2024)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/elementary.v4i4.15060

Abstract

ABSTRACT Students’ discipline and honesty are shaped through repeated experiences in school life, although the consistency of these behaviors can be influenced by environments beyond the school setting. This study examines the implementation of character education in five elementary schools within Cluster 12 of Pujut District, Central Lombok Regency, focusing on the development of discipline and honesty, supporting and inhibiting conditions, and the schools’ responses to the challenges encountered. A descriptive qualitative approach was employed, involving principals, teachers, and students as data sources. Information was collected through participant observation, in-depth interviews, and documentation, and was analyzed interactively through data reduction, data display, and conclusion drawing and verification. Character practices were found to be embedded in school activities through habituation, teacher role modeling, school regulations, supervision, behavioral reinforcement, classroom learning, and other school activities. Principal commitment, teacher role modeling, and a positive school culture served as the main supporting factors, while uneven student awareness, limited parental supervision, peer environment, and social media presented challenges. Schools responded through guidance, mentoring, positive reinforcement, educational disciplinary measures, and communication with families. These findings affirm that the sustainability of character education depends on consistent practices within schools and continuous support from families. ABSTRAK Kedisiplinan dan kejujuran peserta didik dibentuk melalui pengalaman yang berulang dalam kehidupan sekolah, tetapi konsistensi perilakunya dapat dipengaruhi oleh lingkungan di luar sekolah. Penelitian ini menelaah pelaksanaan pendidikan karakter pada lima sekolah dasar dalam SD Se-Gugus 12 Kecamatan Pujut, Kabupaten Lombok Tengah, dengan perhatian pada pembentukan kedisiplinan dan kejujuran, kondisi yang mendukung dan menghambat pelaksanaannya, serta respons sekolah terhadap hambatan tersebut. Pendekatan kualitatif deskriptif digunakan dengan melibatkan kepala sekolah, guru, dan siswa sebagai sumber data. Informasi dihimpun melalui observasi partisipatif, wawancara mendalam, dan dokumentasi, lalu ditelaah secara interaktif melalui reduksi data, penyajian data, serta penarikan dan verifikasi kesimpulan. Praktik karakter ditemukan menyatu dengan aktivitas sekolah melalui pembiasaan, keteladanan guru, tata tertib, pengawasan, penguatan perilaku, pembelajaran, dan kegiatan sekolah. Komitmen kepala sekolah, keteladanan guru, dan budaya sekolah menjadi penopang utama, sedangkan kesadaran siswa yang belum merata, keterbatasan pengawasan orang tua, lingkungan pergaulan, dan media sosial menjadi kendala. Sekolah meresponsnya melalui pembinaan, pendampingan, penguatan positif, aturan edukatif, dan komunikasi dengan keluarga. Temuan ini menegaskan bahwa keberlanjutan pendidikan karakter bergantung pada konsistensi praktik sekolah dan kesinambungan dukungan keluarga.
PENGARUH PEMBERIAN TUGAS (PEKERJAAN RUMAH) SECARA KONTINYU TERHADAP MOTIVASI DAN PRESTASI BELAJAR SISWA SEKOLAH DASAR Muharrir Muharrir; Badarudin Badarudin; Lalu Parhanuddin
ELEMENTARY: Jurnal Inovasi Pendidikan Dasar Vol. 4 No. 4 (2024)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/elementary.v4i4.15063

Abstract

ABSTRACT Irregular homework assignments may limit the continuity of students’ learning activities beyond classroom instruction. This study examines whether continuous homework assignment is associated with students’ learning motivation and academic achievement, while also investigating the relationship between these two aspects among fifth- and sixth-grade students at SDN 2 Banyumulek and SDN 1 Dasan Baru. A quantitative approach was employed using a Pretest–Posttest Control Group Design, with an experimental group receiving homework at the end of each lesson and a control group receiving assignments on a non-continuous basis. Data were collected through a learning motivation questionnaire and an academic achievement test, then analyzed using descriptive statistics, normality and homogeneity tests, an Independent Samples t-test, and Pearson Product Moment correlation. The experimental group obtained a mean motivation score of 84.20 (SD = 9.94), higher than the control group’s 72.70 (SD = 9.68). For academic achievement, the respective means were 19.85 (SD = 3.93) and 16.80 (SD = 3.55). The difference in motivation was significant (t = 5.516; Sig. = 0.000), as was academic achievement (t = 3.646; Sig. = 0.000) and the motivation–achievement relationship (t = 4.621; Sig. = 0.000). The treatment interaction was also significant (Sig. = 0.046). These findings indicate that continuous homework can serve as part of instructional management that supports students’ motivational and academic outcomes. ABSTRAK Ketidakteraturan pemberian pekerjaan rumah dapat membatasi keberlanjutan aktivitas belajar siswa setelah pembelajaran di kelas. Penelitian ini menelaah apakah pemberian tugas secara kontinyu berkaitan dengan motivasi dan prestasi belajar, sekaligus melihat keterkaitan kedua aspek tersebut pada siswa kelas V dan VI SDN 2 Banyumulek dan SDN 1 Dasan Baru. Pendekatan kuantitatif digunakan melalui Pretest–Posttest Control Group Design, dengan kelompok eksperimen yang memperoleh pekerjaan rumah pada setiap akhir pembelajaran dan kelompok kontrol yang menerima tugas secara tidak kontinyu. Data dikumpulkan melalui angket motivasi belajar dan tes prestasi belajar, kemudian dianalisis menggunakan statistik deskriptif, uji normalitas, uji homogenitas, Independent Samples t-test, dan korelasi Pearson Product Moment. Rata-rata motivasi kelompok eksperimen mencapai 84,20 (SD = 9,94), lebih tinggi daripada kelompok kontrol sebesar 72,70 (SD = 9,68). Pada prestasi belajar, rata-rata kedua kelompok masing-masing 19,85 (SD = 3,93) dan 16,80 (SD = 3,55). Perbedaan motivasi signifikan (t = 5,516; Sig. = 0,000), demikian pula prestasi belajar (t = 3,646; Sig. = 0,000) dan hubungan motivasi–prestasi (t = 4,621; Sig. = 0,000). Interaksi perlakuan juga signifikan (Sig. = 0,046). Temuan ini menegaskan bahwa kontinuitas pekerjaan rumah dapat menjadi bagian dari pengelolaan pembelajaran yang mendukung capaian motivasional dan akademik siswa.
Co-Authors Abdul Hafiz Abdul Hayyi Abdul Rasyad Abdullah Muzakar Abdullah Muzakar Abdullah Muzakar Adzkiyaunuha, Moh. Agus Jayadi Ahmad Tohri Ambariyani Ambariyani, Ambariyani Amrullah Amrullah Andriani, Tegar Putri Anggita Vela Annikmah Farida, Annikmah Armin Subhani Asror, M. Zainul Aswasulasikin Asy'ari, M. Hasan B. Fitri Rahmawati B. Fitri Rahmawati Baiq Eka Kurnia Hadiyati Baiq Rismarini Nursaly Baiq Rismarini Nursaly, Baiq Rismarini Bambang Eka Saputra Batua HM Amir Dewi Indra Resti Dodi Rodiman Dwi Lestari Handayani, Dwi Lestari Edy Waluyo Eni Nurhayati, Eni Fayza Widya Puspita Ferdianto, Jujuk Fudoli, M. Fahmi Furtasih Furtasih Habibuddin Hadijah Hadijah Hairi, Husnul Hamdi Hamdi Hartini Haritani Hary Murcahyanto Heri Heri Heri Suharion Husnul Hairi Indar Purbatin Iwan Supriadi Jauziati, Baiq Johri Johri Jujuk Ferdianto Jujuk Ferdianto Jumiati Septiawati Khaerul Azmi Khairi Ahmad Shopian Khirjan Nahdy Lalu Murdi Lalu Parhanuddin Lalu Wahyu Andi Purnama Lalu Wahyu Andi Purnama Lalu Wahyu Andi Purnama M. Juaini M. Paisal Wadi Marjan Dinata Mashun Mashun Mashun, Mashun Mohzana Muaidi, Muaidi Muchamad Triyanto Muh. Fahrurrozi Muhamad Ali Muhamad Juaini MUHAMMAD ALI Muhammad Khairul Wazni Muhammad Khairul Wazni Muhammad Khairul Wazni Muhammad Rizki Hidayat Muhammad Shulhan Hadi Muhammad Shulhan Hadi, Muhammad Shulhan Muharrir Muharrir Muliadi Mulyadi Irwan MULYANI Munadi, Ahmad Musifuddin Musifudin Musifudin Musyaddad Akbar Nasri, Zainul Novita Sari Nur Alfi Khotamin, Nur Alfi Nurbahjah Sukmawati Nurdin Nurdin Nurfitri, Celine Nurhajjah, Nurhajjah Nurhayati, Putri Nurhidayah Nurhidayah Nurul Hidayanti Padlurahman, Padlurahman Padlurrahman Padlurrahman Padlurrahman Padlurrahman Padlurrahman Padlurrahman Padlurrahman, Padlurrahman Pamujo Pamujo Putra, Panggih Permana Rabiul Awwal Riki Ahmad Santosa Rizkah, Rizkah Roziin Roziin Sadikin Ali Sahlum Sahroan Sahroan Salman Alfarisi Saminah, Jawahir Intan Hairul Sapri Sapri Satriawan Satriawan Septiani, Rizka Putri Setyawan, FX Arinto Siti Kurniyah Siti Nawarul Uyun Subhani, Armin - Suhupawati, Suhupawati Sukatin, Sukatin Supriadi Supriadi Syahrul Amar Syamsul Lutpi Syarifah Aulia Tatan Tatan Tatan, Tatan Tuti Wahyuningsih Ully, Mawaddatun Vidu, Sramanera Badra Yuwono, Pratik Hari Zidni, Zidni Zulfikri Zulfikri Zuliani Rohmani Zurriatun Hasanah