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All Journal Jurnal Review Pendidikan dan Pengajaran (JRPP) Jurnal Ilmiah Ilmu Terapan Universitas Jambi
Sitompul, Herdiana Br
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Economics, Econometrics & Finance Education Engineering Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Social Sciences Other

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ANALISIS AKSIOLOGI DALAM KEBIJAKAN GERAKAN LITERASI SEKOLAH (GLS) DI SMKN 1 PATUMBAK Sitompul, Herdiana Br; Sebayang, Sri Karina Br
Jurnal Review Pendidikan dan Pengajaran Vol. 8 No. 2 (2025): Volume 8 No. 2 Tahun 2025
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jrpp.v8i2.45606

Abstract

Literasi kini mencakup pemahaman, interpretasi, dan penggunaan informasi secara efektif, tidak lagi terbatas pada kemampuan membaca dan menulis. Penelitian ini menganalisis implementasi Gerakan Literasi Sekolah (GLS) di SMKN 1 Patumbak melalui pendekatan aksiologi, dengan fokus pada nilai edukatif, etika, sosial, estetika, praktis, serta pembentukan karakter seperti kemandirian, kedisiplinan, kerja sama, rasa ingin tahu, dan tanggung jawab. Metode yang digunakan adalah analisis konten inferensial dengan pendekatan deskriptif kualitatif, merujuk pada artikel Jefriyanto Saud (2024). Hasil menunjukkan kegiatan literasi mencakup membaca buku nonpelajaran, pojok baca, lomba literasi, dan buletin sekolah. Namun, hambatan seperti ketergantungan suasana hati, dominasi media sosial, dan evaluasi strategi masih ada. Rekomendasi meliputi integrasi literasi dalam pelajaran, keterlibatan orang tua, pemanfaatan teknologi, bahan bacaan kontekstual, dan metode "Reading for Action". GLS terbukti mendukung pembentukan karakter dan berpikir kritis siswa.
ENHANCING CRITICAL THINKING AND ACADEMIC ACHIEVEMENT THROUGH GAMIFIED DIGITAL PROBLEM-BASED LEARNING IN VOCATIONAL EDUCATION Hutasuhut, Saidun; Dalimunthe, Muhammad Bukhori; Rozaini, Noni; Sitompul, Herdiana Br
Jurnal Ilmiah Ilmu Terapan Universitas Jambi Vol. 10 No. 5 (2026): Volume 10, Nomor 5, October 2026
Publisher : LPPM Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/jiituj.v10i5.57214

Abstract

This study evaluated whether gamified e-modules integrating problem-based learning (PBL) could enhance students’ critical thinking skills and academic achievement in vocational accounting education. This quasi-experimental study at Vocational High School 1 Patumbak, Indonesia, involved 69 participants divided into two cohorts: 35 learners in the experimental treatment and 34 in the control group. To evaluate the impact on individual dependent variables, researchers used Multivariate Analysis of Covariance (MANCOVA), followed by Analysis of Covariance (ANCOVA) to assess each outcome variable. The MANCOVA results indicated a statistically significant multivariate effect of the instructional approach on the combined outcomes of critical thinking and academic achievement (Wilks’ Λ = 0.479, F(2, 64) = 34.804, p < 0.001, partial η² = 0.521). Substantial differences were also found in students' critical thinking abilities () and learning outcomes ​(). The experimental group achieved higher adjusted mean scores in critical thinking (82.99 vs. 73.25; Cohen’s d = 0.94) and academic achievement (83.77 vs. 74.59; Cohen’s d = 1.02), indicating large standardized differences. The study’s novelty lies in integrating gamification, PBL, and electronic modules in vocational accounting education. These results highlight the value of technology-enhanced, problem-based instruction in fostering analytical thinking and accounting achievement. They offer practical guidance for developing interactive, application-oriented learning while emphasizing the need to validate outcome distinctiveness and replicate findings across diverse educational settings.
Co-Authors Muhammad Bukhori Dalimunthe NONI ROZAINI Saidun Hutasuhut Sebayang, Sri Karina Br