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Jurnal PAJAR (Pendidikan dan Pengajaran)
Published by Universitas Riau
ISSN : 25808435     EISSN : 26141337     DOI : 10.33578
Core Subject : Education,
Education Other
Jurnal PAJAR (Pendidikan dan Pengajaran) aims to develop and disseminate science and technology through the scientific article of research and study of concepts or theories as an effort to enrich the scientific knowledge in the field of education and teaching. Jurnal PAJAR (Pendidikan dan Pengajaran) covers issues concerning education and teaching at the level of primary, secondary and higher education. This article is based on the results of research and theoretical studies which are equivalent to research supported by various theoretical studies that produce research in the form of educational research, learning research, classroom action research, and development. The fields of science include: Social Sciences Education; Mathematics Education; Language Education; Science Education; Arts and Culture Education; Early Childhood Education; Civics Educational; Religious Education; Physical Education; Education and Teaching; Educational Psychology; Learning Media; Education Management; Educational Technology; Music Education; Economics Education.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 1,949 Documents
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Lingualand Media Development to Improve Beginning Reading Abilities of 5-6 Year-Old Children Miftah Dilla; Ria Novianti; Rita Kurnia
Jurnal PAJAR (Pendidikan dan Pengajaran) Vol. 10 No. 4 (2026): July
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/pjr.v10i4.1550

Abstract

This study developed the digital learning media "Lingualand" to improve the early reading skills of children aged 5–6 years. Conducted at TK Al Fattaah Sawah Baru, Kampar, the study used the ADDIE model (Analysis, Design, Development, Implementation, Evaluation) with subjects including content experts, media experts, linguists, educators, and 5–6-year-old children. Data were collected through observation, questionnaires, and documentation, then analyzed descriptively and quantitatively. Initial results showed early reading ability was in the emerging category (36.88%). Lingualand was developed as an interactive application containing letter recognition, vowels and consonants, and Malay-Riau cultural vocabulary with engaging audio and visuals. Validation indicated very high feasibility: content experts (87.50%), media experts (84.62%), linguists (87.50%), and educators (88.18%). A limited trial produced 95.31% (very high). Thus, Lingualand is deemed suitable as an interactive learning medium to improve early reading skills in young children.
Transformation of Gadget Use as Adaptive Learning Media Based on Deep Learning at Junior High School Hartini; Daviq Chairilsyah; Rita Kurnia; Cindy Febby Anjana; Izadri Nizami; Noverman; Warni
Jurnal PAJAR (Pendidikan dan Pengajaran) Vol. 10 No. 4 (2026): July
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/pjr.v10i4.1552

Abstract

The use of gadgets in the environment is increasing, no longer limited to urban communities, but has spread even to remote villages. This study aims to analyze how gadgets are used as a medium for adaptive learning based on deep learning for students, teachers, and the principal, as the policymakers, in the SMPN 1 Cerenti environment. Deep learning-based adaptive learning is a digital instructional system that uses artificial intelligence to analyze behavioral data, learning speed, and student learning preferences in real time. Through interviews, observations, and documentation of students, teachers, and the principal, this study reveals that the use of gadgets as a medium for adaptive learning has both positive and negative impacts on the learning process. The use of gadgets as a medium for adaptive learning allows teachers to access digital platforms flexibly, to create an active, interactive learning ecosystem, and ensure that all task progress is monitored and well-structured. The use of gadgets in learning platforms still faces obstacles, such as limited school infrastructure, signal instability due to power outages, numerous students lacking supporting devices, and low digital literacy among senior teachers in accessing and operating learning platforms. The research results are expected to make a meaningful contribution to the transformation of education. These findings not only highlight the effectiveness of technology in creating a structured learning ecosystem but also provide concrete recommendations to overcome technical and cultural obstacles faced by students and teachers in the field. This research provides an alternative concrete solution for the standardization of personal learning at the junior high school level by utilizing gadgets as an adaptive learning medium, which can automatically and accurately bridge the gap in students' understanding in real time. This contribution is becoming increasingly crucial for schools in rural areas, as technology can bridge the gap in educational quality between rural and urban areas without absolute dependence on global connectivity.
Implementation of Educational Human Resource Management In Improving The Quality of Learning Ricky Firmansyah; Ade Mubarok; Ai Nurhasan; Agus Sutardi
Jurnal PAJAR (Pendidikan dan Pengajaran) Vol. 10 No. 4 (2026): July
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/pjr.v10i4.1554

Abstract

This study aims to identify, analyze, and synthesize research findings on the implementation of human resource management (HRM) in education to improve learning quality. This study employed a Systematic Literature Review (SLR) approach using the PRISMA method. The data were obtained from 20 journal articles, indexed in Sinta and Scopus, published within the last five years, and selected for their relevance to educational HRM and learning quality. The findings show that educational HRM plays an important role in improving learning quality. However, its implementation remains limited and has not been fully integrated. The main issues include weak HR planning, non-competency-based recruitment, limited continuous professional development, and ineffective teacher performance evaluation. In addition, digitalization in the Education 4.0 era creates new challenges, particularly in preparing teachers to integrate technology into learning. The novelty of this study lies in its systematic synthesis of problem patterns, research trends, and gaps in educational HRM implementation, particularly in relation to teacher readiness and the improvement of learning quality. This study contributes by providing a comprehensive literature-based framework that can serve as a basis for future research and the development of more integrated HRM practices in education.
The Role of Teachers' Pedagogical Competence in Designing Deep Learning With Hots Assessment on Students' Critical Thinking Skills in Elementary School Endang Setiyowati; Ari Metalin Ika Puspita; Neni Mariana
Jurnal PAJAR (Pendidikan dan Pengajaran) Vol. 10 No. 4 (2026): July
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/pjr.v10i4.1561

Abstract

This study seeks to describe the role of teachers' pedagogical competence in designing deep learning that integrates Higher Order Thinking Skills (HOTS) assessment on critical thinking skills of elementary students. The research uses an exploratory sequential mixed-methods approach, with three teachers in grades 4, 5, and 6 at UPT SDN 232 Gresik as research subjects, and involved 78 students. Data collection was conducted through learning observations, in-depth interviews, analysis of Deep Learning Plan (RPM) documents, and HOTS assessments. The results reveal that teachers' pedagogical competence in designing deep learning was good, with variation across classes: Grade 4 and Grade 5 teachers demonstrated strong competence with consistent integration of HOTS, whereas the Grade 6 teacher indicated a significant gap between conceptual planning and classroom implementation. Teachers' ability to compile HOTS assessments also varied: the Grade 5 teacher produced the most balanced instrument, with 10 of 15 items at the C4-C6 level, while the Grade 6 teacher designed all 9 items at C4-C6 but with poor alignment between the teaching content and the assessment difficulty. Students' critical thinking skills showed significant variation across classes, with an overall average score of 75.72 (Good category): Grade 5 achieved the highest average of 86.86 (Very Good), Grade 4 achieved 75.74 (Good), and Grade 6 achieved the lowest at 64.58 (Adequate). This research recommends continuous training for teachers in designing authentic HOTS assessments and in ensuring alignment between lesson planning, classroom scaffolding, and assessment demands.
Primary School Teacher Professionalism: Analysis Based On Principal Managerial Competencies and Teacher Tpack In Rumbai District Pekanbaru City Mely Jumika; Erni; Erlisnawati
Jurnal PAJAR (Pendidikan dan Pengajaran) Vol. 10 No. 4 (2026): July
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/pjr.v10i4.1562

Abstract

This study aims to analyze the influence of principals' managerial competence and teachers' Technological Pedagogical Content Knowledge (TPACK) on the professionalism of public elementary school teachers in Rumbai District, Pekanbaru City. This study uses a quantitative, ex post facto research design. The population was 360 teachers from 20 public elementary schools in Rumbai District. The research sample was determined using the Slovin formula and obtained 190 respondents with a proportional random sampling technique. The instrument trial was conducted on 30 teachers outside the research sample. The data collection technique used a distributed questionnaire. Data analysis used SPSS version 26, including descriptive and inferential statistical analyses, as well as classical assumption tests and hypothesis tests. The novelty of this study lies in testing the simultaneous influence of principals' managerial competence and teachers' TPACK on teacher professionalism at the elementary school level. The results showed that principals' managerial competence and TPACK had a positive and significant effect on teacher professionalism. In addition, principals' managerial competence and teachers' TPACK simultaneously had a positive and significant effect on teacher professionalism, contributing 42.5% in the moderate category. Research findings show that increasing teacher professionalism is influenced by the principal's ability to manage the school effectively and by teachers' ability to integrate technology, pedagogy, and content into the learning process.
Analysis of the Evaluation Results of Deep Learning Training for Elementary School Teachers in Pekanbaru City Using the Kirkpatrick Level 1 and Level 2 Model Kartika Ambarrhani; Maya Novita Sari
Jurnal PAJAR (Pendidikan dan Pengajaran) Vol. 10 No. 3 (2026): May
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/pjr.v10i3.1563

Abstract

This study evaluates the effectiveness of the Deep Learning training program for elementary school teachers in Pekanbaru City using the Kirkpatrick Evaluation Model, specifically Level 1 (Reaction) and Level 2 (Learning). Using a descriptive-evaluative qualitative approach, data were collected through in-depth interviews, classroom observations, and document analysis with 16 teachers from 8 elementary schools. School principals, facilitators, and staff members from the Balai Guru dan Tenaga Kependidikan Provinsi Riau served as supporting informants to strengthen data triangulation. At Level 1, all dimensions of participants' reactions were categorized as good to very good, with the highest levels of satisfaction associated with facilitator competence and participant motivation. At Level 2, participants demonstrated a significant improvement in their understanding of the philosophies of mindful, meaningful, and joyful learning, as well as the four holistic dimensions. Nevertheless, the competencies of Critical Thinking and Creativity within the 6C framework remained susceptible to oversimplified interpretation. Overall, classroom observations revealed a measurable shift from a transmissive to a more facilitative approach to teaching and learning.
The Principals’ Role As Instructional Leaders in The Implementation of Deep Learning in Elementary Schools in Pekanbaru Tessa Silvani; Maya Novita Sari
Jurnal PAJAR (Pendidikan dan Pengajaran) Vol. 10 No. 3 (2026): May
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/pjr.v10i3.1564

Abstract

This study explores the role of school principals as instructional leaders in elementary schools in Pekanbaru in promoting the implementation of Deep Learning (DL). This role was examined through three principal functions of school principals as instructional leaders: (1) establishing a school vision to strengthen the dimensions of learning environments and learning partnerships; (2) conducting academic supervision to support pedagogical practices and the utilization of digital technology; and (3) developing teacher competencies to enhance teachers’ readiness to implement the DL framework comprehensively. This study employs a descriptive qualitative approach, using interviews and document analysis, involving principals from six elementary schools with A and B accreditation statuses. Participants were selected through purposive sampling, and triangulation was achieved through teachers and school supervisors. The findings indicate that a participatively formulated and consistently communicated vision influenced the direction of DL implementation, particularly in preparing supportive learning environments and fostering partnerships with parents and the community. Academic supervision based on DL indicators and supported by coaching-oriented feedback was found to improve teachers’ pedagogical quality and their utilization of digital technology. Furthermore, competency development through contextual training, professional learning communities, and a psychologically safe climate significantly enhanced teachers’ readiness to implement the DL framework. Conversely, in schools with limited institutional capacity, the uneven internalization of the school vision, supervision practices that remained administrative in nature, and limited dissemination of training outcomes emerge as major barriers to the consistent implementation of DL.
Project-Based Learning in Vocational Education: A Systematic Literature Review on Technological Literacy and Industry Readiness Deded Darmadi; Waskito; Hasan Maksum
Jurnal PAJAR (Pendidikan dan Pengajaran) Vol. 10 No. 3 (2026): May
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/pjr.v10i3.1566

Abstract

Project-Based Learning (PjBL) has emerged as a prominent instructional approach in vocational education to bridge the gap between theoretical knowledge and industry demands in the Industry 4.0 era. This systematic literature review examines the implementation of PjBL in vocational education, specifically analyzing its effects on technological literacy and industry readiness outcomes. Unlike previous reviews that focus on general education contexts, this review uniquely emphasizes vocational and technical education, particularly Computer Numerical Control (CNC) learning, and synthesizes evidence on both learning outcomes and implementation barriers. Following PRISMA guidelines, this review analyzed 20 peer-reviewed articles published between 2019-2025 from Scopus, Google Scholar, ERIC, ScienceDirect, and SpringerLink databases. Findings indicate that PjBL positively contributes to improving technological literacy, critical thinking, collaboration, and industry-readiness competencies among vocational students. Project-oriented learning creates more active and experiential learning environments compared to conventional instruction, enhancing students' understanding of industrial systems and problem-solving skills. However, implementation challenges including limited technological facilities, insufficient teacher readiness, and time constraints must be addressed. This review confirms that PjBL holds substantial potential to align vocational education with contemporary industrial demands, while identifying key implementation barriers and specific recommendations for practitioners and policy makers.
Evaluation of Conservation Education Implementation in Elementary Schools Located Near Conservation Areas in Wirajaya Bogor Selanova Nurdina; Endang Koestati Sri Harini Muntasib; Resti Meilani; Burhanuddin Masyud
Jurnal PAJAR (Pendidikan dan Pengajaran) Vol. 10 No. 4 (2026): July
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/pjr.v10i4.1571

Abstract

Conservation education is essential for communities living near conservation areas to support environmental sustainability and ecosystem preservation. Wirajaya, Jasinga, Bogor, is located near Gunung Halimun Salak National Park and Dungus Iwul Nature Reserve. However, this geographical proximity has not been accompanied by adequate conservation understanding, particularly in elementary school settings. This study aims to evaluate the implementation of conservation education in elementary schools in Wirajaya by analyzing the curriculum and students’ and teachers’ conservation-related knowledge, attitudes, and behaviors. The study was conducted in three elementary schools, namely SDN Curug 03, SDN Curug 05, and SDN Cigelung, involving 86 fifth-grade students and 9 teachers as research participants. Data were collected through curriculum document analysis, interviews, and field observations. The results reveal that conservation content has not been systematically integrated into the school curriculum. The topics taught were still limited to environmental cleanliness, greening activities, waste management, and an introduction to biodiversity. Students’ knowledge and teachers’ understanding of conservation remained limited. This study provides an initial overview of conservation education implementation in elementary schools near conservation areas, highlighting curriculum, teacher and student understanding, and local conservation areas as learning resources.
Validity and Reliability Analysis of a Contextual Problem-Based Essay Test For Mathematical Critical Thinking on Cubes and Rectangular Prisms Imelda; Izwita Dewi; KMS Muhammad Amin Fauzi
Jurnal PAJAR (Pendidikan dan Pengajaran) Vol. 10 No. 4 (2026): July
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/pjr.v10i4.1580

Abstract

This study aimed to develop and evaluate a contextual problem-based essay test for assessing students' mathematical critical thinking skills on the topics of cubes and rectangular prisms. A quantitative descriptive design was employed involving 30 ninth-grade students from SMPN 31 Medan during the pilot-testing stage. Prior to implementation, the instrument was evaluated by expert validators to establish content validity. Empirical item validity was analyzed using the Pearson Product–Moment correlation coefficient, while internal consistency reliability was estimated using Cronbach's Alpha. The findings showed that all essay items met the criterion of empirical validity and that the instrument demonstrated moderate internal consistency, indicating its suitability for preliminary classroom assessment and pilot testing. The developed instrument assesses higher-order cognitive processes based on Facione's critical thinking framework, including interpretation, analysis, evaluation, inference, and explanation, through authentic contextual geometry problems. This study contributes to mathematics education by providing a contextually relevant assessment instrument with preliminary psychometric evidence that can support teachers in implementing authentic assessment of mathematical critical thinking skills. The findings also provide a foundation for future large-scale validation studies aimed at developing standardized assessment instruments for mathematics education.

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