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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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Enhancing Tour Guiding Competencies through Simulation-Based Learning in Vocational Tourism Education Uystka Hikmatul Kamiliyah NH; Vemas Aditia
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.v10i4.1600

Abstract

The simulation-based learning method is one way to train students to become skilled and professional tour guides in the future. Therefore, this study aims to analyze the effectiveness of simulation-based learning in enhancing students' tour-guiding competencies in the Tourism Destination study program at the State Polytechnic of Jember. This study employs a qualitative approach by collecting data through observation, in-depth interviews, and a literature review. The participants were 71 students enrolled in the course, from whom 10 were purposively selected as key informants based on their direct participation in simulation-based learning activities and their ability to provide rich, relevant information about their learning experiences. Data were analyzed using the Colaizzi technique, focusing on how students interpret their experiences during the simulation. The results reveal that simulation-based learning effectively enhances students' tour-guiding competencies by strengthening their communication, leadership, time management, and problem-solving skills while increasing self-confidence and emotional resilience. The learning experience also improves students' readiness to handle real-world professional situations by fostering teamwork, stress management, and workplace adaptability. Overall, the findings confirm that simulation-based learning, as a form of experiential learning, effectively develops cognitive, affective, and psychomotor competencies required of professional tour guides. Therefore, this approach should be integrated into the tourism curriculum to enhance students' work readiness and support practice-oriented learning.
The Effectiveness of Integrated Augmented Reality Media With Lamongan Local Culture to Overcome Difficulties in Understanding Pancasila in The Second and Fifth Principles in Elementary School Students Riska Dwi Berilana Pasiyantiningsih; Maretha Dellarosa; Ari Metalin Ika Puspita
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.v10i4.1635

Abstract

Difficulties in understanding the values of Pancasila persist among elementary school students, especially in the second and fifth precepts, which contain abstract concepts of humanity and social justice. Learning that is still dominated by conventional methods makes it difficult for students to connect the material to real-life experiences. This study aims to analyze the effectiveness of Augmented Reality (AR) media integrated with Lamongan local culture in overcoming difficulties in understanding Pancasila in the second and fifth precepts in elementary school students. The research uses a quantitative approach with a quasi-experimental pretest-posttest control-group design. The research subjects were 64 elementary school students, divided into two groups: 32 in the experimental group and 32 in the control group. The experimental group obtained learning using AR media integrated with Lamongan local culture, while the control group used conventional learning media. Data collection was carried out through Pancasila understanding tests, observation sheets, and student response questionnaires. Data analysis used the N-Gain test, the independent-samples t-test, and effect size to determine the level of media effectiveness. The study's results show that integrating AR media with Lamongan local culture significantly increases students' understanding compared to conventional learning. The experimental group's posttest score was higher than the control group's, with moderate to substantial improvement in N-Gain results. The three-dimensional visualization and interactivity displayed through AR technology help students understand the meaning of just and civilized human values and social justice for all Indonesian people in a more concrete way. In addition, integrating Lamongan's local culture provides a learning context close to students' lives, thereby increasing engagement, motivation, and meaningful learning experiences. Thus, Lamongan's locally integrated AR media has proven effective in overcoming difficulties in understanding the second and fifth precepts of Pancasila among elementary school students and has the potential to become an innovation in Pancasila Education that is relevant to the demands of 21st-century education.
The Effect of School Environment on Students' Learning Outcomes At SDN Legok II Tangerang Shafaa Brilianti; Een Unaenah; Eka Yulyawan Kurniawan
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.v10i4.1641

Abstract

A supportive school environment significantly improves students' learning outcomes in Natural and Social Sciences (IPAS) at the elementary school level. This study aims to determine whether the school environment influences IPAS learning among fourth-grade students at SDN Legok II Tangerang. A quantitative ex post facto approach was employed to analyze the impact of the school environment on students' IPAS learning outcomes, involving 54 students from classes IV-A and IV-B. Data were collected using a questionnaire regarding the school environment and a test to measure students' IPAS learning outcomes. The results indicate that the school environment plays a role in enhancing the quality of students' IPAS learning. A relationship exists between the school environment and IPAS learning, with a correlation coefficient of 0.455, indicating that improvements in the school environment are associated with better student learning outcomes. The study reveals that the school environment accounts for 20.7% of the influence on students' IPAS learning, while the remaining 79.3% is attributable to factors outside the scope of this research. Thus, creating a supportive school environment can facilitate better IPAS learning and play a crucial role in student achievement in Natural and Social Sciences.
Developing a Deep Learning-Based Legal Literacy Education Model: Structural Relationships Among Digital Legal Literacy, Cyber Behavior, Learning Needs, and Character Strengthening Radini; Otang Kurniaman; Zufriady; Mifta Rizka; Beny Al Fajar; Ningrum Melihayatri; Viony Syafitra
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.v10i4.1643

Abstract

The rapid growth of digital technology has created new challenges related to legal awareness, ethical behavior, and character development among students. As digital natives, students are increasingly exposed to various online activities that require not only digital literacy but also an understanding of legal rights, responsibilities, and ethical principles. This study aims to develop and validate a Deep Learning-Based Legal Literacy Education Model by examining the structural relationships among Digital Legal Literacy, Cyber Behavior, Learning Needs, and Character Strengthening. A quantitative research approach employing a survey design was adopted. Data were collected from 100 elementary school students through a structured questionnaire consisting of 25 indicators representing five latent constructs. The data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) with SmartPLS 4 software. The results indicate that the measurement model demonstrates satisfactory validity and reliability. The structural model confirms that Digital Legal Literacy significantly influences Cyber Behavior, Learning Needs, and the Deep Learning-Based Legal Literacy Education Model. Furthermore, Learning Needs play a crucial role in shaping the educational model, while the Deep Learning-Based Legal Literacy Education Model emerges as the strongest predictor of Character Strengthening. The findings highlight the importance of integrating legal literacy, digital citizenship, and deep learning pedagogies to foster responsible digital behavior and positive character development. This study contributes to the advancement of educational theory by providing an empirically validated framework that integrates legal literacy education, deep learning, and character education. The proposed model offers practical implications for educators and policymakers seeking to prepare students as ethical, responsible, and legally aware digital citizens in the digital era.
Visionary Principal Leadership in Driving School-Based Management in the 3T Region of Morotai Island Fahmi Jaguna; Jasmal Martora; Irawati Sabban; Abd Sarman Sibua; Alfatah Sibua
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.v10i4.1650

Abstract

School principal leadership is a strategic determinant of the successful implementation of School-Based Management (SBM), particularly in primary schools located in Indonesia’s Remote, Frontier, and Outermost (3T) regions, where educational development is constrained by limited resources and restricted access to quality educational services. This study aims to examine the characteristics of visionary school leadership, the strategies employed to drive SBM implementation, and their implications for educational quality and school autonomy at SD Muhammadiyah 1 Pulau Morotai. A qualitative approach with a case study design was employed. Data were collected through in-depth interviews, participant observation, and document analysis involving the principal, teachers, the school committee, parents, and the school supervisor. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña, while research trustworthiness was ensured through source, method, and time triangulation, member checking, and an audit trail. The findings reveal that visionary leadership is reflected in the principal’s ability to formulate and communicate a shared vision, foster a collaborative school culture, optimize local resources, and strengthen partnerships with the Muhammadiyah organization, Save the Children, Stimulant Institute, and the Faculty of Teacher Training and Education of Universitas Pasifik Morotai. These practices enhance SBM implementation, improve teachers’ professional capacity, increase community participation, and strengthen school autonomy. The study contributes to the literature by proposing an Island-Based Collaborative Visionary Leadership Model, demonstrating that effective SBM in 3T regions depends not only on managerial competence but also on social capital, institutional collaboration, and context-responsive educational governance tailored to island communities.
Conditional Effects of Generative AI on Metacognitive Learning Martahani; Rita Retnowati; Surti Kurniasih; Romi Suarti; Indriyani Rachman
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.v10i4.1656

Abstract

Generative artificial intelligence (GenAI) has been rapidly adopted in education, yet its impact on students' metacognitive learning remains poorly understood. Most existing reviews focus broadly on learning outcomes or technology acceptance, neglecting specific metacognitive processes, planning, monitoring, evaluation, and reflection that underpin self-regulated learning. This systematic review synthesizes empirical evidence on how GenAI influences metacognitive learning, which pedagogical approaches support it, and the risks that emerge. Following PRISMA 2020 guidelines, a systematic search of Scopus, ERIC, and Google Scholar identified 12 empirical studies published between 2020 and 2026. The findings reveal that GenAI's effect on metacognition is fundamentally conditional: structured scaffolding improves self-regulation, whereas unrestricted use leads to metacognitive laziness, cognitive offloading, and a decline in self-regulation. Four effective pedagogical approaches were identified: metacognitive prompting, guided inquiry with scaffolding, reflective journaling, and feedback literacy instruction. Significant risks include passive acceptance of AI answers, illusion of competence, and unequal benefits for students with weaker feedback literacy. This review presents a Conditional Metacognitive Support framework to guide GenAI integration. For educators, effective implementation requires structured prompts, reflective activities, and explicit feedback literacy instruction.
Development of Assemblr Edu-Assisted Augmented Reality Learning Media on Ecosystem Material for Fifth Grade Elementary Students Lutfiah Azizah; Zaka Hadikusuma Ramadan
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.v10i4.1666

Abstract

The present study discusses the limited use of technology-based learning media in Natural and Social Sciences (IPAS) instruction at SDN 17 Pekanbaru, where the abstract concept of ecosystems was difficult for fifth-grade students to understand through conventional methods. This research aims to develop and assess the validity and user responses to augmented reality (AR) learning media supported by Assemblr Edu within the materials ecosystem for fifth-grade students. The study employs a research and development (R&D) approach using the ADDIE model, focusing on the Analysis, Design, and Development stages. Data were collected through interviews and questionnaires and analyzed using a percentage formula based on a five-point Likert scale. Validation involves media, material, and language experts, while practicality is assessed through teacher and student responses (n = 7). The results reveal that the media obtained average validity scores of 93.75% (media), 91.76% (material), and 89.44% (language), all in the very valid category, with an overall validity of 91.65%. The teacher response reached 85.33% (very practical), and the average student response reached 83.67% (very interesting). These findings indicate that the developed AR media is valid and practical for supporting ecosystem learning in elementary school and can serve as an alternative technology-based medium for teachers. The novelty of this study lies in developing Assemblr Edu-assisted AR specifically for ecosystem (food-chain) material at the fifth-grade level, an emphasis rarely addressed in prior AR studies that mostly targeted other science topics or focused only on motivation; the study thus contributes a validated, ready-to-use AR medium as a reference for developing technology-based science learning.
Development of a Drag-and-Drop-Based Science E-Module Using the Problem Based Learning Model to Improve Junior High School Students' Scientific Literacy and Problem-Solving Skills Ika Ritaningsih; Bramastia
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.v10i4.1684

Abstract

This study aims to develop a science e-module that integrates drag-and-drop interactions with the Problem-Based Learning (PBL) model to improve scientific literacy and problem-solving skills among seventh-grade junior high school students studying ecosystem topics. The low science literacy achievement of Indonesian students in PISA surveys and the predominantly procedural nature of their problem-solving abilities serve as the primary background of this research. Development was carried out using the Research and Development (R&D) method with the 4D approach—Define, Design, Develop, and Disseminate—and the product's effectiveness was tested using a One-Group Pretest-Posttest Design involving 32 seventh-grade students at MTsN 2 Karanganyar. Instruments used included subject-matter and media expert validation sheets, science literacy and problem-solving skills tests, and a student response questionnaire; content validity was established using Aiken's V (0.85–0.90), and reliability using Cronbach's Alpha (0.81–0.88). Validation results showed that the e-module received feasibility scores of 87.4% from subject matter experts and 89.1% from media experts, placing it in the "very feasible" category. Paired-sample t-tests yielded t(31) = 12.47, p < 0.001 for scientific literacy (N-Gain = 0.67, medium category) and t(31) = 14.83, p < 0.001 for problem-solving skills (N-Gain = 0.72, high category), with large effect sizes (Cohen's d = 2.20 and 2.62, respectively). Student responses to the e-module reached 91.3%, indicating a very positive reception. Thus, the drag-and-drop science e-module with the PBL model has been proven content-valid, reliable, and effective in improving scientific literacy and problem-solving skills among junior high school students.
Development of Genially-Based Interactive Learning Media for Science Education 4th Grade of Elementary School Yolly Desnita; Abna Hidayati; Yeni Erita; Desyandri
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.v10i4.1596

Abstract

IPAS learning on landform topics in Grade IV elementary schools requires learning media that can transform abstract visual concepts into concrete, visual, and contextual learning experiences. Preliminary analysis showed that teachers and students had a high need for technology-based learning media, with teacher needs reaching 86% and student needs reaching 84%. This study aimed to develop, validate, examine the practicality, and evaluate the initial effectiveness of Genially-based interactive learning media integrated with Problem-Based Learning. This research employed a research and development method using the ADDIE model, consisting of analysis, design, development, implementation, and evaluation. The study was conducted at SDN 10 Airpura, SDN 11 Airpura, and SDN 12 Airpura. Data were collected through needs-analysis questionnaires, expert-validation sheets, teacher and student practicality questionnaires, and pre-test–post-test learning-outcome tests. The developed media integrated visual materials, instructional videos, audio, interactive navigation, group discussion activities, quizzes, and educational games. Expert validation showed that the media was highly valid, with scores of 96% for material, 98% for media design, and 91% for language, resulting in an overall validity score of 95%. Practicality testing yielded highly positive results, with teacher responses at 97% and student responses at 93%. The pre-test and post-test results increased from 55.0 to 91.1, with an N-Gain score of 0.836 (83.6%). These findings indicate that Genially-based interactive media is feasible, practical, and has strong initial effectiveness in supporting visual, contextual, and problem-oriented IPAS learning in Grade IV elementary schools.

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