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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 1,268 Documents
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IMPROVING WRITING DRAMA SCRIPT SKILLS USING VIDEO AS MEDIA ON YOUTUBE CHANNEL FOR CLASS VIII STUDENTS OF SMPN 1 SARADAN Dhony Franciska; Dwi Rohman Soleh; Nunung Nurhidayati
JURNAL PAJAR (Pendidikan dan Pengajaran) Vol 7, No 3 (2023)
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/pjr.v7i3.9435

Abstract

Writing is one of the skills that students must learn in text-based learning in Indonesian learning subjects. Writing drama scripts is one of the writing skills that must be learned by junior high school students, which is one of the competencies contained in Indonesian subjects that must be achieved by students. Therefore, it is important for teachers to apply appropriate learning media in accordance with current technological developments so that teachers and students can achieve the learning objectives. Youtube can be used as a learning medium to improve writing drama script skills for class VIII junior high school students. Type of the research is Classroom Action Research. The collected data are analyzed using quantitative methods and described in a descriptive way. The results indicate that through YouTube, the writing skills of Class VIII students of SMPN 1 Saradan can be improved. It can be seen from the pre-cycle where the number of students' achievement in writing drama scripts was 53.5%, in cycle 1 was 75%, and in cycle 2 was 92.8%. It implies that YouTube is highly effective to increase students' interest and writing skills. Apart from that, YouTube can also help educators to explain the learning materials for students that cannot be described directly.
DEVELOPMENT OF INTERACTIVE LEARNING MEDIA BASED ON APPLICATIONS ARTICULATE STORYLINE 3 HUMAN COORDINATION SYSTEM MATERIAL Nurul Fadhilah H.M; Andi Tenri Ola Rivai; Syamsul Syamsul
JURNAL PAJAR (Pendidikan dan Pengajaran) Vol 7, No 3 (2023)
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/pjr.v7i3.9437

Abstract

This research is included in the type of research and development or Research and Development (R&D) based on the ADDIE development model which consists of five steps, namely Analyze, Design, Develop, Implement and Evaluate. This study aims to develop learning media, determine the level of validity, level of practicality and level of effectiveness of media. This research was conducted at SMA Negeri 2 Takalar class XI Science 1 which amounted to 30 students. Media validity of 3.80 with very valid category. The practicality of the media obtained through teacher responses is 95.31% and student responses are 85.18% with very practical categories. Of the 30 total students, 27 of them obtained scores that were in accordance with the KKM target (90%) and 3 of them obtained scores that did not meet the KKM target (10%). The pretest score of students obtained is 28.13 while the posttest value is 81.33, so that the average N-gain score obtained by students is 0.72 and is in the category (0.7 g ≤ 1), it can be said that the increase in student learning outcomes is high.
IMPLEMENTATION OF DIFFERENTIATED LEARNING TO IMPROVE EDUCATIONAL SCIENCE AND CHARACTER LEARNING OUTCOMES OF ELEMENTARY SCHOOL STUDENTS Ni Putu Eni Astuti; I Wayan Suastra; Ida Bagus Arnyana; I Komang Nada Kusuma
JURNAL PAJAR (Pendidikan dan Pengajaran) Vol 7, No 3 (2023)
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/pjr.v7i3.9231

Abstract

This research is qualitative research involving 21 fourth-grade students of SD Negeri 6 Pempatan. Based on the results of interviews with the homeroom teacher for class IV, the minimum competency assessment (AKM) for students' literacy and numeracy requires special interference, so student learning outcomes are very low, especially in science subjects. This study aims to improve student learning outcomes in science subject matter of plant body parts. This study uses differentiated learning involving three learning styles, namely visual, auditory, and kinesthetic. Methods of data collection using observation and interviews. Data analysis method with qualitative descriptive analysis. The results of this study show that the learning outcomes of fourth-grade students at SD Negeri 6 Pempatan have increased. This is evidenced by the increase in learning outcomes between learning 1 and learning 2. In addition, the findings in this study state that student-focused learning activities can improve aspects of the process of how students learn which will have meaningful learning experiences so that at this stage students can develop values from science learning and Pancasila student profiles as a form of strengthening character education.
STRENGTHENING STUDENTS' RELIGIOUS CHARACTER THROUGH RELIGIOUS PRACTICES IN ELEMENTARY SCHOOL Laurita Nurmila Arinda; Muhlasin Amrullah; Khizanatul Hikmah
JURNAL PAJAR (Pendidikan dan Pengajaran) Vol 7, No 3 (2023)
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/pjr.v7i3.9429

Abstract

This paper describes the strengthening of students' religious character education through religious practices at Al-Islam Plus Krian Elementary School. The research uses qualitative research with a phenomenological approach. The data collection methods used are observation, interviews, and documentation. Data analysis used in the research is data reduction, data presentation, and conclusion. Data validity testing used in the research is triangulation techniques, namely source and technique triangulations. The research results entitled Strengthening Students’ Religious Character through Religious Practices in Elementary School, which consist of religious activities, are the 7S culture, praying before and after learning, reciting hadiths and daily prayers, reciting the Quran, reading asmaul husna, istighosah, praying in congregations (duha, zuhr, asar, Friday), tarjamah, tahfidz Al-Qur'an, and PHBI. The impact of religious practices instilled in Al-Islam Plus Krian Elementary School indicates a significant impact for each student, which can increase students’ understanding and a better understanding related to the benefits of the positive activities they do and will be applied by them in their daily activities in accordance with the Shariah of Islam.
IMPROVING STUDENTS’ CONCENTRATION AND LEARNING OUTCOMES THROUGH PROJECT-BASED LEARNING ASSISTED BY GAMES AS THE METHOD Vika Mutiara Ghozelin; Agnes Herlina Dwi Hadiyanti; Yohanes Bruri Kriswanto
JURNAL PAJAR (Pendidikan dan Pengajaran) Vol 7, No 3 (2023)
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/pjr.v7i3.9400

Abstract

This paper is based on the students’ low concentration and learning outcomes. The purpose of the research is to increase the students’ concentration and learning outcomes through the project-based learning model assisted by the game method. The type of research is classroom action research. The research subjects were students at class 4A of SD Kanisius Demangan Baru 1. The research object was the improvement of students’ concentration and learning outcomes through the project-based learning model assisted by the game method. Data collection techniques were obtained through observation, interviews, and tests. The data analysis techniques used were quantitative and qualitative. The research results indicate that the percentage of students' learning concentration before applying the action was still in the low percentage (58.33%), after conducting the first cycle increased to the moderate category level (69.44%), and after conducting the second cycle increased to the excellent category (90.27). The average mastery level of students’ learning outcomes of students before applying the action was still in the low category (57.27). After conducting the first cycle, the student’s learning outcomes increased to the medium category (67.72), and after applying the second cycle increased to the high category (84.09). Thus, students’ learning concentration influences their learning outcomes. It is because if students can focus their attention so they can optimize their ability to respond to the lesson that they learned, so their learning outcomes also increase.
THE USE OF THE PROBLEM-BASED LEARNING (PBL) MODEL IN IMPROVING STUDENTS' CRITICAL THINKING SKILLS ON ECONOMY LEARNING SUBJECTS AT SMA NEGERI 2 KARIMUN Nurul Annisa Deshanty; RR. Sri Kartikowati; Hardisem Syabrus
JURNAL PAJAR (Pendidikan dan Pengajaran) Vol 7, No 3 (2023)
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/pjr.v7i3.9402

Abstract

This paper discusses the improvement of students' critical thinking skills through the use of the problem-based learning (PBL) model. The research was conducted at class XI IPS 2 of SMA Negeri 2 Karimun. The approach used is quasi-experimental research with a one-group pretest-posttest design. Data collection techniques used observation sheets and questionnaires. Data on the suitability of the learning process with the model are obtained through observation sheets based on PBL syntax and the level of students' critical thinking skills is obtained through questionnaires of students' critical thinking skills. Data analysis techniques used t-tests. The results indicate that the use of the PBL model can improve students' critical thinking skills. It is evidenced from after implementing the PBL model, the students' critical thinking skills increased from the medium category to the high category with a percentage of 53%. Hence, it is expected for teachers to increase the students' critical thinking skills. Thus, it can be applied through the appropriate learning models, one of which is the problem-based learning model.
IMPLEMENTATION OF HIGHER ORDER THINKING SKILLS (HOTS)-BASED EDUCATION TO ENHANCE THE QUALITY OF ENGLISH LANGUAGE FOR STUDENTS AT SDN 1 TIMPAG Utik Kuntariati; Putu Dian Yuliani Paramita; Gede Eka Wahyu
JURNAL PAJAR (Pendidikan dan Pengajaran) Vol 7, No 3 (2023)
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/pjr.v7i3.9441

Abstract

Quality of education 4.0 is aimed at producing competent and quality human resources in carrying out activities in the industrial world later ( Pohan , 2019). In the current implementation of education in capturing information on the resulting human resources, it is required to obtain information on a very broad scale and human resources are also required to be able to understand various matters, one of which is understanding related to English. In this study, the researcher used a qualitative descriptive method to describe the HOTS concept which would be implemented in English learning activities at SDN 1 Timpag . Qualitative research generally describes the dominant data using words rather than describing phenomena through a numeric number. Based on the results of the research that has been done, some conclusions that can be drawn in this study are that the HOTS indicator learning method is developed in its entirety, there are 6 indicators including Creating, Evaluating, Analyzing, Applying, Remembering and Understanding . At SDN 1 Timpag as a whole there are several implementation indicator ideas that can be improved in the implementation of HOTS in English materials including story telling planning, introduction to animal objects and body anatomy and simple greetings and the use of grammar.
MODEL OF SCHOOL PRINCIPAL ACADEMIC SUPERVISION BASED ON LESSON STUDY Nana Mulyana; Aang Abdulah Zein; Rahmat Mulyana; Ade T utty R Rossa; Deti Rostini
JURNAL PAJAR (Pendidikan dan Pengajaran) Vol 7, No 4 (2023)
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/pjr.v7i4.9455

Abstract

This paper analyzes the lesson study-based school principal academic supervision model to improve the pedagogical competence of teachers at SDN Cipanengah CBM Sukabumi by using a qualitative descriptive research method. The research was conducted by analyzing the stages of Plan, Do, and See. The research begins with interviews and field observations. Planning indicators are 1) identifying plans, 2) formulating objectives and output criteria, 3) compiling schedules, 4) reviewing instruments, 5) carrying out supervision, 6) carrying out supervision of learning outcome assessments, 7) analyzing results, 8) designing the provision of feedback, 9) preparing follow-up planning, and 10) preparing supervision reports. Indicators of implementation and observation are 1) reviewing device administration, 2) reviewing the implementation plan, 3) carrying out supervision, and 4) carrying out assessment supervision of learning outcomes. Indicators of reflection include 1) assessment supervision observation, 2) analysis, 3) academic supervision data analysis, and 4) follow-up. Management of academic supervision is indispensable to increasing teachers’ pedagogical competence. Based on the results of interviews and field observations, it is found that nearly 75.63% had sufficient criteria in making administration of learning tools and carrying out assessment activities.
LEARNING IMPLEMENTATION USING CHATGPT MEDIA AT SMA NEGERI 1 SUKABUMI Tantan Hadian; Asep Ikhwan Awaluddin; Deti Rostini; Ade Tutty R Rosa
JURNAL PAJAR (Pendidikan dan Pengajaran) Vol 7, No 4 (2023)
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/pjr.v7i4.9453

Abstract

This paper describes the use of ChatGPT in learning. The research is a qualitative descriptive study with a case study at SMA Negeri 1 Sukabumi in West Java Province Indonesia. The research begins with a survey, which involves the distribution of questionnaires to 13 learning subject teachers in grade 10 and 69 tenth-grade students who were selected randomly. The questionnaire results were analyzed as a basis for further research, including in-depth interviews, observations, and document studies. Classroom observations were carried out on two teachers who have implemented learning using ChatGPT. To deepen the results of the observations, interviews were distributed to the two teachers and three students who were randomly selected from the observed classes. The research findings indicate that learning using ChatGPT can assist teachers in preparing and directing students in the teaching and learning process. With teacher guidance, students are expected to gain knowledge more comprehensively and deeply by asking specific questions that align with learning objectives. The teacher’s competence to guide students in the use of ChatGPT in terms of n achieving learning objectives determines the achievement of learning outcomes from each student. ChatGPT, as one of the Artificial Intelligence (AI) technologies, offers new challenges in the field of education. The research in this paper provides insights into how this AI technology can be utilized in classroom learning
THE EFFECTIVENESS OF EXPERIENTIAL LEARNING THROUGH JELAJAH ALAM SEKITAR (JAS) APPROACH ON THE NINTH-GRADE STUDENTS’ COGNITIVE LEARNING OUTCOMES AND ACTIVENESS ON THE FUNCTION OF SOIL FOR LIFE AND ITS COMPONENTS LEARNING MATERIAL Alief Alfian; Eny Hartatiyati; Ferina Agustini; Theresia Yustina
JURNAL PAJAR (Pendidikan dan Pengajaran) Vol 7, No 4 (2023)
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/pjr.v7i4.9579

Abstract

This paper discusses the effectiveness of Experiential Learning on the Jelajah Alam Sekitar approach (JAS) on the ninth-grade students’ cognitive learning outcomes and activeness at SMP Negeri 6 Semarang on the function of soil for life and its component learning material. The research uses the Static Group Comparison method by involving two classes. The control class (9H) uses the lecture method and the experimental class (9G) uses the JAS approach based on Experiential Learning. The cognitive learning outcome data were obtained from multiple choice objective tests (summative assessment), while students’ activeness data were obtained from observation sheets. Data were analyzed by using an independent T-test. The results indicate that the JAS approach was effective in improving students’ cognitive learning outcomes and activeness. It is evidenced by a significant difference between the average score of cognitive learning outcomes in the control class at 89 and in the experimental class at 96.3 with a p-value of 0.043. In addition, there was a difference between the average score of students’ activeness in the control class at 12.3 and in the experimental class at 13 with a p-value of 0.116. Yet, the differences were not significant. Based on the results of the research, it is recommended that teachers can use the JAS approach as one of the alternative learning methods that can improve students’ cognitive learning outcomes and activeness.

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