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Cetta: Jurnal Ilmu Pendidikan
Published by Jayapangus Press
ISSN : -     EISSN : 26150891     DOI : -
Core Subject : Education,
Education
Cetta: Jurnal Ilmu Pendidikan is an scientific journal published by Jayapangus Press, aims at providing scientific insights regarding various educational situations or interactions, of all level and types of education. The foci of the journal are: 1) Review of educational curriculum, 2) Review of learning materials, 3) Teaching media and teaching aids, 4) Teaching methods and strategies, 5) Teacher’s competencies, 6) Studies on learner’s and teacher’s development, 7) Educational institution management studies, 8) Characters, gender, and educational evaluation.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 634 Documents
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Sintesis Model Pembelajaran Discovery Learning Dalam Meningkatkan Hasil Belajar PKn Siswa: Tinjauan Literatur Sistematis Luh Putu Yudha Budiarti; Dewa Bagus Sanjaya; I Nengah Suastika
Cetta: Jurnal Ilmu Pendidikan Vol 9 No 3 (2026): Article in Press
Publisher : Jayapangus Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37329/cetta.v9i3.5507

Abstract

Civics education in elementary schools continues to face the problem of low student learning outcomes due to the dominance of conventional, teacher-centered learning methods. This study aims to synthesize scientific findings regarding the contribution of the Discovery Learning model toward student Civics learning outcomes. The method used was a Systematic Literature Review (SLR) guided by the PRISMA protocol utilizing Google Scholar, Semantic Scholar, and Scopus databases. The inclusion criteria specified empirical research articles (Classroom Action Research, experimental, qualitative) published between 2019 and 2026 that measured Civics learning outcomes, resulting in 15 selected articles for analysis. Data were analyzed using a qualitative descriptive approach through the stages of data reduction, data presentation, and conclusion drawing. The primary synthesis results indicate that this model consistently enhances cognitive achievements, with classical completion targets exceeding 85% through independent discovery syntax, while simultaneously strengthening affective competencies such as rights-and-obligations awareness and cooperation character. The novelty of this study lies in its comprehensive mapping that integrates cognitive and affective domains in Civics, alongside identifying guided discovery strategies as a solution to time-constraint challenges in the classroom. In conclusion, this literature synthesis confirms that the Discovery Learning model is highly contributive as an alternative, innovative learning model for building independence and improving the quality of Civics learning outcomes in elementary schools.
Efektivitas Model Pembelajaran Panca Pramana dalam Meningkatkan Motivasi dan Hasil Belajar Pendidikan Agama Hindu dan Budi Pekerti Siswa SMP I Ketut Agus Aryawan Adi Saputra; Made Redana; Ni Made Anggreni
Cetta: Jurnal Ilmu Pendidikan Vol 9 No 3 (2026): Article in Press
Publisher : Jayapangus Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37329/cetta.v9i3.5511

Abstract

This study was motivated by findings that students’ learning motivation and learning outcomes in the subjects of Hindu Religious Education and Character Education at SMP TP 45 Denpasar were still suboptimal due to teaching that tended to be teacher-centered. This study aims to analyze the effectiveness of the Panca Pramana Learning Model. The novelty of this study lies in testing the model’s impact on learning motivation and learning outcomes. The study employed a quantitative approach using a True Experimental Design, specifically a Posttest-Only Control Group Design. The sample consisted of 25 students selected via simple random sampling, comprising 11 students in the experimental class and 14 students in the control class. Data were collected through a learning motivation questionnaire and an achievement test. Data analysis was conducted using descriptive statistics, the Independent Samples t-Test, and MANOVA. The results of the study indicate that the Panca Pramana Learning Model has a significant effect on students’ learning motivation (t = 5.168; p < 0.05), with an explanatory power of 53.7% (R² = 0.537). This model also had a significant effect on learning outcomes in the cognitive (R² = 0.510), affective (R² = 0.651), and psychomotor (R² = 0.265) domains, with all significance levels at p < 0.05. The MANOVA results indicate a significant simultaneous effect on students’ learning motivation and learning outcomes (Wilks’ Lambda = 0.187; p < 0.001). Thus, the Panca Pramana Learning Model effectively enhances students’ motivation and learning outcomes holistically.
Pengaruh Model Pembelajaran Snowball Throwing dan Talking Stick Terhadap Hasil Belajar Pendidikan Agama Hindu dan Budi Pekerti Siswa SMK A.A. Alit Putra Baskara; I Made Wiguna Yasa; I Made Arsa Wiguna
Cetta: Jurnal Ilmu Pendidikan Vol 9 No 3 (2026): Article in Press
Publisher : Jayapangus Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37329/cetta.v9i3.5517

Abstract

The low learning outcomes in Hindu Religious Education and Character Education indicate the need for learning models that actively engage students in the learning process. This study aimed to analyze the effect of the Snowball Throwing and Talking Stick learning models on the learning outcomes of Grade X students at SMK Prshanti Nilayam. This study employed a quantitative approach using a quasi-experimental design. The sample consisted of 80 students, including 25 students in the Snowball Throwing class, 26 students in the Talking Stick class, and 29 students in the control class. Data were collected through a learning achievement test that had met validity and reliability requirements and were analyzed using descriptive and inferential statistics. The results showed that the mean score of the Snowball Throwing class increased from 60.44 (pretest) to 76.12 (posttest), while the Talking Stick class increased from 60.27 to 75.42. The control class increased from 49.93 to 64.93. One-Way ANOVA revealed a significance value of p < 0.001 (F = 14.457), indicating that the implementation of Snowball Throwing and Talking Stick learning models affected students’ learning outcomes. The LSD post hoc test further showed that both experimental classes achieved higher learning outcomes than the control class. Therefore, Snowball Throwing and Talking Stick can be considered effective alternative learning models for improving learning outcomes in Hindu Religious Education and Character Education.
Pengembangan E-Modul Fisika Berbasis Problem-Based Collaborative Learning Untuk Meningkatkan Sikap Ilmiah dan Prestasi Belajar Siswa I N. Widya Artha; I Gde Wawan Sudatha; I Kadek Suartama; I Made Tegeh; I Wayan Sukra Warpala
Cetta: Jurnal Ilmu Pendidikan Vol 9 No 3 (2026): Article in Press
Publisher : Jayapangus Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37329/cetta.v9i3.5519

Abstract

This study aimed to develop a PBCL-based CoLearn Physics E-Module integrated with PhET simulation on Projectile Motion and to evaluate its validity, practicality, and effectiveness in improving students’ scientific attitudes and learning achievement. The study employed a Research and Development (R&D) method using the ADDIE model, which consists of the analysis, design, development, implementation, and evaluation stages. The participants included two subject matter experts, two instructional media experts, two instructional design experts, two physics teachers, and 36 eleventh-grade students of SMAK Harapan. Data were collected using validation sheets, practicality questionnaires, scientific attitude questionnaires, and learning achievement tests. Product effectiveness was examined using a one-group pretest-posttest design and analyzed through paired sample t-test, N-gain, and Cohen’s d. The results indicated that the developed E-Module achieved a very good category based on expert validation, with scores of 81% from subject matter experts, 92% from instructional media experts, and 94% from instructional design experts. The practicality test showed that the E-Module was categorized as highly practical based on teacher assessment (90.00%), individual trials (86.00%), small-group trials (87.80%), and large-group trials (88.72%). The paired sample t-test revealed significant differences between pretest and posttest scores in scientific attitudes (t(35) = -18.260; p < 0.001) and learning achievement (t(35) = -10.051; p < 0.001). The N-gain values were in the moderate category for scientific attitudes (0.33) and learning achievement (0.51), while Cohen’s d indicated large effect sizes for scientific attitudes (1.15) and learning achievement (2.46). Therefore, the PBCL-based CoLearn Physics E-Module integrated with PhET simulation is considered valid, highly practical, and effective for supporting physics learning on Projectile Motion.

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