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Perspektif Ilmu Pendidikan
Published by Universitas Negeri Jakarta
ISSN : 14115255     EISSN : 25812297     DOI : -
Core Subject : Education,
Education
Perspektif Ilmu Pendidikan published by Fakultas Ilmu Pendidikan Universitas Negeri Jakarta. Perspektif Ilmu Pendidikan contained results of the research which focused about education from practitioners, academics, researchers, and education observers.
Arjuna Subject : -
Articles 352 Documents
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THE IMPLEMENTATION OF THE PROBLEM-BASED LEARNING (PBL) MODEL TO IMPROVE STUDENTS’ LEARNING OUTCOMES ON THE CONTINENT TOPIC IN GRADE VI OF SD NEGERI 007 BANGUN PURBA Kusuma, Mutri; Efendi, Rinja
Perspektif Ilmu Pendidikan Vol. 40 No. 1 (2026): Perspektif Ilmu Pendidikan (In Press)
Publisher : Fakultas Ilmu Pendidikan Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/PIP.401.1

Abstract

This study aims to improve students’ learning outcomes on the topic of Continents through the implementation of the Problem-Based Learning (PBL) model in Grade VI of SD Negeri 007 Bangun Purba. The research employed a Classroom Action Research (CAR) design conducted in two cycles, each consisting of four stages: planning, implementation, observation, and reflection. The subjects were 28 students. Data were collected using learning outcome tests (pretest and posttest), teacher and student activity observation sheets, and documentation. Data analysis was carried out both quantitatively and qualitatively, with a minimum mastery criterion (KKM) of 75. The results showed a significant improvement in students’ learning outcomes after the implementation of the PBL model. The average score increased from 65 with 53.6% mastery in the pre-cycle, to 75 with 71.4% mastery in the first cycle, and reached 83 with 89.3% mastery in the second cycle. In addition to cognitive improvement, students demonstrated better learning engagement, such as increased participation in group discussions, confidence in expressing opinions, and collaboration in solving problems. Therefore, the implementation of the Problem-Based Learning (PBL) model proved effective in improving students’ learning outcomes and social skills in social studies at the elementary school level.
THE EFFECT OF DIGITAL LITERACY AND FAMILY SUPPORT ON THE ENTREPRENEURIAL INTEREST OF GRADE XII OFFICE MANAGEMENT STUDENTS AT SMKN 1 SURABAYA Ferdi Ardianto; Farij Ibadil Maula
Perspektif Ilmu Pendidikan Vol. 40 No. 1 (2026): Perspektif Ilmu Pendidikan (In Press)
Publisher : Fakultas Ilmu Pendidikan Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/PIP.401.2

Abstract

The present investigation sought to examine the impact of digital literacy and familial support on the entrepreneurial proclivity of 12th-grade Office Management students at SMK Negeri 1 Surabaya during the 2024/2025 academic year. Entrepreneurial interest is considered a crucial determinant in equipping students to navigate prospective career challenges, particularly within the digital epoch, which necessitates technological competence and environmental reinforcement. This study employed a quantitative methodology with a causal-associative research design. The population consisted of 138 students, from which a sample of 103 students was drawn utilizing stratified random sampling. Data acquisition was conducted through a questionnaire and subsequently analyzed via multiple linear regression. The findings revealed that digital literacy and familial support exhibit a statistically significant and affirmative influence on students’ entrepreneurial interest, observable in both isolated and combined analyses. Digital literacy empowers students to proficiently leverage technology for identifying and cultivating business opportunities, while familial support fortifies motivation and self-assurance in pursuing entrepreneurial endeavors. A coefficient of determination (R² = 0.414) revealed that these two variables elucidated 41.4% of the variance in entrepreneurial interest, with unexamined factors accounting for the residual proportion. These insights underscore the criticality of reinforcing digital literacy and familial encouragement for nurturing students’ entrepreneurial drive, thereby offering practical ramifications for educational institutions and households in formulating pedagogical strategies supportive of entrepreneurial development.

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