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Journal of Education Action Research
Published by Universitas Pendidikan Ganesha
ISSN : 25804790     EISSN : 25493272     DOI : -
Core Subject : Education,
Education
Journal of Educational Action Research is concerned with exploring the dialogue between research and practice in educational settings. This journal publishes accounts of a range of action research and related studies, in education and across the professions, with the aim of making their outcomes widely available and exemplifying the variety of possible styles of reporting. It aims to establish and maintain a review of the literature of action research. It also provides a forum for dialogue on the methodological and epistemological issues, enabling different approaches to be subjected to critical reflection and analysis.
Arjuna Subject : -
Articles 882 Documents
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Inclusion Module as a Guide for Disability Service Units (ULD) in Assisting Students with Disabilities Dedi Nasruddin; Syarvia
Journal of Education Action Reseach Vol 10 No 1 (2026): February
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jear.v10i1.104033

Abstract

The university has accepted students with disabilities, but does not yet have standard guidelines for implementing mentoring, resulting in partial and undirected inclusive services. This study aims to develop an inclusion module as an operational guideline for the ULD to ensure mentoring for students with disabilities is carried out systematically, professionally, and sustainably. This study uses the Research and Development (R&D) method with the ADDIE model, which consists of the stages of needs analysis, design, development, implementation, and evaluation. The research subjects comprised five experts who served as validators, assessing content, language, presentation, and graphics using a five-point Likert scale. The analysis technique used quantitative and qualitative analysis. The validation results showed that all aspects received a high category, with a percentage of 82–90%, indicating that this module is valid, practical, and feasible to implement in the context of higher education. These findings indicate that the Inclusion Module is a worthy reference for implementing mentoring for students with disabilities. In addition to strengthening the university's commitment to providing inclusive higher education, the implementation of this module also has strategic implications for supporting the achievement of sustainable development goals, particularly in the areas of quality education, equality, and fair learning opportunities for all students without discrimination.
Game-Based Learning to Improve Spatial Ability from the Perspective of Maier's Theory in Geography Learning Astagini Putri Kariana; Siti Sanisah; Arif; Mas'ad; Nurin Rochayati
Journal of Education Action Reseach Vol 10 No 1 (2026): February
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jear.v10i1.104155

Abstract

The spatial ability of students in Indonesia, especially at the Junior High School level, is still underdeveloped, due to several factors, including the dominance of conventional learning that minimally involves students, is less contextual, and less interactive. This study aims to improve students' spatial ability at MTsN by implementing a Game-Based Learning approach, supported by the traditional game Estafet Sarung, in the Geography sub-subject. The study is included in the Classroom Action Research model of Kemmis and McTaggart, which is carried out in three cycles, each cycle consisting of four stages: plan, act and observe, reflect, and revised plan. The instrument used to measure the success of the action is a multiple-choice test and an essay. The research subjects were 30 students of class VII-B. The research findings show an increase in spatial ability from the initial condition, with an average of 58 increasing to 66 (cycle 1), 76 (cycle 2), 87 (cycle 3), and 89 (posttest). The application of Game-Based Learning is effective in improving students' spatial ability. The implication is that integrating games into geography learning can create interactive and meaningful learning experiences, as well as strengthen student participation, spatial analysis, and interest in learning. Teachers can use this approach as a basis for designing digital-based geography learning, spatial simulations, and interactive geospatial applications. It is recommended that the use of game-based learning, particularly technology-based learning, continue to be developed to strengthen spatial abilities at various levels of education.
Differentiated E-Module Based on Peer Teaching: Learning Strategy to Increase Student Learning Motivation in Pancasila Education Material Putu Nado Swastika; I Nengah Suastika; Luh Indrayani; Ketut Sedana Arta
Journal of Education Action Reseach Vol 10 No 1 (2026): February
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jear.v10i1.108667

Abstract

The purpose of this research is to describe the spatial structure and validity of the differentiated E-module based on peer teaching. This research is a research and development (R&D) project using the ADDIE model, with data collected through observation, interviews, and questionnaires. The data in this study were descriptively to describe the design of the differentiated E-module based on peer teaching, and quatitatively used in mto informs regarding the develitsent of the dn the results of the research on the validity of the peer teaching-based differentiated E-module, the results obtained were (1) the evaluation results from two media experts were very well qualified (94% and 95.7%), (2) the evaluation results from Pancasila Education material experts were very well qualified (91.4%), (3) the results of individual trials involving three students were very well qualified overall (95.6%), and (4) the results of small group trials involving eight students were very well qualified overall (94.4%). The results of this study imply that the peer-teaching-based differentiated E-module is highly feasible and has the potential to be used as teaching material in Pancasila Education learning to support increased student learning motivation.
Interactive Flipbook Media to Improve Elementary School Students’ Pancasila Education Learning Outcomes Ni Putu Julisartini; I Nengah Suastika; Desak Putu Parmiti
Journal of Education Action Reseach Vol 10 No 1 (2026): February
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jear.v10i1.110126

Abstract

Learning carried out by teachers tends to be oriented toward memorization, making it less engaging and less likely to encourage active involvement, resulting in lower learning outcomes. Therefore, this study aims to develop contextually designed interactive flipbooks integrated with digital platforms to improve the learning outcomes of third-grade elementary school students. This type of research is Research and Development (R&D) using the ADDIE model. The subjects of this study were 2 language experts and learning media experts, as well as 10 teachers for practicality testing. The trial subjects were 25 third-grade elementary school students. The data collection method used questionnaires and tests. The research instruments were questionnaire sheets and test questions. The techniques used in analyzing the data were qualitative descriptive analysis, quantitative analysis, and inferential statistics. The study's results, namely the content expert and interactive flipbook expert tests, both showed scores of 1.00, indicating that the material in the interactive flipbook met the Very High Validity criteria. The results of the practicality test by the teacher showed that the average score for all aspects was 95.13 (very practical. The t-test results showed that the use of interactive flipbook media had a significant effect on the learning outcomes of Pancasila Education for grade III elementary school students. It was concluded that Interactive Flipbook Media can improve the Learning Outcomes of Pancasila Education for Elementary School Students.
Kepemimpinan Asta Brata dalam Optimalisasi Motivasi Kerja Pengawas Pendidikan Agama Hindu untuk Kemajuan Pendidikan Agama Hindu Made Ayu Jati Jayanti
Journal of Education Action Reseach Vol 10 No 1 (2026): February
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jear.v10i1.111187

Abstract

Rendahnya Pelaksanaan proses pendidikan, khususnya Pendidikan Agama Hindu, masih menghadapi banyak kendala. Salah satu masalah tersebut berasal dari lingkungan pendidik atau guru. Peningkatan profesionalisme guru Pendidikan Agama Hindu tidak dapat dipisahkan dari motivasi kerja pengawas Pendidikan Agama Hindu. Penelitian ini bertujuan untuk menganalisis pentingnya Asta Brata dalam mengoptimalkan motivasi kerja pengawas Pendidikan Agama Hindu di Kabupaten Badung dan implikasinya. Penelitian ini menggunakan jenis penelitian Kualitatif. Metode penelitian yang digunakan untuk menginterpretasi dan menggambarkan objek yang sesuai dengan yang ada adalah metode deskriptif. Teknik penentuan informan yang digunakan adalah teknik purposive sampling. Jumlah informan penelitian ini yaitu 6 orang. Metode pengumpulan data yang digunakan yaitu wawancara, observasi, dan dokumentasi. Instrument penelitian berupa lembar kuesioner dan observasi.  Teknik analisis data menggunakan analisis deskriptif kualitatif. Teknik triangulasi yang digunakan dalam penelitian ini adalah triangulasi sumber. Hasil penelitian menunjukkan bahwa delapan nilai Asta Brata berhasil ditransformasikan oleh Kepala Dinas Agama kepada para pengawas melalui pertemuan, rapat, dan kegiatan sehari-hari. Hasilnya, para pengawas juga mentransformasikan kepemimpinan Asta Brata kepada para guru agama Hindu di bawah bimbingan mereka, yang meningkatkan motivasi dan profesionalisme para guru. Implikasi penelitian yaitu pemerintah daerah dan instansi terkait dapat menjadikan kepemimpinan Asta Brata sebagai salah satu pendekatan strategis dalam meningkatkan kualitas pengelolaan Pendidikan Agama Hindu.
Coaching-Based Academic Supervision to Improve Teachers’ Competence in Managing I2m3-Oriented Learning Processes Ni Putu Sudani; Dewa Gede Hendra Divayana; Anak Agung Gede Agung
Journal of Education Action Reseach Vol 10 No 1 (2026): February
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jear.v10i1.111348

Abstract

Low teacher competence in designing and implementing interactive, inspiring, enjoyable, challenging, and motivating learning remains a challenge in improving instructional quality. This study aims to analyze and examine the effectiveness of coaching-based academic supervision in enhancing teachers’ competence in managing learning processes. The study employed a school action research design conducted in three cycles, consisting of planning, action, observation, and reflection stages. The participants were junior secondary school teachers. Data were collected through observation of lesson planning documents, classroom observation, and structured interviews using observation sheets and interview guidelines. The data were analyzed using descriptive quantitative and qualitative techniques by comparing results across cycles. The findings reveal a consistent improvement in teachers’ competence in each cycle, both in lesson planning and instructional implementation. The application of coaching-based supervision promoted critical reflection, professional autonomy, and continuous improvement in teaching practices. These findings imply that coaching-based academic supervision can serve as a systematic strategy in teacher development programs to enhance learning management quality and strengthen a reflective culture in schools.
The Relationship between Instructional Leadership, Understanding of Tri Kaya Parisudha Values, Work Motivation, and Work Commitment on Teacher Performance Komang Budiad; Ni Luh Gede Erni Sulindawati; Basilius Redan Werang
Journal of Education Action Reseach Vol 10 No 1 (2026): February
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jear.v10i1.111349

Abstract

Teacher performance in instructional implementation continues to face challenges in the areas of planning, execution, and evaluation, which in turn affect overall educational quality. This study aims to analyze the relationships between principals’ instructional leadership, teachers’ understanding of the Tri Kaya Parisudha values, work motivation, and work commitment with teacher performance. A quantitative approach employing an ex post facto research design was adopted, involving 103 teachers as research participants. Data were collected through validated and reliable questionnaires and analyzed using multiple linear regression techniques. The results indicate that, both partially and simultaneously, instructional leadership, understanding of Tri Kaya Parisudha values, work motivation, and work commitment demonstrate significant and strong relationships with teacher performance. Each independent variable remained significantly associated with teacher performance after controlling for the effects of other predictors. The highest partial correlations were observed for instructional leadership and understanding of Tri Kaya Parisudha values, underscoring their substantial independent contributions to explaining variations in teacher performance. These findings highlight the strategic importance of strengthening value-based leadership rooted in local wisdom, enhancing teacher motivation, and fostering professional commitment as key pathways to improving teacher performance. The study offers practical implications for schools in designing sustainable teacher development programs oriented toward values-based leadership and continuous improvement of instructional quality.
Tri Hita Karana Leadership, Work Motivation, Work Climate, and Work Morale on Teacher Performance Ni Made Wirawati; Basilius Redan Werang; Ni Luh Gede Erni Sulindawati
Journal of Education Action Reseach Vol 10 No 1 (2026): February
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jear.v10i1.111350

Abstract

Teacher performance is a key factor in determining the quality of education, but various phenomena in the field suggest it is not fully optimal. This condition is related to the principal's leadership, work motivation, work climate, and teacher morale. This study aims to analyze the influence of Tri Hita Karana-based leadership, work motivation, work climate, and work morale on teacher performance in junior high schools. This study is an ex post facto, quantitative study with all teachers as the research sample. Data were collected through questionnaires and analyzed using descriptive and inferential statistics through simple and multiple linear regression. The results showed that the four variables, partially and simultaneously, had a positive and significant effect on teacher performance, with a joint contribution of 52.3%. This finding confirms that improving teacher performance can be achieved through the implementation of Tri Hita Karana-based leadership supported by high work motivation, a conducive work climate, and strong work morale. This study highlights the importance of strengthening locally rooted leadership and fostering a harmonious work environment as strategies to improve the quality of education continuously.
Learning Discipline, Achievement Motivation, Intellectual Intelligence, and Teachers' Pedagogical Competence on Students' Science Learning Outcomes Ni Ketut Sulastri; Ni Luh Gede Erni Sulindawati; Ni Wayan Sukerti
Journal of Education Action Reseach Vol 10 No 1 (2026): February
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jear.v10i1.111352

Abstract

Science learning outcomes have not yet achieved optimal levels, as reflected in students’ low learning motivation and engagement. This condition is associated with internal student factors namely learning discipline, achievement motivation, and intellectual intelligence as well as an external factor represented by teachers’ pedagogical competence. This study aims to examine the contribution of these four factors to science learning outcomes, both partially and simultaneously. A quantitative approach employing an ex post facto research design was utilized. The study population consisted of 235 eighth-grade students, from which 148 participants were selected using the Krejcie and Morgan sampling table. Data were collected through Likert-scale questionnaires and documentation of students’ end-of-semester summative assessment scores. Data analysis involved simple regression, multiple linear regression, and partial correlation techniques after meeting the required statistical assumptions. The findings indicate that learning discipline, achievement motivation, intellectual intelligence, and teachers’ pedagogical competence each make significant contributions to science learning outcomes, both individually and collectively. These results underscore the importance of strengthening students’ internal learning factors in alignment with the continuous enhancement of teachers’ pedagogical competence. The study implies that structured pedagogical interventions are essential to optimize science learning outcomes.
The Contribution of Servant Leadership, Change Management, Religiosity and Work Motivation Towards Teacher Performance Ni Made Suparmiti; I Made Yudana; I Wayan Widiana
Journal of Education Action Reseach Vol 10 No 1 (2026): February
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jear.v10i1.111353

Abstract

Teacher performance is not yet optimal and is influenced by factors such as servant leadership, the principal’s change management, religiosity, and teachers’ work motivation. This study aims to analyze the contribution of these four variables to the achievement of teacher performance. This research is a quantitative study with an ex post facto design. The population consisted of all 58 teachers of SMP Negeri 1 Abiansemal, all of whom were selected as the research sample. Data were collected using a survey method. The data collection instrument was a closed-ended questionnaire using a Likert scale that had been tested for validity and reliability. The data were analyzed using regression analysis and partial correlation to determine the contribution of each variable to teacher performance. The results indicate that servant leadership, change management, religiosity, and work motivation, both partially and simultaneously, have a positive and significant contribution to teacher performance, with a simultaneous contribution of 79.3%. Religiosity and work motivation were the most dominant variables contributing to the improvement of teacher performance. This study concludes that improving teacher performance can be achieved through strengthening service-oriented principal leadership, effective change management, and the development of teachers’ religiosity and work motivation. The implications of this study emphasize the importance of school policies in building a values-based work culture, providing continuous professional development, and establishing support systems that enhance teachers’ intrinsic motivation to support the improvement of educational quality.

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