Jurnal Ilmu Pendidikan (JIP) STKIP Kusuma Negara
Jurnal Ilmu Pendidikan (JIP) STKIP Kusuma Negara is a multi-disciplinary national academic publication with internet access followed by peers qualified to disseminate state of the art knowledge in education, teaching development, instructional projects and inventions, learning methodologies, and new technologies in the field of education. Jurnal Ilmu Pendidikan (JIP) STKIP Kusuma Negara is a scientific journal containing and disseminating research findings, in-depth study, and innovative ideas in the field of education. Teacher and lecturer innovation in educational sector development can make a positive contribution to schools and educational institutions. Jurnal Ilmu Pendidikan (JIP) STKIP Kusuma Negara is published periodically (twice a year in January and July) by Research and Community Services in STKIP Kusuma Negara, with a total of 10 articles published every time (20 articles annually). The scope of this journal is: 1) English Education; 2) Civic Education; 3) Mathematics Education; 4) Science Education; 5) Early Childhood Education; 6) Primary Education; 7) Physical Education; 8) Any Education subject areas.
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<![CDATA[The Effect of Reading Literacy and Emotional Intelligence Toward Students’ Learning Outcomes at Silih Nara Elementary School Aceh Tengah District ]]>
<![CDATA[Masri, Ulta]]>;
<![CDATA[Sumanti, Sumanti]]>;
<![CDATA[Syahrin, Alfi]]>;
<![CDATA[Zahara]]>
<![CDATA[ Jurnal Ilmu Pendidikan (JIP) STKIP Kusuma Negara Vol 17 No 1 (2025): Collaborative Learning Tools and Practices ]]>
Publisher : <![CDATA[LPPM STKIP Kusuma Negara ]]>
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DOI: 10.37640/jip.v17i1.2244
<![CDATA[The research aims and focuses on analyzing the effect of reading literacy and Emotional Intelligence toward the learning outcomes of fifth-grade students at SD Negeri 7 Silih Nara, Aceh Tengah Regency. The research methodology used is quantitative study which conducted in the fifth-grade students of SD Negeri 7 Silih Nara, Aceh Tengah Regency. The research instrument used in this research was test. The data was collected from the test of reading literacy and test of Emotional Intelligence. The data was analyzed by using inferential analysis T-test The inferential analysis utilized multiple regression analysis and hypothesis test with T-test, and F-test (ANNOVA). Data processing was performed by using SPSS Version 23. There were two result findings found based on the result of T-test and F-test (ANNOVA). The first result finding of T-test showed that reading literacy has significant effect toward the students’ learning outcomes that showed by sig value was 0.000 (<0.05), but emotional intelligence does not have the effect toward the students’ learning outcomes (0.163 (>0.05)). The second result finding of F-test (ANNOVA), the reading literacy and emotional intelligence analyzed together has significant effect toward students' learning outcomes. The Sig value obtained was .000b. It means that hypothesis was accepted.]]>
<![CDATA[Artificial Intelligence Intervention for Digital Literacy and Digital Amnesia Among Islamic Education Students at Universitas Terbuka in Society 5.0 ]]>
<![CDATA[Frimayanti, Ade Imelda]]>
<![CDATA[ Jurnal Ilmu Pendidikan (JIP) STKIP Kusuma Negara Vol 17 No 1 (2025): Collaborative Learning Tools and Practices ]]>
Publisher : <![CDATA[LPPM STKIP Kusuma Negara ]]>
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DOI: 10.37640/jip.v17i1.2280
<![CDATA[his study examines the impact of Artificial Intelligence (AI) interventions on digital literacy, digital amnesia, and the readiness of Universitas Terbuka (UT) students in the Islamic Education Study Program to face the challenges of the Society 5.0 Era. Using a mixed methods approach with a sequential explanatory case study design, quantitative data from 100 students were analyzed using simple linear regression, while qualitative data were processed inductively. The findings reveal that AI interventions significantly enhance digital literacy by 81% (high category) and reduce digital amnesia by 65.7% (moderate category). AI interventions also prepare students for the Society 5.0 Era through active participation, the use of AI applications, positive interactions with tutors, technology utilization, and student collaboration. The study recommends strengthening technological infrastructure, providing tutor training, and developing AI-based learning materials to optimize learning at UT, enabling students to better face the challenges of the Society 5.0 Era.]]>
<![CDATA[Development of ESD - Oriented Google Sites Learning Media to Improve Critical Thinking Skills of Elementary School Students ]]>
<![CDATA[Damayanti, Rika]]>;
<![CDATA[Suratmi, Suratmi]]>;
<![CDATA[Raharjo, Makmum]]>
<![CDATA[ Jurnal Ilmu Pendidikan (JIP) STKIP Kusuma Negara Vol 17 No 1 (2025): Collaborative Learning Tools and Practices ]]>
Publisher : <![CDATA[LPPM STKIP Kusuma Negara ]]>
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DOI: 10.37640/jip.v17i1.2334
<![CDATA[This study aims to develop a product in the form of ESD-oriented Google Sites learning media to improve critical thinking skills of grade IV students of SDN 05 Indralaya. The type of research used in this study is development with the ADDIE model. The subjects used in this study were class IV A of SDN 05 Indralaya. Data collection techniques used were interviews, questionnaires, tests, observations and documentation. The results of the validation of material experts obtained a percentage of 98.21% with a very feasible category. The validation of media experts obtained a percentage of 90.38% with a very feasible category. The validation of practitioner experts obtained a percentage of 99.07% with a very feasible category. The results of student responses at the individual stage obtained a percentage of 96.53% with a very practical category and at the small group stage obtained a percentage of 97.22% with a very practical category. The N-Gain score obtained was 0.855 with a very high category, thus it can be concluded that the resulting product is feasible to use in learning activities.]]>
<![CDATA[Improving Elementary School Students' Learning Outcomes Through the Implementation of the Discovery Learning Model ]]>
<![CDATA[Daga, Agustinus]]>;
<![CDATA[Malo, Mariana]]>;
<![CDATA[Sene, Mikael]]>
<![CDATA[ Jurnal Ilmu Pendidikan (JIP) STKIP Kusuma Negara Vol 17 No 1 (2025): Collaborative Learning Tools and Practices ]]>
Publisher : <![CDATA[LPPM STKIP Kusuma Negara ]]>
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DOI: 10.37640/jip.v17i1.2217
<![CDATA[This research aims to improve students' academic achievement in Catholic Religious Education. The study involved fourth-grade students of SDN Mananga Aba. The study used Classroom Action Research. Multiple-choice test questions were used as data collection instruments. Data analysis included descriptive analysis (i.e., individual completion, class completion), analysis of observation results of teacher and student activities. The results showed an increase from cycle I to II, both in the percentage of class completion (33 to 92) and the average value (63 to 85), as well as the average teacher activity (65 to 97) and students (96 to 96). These achievements indicate that discovery learning improves student learning outcomes. This increase occurred because the researcher made improvements to learning in Cycle II, especially in the teacher's ability to apply discovery learning syntax, and was supported by increased student initiative, motivation, and collaboration during the learning process. The findings of this study have important implications for teachers. They should make greater use of innovative learning models, especially discovery learning, to improve the quality of the learning process and the achievements of elementary school students in Catholic Religious Education.]]>
<![CDATA[Development of Smart Lapbook Media to Improve Narrative Writing Skills in Grade V Elementary School ]]>
<![CDATA[Ananda, Pramudia]]>;
<![CDATA[Devianty, Rina]]>
<![CDATA[ Jurnal Ilmu Pendidikan (JIP) STKIP Kusuma Negara Vol 17 No 1 (2025): Collaborative Learning Tools and Practices ]]>
Publisher : <![CDATA[LPPM STKIP Kusuma Negara ]]>
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DOI: 10.37640/jip.v17i1.2363
<![CDATA[This study aims to develop smart lapbook media as a learning tool to improve the ability to write narrative essays. The method used is research and development (R&D) with the ADDIE model. The subjects of the study were fifth grade students in Deli Serdang Regency, with development stages that included expert validation, limited trials, and effectiveness tests. The results showed that the smart lapbook media met the criteria of very valid based on expert assessments of media, materials and language; very practical based on teacher and student responses; and very effective in improving narrative writing skills as seen from the increase in pretest and posttest scores. This media helps students understand the structure of narrative texts through attractive visual displays, while encouraging student motivation and creativity in writing. These findings indicate that smart lapbook media is an effective alternative learning media in overcoming difficulties in learning to write at the Elementary School level. The implications of this study are expected to be used as an example and developed into a more useful media to create a meaningful learning process.]]>
<![CDATA[Exploring the Use of Media in Teaching Indonesian Language Subject in Elementary School ]]>
<![CDATA[Manan, Eka Vebri Kurniawati ‘Abd]]>;
<![CDATA[Hairida, Hairida]]>
<![CDATA[ Jurnal Ilmu Pendidikan (JIP) STKIP Kusuma Negara Vol 17 No 1 (2025): Collaborative Learning Tools and Practices ]]>
Publisher : <![CDATA[LPPM STKIP Kusuma Negara ]]>
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DOI: 10.37640/jip.v17i1.2366
<![CDATA[The use of learning media plays a crucial role in improving the effectiveness of Indonesian language instruction in elementary schools. This study aims to explore the application of various learning media in teaching Indonesian language subject at the elementary level, along with the challenges faced by teachers. The research employs a qualitative descriptive approach, involving elementary school teachers as subjects. Data were collected through observation, interviews, and document analysis, and analyzed using thematic analysis. The findings indicate that the media used by the elementary teachers are audio, video and audiovisual media. However, several challenges were identified, including limited access to technology, lack of teacher training, and inadequate learning materials. Addressing these issues requires improved teacher competency, sufficient technological infrastructure, and better curriculum integration. The study highlights the importance of selecting appropriate media to support language skills development of students.]]>
<![CDATA[Using Artificial Intelligence in Task-Based Language Teaching to Foster Students’ Language Skills ]]>
<![CDATA[Nissa, Khairun]]>;
<![CDATA[Mardiah, Henny]]>;
<![CDATA[Cut Novita , Srikandi]]>
<![CDATA[ Jurnal Ilmu Pendidikan (JIP) STKIP Kusuma Negara Vol 17 No 1 (2025): Collaborative Learning Tools and Practices ]]>
Publisher : <![CDATA[LPPM STKIP Kusuma Negara ]]>
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DOI: 10.37640/jip.v17i1.2372
<![CDATA[The proliferation of Artificial Intelligence (AI) has led to its widespread integration in educational contexts. Its application has expanded across a variety of functions, including essay writing, presentations, and interactive learning tools. Many studies have examined the use of AI in language learning, though few have explored the integration of AI within the Task-Based Language Teaching (TBLT) approach in enhancing students’ communication skills. This study aims to investigate the impact of AI on EFL learners by integrating AI technology within the TBLT framework. An experimental study will be used as the research methodology with pre-test and post-test in the control and experimental groups to measure the impact. Additionally, focus group discussion (FGD) and questionnaires will be employed to collect data, examining both the impact and students’ perspectives. Researchers will examine (1) the effectiveness of TBLT in enhancing students’ speaking skills and (2) learners’ perspectives on the method regarding their communication skills. The findings suggest that the integration of AI-based TBLT is effective in improving EFL learners’ speaking and communication skills. This research offers insights into AI-assisted language learning and provides practical implications for integrating digital tools in communicative teaching strategies.]]>
<![CDATA[The Effect of Using Minecraft: Education Edition on Students' Conceptual Understanding and Collaboration ]]>
<![CDATA[Darmawan, Chandra]]>;
<![CDATA[Ervandi, Akhmad Joice]]>;
<![CDATA[Muhajir]]>;
<![CDATA[Hatip, Ahmad]]>;
<![CDATA[Sucipto]]>;
<![CDATA[L Tobing, Victor Maruli Tua]]>
<![CDATA[ Jurnal Ilmu Pendidikan (JIP) STKIP Kusuma Negara Vol 17 No 1 (2025): Collaborative Learning Tools and Practices ]]>
Publisher : <![CDATA[LPPM STKIP Kusuma Negara ]]>
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DOI: 10.37640/jip.v17i1.2374
<![CDATA[This study examines the effect of Minecraft: Education Edition on students' conceptual understanding and collaboration in Social and Natural Sciences (IPAS) learning. A quasi-experimental design with a pretest-posttest control group was used, involving 48 sixth-grade students from SDN Srambah. The sample was divided into an experimental group (Class VI A, 24 students) using Minecraft: Education Edition, and a control group (Class VI B, 24 students) receiving conventional instruction, selected through purposive sampling. Instruments included a conceptual understanding test and a collaboration questionnaire. Descriptive statistics showed a greater increase in the experimental group’s scores. Data met assumptions for parametric testing based on normality and homogeneity tests. MANOVA results indicated a significant effect of learning media on both outcomes (p < 0.001). Further tests of Between-Subjects Effects revealed that the learning method accounted for 91.9% of the variance in conceptual understanding and 94.8% in collaboration. These results suggest that Minecraft: Education Edition is more effective than traditional methods in enhancing both cognitive and collaborative skills. The findings support constructivist learning theory, highlighting the benefits of interactive, student-centered environments in fostering active engagement and meaningful learning.]]>
<![CDATA[Diffusion of Innovations in the Implementation of Assessments Through Google Forms ]]>
<![CDATA[Yuono, Yessy Septiani]]>;
<![CDATA[Huda, Nuril]]>;
<![CDATA[Sucipto, Sucipto]]>;
<![CDATA[Restu, Dian Maritra]]>
<![CDATA[ Jurnal Ilmu Pendidikan (JIP) STKIP Kusuma Negara Vol 17 No 1 (2025): Collaborative Learning Tools and Practices ]]>
Publisher : <![CDATA[LPPM STKIP Kusuma Negara ]]>
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DOI: 10.37640/jip.v17i1.2375
<![CDATA[This study employed a qualitative descriptive approach, supported by a structured Likert-scale questionnaire distributed online to 20 tutors at LBB YSY PRIVATE. While quantitative instruments were used for data collection, the primary emphasis was placed on the qualitative interpretation of tutors’ perceptions and experiences regarding digital assessment implementation. The analysis process involved categorizing Likert-scale responses to identify prevailing patterns using descriptive statistics, followed by a thematic analysis to uncover deeper qualitative insights from the identified trends. This combined analytical approach allowed for systematic documentation of response frequencies while preserving the depth and complexity typical of qualitative research. The results provide both measurable patterns and a nuanced understanding of tutors’ experiences with Google Forms, highlighting aspects such as perceived efficiency, challenges encountered, and levels of technology acceptance. This hybrid methodology proved particularly valuable in educational technology research, where both empirical data and experiential insights are crucial for a comprehensive understanding.]]>
<![CDATA[CIPP Analysis of the Implementation of Project-Based Learning Assisted by Kahoot in Differentiated Classrooms ]]>
<![CDATA[Suciati, Suciati]]>;
<![CDATA[Sucipto, Sucipto]]>;
<![CDATA[Tobing, Victor Maruli Tua L]]>;
<![CDATA[Sulastri, Sulastri]]>;
<![CDATA[Purnamasari, Hetty]]>
<![CDATA[ Jurnal Ilmu Pendidikan (JIP) STKIP Kusuma Negara Vol 17 No 1 (2025): Collaborative Learning Tools and Practices ]]>
Publisher : <![CDATA[LPPM STKIP Kusuma Negara ]]>
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DOI: 10.37640/jip.v17i1.2378
<![CDATA[The 21st century competencies identified by the Partnership for 21st Century Skills (P21) include communication, collaboration, critical thinking, and creativity. However, the achievement of these competencies is often hampered by the lack of student learning motivation. This study aims to evaluate the application of project-based learning (PjBL) assisted by Kahoot media in differentiated learning in class IX-H MTsN Bangkalan. The type of research used is descriptive qualitative with a CIPP (Context, Input, Process, Product) evaluation approach. The results showed that choosing the right learning media context can increase student motivation and creativity. Innovation in PjBL learning combined with differentiated learning is proven to increase active student involvement. The well-planned learning process reflects the success of classroom management by the researcher. In addition, the achievement of evaluation results shows that students feel more motivated and enthusiastic in participating in learning and show increased creativity in the assigned tasks. The fun assessment atmosphere also contributed to the positive learning experience. The implication of this study shows that the implementation of PjBL with Kahoot media can be an effective strategy to increase students' motivation and engagement in differentiated learning]]>
