cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
-
Contact Email
-
Phone
-
Journal Mail Official
literasi.almaata@gmail.com
Editorial Address
-
Location
Kab. bantul,
Daerah istimewa yogyakarta
INDONESIA
Literasi : Jurnal Ilmu Pendidikan
Published by Universitas Alma Ata Yogyakarta
ISSN : 25024116     EISSN : 25031864     DOI : 10.21927/literasi
Core Subject : Education,
Education
Focus and scope; Educational curriculum studies Subject matter studies Instructional media and educational aid Instructional methods and strategies Techer competence Psyco-socioanthropology studies Educational system managemant Educational character, gender and evalution
Arjuna Subject : -
Articles 11 Documents
 1   2 
Search results for , issue "Vol. 17 No. 1 (2026)" : 11 Documents clear
Implementasi Program Kampus Mengajar 8 terhadap Peningkatan Literasi Siswa Kelas XI di SMK Negeri 1 Tanjung Pandan Andari, Selvi; Rigianti, Henry Aditia
Literasi: Jurnal Ilmu Pendidikan Vol. 17 No. 1 (2026)
Publisher : Universitas Alma Ata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21927/literasi.2026.17(1).1-13

Abstract

Penelitian ini bertujuan untuk menganalisis implementasi Program Kampus Mengajar Angkatan 8 dan kontribusinya terhadap peningkatan literasi siswa kelas XI di SMK Negeri 1 Tanjung Pandan. Latar belakang dari penelitian ini adalah rendahnya tingkat literasi siswa Indonesia berdasarkan hasil PISA dan kebutuhan akan program pendidikan yang dapat mengatasi kesenjangan kualitas pembelajaran. Penelitian ini menggunakan pendekatan deskriptif kuantitatif dengan melibatkan 34 siswa kelas XI jurusan TKJ. Instrumen utama berupa pre-test dan post-test yang disusun berdasarkan indikator literasi bacaan dari Kemendikbudristek. Hasil penelitian menunjukkan bahwa skor rata-rata siswa mengalami penurunan dari 43% pada pre-test menjadi 33% pada post-test. Meskipun terdapat beberapa indikator yang meningkat, hasil keseluruhan menunjukkan belum optimalnya pelaksanaan program. Program ini juga meliputi kegiatan literasi seperti membaca 15 menit, sambung kata, madding, lomba cerpen, dan lomba MC. Penurunan hasil post-test menunjukkan perlunya evaluasi menyeluruh terhadap strategi dan metode pengajaran yang digunakan. Penelitian ini menyimpulkan bahwa keterlibatan mahasiswa dalam Kampus Mengajar perlu ditingkatkan dengan pendekatan yang lebih kontekstual dan sesuai dengan kebutuhan siswa.
Pembelajaran Berbasis Cerita Pada Anak Usia Dini Perspektif Hadist Huda, Syamsul; Muhid
Literasi: Jurnal Ilmu Pendidikan Vol. 17 No. 1 (2026)
Publisher : Universitas Alma Ata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21927/literasi.2026.17(1).37-51

Abstract

Masa kanak-kanak merupakan fase emas pembentukan karakter yang sangat menentukan kepribadian seseorang di masa depan. Anak usia dini memiliki kecenderungan untuk belajar secara afektif dan imajinatif, sehingga pendekatan pembelajaran yang sesuai sangat diperlukan. Artikel ini membahas efektivitas metode pembelajaran berbasis cerita (narrative-based learning) dalam menanamkan nilai-nilai keagamaan pada anak usia dini, khususnya melalui perspektif hadis Nabi Muhammad SAW. Metode bercerita terbukti mampu menyampaikan pesan moral dan nilai Islam secara menyenangkan, menyentuh emosi, dan membangun imajinasi anak. Dalam tradisi Islam, Nabi Muhammad sering menggunakan kisah sebagai media pendidikan, seperti yang tercermin dalam berbagai hadis. Penelitian ini menggunakan pendekatan studi pustaka dengan sumber primer dari kutubus sunnah dan data sekunder dari jurnal dan artikel. Hasil kajian menunjukkan bahwa metode cerita mampu melatih daya serap, imajinasi, konsentrasi, dan perkembangan bahasa anak. Selain itu, cerita juga menjadi media yang efektif untuk menjelaskan konsep-konsep abstrak secara konkret dan membentuk karakter anak sesuai nilai-nilai Islam. Meskipun metode ini memiliki keterbatasan seperti sifat monologis dan potensi kejenuhan, keunggulannya sebagai media pembelajaran yang komunikatif dan edukatif tetap dominan. Oleh karena itu, pendidik dan orang tua dianjurkan untuk mengintegrasikan metode bercerita dalam menjalankan proses pembelajaran anak usia dini guna memperkuat fondasi karakter Islami sejak dini.
Upaya Meningkatkan Keterampilan Motorik Halus melalui Media Loose Parts pada Anak Usia 5-6 Tahun Khairunisa, Latifah Laila; Maryatun, Ika Budi; Wijayanti, Aprilia Dwi
Literasi: Jurnal Ilmu Pendidikan Vol. 17 No. 1 (2026)
Publisher : Universitas Alma Ata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21927/literasi.2026.17(1).27-36

Abstract

This study aims to improve fine motor skills in children aged 5–6 years at TK Negeri 6 Yogyakarta through the use of loose parts media. The research employed a Classroom Action Research (CAR) approach using the model developed by Kemmis and McTaggart, which was carried out in two cycles of action. The subjects of this study were children in Group B at TK Negeri 6 Yogyakarta, aged between 5 and 6 years. Data were collected through observation and documentation techniques, and analyzed using both qualitative descriptive and quantitative methods.The findings indicate that the gradual use of loose parts media significantly enhanced the children’s fine motor skills. In the pre-action stage, the fine motor skills were at 42.16%. After Cycle I, there was an increase to 51.31%, and a more substantial improvement was observed in Cycle II, reaching 82.35%.This improvement was achieved through a series of action steps: (1) the teacher introduced the loose parts media to be used, (2) the children observed the various forms and functions of the materials, (3) the children engaged in creative activities with guidance from the teacher, (4) the teacher encouraged the children to tidy up the materials after use, and (5) the teacher and children conducted a reflection on the play process and their creations. In conclusion, the use of loose parts media is proven to be effective in enhancing fine motor skills in early childhood education settings. Keywords: early childhood, fine motor skills, loose parts  
Role Play Exploration in Students' Creativity Efforts in Indonesia: Scoping Review Sari, Nimas Putri Fitria; Muhid , Abdul
Literasi: Jurnal Ilmu Pendidikan Vol. 17 No. 1 (2026)
Publisher : Universitas Alma Ata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21927/literasi.2026.17(1).14-26

Abstract

Kreativitas dalam tahapan perkembangan menjadi faktor yang sangat diperhatikan baik oleh orangtua maupun oleh tenaga pendidik, hal ini dikarenakan adanya pertimbangan dorongan inisiatif dalam menyelesaikan persoalan dan kemampuan kognitif anak. Salah satu metode dalam mengembangkan kreativitas yaitu menggunakan metode role play. Metode belajar role play merupakan suatu strategi yang dirasa mampu memberikan dorongan keterlibatan aktif siswa yang melibatkan aspek emosional, sosial, dan kognitif. Penelelitian ini bertujuan untuk mengkaji secara sistematis melalui metode kajian literatur berkaitan dengan penerapana role play dalam peningkatan kreativitas peserta didik. Dalam penyusunan jurnal peneliti menggunakan pendekatan scoping review dengan melakukan penuluran melalui google scholar dengan rentang publikasi pada tahun 2021 sampai dengan 2025. Hasil peninjuan menunjukkan adanya konsistesi kontribusi penerapan role play terhadap peningkatan kreativitas peserta didik, dalam berbagai aspek seperti kemampuan berpikir kreatif, keberanian dalam menyampaikan pendapat dan melakukan kolaborasi ide dengan rekan sebaya. Selain itu melalui penelitian diketahui bahwasannya role play tidak hanya dapat diterapkan pada pelajaran bahasa ataupun pelajaran sosial, melainkan dapat diterapkan pada pelajaran eksak dengan perbantuan adanya permainan kreatif. Temuan dalam penelitian memperkuat gambaran role play dalam meningkatkan pemahaman kognitif yang efektif dan mendorong potensi kreatif dari peserta didik. Peneliti mengharap dengan adanya penelitian ini akan memperluas jangkauan penelitian dan penerapan role play dalam berbagai bidang.
Pengaruh Metode Show and Tell Hasil Karya terhadap Keterampilan Berbicara Anak di Kelas B Vina Erlinda, Sandi Nafsa; Wulandari, Rina; Putri, Arneta Aryanda; Agustiningsih, Rini
Literasi: Jurnal Ilmu Pendidikan Vol. 17 No. 1 (2026)
Publisher : Universitas Alma Ata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21927/literasi.2026.17(1).73-82

Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh metode show and tell berbasis hasil karya terhadap keterampilan berbicara anak usia 5–6 tahun di Kelas B Kresna TK Negeri Pembina Yogyakarta. Pendekatan yang digunakan adalah kuantitatif dengan desain One-Group Pretest-Posttest. Subjek penelitian terdiri dari 16 anak yang mengikuti pretest, treatment, dan posttest. Instrumen observasi divalidasi melalui expert judgment dengan reliabilitas tinggi (r = 0,82). Data dikumpulkan melalui observasi dan wawancara guru. Hasil penelitian menunjukkan adanya peningkatan signifikan dalam keterampilan berbicara anak setelah mengikuti kegiatan show and tell hasil karya. Skor rata-rata meningkat dari 17,31 (pretest) menjadi 21,88 (posttest), dengan uji Wilcoxon menghasilkan nilai Z = -3,536 dan p = 0,000 (p < 0,05). Koefisien effect size sebesar r = 0,88 menunjukkan pengaruh yang sangat kuat. Berdasarkan hasil wawancara, anak-anak menjadi lebih percaya diri, artikulasi semakin jelas, dan penggunaan kosakata lebih tepat. Metode show and tell berbasis hasil karya memberikan ruang bagi anak untuk mengekspresikan ide secara verbal melalui kegiatan yang bermakna dan menyenangkan. Temuan ini mendukung teori perkembangan bahasa Vygotsky, Piaget, dan Bruner, yang menekankan pentingnya eksplorasi aktif dan dukungan sosial dalam perkembangan bahasa anak. Dengan demikian, metode ini efektif digunakan sebagai strategi pembelajaran yang mampu meningkatkan keterampilan berbicara anak usia dini secara signifikan.
Pengaruh Model Pembelajaran Two Stay Two Stray Terhadap Hasil Belajar dan Minat Belajar Siswa Pada Materi Keanekaragaman Hayati SMPS Muhammadiyah 01 Medan Kelas VII Harahap, Arvina Arafah; Batubara, Agung Setia
Literasi: Jurnal Ilmu Pendidikan Vol. 17 No. 1 (2026)
Publisher : Universitas Alma Ata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21927/literasi.2026.17(1).64-72

Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran Two Stay Two Stray (TSTS) terhadap hasil belajar dan minat belajar siswa pada materi keanekaragaman hayati di SMPS Muhammadiyah 01 Medan. Penelitian menggunakan pendekatan kuantitatif dengan desain quasi experimental (pretest-posttest control group design). Sampel terdiri dari dua kelas, yaitu kelas eksperimen yang diberi perlakuan dengan model Two Stay Two Stray dan kelas kontrol dengan pembelajaran konvensional. Data dikumpulkan melalui tes hasil belajar dan angket minat belajar. Hasil analisis menunjukkan bahwa penerapan model Two Stay Two Stray secara signifikan meningkatkan hasil belajar dan minat belajar siswa. Nilai rata-rata posttest hasil belajar siswa di kelas eksperimen sebesar 90,24, lebih tinggi dibanding kelas kontrol yaitu 70,16. Minat belajar siswa juga meningkat dari rata-rata 40,15 (sebelum perlakuan) menjadi 88,91 (setelah perlakuan). Uji-t menunjukkan signifikansi < 0,05, dan terdapat korelasi positif antara minat belajar dan hasil belajar. Model Two Stay Two Stray efektif menciptakan suasana belajar yang aktif dan menyenangkan.
Literature Review: Penerapan Model Pembelajaran Project Based Learning (PjBL) terhadap Hasil Belajar dalam Mata Pelajaran Ekonomi Siswa SMA Dwiyanti, Anisa; Nursidiq, Cahyana
Literasi: Jurnal Ilmu Pendidikan Vol. 17 No. 1 (2026)
Publisher : Universitas Alma Ata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21927/literasi.2026.17(1).52-63

Abstract

His study aims to examine the effectiveness of the Project Based Learning (PjBL) model on high school students' learning outcomes in economics. The issue addressed is the low academic achievement among students and the need for innovative teaching methods that promote critical thinking and active engagement. The research employs a Systematic Literature Review (SLR) method, analyzing five scientific articles published between 2021 and 2025. The findings indicate that the implementation of PjBL has a positive impact on student learning outcomes, particularly in enhancing motivation, conceptual understanding, as well as critical and collaborative thinking skills. However, the effectiveness of PjBL largely depends on teacher readiness, student motivation, and the supportiveness of the learning environment. With proper preparation and guidance, PjBL has the potential to become an effectiv.Keywords: Project Based Learning, learning outcomes, economics, high school students.
Pengembangan Instrumen Peran Kepala Sekolah, Peran Guru, dan Fasilitas Literasi pada Program Literasi di Sekolah Hasanah, Tita; Hashim, Abdul Talib
Literasi: Jurnal Ilmu Pendidikan Vol. 17 No. 1 (2026)
Publisher : Universitas Alma Ata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21927/literasi.2026.17(1).91-111

Abstract

Literacy programs in schools are a fundamental strategy for improving the quality of education, particularly in building a reading culture and students' literacy skills in a sustainable manner. Effective program implementation requires evaluation instruments with strong content validity to accurately represent the constructs being measured. This study aims to develop and validate the content of an assessment instrument for literacy programs in schools. The instrument was constructed based on three main aspects: (1) the role of the principal as a learning leader and driver of literacy policy, (2) the role of teachers in implementing and fostering literacy activities, and (3) the availability and utilization of literacy facilities as structural support for the program. The initial instrument consisted of 35 statements, the validity of which was then tested through expert assessment involving six experts in the fields of education and literacy. The assessment process used two evaluative dimensions: importance and clarity, with a three-point scale. Analysis was conducted using the Aiken's V formula to determine the level of agreement between experts on the relevance and clarity of each item. The analysis results showed that all items obtained an Aiken's V coefficient ≥ 0.70, thus meeting the content validity criteria. Furthermore, based on expert recommendations, five new items were added, deemed substantive and enriching the scope of the construct, bringing the final instrument to a total of 40 items. These findings indicate that the developed instrument has adequate content validity and is suitable for use as a measuring tool in evaluating the implementation of literacy programs in schools.
Implementasi Model Outing Class Berbasis Game untuk Meningkatkan Fokus Belajar Siswa Chulashotud Diana, Risma; Nor Ainun; Adi Sugiarto; Linda Sukma Sari; Nadila Prastiska; Tantri Nuriyah
Literasi: Jurnal Ilmu Pendidikan Vol. 17 No. 1 (2026)
Publisher : Universitas Alma Ata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21927/literasi.2026.17(1).83-90

Abstract

This study was motivated by the lack of focus among fourth-grade students during classroom learning. The study aimed to describe the process of developing and implementing a game-based Outing Class learning model as an effort to overcome the low learning focus of fourth-grade students at Muhammadiyah Singkut Elementary School. A qualitative research approach was used. Data were collected through observation, interviews with teachers, students, and parents, as well as documentation of learning activities. Data analysis was conducted descriptively through the stages of data reduction, data presentation, and conclusion drawing. The results showed that the low focus of students was caused by monotonous learning, a lack of variety in methods, and an uninteresting classroom environment. The game-based Outing Class model developed combines environmental exploration activities with fun and contextual educational games. The application of this model increased students' concentration, engagement, and enthusiasm during learning activities. In addition, teachers considered this model practical, relevant to the characteristics of elementary school students, and easy to implement. Overall, game-based Outing Class learning proved to be effective as an innovation capable of creating an active, concrete, and meaningful learning atmosphere for students. These finding also indicatean improvement in students’ social interaction as well as their critical thinking skills in completing game based tasks. Therefore, this model not only effects cognitive aspects but also supports students’ social and emotional development throughout the learning process. Furthermore, the implementation of this approach encourages collaboration, active participation, and problem solving abilities, which are assential for holistic student development and create a more angaging, meaningful, and student centered learning environment in elementary education.
Collaborative Learning in Higher Education: Review Nugroho, Nugroho; Haq, Ziyaul; Burhan, Mulya; Hadi, Irfan; Yogi Purnama
Literasi: Jurnal Ilmu Pendidikan Vol. 17 No. 1 (2026)
Publisher : Universitas Alma Ata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21927/literasi.2026.17(1).112-125

Abstract

This study explores the potential of collaborative learning in higher education as a means of strengthening students’ critical thinking, communication, and digital literacy skills—three competencies widely regarded as essential for success in the twenty-first century. Although collaborative approaches have long been discussed in educational theory, less attention has been given to how they simultaneously cultivate these interconnected skills in technology-rich environments. To address this gap, a systematic literature review was conducted following the PRISMA framework, examining peer-reviewed studies published between 2014 and 2023. The findings consistently indicate that well-designed collaborative learning environments foster deeper analytical reasoning, clearer communication, and more purposeful engagement with digital tools. These outcomes are most evident when collaboration is supported by structured group tasks, reflective dialogue, and meaningful integration of technology. Approaches such as team-based learning, shared virtual workspaces, and online discussion platforms enable students to negotiate ideas, evaluate evidence, and co-construct knowledge in ways that extend beyond traditional lecture formats. At the same time, the review highlights ongoing challenges, particularly in sustaining active participation in virtual settings and ensuring that collaboration remains substantive rather than superficial. In post-pandemic educational contexts, where blended and online learning have become commonplace, these issues are especially pressing. Overall, this study contributes practical insights for educators and curriculum designers seeking to develop targeted instructional strategies that not only promote academic achievement but also prepare students for the complex communicative and digital demands of contemporary professional life.

Page 1 of 2 | Total Record : 11

 1   2 

Filter by Year

2026 2026


Reset
Filter By Issues
All Issue Vol. 17 No. 1 (2026) Vol. 16 No. 3 (2025) Vol 16, No 3 (2025) Vol 16, No 2 (2025) Vol. 16 No. 2 (2025) Vol 16, No 1 (2025) Vol. 16 No. 1 (2025) Vol 15, No 3 (2024) Vol. 15 No. 3 (2024) Vol 15, No 2 (2024) Vol. 15 No. 2 (2024) Vol. 15 No. 1 (2024) Vol 15, No 1 (2024) Vol 14, No 3 (2023) Vol. 14 No. 3 (2023) Vol 14, No 2 (2023) Vol. 14 No. 2 (2023) Vol. 14 No. 1 (2023) Vol 14, No 1 (2023) Vol 13, No 2 (2022) Vol. 13 No. 2 (2022) Vol 13, No 1 (2022) Vol. 13 No. 1 (2022) Vol. 12 No. 2 (2021) Vol 12, No 2 (2021) Vol 12, No 1 (2021) Vol. 12 No. 1 (2021) Vol. 11 No. 2 (2020) Vol 11, No 2 (2020) Vol 11, No 1 (2020) Vol. 11 No. 1 (2020) Vol 10, No 2 (2019) Vol. 10 No. 2 (2019) Vol. 10 No. 1 (2019) Vol 10, No 1 (2019) Vol. 9 No. 2 (2018) Vol 9, No 2 (2018) Vol 9, No 1 (2018) Vol. 9 No. 1 (2018) Vol 8, No 2 (2017) Vol. 8 No. 2 (2017) Vol 8, No 1 (2017) Vol. 8 No. 1 (2017) Vol 7, No 2 (2016) Vol. 7 No. 2 (2016) Vol. 7 No. 1 (2016) Vol 7, No 1 (2016) Vol. 6 No. 2 (2015) Vol 6, No 2 (2015) Vol 6, No 1 (2015) Vol. 6 No. 1 (2015) Vol 5, No 2 (2014) Vol. 5 No. 2 (2014) Vol. 5 No. 1 (2014) Vol 5, No 1 (2014) Vol 4, No 2 (2013) Vol. 4 No. 2 (2013) Vol. 4 No. 1 (2013) Vol 4, No 1 (2013) Vol 3, No 1 (2012) Vol. 3 No. 1 (2012) Vol 2, No 1 (2009) Vol. 2 No. 1 (2009) More Issue