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INDONESIA
JURNAL PENA EDUKASI
Published by Smart Education
ISSN : 24070769     EISSN : 25494694     DOI : -
Core Subject : Education,
Education
Jurnal Pena Edukasi (JPE) adalah jurnal yang berisi tulisan yang diangkat dari hasil penelitian dalam bidang pendidikan.
Arjuna Subject : -
Articles 237 Documents
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The Learner Support Programs: How Do They Work for Increasing Students’ Retention? Hidayah Hidayah; Siti Hadianti; Devi Ayuni
JURNAL PENA EDUKASI Vol. 11 No. 2 (2024): Oktober 2024
Publisher : Smart Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54314/jpe.v11i2.2329

Abstract

Abstract: Universitas Terbuka (UT) in Indonesia is a pioneer in distance learning that offers comprehensive learning support programs to improve student retention. Assignment workshops and exam clinics provide valuable guidance and support to help students overcome academic challenges and achieve their educational goals. Continued investment in these support services is essential for promoting student retention and fostering a positive learning environment. This paper discusses how learner support programs implemented by Universitas Terbuka enhance student retention. These programs include distance learning skill workshops, assignment workshops, and exam clinics, which provide academic assistance and guidance to support students’ independent study. This study employs a qualitative research method involving questionnaires and in-depth interviews. The participants were students from the Bachelor of English Education Study Program. The results indicate that learner support programs positively impact student academic success and retention by increasing students' confidence, enhancing their technology literacy skills, and fostering their independence. It can be concluded that learner support programs employed by UT are strategically important for maintaining student satisfaction, supporting student success, and improving retention rates.Keywords: assignment workshops; exam clinics; Universitas Terbuka; distance learning; student retention
Kontribusi Mudir Ma’had dalam Pengembangan Kompetensi Pendidik melalui Pelatihan dan Penguasaan Materi Muhlasin Muhlasin; M. Murzen; Oki Mitra
JURNAL PENA EDUKASI Vol. 12 No. 1 (2025): April 2025
Publisher : Smart Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54314/jpe.v12i1.2380

Abstract

Abstract: Initial observations at IAIN Kerinci's Ma'had showed that many educators still struggle to master the material and apply effective learning methods. The purpose of this study is to analyse the contribution of Mudir Ma'had IAIN Kerinci in developing the competence of teaching staff through training and mastery of learning materials, and provide recommendations that can be applied in improving the quality of education in Ma'had IAIN Kerinci. This research uses a field research method (field reseach). The research was conducted at Ma'had IAIN Kerinci. This study proposes several recommendations: First, Mudir needs to develop a sustainable and measurable training program. Second, involving the teaching staff in the training design process is very important so that the program is more relevant and by their needs. Third, Mudir needs to conduct regular evaluations to measure the effectiveness of the training and its impact on the learning process in Ma'had. With a systematic and relevant training program, involving educators in the design process, Mudir can create an environment that supports continuous professional development. This study emphasizes the need for regular evaluation to measure the effectiveness of training and its impact on teaching practices.Keywords: competency development; Mudir Ma'had; training program. Abstrak: Observasi awal di Ma'had IAIN Kerinci menunjukkan bahwa banyak tenaga pendidik masih mengalami kesulitan dalam menguasai materi dan menerapkan metode pembelajaran yang efektif. Tujuan dari penelitian ini adalah untuk menganalisis kontribusi Mudir Ma'had IAIN Kerinci dalam pengembangan kompetensi tenaga pendidik melalui pelatihan dan penguasaan materi pembelajaran dan memberikan rekomendasi yang dapat diterapkan dalam meningkatkan kualitas pendidikan di Ma'had IAIN Kerinci. Penelitian ini menggunakan metode penelitian lapangan (field reseach). Penelitian dilaksanakan di Ma'had IAIN Kerinci. Penelitian ini mengajukan beberapa rekomendasi: Pertama, penting bagi Mudir untuk menyusun program pelatihan yang berkelanjutan dan terukur. Kedua, melibatkan tenaga pendidik dalam proses perancangan pelatihan sangat penting agar program yang disusun lebih relevan dan sesuai dengan kebutuhan mereka. Ketiga, Mudir perlu melakukan evaluasi secara berkala untuk mengukur efektivitas pelatihan dan dampaknya terhadap proses pembelajaran di Ma'had. Dengan program pelatihan yang sistematis dan relevan, melibatkan tenaga pendidik dalam proses perancangannya, Mudir dapat menciptakan lingkungan yang mendukung pengembangan profesional yang berkelanjutan. Penelitian ini menekankan perlunya evaluasi yang berkala untuk mengukur efektivitas pelatihan dan dampaknya terhadap praktik mengajar.Kata kunci: Mudir Ma’had; pengembangan kompetensi; program pelatihan
Profil Keterampilan Berpikir Kreatif Peserta Didik Pada Pelajaran Fisika Materi Besaran dan Satuan Ria Rohmatika; Yeprina Prihatini Asie; Sri Fatmawati; Suhartono Suhartono
JURNAL PENA EDUKASI Vol. 12 No. 1 (2025): April 2025
Publisher : Smart Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54314/jpe.v12i1.2386

Abstract

Kemampuan berpikir kreatif adalah salah satu keterampilan penting yang wajib dikuasai oleh peserta didik untuk menghadapi tantangan abad ke-21. Penelitian memiliki tujuan untuk menggambarkan dan menganalisis profil keterampilan berpikir kreatif peserta didik kelas X dalam mata pelajaran fisika di SMA Negeri 1 Palangka Raya. Keterampilan berpikir kreatif dievaluasi menggunakan tiga indikator utama, yaitu keluwesan (flexibility), kelancaran (fluency) dan keaslian (originality) pada materi besaran dan satuan, dengan metode deskriptif kuantitatif dalam bentuk soal essay sebanyak 9 soal materi besaran dan satuan yang telah divalidasi oleh ahli dengan nilai hasil sebesar 99,62% dan dengan nilai reliabilitas sebesar 0,805. Sampel penelitian adalah 38 peserta didik yang diambil secara purposive sampling. Data diperoleh melalui tes essay yang dirancang berdasarkan indikator-indikator tersebut. Hasil analisis menunjukkan bahwa nilai tertinggi berada pada indikator kelancaran sebesar 65%, diikuti oleh keaslian 58%, dan keluwesan 46%. Mayoritas peserta didik tergolong dalam kategori cukup kreatif, sementara hanya sejumlah kecil yang berada dalam kategori kurang kreatif. Hasil ini menunjukkan bahwa peserta didik mampu menghasilkan banyak ide namun masih kurang dalam fleksibilitas berpikir dan keunikan gagasan. Temuan ini mengindikasikan bahwa pembelajaran fisika perlu dirancang untuk meningkatkan keluwesan dan keaslian dalam berpikir kreatif. Rekomendasi pembelajaran berbasis proyek diusulkan untuk mengatasi keterbatasan tersebut, sehingga dapat memfasilitasi pengembangan keterampilan berpikir kreatif yang lebih holistik pada peserta didik
Technological Pedagogical Content Knowledge Competency of Certified English Teachers Ince Rezky Naing
JURNAL PENA EDUKASI Vol. 12 No. 1 (2025): April 2025
Publisher : Smart Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54314/jpe.v12i1.2400

Abstract

Advancements in technology have significantly impacted the integration of technology into educational practices. However, incorporating technology into teaching remains challenging, largely due to the insufficient training received by some educators in this area. Effective technology integration, particularly in English as a Foreign Language (EFL) settings, necessitates the use of the Technological Pedagogical Content Knowledge (TPACK) framework. This study aimed to examine the TPACK competencies of certified high school English teachers. A case study method was employed as it was deemed the most suitable approach for this research. Data were collected through semi-structured interviews with five certified high school English teachers. The findings revealed that the participants considered themselves proficient in nearly all sub-dimensions of TPACK. The study concluded that certified high school English teachers possess a strong understanding of TPACK and the ability to apply it effectively. This study highlights the importance of raising awareness among English teachers regarding the TPACK framework. Ultimately, it contributes to the development of English teachers' competencies through TPACK, thereby enhancing the quality of the teaching and learning process
The Impact of Verbal Bullying on Elementary School Students' Learning Motivation Astrid Ramadhanti; Dinda Aurilia; Sari Mardiah; Dahnilsyah Dahnilsyah
JURNAL PENA EDUKASI Vol. 12 No. 1 (2025): April 2025
Publisher : Smart Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54314/jpe.v12i1.2420

Abstract

Abstract: Verbal bullying is one of the factors inhibiting student learning motivation. Motivation is the foundation for students to achieve maximum learning outcomes, which in turn serve as the basis for determining the attainment of expected competencies. Therefore, it is crucial to comprehend the connection between verbal bullying and student motivation for learning. This study aims to explore the impact of verbal bullying on student learning motivation in elementary schools and provide recommendations to mitigate its negative effects on the school environment. Moreover, it creates a positive culture in schools. This study employs a qualitative research approach, utilizing the Systematic Literature Review (SLR) method. The findings indicate that verbal bullying significantly reduces elementary school students’ learning motivation by causing psychological distress, such as low self-confidence, anxiety, and social isolation. These negative effects disrupt students’ engagement in the learning process, ultimately hindering their academic performance. Early intervention and consistent anti-bullying measures are essential to prevent long-term educational setbacks. Thus, creating a supportive school environment through collaboration among educators, parents, and policy-makers can help mitigate the impact of verbal bullying and foster positive student development.Keywords: learning motivation; primary school; verbal bullying
Analisis Hasil Belajar Peserta Didik melalui Pembelajaran Berbasis Masalah dengan Pendekatan TARL Luthfiani Adiska Novarensa; Aries Tika Damayani; Donis Sanjaya
JURNAL PENA EDUKASI Vol. 12 No. 1 (2025): April 2025
Publisher : Smart Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54314/jpe.v12i1.2451

Abstract

Abstract: This research aims to identify student characteristics and analyze student learning outcomes through problem-based learning with the TaRL approach. The TaRL approach plays a role in learning by dividing students into groups based on the level of understanding each student has. Using this approach, students will express their learning process more easily, and teachers will achieve the expected learning goals more easily. The research method uses a mixed approach with data collection through open interviews, direct observation, pretest and posttest. The analysis results show that students' abilities vary, especially in science subjects. The TaRL approach allows grouping of students according to level of understanding, so that learning is effective. The results obtained were an increase in learning outcomes after implementing problem-based learning with the TaRL approach. The average class score increased, with 85% of students reaching the KKM. This research concludes that the TaRL approach through problem-based learning effectively improves student learning outcomes, especially for classes with heterogeneous abilities.Keyword: learning outcomes; problem solving; Teaching at the Right Level Abstrak: Penelitian ini bertujuan utuk mengindentifikasi karakteristik peserta didik dan menganalisis hasil belajar peserta didik melalui pembelajaran berbasis masalah dengan pendekatan TaRL. Pendekatan TaRL berperan dalam pembelajaran dengan cara membagi peserta didik ke dalam kelompok berdasarkan tingkat pemahaman yang dimiliki setiap peserta didik. Dengan menggunakan pendekatan ini, peserta didik akan lebih mudah mengekspresikan proses belajarnya dan guru akan lebih mudah mencapai tujuan pembelajaran yang diharapkan. Metode penelitian menggunakan pendekatan campuran (mix-method) dengan pengumpulan data melalui wawancara terbuka, observasi langsung, pretest, dan posttest. Hasil analisis menunjukkan bahwa kemampuan peserta didik yang beragam khususnya pada mata pelajaran IPAS. Pendekatan TaRL memungkinkan pengelompokan peserta didik sesuai tingkat pemahaman, sehingga pembelajaran menjadi efektif. Hasil yang diperoleh yaitu adanya peningkatan hasil belajar setelah implementasi pembelajaran berbasis masalah dengen pendekatan TaRL. Nilai rata-rata kelas meningkat, sebanyak 85% peserta didik mencapai KKM. Penelitian ini menyimpulkan bahwa pendekatan TaRL melalui pembelajaran berbasis masalah efektif dilakukan untuk meningkatkan hasil belajar peserta didik, terutama untuk kelas yang memiliki kemampuan yang heterogen.Kata Kunci: Teaching at the Right Level; pembelajaran berbasis masalah; hasil belajar 
Analisis Motivasi Belajar Siswa melalui Pembelajaran Berbasis Masalah dengan Pendekatan CRT Nafiatul Isma; Mira Azizah; Ladung Antoko
JURNAL PENA EDUKASI Vol. 12 No. 1 (2025): April 2025
Publisher : Smart Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54314/jpe.v12i1.2470

Abstract

Abstract: The study aims to analyze students' motivation for learning through problem-based learning with the culturally relevant teaching (CRT) approach in elementary schools. This study uses a mixed methods approach, integrating quantitative and qualitative methods to understand students' learning motivation better. The quantitative method uses a questionnaire to measure students' motivation levels before and after implementing problem-based learning with the CRT approach. In contrast, the qualitative method is carried out through in-depth interviews and observations to explore students' perceptions of their experiences in problem-based learning that is sensitive to their cultural context. The study results indicate that implementing problem-based learning with the Culturally Relevant Teaching (CRT) approach has succeeded in increasing the learning motivation of fifth-grade students of SDN Sawah Besar 01. This is indicated by an increase in the average learning outcome score from 62 in the pre-test to 78 in the post-test. Overall, the results of this study indicate that problem-based learning with the CRT approach can be an effective alternative to increase students' learning motivation in fifth-grade students of SDN Sawah Besar 01.Keywords: Culturally Relevant Teaching; learning motivation; problem-based learning. Abstrak: Penelitian bertujuan untuk menganalisis motivasi belajar siswa melalui pembelajaran berbasis masalah dengan pendekatan Culturally Relevant Teaching (CRT) di sekolah dasar. Penelitian ini menggunakan pendekatan gabungan (mixed methods), yang mengintegrasikan metode kuantitatif dan kualitatif untuk memperoleh pemahaman yang lebih komprehensif tentang motivasi belajar siswa. Metode kuantitatif dilakukan dengan menggunakan angket untuk mengukur tingkat motivasi siswa kelas V A yang berjumlah 27 siswa sebelum dan setelah penerapan pembelajaran berbasis masalah dengan pendekatan CRT, sementara metode kualitatif dilakukan melalui wawancara mendalam dan observasi untuk menggali persepsi siswa tentang pengalaman mereka dalam pembelajaran berbasis masalah yang sensitif terhadap konteks budaya mereka. Hasil penelitian menunjukkan bahwa penerapan pembelajaran berbasis masalah dengan pendekatan CRT berhasil meningkatkan motivasi belajar siswa kelas V SDN Sawah Besar 01. Hal ini ditunjukkan dengan peningkatan rata-rata skor hasil belajar dari 62 pada pre-test menjadi 78 pada post-test. Secara keseluruhan, hasil penelitian ini menunjukkan bahwa pembelajaran berbasis masalah dengan pendekatan CRT dapat menjadi alternatif yang efektif untuk meningkatkan motivasi belajar siswa di kelas V SDN Sawah Besar 01.Kata kunci: Culturally Relevant Teaching; motivasi belajar; pembelajaran berbasis masalah.
Inovasi Pembelajaran Pecahan Berbasis Metakognisi Untuk Meningkatkan Berpikir Kritis di Sekolah Dasar Samsiar Tri Bagus Wicaksono; Radeni Sukma Indra Dewi; Ratna Ekawati; Jaka Nugraha
JURNAL PENA EDUKASI Vol. 12 No. 1 (2025): April 2025
Publisher : Smart Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54314/jpe.v12i1.2471

Abstract

The critical thinking skills of elementary school students in mathematics learning, espe-cially fraction materials, are still a significant challenge. This study aims to identify and explore the application of metacognition-based learning that can improve students' criti-cal thinking skills. Using the Systematic Literature Review (SLR) method of 15 scientific articles, this research examines innovative learning models that integrate metacognition in fraction learning. The research findings show that the implementation of metacognition-based learning significantly improves students' critical thinking skills in several analyzed studies. Problem-Based Learning (PBL), Numbered Head Together (NHT), and STEM-PJBL approaches proved effective in facilitating the development of critical thinking skills. In addition, the use of technology-based interactive media, such as the “Merica” application, also contributed positively to students' understanding of the concept of fractions. The implication of this research is the need for curriculum develop-ment that is more integrated with metacognitive strategies, especially in mathematics learning at the elementary school level. This implication provides practical guidance for teachers and curriculum developers in designing more effective and targeted metacognition based learning. Thus, this research is expected to encourage the development of mathematics learning innovations that are more effective and student centered
Pengaruh Penggunaan Teknologi Augmented Reality dalam Pembelajaran IPAS terhadap Motivasi Belajar dan Hasil Belajar Siswa Deritawati Deritawati; M. Danil; Nadia Aldyza
JURNAL PENA EDUKASI Vol. 12 No. 1 (2025): April 2025
Publisher : Smart Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54314/jpe.v12i1.2520

Abstract

Abstract: This study investigates the effect of using augmented reality media in Social Science subjects on the motivation and learning outcomes of third-grade students of SD 4 Peusangan, Bireuen Regency. The method used in this research is a quantitative experimental design with a pseudo-experimental approach. The research design applied was a pretest and posttest group design, where the model chosen was a nonequivalent control group design, which consisted of two groups: experimental group and control group. The research was conducted at SD 4 Peusangan, with class IIIA acting as the experimental group and IIIB as the control group, in the odd semester of the 2024/2025 academic year. Through hypothesis testing, the Thitung value of 3.734 and Ttabel of 2.042 were obtained, indicating that Thitung is greater than Ttabel, so H1 is accepted. From these results, it can be concluded that using augmented reality learning media in IPAS subjects significantly affects the learning outcomes of third-grade students of SD 4 Peusangan, Bireuen Regency.Keywords: augmented reality; learning motivation; learning outcomes.Abstrak: Penelitian ini bertujuan untuk menginvestigasi pengaruh penggunaan media augmented reality pada mata pelajaran Ilmu Pengetahuan Alam Sosial (IPAS) terhadap motivasi dan hasil belajar siswa kelas III SD 4 Peusangan, Kabupaten Bireuen. Metode yang digunakan dalam penelitian ini adalah kuantitatif eksperimental dengan pendekatan eksperimen semu. Desain penelitian yang diterapkan adalah kelompok pretest dan posttest, di mana model yang dipilih adalah nonequivalent control group design, yang terdiri dari dua kelompok: kelompok eksperimen dan kelompok kontrol. Penelitian dilaksanakan di SD 4 Peusangan, dengan kelas IIIA berperan sebagai kelompok eksperimen dan IIIB sebagai kelompok kontrol, pada semester ganjil tahun ajaran 2024/2025. Melalui uji hipotesis, diperoleh nilai Thitung sebesar 3,734 dan Ttabel sebesar 2,042, menunjukkan bahwa Thitung lebih besar daripada Ttabel, sehingga H1 diterima. Dari hasil ini, dapat disimpulkan bahwa terdapat pengaruh yang signifikan dari penggunaan media pembelajaran augmented reality pada mata pelajaran IPAS terhadap hasil belajar siswa kelas III SD 4 Peusangan, Kabupaten Bireuen.Kata kunci: augmented reality; hasil belajar; motivasi belajar. 
Pengaruh Model Pembelajaran Project Based Learning Terhadap Hasil Belajar Perkembangbiakan Vegetatif Buatan dengan Cara Mencangkok Insanil Qadri; M. Danil; Nadia Aldyza
JURNAL PENA EDUKASI Vol. 12 No. 2 (2025): Oktober 2025
Publisher : Smart Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54314/jpe.v12i2.2523

Abstract

Abstract: This study aims to examine the effect of implementing the Project Based Learning (PjBL) model assisted by Google Forms on students’ learning outcomes in Science subjects at Grade VI of SD Negeri 3 Simpang Mamplam. The research employed a quantitative approach with an experimental method using a one-group pretest–posttest design. The participants consisted of 30 students selected through purposive sampling. The research instruments included a learning achievement test and a motivation questionnaire, both of which were tested for validity and reliability. Data analysis involved normality, homogeneity, and Paired Sample T-Test to test the research hypothesis. The findings revealed a significant improvement in students’ learning outcomes after the implementation of the PjBL model. The mean pre-test score of 66.67 increased to 84.50 in the post-test, with a t-count value (2.634) higher than the t-table value (2.060) at a 0.05 significance level. These results indicate that project-based learning assisted by Google Forms has a significant effect on students’ learning outcomes. Overall, the PjBL model effectively enhanced students’ motivation, creativity, and critical thinking skills through contextual and collaborative learning experiences.Keywords: Google Forms; Project Based Learning; science educationAbstrak: Penelitian ini bertujuan untuk mengetahui pengaruh penerapan model Project Based Learning (PjBL) berbantuan Google Formulir terhadap hasil belajar siswa pada mata pelajaran Ilmu Pengetahuan Alam (IPA) di kelas VI SD Negeri 3 Simpang Mamplam.  penelitian ini adalah kuantitatif dengan metode eksperimen menggunakan desain one group pretest–posttest. Subjek penelitian berjumlah 30 siswa yang dipilih secara purposive. Instrumen yang digunakan meliputi tes hasil belajar dan kuesioner motivasi belajar yang telah diuji validitas serta reliabilitasnya. Analisis data dilakukan melalui uji normalitas, uji homogenitas, dan uji Paired Sample T-Test untuk menguji hipotesis penelitian. Hasil penelitian menunjukkan adanya peningkatan signifikan pada hasil belajar siswa setelah penerapan model PjBL. Nilai rata-rata pre-test sebesar 66,67 meningkat menjadi 84,50 pada post-test, dengan nilai t-hitung (2,634) lebih besar dari t-tabel (2,060) pada taraf signifikansi 0,05. Hal ini membuktikan bahwa pembelajaran berbasis proyek berbantuan Google Formulir berpengaruh signifikan terhadap hasil belajar siswa. Penerapan model PjBL mampu meningkatkan motivasi, kreativitas, dan keterampilan berpikir kritis siswa melalui kegiatan belajar yang kontekstual dan kolaboratif. Integrasi teknologi digital seperti Google Formulir turut memperkuat efektivitas pembelajaran dan mendukung pengembangan literasi digital peserta didik.Kata Kunci: Google Formulir; pembelajaran IPA; Project Based Learning

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