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Pena Kreatif : Jurnal Pendidikan
Published by Universitas Muhammadiyah Pontianak
ISSN : 20893027     EISSN : 25412264     DOI : http://dx.doi.org/10.29406/jpk
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Other
Jurnal Pena Kreatif merupakan jurnal pendidikan yang akan menerbitkan hasil penelitian dosen maupun guru. Jurnal pene Kreatif akan diterbitkan dua jenis terbitan: (1) Media Cetak, (2) Elekronik/online Pena Kreatif : Jurnal Pendidikan menerbitkan artikel hasil pemikiran dan hasil penelitian di bidang pendidikan, model-model pembelajaran, strategi pembelajar serta isu-isu terbaru dan tren yang terjadi secara nasional pada pengembangan pendidikan dengan tujuan memajukan pengetahuan tentang teori dan praktik pendidikan di Indonesia.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 150 Documents
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PENGARUH MICRO TEACHING DAN MINAT MENJADI GURU TERHADAP KESIAPAN MENGAJAR PENGENALAN LAPANGAN PERSEKOLAHAN (PLP) MAHASISWA UNIVERSITAS PGRI WIRANEGARA Kinasih, Andjani Sulistyaningrum; Pradikto, Sugeng; Indarti, Nunuk
PENA KREATIF : JURNAL PENDIDIKAN Vol 14 No 2 (2025): Pena Kreatif : Jurnal Pendidikan
Publisher : FKIP UM Pontianak

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29406/jpk.v14i2.8311

Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh micro teaching dan minat menjadi guru terhadap kesiapan mengajar mahasiswa Universitas PGRI Wiranegara dalam menghadapi Pengenalan Lapangan Persekolahan (PLP). Latar belakang penelitian ini adalah masih ditemukannya mahasiswa yang kurang siap dalam praktik mengajar di SMAN 3 Pasuruan, baik dari segi keterampilan mengajar maupun motivasi untuk menekuni profesi guru. Penelitian ini menggunakan pendekatan kuantitatif dengan desain kausalitas. Populasi dalam penelitian ini berjumlah 187 mahasiswa Fakultas Pedagogi dan Psikologi angkatan 2021, dengan teknik pengambilan sampel proportional random sampling sehingga diperoleh 65 responden. Instrumen penelitian berupa kuesioner dan analisis data dilakukan dengan regresi linear berganda. Hasil penelitian menunjukkan bahwa micro teaching berpengaruh positif dan signifikan terhadap kesiapan mengajar PLP dengan nilai t-hitung 5,674 dan Sig. 0,000, begitu juga dengan minat menjadi guru dengan nilai t-hitung 3,552 dan Sig. 0,001. Uji simultan menunjukkan bahwa keduanya secara bersama-sama berpengaruh signifikan terhadap kesiapan mengajar PLP dengan nilai F-hitung 49,306 dan Sig. 0,000. Nilai Adjusted R Square sebesar 0,602 yang berarti micro teaching dan minat menjadi guru secara simultan berkontribusi sebesar 60,2% terhadap kesiapan mengajar PLP, sedangkan 39,8% sisanya dipengaruhi faktor lain di luar penelitian. Di antara kedua variabel, micro teaching memberikan pengaruh lebih dominan dibandingkan minat menjadi guru. Kesimpulannya, kesiapan mengajar mahasiswa PLP akan lebih optimal apabila didukung oleh pengalaman praktik melalui micro teaching serta minat yang kuat untuk menjadi guru profesional.
AN ANALYSIS OF STUDENTS' DIFFICULTIES IN LEARNING ENGLISH AT ISLAMIC BOARDING SCHOOL AL-MURABBI NIPAH KUNING Mahrus, Haris
PENA KREATIF : JURNAL PENDIDIKAN Vol 14 No 2 (2025): Pena Kreatif : Jurnal Pendidikan
Publisher : FKIP UM Pontianak

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29406/jpk.v14i2.8409

Abstract

English learning in Islamic boarding schools plays a vital role in preparing students for global communication. However, limited studies have explored this context, especially in rural areas such as Kubu Raya, West Kalimantan. This research addresses that gap by examining the difficulties faced by students in learning English informally at Al-Murabbi Islamic Boarding School. The study aims to identify major challenges influencing students’ English learning within informal environments. Employing a case study with qualitative approach, data were gathered from ten students and two English tutors through observation, interviews, and documentation. The findings revealed three key difficulties including linguistic, psychological, and environmental Factors. Linguistic difficulties involved limited vocabulary, grammatical weaknesses, and pronunciation errors. Psychological barriers included fear of making mistakes, anxiety, and low self-confidence, which reduced students’ willingness to communicate. Environmental factors, such as peers’ use of local languages and lack of English exposure, further limited practice opportunities. These findings indicate that mastering English requires more than language skills; students also need emotional support and a positive environment. Therefore, pesantren should encourage more English practice through peer interaction, provide English-speaking areas, and build students’ confidence to improve their informal communication.
EXPLORING THE EXPERIENCES OF NON-NATIVE ENGLISH TEACHERS IN BUILDING STUDENT SPEAKING SKILLS Hakim, Waliyul
PENA KREATIF : JURNAL PENDIDIKAN Vol 14 No 2 (2025): Pena Kreatif : Jurnal Pendidikan
Publisher : FKIP UM Pontianak

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29406/jpk.v14i2.8429

Abstract

The ability to communicate effectively in English is essential in today’s globalized world. however, many students continue to face difficulties in speaking confidently. This study aims to explore the experiences of non-native English teachers (NNESTs) in developing students’ speaking skills, focusing on the challenges they encounter and the strategies they employ in Kampung Inggris Pare, Indonesia. A qualitative research design with a phenomenological approach was applied, involving three NNESTs as participants. Data were collected through semi-structured interviews and analyzed thematically using NVivo 12 software. The findings indicate that the teachers encountered several challenges, including students’ limited vocabulary, speaking anxiety, low motivation, and varied proficiency levels within a single classroom. To address these challenges, the teachers implemented various strategies such as creating a supportive classroom environment, providing positive reinforcement, selecting engaging and contextually relevant speaking topics, and promoting peer collaboration. Emotional support and teacher empathy were also found to be essential in enhancing students’ speaking confidence. This study emphasizes the crucial role of NNESTs in fostering inclusive, engaging, and motivational learning environments. The findings contribute to a deeper understanding of how teacher identity and socio affective strategies influence students’ speaking development and offer valuable insights for improving English speaking instruction in EFL contexts.
KAHOOT AS LEARNING MEDIA: TEACHERS’ PERCEPTION ON VOCABULARY RETENTION IN THE FIRST GRADE OF JUNIOR HIGH SCHOOL Ato'illah, Ato'illah; Sood, Muhammad
PENA KREATIF : JURNAL PENDIDIKAN Vol 15 No 1 (2026): Pena Kreatif : Jurnal Pendidikan
Publisher : FKIP UM Pontianak

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Abstract

Mastering vocabulary plays a key aspect of learning English. However, many students still face difficulties in remembering words they have learned for a long time. While previous studies mostly examined how Kahoot! improves students’ motivation and participation, few have discussed its role in helping students retain vocabulary. Therefore, this study aims to understand teachers’ perceptions of using Kahoot! as a learning medium to strengthen students’ vocabulary memory in the first grade of junior high school. This research used a qualitative phenomenological design involving three English teachers chosen through purposive sampling. Data were collected through structured interviews and supported by documentation. The results show that teachers view Kahoot! positively because it is enjoyable, simple to use, and helps improve students’ motivation, engagement, and word retention. Although some obstacles such as limited devices and poor internet connections appeared, teachers managed them using various creative solutions. The study suggests that Kahoot! can serve as an effective digital learning tool to make vocabulary learning more interactive, enjoyable, and memorable for students in today’s digital classroom.
PENINGKATAN KEMAMPUAN PUBLIC SPEAKING MELALUI METODE DEMONSTRASI PADA MAHASISWA PGPAUD UNIVERSITAS MUHAMMADIYAH PONTIANAK Maulina, Iin; Elvri, Rini
PENA KREATIF : JURNAL PENDIDIKAN Vol 14 No 2 (2025): Pena Kreatif : Jurnal Pendidikan
Publisher : FKIP UM Pontianak

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Abstract

Kemampuan berbicara di depan umum atau kemampuan public speaking perlu dilatih pada calon pendidik, yaitu pada mahasiswa jurusan pendidikan, khususnya calon pendidik anak usia dini. Selama perkuliahan, ditemukan beberapa mahasiswa di program studi PGPAUD UM Pontianak belum terlatih dalam public speaking. Oleh karena itu, tujuan penelitian ini adalah untuk mendeskripsikan peningkatan kemampuan public speaking mahasiswa pgpaud UM Pontianak melalui metode demonstrasi. Penelitian ini menggunakan pendekatan kualitatif dengan metode deskriptif. Bentuk penelitian ini adalah penelitian tindakan kelas (ptk). Penelitian ini dilakukan pada 3 (tiga) siklus yang mana tiap siklus terdapat 2 (dua) pertemuan. Indikator penelitian ini meliputi: Pengetahuan dan persiapan materi, teknik berbicara dan bahasa tubuh, serta pengelolaan waktu dan pengaturan presentasi. Persentase rata-rata kelas siklus menunjukkan sebelum tindakan 1,58%, siklus 1 naik menjadi 1,66%, siklus 2 naik menjadi 2,23, dan siklus 3 naik menjadi 2,46%. Oleh karena itu, dinyatakan tindakan selama 3 siklus dengan per siklus dua pertemuan terdapat peningkatan kemampuan public speaking melalui metode demonstrasi pada mahasiswa pgpaud UM kelas B Pontianak.
PENERAPAN METODE MONTESSORI DALAM KEMAMPUAN MEMBACA PERMULAAN DI PAUD GIFTED KIDS MONTESSORI PONTIANAK Hafiza, Noor Syella; Maulina, Iin; Diana, Diana
PENA KREATIF : JURNAL PENDIDIKAN Vol 15 No 1 (2026): Pena Kreatif : Jurnal Pendidikan
Publisher : FKIP UM Pontianak

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Abstract

Metode Montessori merupakan pendekatan pendidikan yang efektif untuk mengembangkan kemampuan membaca permulaan anak usia dini dengan memperhatikan tahapan perkembangan mereka. Melalui stimulasi indera, kebebasan memilih aktivitas, dan penggunaan media belajar yang sesuai, metode ini membantu anak belajar membaca secara alami dan menyenangkan. Penelitian ini akan menggali karakteristik serta proses perencanaan, penerapan, dan evaluasi metode Montessori dalam pembelajaran membaca permulaan di KB Gifted Kids Montessori Pontianak, dengan menggunakan pendekatan kualitatif dengan metode deskriptif adalah suatu cara yang digunakan untuk mendeskripsikan kejadian yang terjadi di lapangan sebagaimana adanya. Penelitian ini menunjukkan bahwa penerapan metode Montessori di PAUD Gifted Kids Montessori Pontianak dalam kemampuan membaca permulaan dilakukan secara sistematis melalui tahapan perencanaan, pelaksanaan, dan evaluasi. Pembelajaran disesuaikan dengan tahap perkembangan anak, menggunakan media konkret seperti Sandpaper Letters, Moveable Alphabet, dan Object Boxes untuk mendukung proses belajar yang multisensori, aktif, dan menyenangkan. Evaluasi dilakukan melalui observasi harian dan portofolio, bukan melalui penilaian angka, serta melibatkan peran aktif orang tua. Metode Montessori terbukti membantu mengembangkan kemampuan membaca anak secara natural dan tanpa paksaan. Kata kunci: Metode Montessori, Membaca Permulaan
PENGARUH KOMPETENSI MENGAJAR GURU TERHADAP KREATIVITAS BELAJAR ANAK DI TAMAN KANAK – KANAK AL-MADANI PONTIANAK Komsiah, Komsiah; Diana, Diana; Mawardi, Mawardi
PENA KREATIF : JURNAL PENDIDIKAN Vol 15 No 1 (2026): Pena Kreatif : Jurnal Pendidikan
Publisher : FKIP UM Pontianak

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Abstract

Taman Kanak-Kanal Al-Madani Pontianak terdapat masalah kurangnya kompetensi guru dalam mengembangkan kreativitas belajar anak, kemudian adanya hal-hal yang bersifat individual. Penelitian ini bertujuan untuk, 1) Untuk mengetahui Kompetensi Mengajar Guru Di Taman Kanak-Kanak Al-Madani Pontianak. 2) Untuk Mengetahui Kreativitas Anak Taman Kanak-Kanak Al-Madani Pontianak. 3) Untuk Mengetahui Pengaruh Kompetensi Mengajar Guru Terhadap Kreativitas Anak Di Taman Kanak-Kanak Al-Madani Pontianak. kompetensi mengajar guru pada Taman Kanak-Kanak Al-Madani Pontianak mendapat nilai Baik (B). Untuk kreativitas belajar anak di taman kanak-kanak Al-Madani Pontianak mendapatkan nilai (C) yaitu berkembang cukup baik. Secara umum tidak terdapat pengaruh yang signifikan antara kompetensi mengajar guru terhadap kreativitas belajar anak di Taman Kanak-Kanak Al-Madani Pontianak. Hal ini dapat dilihat dari perhitungan regresi sederhana  y’ =a + b X diperoleh persamaan Y = 9,327 + 0,-011X, dan dapat dilihat juga dari uji hipotesis menggunakan metode deskriptif kuantitatif yaitu nilai Fhitung sebesar 0,243 dengan nilai Probabilitas (Sig) sebesar 0,648. Ini berarti bahwa Fhitung (0,243) < Ftabel (2,447) dan nilai probabilitas (Sig) lebih besar dari derajat signifikan yang digunakan (0,648> 0,05)menyatakan Ho diterima dan Ha ditolak.
The Effect of Flash Card Media and The Literacy Window on Student Vocabulary Mastery at SMP IT Al-Wahidiyah Sulistiawati, Marni; Yassin, Muhammad
PENA KREATIF : JURNAL PENDIDIKAN Vol 15 No 1 (2026): Pena Kreatif : Jurnal Pendidikan
Publisher : FKIP UM Pontianak

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Abstract

Vocabulary plays a central role in English learning because it enables students to understand texts and express ideas effectively. However, many junior EFL students still face difficulties in mastering vocabulary due to limited exposure and low motivation. This study aims to investigate the effect of flashcard media displayed on the literacy window on students’ vocabulary mastery at SMP IT Al-Wahidiyah. The research employed a quantitative approach with a pre-experimental one-group pretest–posttest design involving 17 seventh-grade students. A vocabulary test consisting of 30 multiple-choice items was administered before and after six treatment sessions using flashcards on the literacy window. The results showed an increase in the mean score from 46.35 in the pretest to 64.35 in the posttest, with a significance value of 0.000 (<0.05), indicating a significant improvement in students’ vocabulary mastery. These findings suggest that the combination of flashcards and literacy windows provides repeated exposure that strengthens students’ memory and enhances vocabulary retention. This approach is therefore recommended as an effective strategy for improving vocabulary mastery among junior high school students.
AN EFL TEACHER'S PERCEPTION OF IMPLEMENTING PROJECT-BASED LEARNING FOR SEVENTH GRADE STUDENT'S AT SMP NEGERI 29 PONTIANAK AND SMP NEGERI 3 BATU AMPAR Sari, Lili Nur Indah; Sood, Muhammad; Yassin, Muhammad
PENA KREATIF : JURNAL PENDIDIKAN Vol 15 No 1 (2026): Pena Kreatif : Jurnal Pendidikan
Publisher : FKIP UM Pontianak

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Abstract

 This research investigates English as a Foreign Language (EFL) teachers’ perceptions of the implementation of Project-Based Learning (PjBL) in teaching seventh-grade students at SMPN 29 Pontianak and SMPN 3 Batu Ampar. The study aims to explore how teachers perceive, understand, and evaluate the effectiveness of PjBL in fostering meaningful learning, student engagement, and the development of 21st-century skills. Employing a qualitative descriptive approach, data were collected through interviews and documentation to gain in-depth insights into teachers’ experiences and perspectives. The findings reveal that teachers generally perceive PjBL positively as it provides opportunities for students to collaborate, communicate, and apply their language skills in authentic contexts. However, challenges such as limited time allocation, unequal student participation, and the need for careful planning were also highlighted. Despite these challenges, teachers acknowledged that PjBL enhances student motivation and encourages active learning. The study concludes that while PjBL requires adaptation and adequate support to be effectively implemented, it holds significant potential in improving students’ language skills and fostering holistic learning experiences. This research contributes to the understanding of how EFL teachers view PjBL in the Indonesian context and offers implications for improving teaching practices in secondary schools.
ANALISIS KOMPETENSI PROFESIONAL GURU PAUD DALAM MERANCANG PEMBELAJARAN TEMATIK YANG BERMAKNA BAGI ANAK USIA DINI Assyifa Mulya, Ghani; Amanda, Rezky Tri; Amelia, Nabila; Alifah, Ayu; Kurnia, Rita
PENA KREATIF : JURNAL PENDIDIKAN Vol 15 No 1 (2026): Pena Kreatif : Jurnal Pendidikan
Publisher : FKIP UM Pontianak

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Abstract

This study aims to evaluate the professional competence of Early Childhood Education (ECE) teachers in designing meaningful thematic learning for young children at TK Al Rasyid. The background of this research arises from the phenomenon that thematic learning, which should be child-centered, often remains administrative in nature and lacks the reflective qualities expected of professional educators. The main problem lies in teachers’ limited ability to connect lesson planning with developmental assessments of children and the absence of reflective practices in their teaching process. This study employed a qualitative descriptive method with data collected through observation, interviews, and documentation. Data were analyzed using the interactive model of Miles and Huberman, which includes data reduction, data display, and conclusion drawing. The results reveal that ECE teachers at TK Al Rasyid have demonstrated a basic understanding of the concept of thematic learning; however, its implementation remains focused on administrative tasks rather than reflective and developmental aspects. Lesson plans are not yet fully based on children’s actual needs and interests, and learning activities tend to be teacher-centered, limiting children’s exploration. Moreover, reflective practices after learning have not become a consistent part of teachers’ professional routines. These findings indicate that the professional competence of ECE teachers at TK Al Rasyid is still at an early stage of development. Therefore, strengthening programs through reflective training, continuous supervision, and the cultivation of evaluative habits are essential to help teachers design more meaningful, contextual, and child-centered thematic learning experiences. Keywords: qualitative descriptive, ECE teachers, professional competence, thematic learning, meaningful learning.

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