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Teacher in Educational Research
Published by Research and Social Study Institute
ISSN : -     EISSN : 2656338X     DOI : 10.26486
Core Subject : Education, Social,
Social Sciences Other
Teacher in Educational Research is providing a platform that welcomes and acknowledges high quality empirical original research papers about education written by researchers, academicians, professional, and practitioners from all over the world.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 5 Documents
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Search results for , issue "Vol. 7 No. 2 (2025)" : 5 Documents clear
Mengembangkan literasi matematis melalui pembelajaran interaktif: Perspektif guru matematika Maqsadah, Rayyan; Parwati, Dewi; Fitriani, Elza; Rahmah, Hayyinur; Ela, Ela; Atsnan, Muh Fajaruddin
Teacher in Educational Research Vol. 7 No. 2 (2025)
Publisher : Research and Social Study Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33292/ter.v7i2.300

Abstract

Penelitian ini bertujuan mendeskripsikan peran guru dalam peningkatan kemampuan literasi matematis siswa. Studi menggunakan pendekatan kualitatif deskriptif dengan wawancara terstruktur kepada guru matematika di SMAN 1 Sungai Loban, dilengkapi pencatatan reflektif praktik pembelajaran. Data dianalisis secara tematik untuk mengidentifikasi strategi, hambatan, dan prasyarat pendukung. Hasil menunjukkan peran guru berpusat pada: (1) penguatan kompetensi profesional melalui pelatihan—termasuk modul PMM—dan adaptasi kurikulum; (2) rekayasa iklim kelas yang menumbuhkan mindset positif terhadap matematika; (3) desain pembelajaran interaktif berbasis konteks yang mengintegrasikan pemecahan masalah, diskusi terarah, dan representasi multiple; serta (4) dukungan motivasional melalui umpan balik formatif dan penetapan tujuan belajar yang jelas. Hambatan yang menonjol meliputi minat belajar yang rendah, kebiasaan belajar pasif, kesulitan menerapkan penalaran dalam soal nonrutin, dan keterbatasan paparan terhadap soal menantang. Solusi yang disarankan mencakup penataan rutinitas problem solving bertahap, scaffolding strategi berpikir, tugas autentik kontekstual, serta kolaborasi guru untuk kurasi bank soal literasi. Temuan menegaskan bahwa peran guru yang konsisten pada aspek perencanaan, orkestrasi diskusi, dan asesmen formatif berkontribusi pada penguatan literasi matematis. Studi ini menyarankan pengembangan profesional berkelanjutan dan dukungan sumber belajar untuk memperluas dampak praktik.   Developing mathematical literacy through interactive instruction: Mathematics teachers’ perspectives   Abstract: This study describes teachers’ roles in improving students’ mathematical literacy. A qualitative descriptive approach was employed using structured interviews with mathematics teachers at SMAN 1 Sungai Loban, complemented by reflective notes on classroom practices. Data were thematically analyzed to identify strategies, obstacles, and enabling conditions. Findings indicate four focal roles: (1) strengthening professional competence through training—including PMM modules—and curriculum adaptation; (2) cultivating a classroom climate that promotes positive mindsets toward mathematics; (3) designing interactive, context-rich lessons that integrate problem solving, guided discussion, and multiple representations; and (4) providing motivational support via formative feedback and clear learning goals. Prominent challenges include low student interest, passive study habits, difficulties applying reasoning to non-routine items, and limited exposure to demanding tasks. Suggested solutions involve staged problem-solving routines, scaffolding of thinking strategies, contextual authentic tasks, and teacher collaboration to curate literacy-oriented item banks. Overall, consistent attention to lesson planning, discussion orchestration, and formative assessment supports the development of mathematical literacy. The study recommends ongoing professional development and improved access to learning resources to broaden the impact of these practices.
Integrasi media audiovisual pada Kurikulum Bahasa Indonesia SMP: Bukti empiris dan rekomendasi praktik Zolanda, Mutia; Fadilla, Mutiara; Wahyudiyanta, Muhammad Tri; Fajaruddin, Syarief
Teacher in Educational Research Vol. 7 No. 2 (2025)
Publisher : Research and Social Study Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33292/ter.v7i2.510

Abstract

Studi ini melakukan literature review untuk mengevaluasi efektivitas media audiovisual dalam pembelajaran Bahasa Indonesia di SMP. Prosedur literature review meliputi perumusan pertanyaan penelitian, perencanaan penelusuran, seleksi artikel melalui kriteria inklusi–eksklusi (topik relevan, open access, terbit 5 tahun terakhir), penilaian kualitas, serta sintesis temuan. Penelusuran dilakukan via Google Scholar (14 Oktober 2024). Data dianalisis secara naratif dengan menilai dampak media audiovisual terhadap pemahaman materi, motivasi/minat belajar, serta indikasi berpikir kritis. Hasil sintesis menunjukkan konsistensi bukti bahwa integrasi video, gambar, dan audio meningkatkan pemahaman (terutama teks sastra dan konteks budaya) dan motivasi siswa dibandingkan metode konvensional. Indikasi peningkatan keterlibatan dan keuletan tugas juga muncul ketika guru menyediakan instruksi yang terstruktur, tujuan belajar yang jelas, dan umpan balik formatif. Namun, bukti tentang dampak jangka panjang terhadap berpikir kritis masih terbatas karena kurangnya desain penelitian yang mendalam dan integrasi kurikulum yang eksplisit. Keterbatasan studi meliputi cakupan basis data, variasi kualitas metodologis, dan ketergantungan pada ukuran hasil jangka pendek. Literature review ini merekomendasikan integrasi audiovisual berbasis tujuan, strategi pra–selama–pasca menonton, penugasan analitis, serta pengembangan profesional guru agar manfaat pada pemahaman dan motivasi berkelindan dengan penguatan keterampilan berpikir tingkat tinggi.   Integrating audiovisual media into the junior-high Indonesian Curriculum: Empirical evidence and practice recommendations   Abstract: This literature review evaluates the effectiveness of audiovisual media in junior-high Indonesian language instruction. The literature review followed established steps: research questions, search planning, article screening using inclusion–exclusion criteria (relevant topic, open access, published within the last five years), quality appraisal, and narrative synthesis. Searches were conducted via Google Scholar (14 October 2024). Outcomes examined included content comprehension, motivation/engagement, and indications of critical thinking. Synthesized findings consistently show that integrating video, images, and audio improves comprehension (notably for literary texts and cultural contexts) and student motivation compared with conventional methods. Gains in engagement and task persistence are more evident when teachers provide structured guidance, explicit learning goals, and formative feedback. Evidence for sustained improvements in critical thinking remains limited due to shallow research designs and a lack of explicit curricular integration. Limitations include database scope, variability in methodological rigor, and reliance on short-term outcomes. The review recommends goal-aligned audiovisual integration, before–during–after viewing routines, analytic tasks, and targeted teacher professional development so that improvements in comprehension and motivation are coupled with advances in higher-order thinking.
Kajian psikometrik butir soal ujian akhir sekolah mata pelajaran kearsipan dalam pembelajaran daring Ismiyati, Ismiyati; Suryanto, Edy; Sholikah, Mar'atus; Bahar, Rosid; Iskandar, Akbar; Santi, Fitta Ummaya
Teacher in Educational Research Vol. 7 No. 2 (2025)
Publisher : Research and Social Study Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33292/ter.v7i2.511

Abstract

Penelitian ini bertujuan untuk menganalisis karakteristik butir soal pada Tes Penguatan Ujian Akhir Semester (UAS) mata pelajaran Kearsipan dalam konteks pembelajaran daring. Penelitian menggunakan pendekatan deskriptif kuantitatif dengan subjek sebanyak 336 peserta didik kelas X dari enam Sekolah Menengah Kejuruan (SMK) di Jawa Tengah pada semester genap tahun ajaran 2020/2021. Analisis data dilakukan dengan teori tes klasik (Classical Test Theory/CTT) menggunakan perangkat lunak ITEMAN versi 3.0. Hasil penelitian menunjukkan bahwa sebagian besar butir soal berada dalam kategori diterima, yaitu 21 butir (52,5%), delapan butir (20%) diterima dengan opsi pengecoh yang tidak berfungsi optimal, empat butir (10%) perlu direvisi, dan delapan butir (20%) dieliminasi. Reliabilitas perangkat tes tergolong tinggi dengan koefisien alpha sebesar 0,803. Temuan ini mengindikasikan bahwa perangkat tes memiliki validitas dan reliabilitas yang baik untuk digunakan sebagai bank soal. Namun, beberapa butir soal memerlukan peninjauan ulang dengan melibatkan guru mata pelajaran dan rekan sejawat agar lebih selaras dengan kebutuhan asesmen dalam pembelajaran daring yang terus berkembang. Psychometric analysis of archival studies final exam items in online learning Abstract: This study aims to analyze the item characteristics of the Final Strengthening Test (UAS) in the Archival Studies subject within the context of online learning. A quantitative descriptive approach was applied, involving 336 tenth-grade students from six vocational high schools in Central Java during the even semester of the 2020/2021 academic year. Data were analyzed using Classical Test Theory (CTT) with the ITEMAN version 3.0 software. The results indicated that most of the items met the acceptable criteria: 21 items (52.5%) were accepted, eight items (20%) were accepted with non-functioning distractors, four items (10%) required revision, and eight items (20%) were eliminated. The test instrument demonstrated high reliability, with an alpha coefficient of 0.803. These findings suggest that the test items possess adequate validity and reliability for inclusion in a test bank. Nevertheless, certain items require further review and refinement, ideally involving subject teachers and peer collaboration, to ensure greater alignment with the evolving demands of online assessment practices.
Peran guru dalam menumbuhkan literasi dan minat baca siswa sekolah dasar Sahida, Rakhima; Erviana, Vera Yuli
Teacher in Educational Research Vol. 7 No. 2 (2025)
Publisher : Research and Social Study Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33292/ter.v7i2.514

Abstract

Penelitian ini bertujuan (1) untuk mendeskripsikan peran guru dalam menumbuhkan literasi dan minat baca siswa, (2) mengetahui faktor pendukung dalam menumbuhkan literasi minat baca siswa, (3) mengetahui faktor penghambat dalam menumbuhkan literasi dan minat baca siswa. Jenis penelitian yang digunakan dalam penelitian ini adalah kualitatif dengan metode studi kasus. Penelitian ini dilakukan di SD Muhammadiyah Kadisoka sejak bulan Desember 2022 hingga Agustus 2023 dengan sampel penelitian kelas III yang berjumlah 6 siswa. Teknik pengumpulan data yang digunakan ialah observasi, wawancara dan dokumentasi. Teknik analisis data yang digunakan yaitu pengumpulan data, reduksi data, penyajian data dan penarikan kesimpulan. Hasil dari penelitian ini diperoleh bahwa (1) peran guru dalam menumbuhkan minat membaca siswa di SD Muhammadiyah Kadisoka dilakukan melalui pendampingan terhadap peserta didik selama 15 menit untuk kegiatan literasi sekolah di kelas masing-masing. Hal tersebut dilaksanakan untuk meningkatkan minat membaca siswa melalui kegiatan literasi. (2) Faktor Pendukung dalam menumbuhkan minat baca siswa yaitu guru sudah mengajak siswa untuk membaca, siswa bersifat kooperatif dalam pelaksanaan literasi, siswa mempunyai dorongan yang kuat dari guru. (3) faktor penghambat dalam menumbuhkan literasi yaitu siswa tidak meluangkan waktu untuk membaca, siswa hanya membaca atas perintah guru dan siswa jarang mengunjungi perpustakaan. Keterbaruan penelitian ini yaitu untuk mengetahui bagaimana peran guru SD Muhammadiyah Kadisoka dalam menumbuhkan minat baca siswa, terutama di kelas III. Penelitian ini menggunakan sampel yaitu siswa dengan prestasi yang paling unggul dan kurang. Dengan begitu dapat diketahui gap antara minat baca dari siswa yang mempunyai prestasi unggul dan kurang.   The role of teachers in fostering literacy and reading interest among elementary school students   Abstract: This study aims to (1) describe the role of teachers in fostering students' literacy and reading interest, (2) knowing the supporting factors in growing students' reading interest literacy, (3) knowing the inhibiting factors in growing students' literacy and reading interest. The type of research used in this research is qualitative with a case study method. This research was conducted at SD Muhammadiyah Kadisoka from December 2022 to August 2023 with a class III research sample of 6 students. The data collection techniques used are observation, interviews and documentation. The data analysis techniques used are data collection, data reduction, data presentation and conclusions. The results of this study obtained that (1) the role of teachers in fostering students' interest in reading at SD Muhammadiyah Kadisoka is carried out through mentoring students for 15 minutes for school literacy activities in their respective classes. This is carried out to increase students' interest in reading through literacy activities. (2) Supporting factors in fostering students' interest in reading are that the teacher has invited students to read, students are cooperative in implementing literacy, students have strong encouragement from the teacher. (3) Inhibiting factors in cultivating literacy are that students do not take time to read, students only read at the teacher's command and students rarely visit the library. The novelty of this research is to find out the role of Muhammadiyah Kadisoka Elementary School teachers in fostering students' interest in reading, especially in class III. This study uses a sample of students with the most superior and lowest achievement. That way we can know the gap between the reading interest of students who have superior and less achievement.
Strategi pengajaran bahasa untuk meningkatkan kemampuan berbahasa anak di sekolah Rahmawati, Tsania Dwi; Rossa, Helvy Teana; Aulia, Maghfirotun; Puspita, Oktaviani Windra
Teacher in Educational Research Vol. 7 No. 2 (2025)
Publisher : Research and Social Study Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33292/ter.v7i2.515

Abstract

: Penelitian ini bertujuan untuk mengeksplorasi strategi pengajaran Bahasa Indonesia yang efektif, adaptif, dan kontekstual di tingkat sekolah menengah pertama, khususnya dalam kondisi dengan keterbatasan sumber daya. Menggunakan metode kualitatif melalui wawancara mendalam dengan guru dan orang tua, penelitian ini menganalisis praktik pengajaran, tantangan, serta peran lingkungan rumah dalam mendukung kemampuan berbahasa siswa. Hasil penelitian menunjukkan bahwa guru menerapkan berbagai strategi pengajaran yang beragam dan interaktif, seperti praktik kosakata langsung, diskusi kelompok, penugasan individu, serta pemanfaatan media pembelajaran sederhana. Strategi ini terbukti meningkatkan keterampilan berbicara, menulis, dan memahami bahasa siswa, sekaligus menumbuhkan partisipasi aktif serta rasa percaya diri mereka dalam berkomunikasi. Temuan juga mengungkap bahwa keterlibatan orang tua dalam membim-bing anak menggunakan bahasa yang baik di rumah memperkuat efektivitas pembelajaran di sekolah. Penelitian ini menegaskan bahwa kombinasi pendekatan berbasis interaksi dan dukungan keluarga dapat menghasilkan pembelajaran bahasa yang lebih bermakna dibandingkan metode konvensional. Secara konseptual, studi ini berkontribusi pada pengembangan model pedagogi bahasa yang kontekstual dan partisipatif; secara praktis, temuan ini memberikan panduan empiris bagi guru dan pengambil kebijakan dalam merancang strategi pengajaran bahasa yang inklusif, relevan, dan berkelanjutan untuk meningkatkan kualitas pembelajaran di tingkat pendidikan dasar dan menengah.   Language teaching strategies to improve children's language skills at school   Abstract: This study aims to explore effective, adaptive, and contextually relevant strategies for teaching the Indonesian language at the junior secondary school level, particularly in resource-limited settings. Employing a qualitative approach through in-depth interviews with teachers and parents, the research investigates classroom practices, instructional challenges, and the role of the home environment in supporting students’ language development. The findings reveal that teachers employ a variety of interactive teaching strategies, including direct vocabulary practice, group discussions, individual assignments, and the use of simple instructional media. These approaches were found to enhance students’ speaking, writing, and comprehension skills while fostering active participation and communication confidence. Moreover, parental involvement, especially in modeling and encouraging proper language use at home, was shown to reinforce the effectiveness of school-based learning. The study concludes that a combination of interaction-based pedagogy and family engagement can produce more meaningful language learning outcomes compared to conventional methods. Conceptually, this study contributes to the development of a contextual and participatory pedagogical model for language teaching; practically, it provides empirical guidance for teachers and policymakers in designing inclusive, relevant, and sustainable strategies to enhance language learning quality in basic and secondary education.

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