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Jurnal Suluh Pendidikan
Published by Universitas HKBP Nommensen
ISSN : 23562595     EISSN : 27147037     DOI : https://doi.org/10.36655/jsp.v7i1.106
Core Subject : Science, Education, Social,
Education Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other
Jurnal Suluh Pendidikan (JSP) is providing a platform that welcomes and acknowledges high-quality empirical research papers about education written by researchers, academicians, professionals, and practitioners from all over the world.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 7 Documents
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Search results for , issue "Vol 13 No 2 (2025): Agustus 2025" : 7 Documents clear
PENGARUH P5 TERHADAP KEMAMPUAN BERPIKIR KRITIS MURID SMA: SEBUAH STUDI KUANTITATIF DI JAKARTA TIMUR Ananto, Purnomo; Dwilanisusantya, Carissa; Andriyana, Andriyana
Jurnal Suluh Pendidikan Vol 13 No 2 (2025): Agustus 2025
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas HKBP Nommensen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36655/jsp.v13i2.1934

Abstract

The Strengthening of the Pancasila Student Profile (P5) Project is one of the implementations of the Merdeka Curriculum aimed at shaping students who are not only intellectually intelligent but also possess critical thinking skills and strong character based on the values of Pancasila. This study aims to determine high school students' perceptions of the contribution of P5 in developing critical thinking abilities. The method used is quantitative with a survey approach using a Likert scale questionnaire, which was distributed to 65 high school students in East Jakarta. The analysis results show that the 65% of students experienced a positive impact from the implementation of P5 on enhancing their critical thinking skills. However, 35% of students also gave negative responses, indicating the need for further evaluation of the program’s implementation, particularly regarding teachers' understanding, the selection of themes, as well as the strategies and assessment methods used. These findings are supported by literature that states that the success of P5 heavily depends on the quality of planning, teacher training, and innovative and contextual learning designs. Therefore, improving teacher capacity and systematic evaluation are crucial to maximize P5’s role in shaping students with critical thinking abilities.
EXPLORING EARLY CHILDHOOD EDUCATION ENGLISH TEACHERS' SELF-VIEW ON TEACHER LEADERSHIP THROUGH THEIR LISTENING CLASS Wijayanti, Anita; Margana, Margana; Sukarno, Sukarno
Jurnal Suluh Pendidikan Vol 13 No 2 (2025): Agustus 2025
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas HKBP Nommensen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36655/jsp.v13i2.1950

Abstract

ECE) English teachers, focusing on its relationship with leadership perspectives and practices within the context of their listening classes. The study employed a mixed-methods research design and used a questionnaire as its instrument. questionnaire, in which its high reliability was guaranteed by the use of (Cronbach's Alpha = 0.930) and a validity test on its instruments, which confirmed that all items were valid for hypothesis testing. A group of 50 ECE English teachers offered their participation, and data was collected via a questionnaire. Descriptive analysis revealed positive feedback from respondents, concluding the significance of fostering listening skills in educational settings. The appropriateness of the data for regression analysis was ensured by employing classic assumption tests, including normality, multicollinearity, heteroscedasticity, and autocorrelation. Multiple linear regression analysis revealed a significant positive influence of both Teacher Leadership Perspective (β = 0.496) and Teacher Leadership Practice (β = 0.433) on Teacher Leadership Identity, with the model explaining 74.9% of the variance in the dependent variable. Findings stated the importance of understanding the interconnections among these constructs to enhance teacher leadership in educational contexts. It is recommended that educators facilitate programs focused on leadership and listening skills and establish professional learning communities to improve listening effectively. This study’s limitation is its reliance primarily on quantitative and qualitative data. Future research may benefit from a cross-method approach to avoid reliance on a single form of data.
THE ANALYSIS OF PRESUPPOSITION IN “CNN” TWITTER SOCIAL MEDIA: PRAGMATICS APPROACH Saragi, Christina Natalina; Simarmata, Rina Octavia; Purba, Adiman Juahta
Jurnal Suluh Pendidikan Vol 13 No 2 (2025): Agustus 2025
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas HKBP Nommensen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36655/jsp.v13i2.1546

Abstract

Good and appropriate presuppositions helped to find the right variety of words before saying something in interaction and communication. Therefore, research on presuppositions is important in the communication and meaning-making of an interaction. By referring to Yule's theory (1996), this study aims to identify the types of pragmatic presuppositions found in comments netizens in the CNN Twitter. The data of this study is taken from the comment’s netizen in CNN Twitter. In collecting the data, the researcher used the observation method. The finding of this research showed that 100 data fulfill all six types of presupposition, that is existential presupposition (17), lexical presupposition (36), factive presupposition (38), structural presupposition (10), counterfactual presupposition (15), and non-factive presupposition (20). The conclusion, this research highlights the importance of pragmatics analysis in understanding netizen comments on social media and their implications for media communication.
PENGARUH MOTIVASI BELAJAR TERHADAP HASIL BELAJAR PESERTA DIDIK MENGGUNAKAN PENDEKATAN DISCOVERY LEARNING Ogot, Maria Yuliana; Wariani, Theresia; Tukan, Maria Benedikta
Jurnal Suluh Pendidikan Vol 13 No 2 (2025): Agustus 2025
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas HKBP Nommensen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36655/jsp.v13i2.1972

Abstract

Learning motivation is a drive or force that encourages an individual to take action to achieve a specific goal. The main objectives of this study, to determine the effectiveness of the Discovery Learning, to determine the level of students’ learning motivation, to find out the relationship between learning motivation and students’ learning outcomes, to determine the influence of learning motivation on students’ learning outcomes. This research was descriptive and associative in nature. The sample consists of 26 students from Grade XI MIA 2 at SMAN 1 Adonara Barat. Data collection techniques include observation, questionnaires, and tests. This study found that learning using the Discovery Learning approach is effective, indicated by: (a) teachers’ ability to manage the learning process is rated good, (b) mastery of learning outcomes for Core Competencies 3 and 4 is achieved, (c) mastery of indicators in Core Competencies 3 and 4 is also achieved. The learning motivation is categorized as strong. There is a relationship between learning motivation and learning outcomes. Learning motivation influences students’ learning outcomes.
KEMAMPUAN BERPIKIR KRITIS DAN HASIL BELAJAR DENGAN MENERAPKAN PENDEKATAN SANTIFIK PADA MATERI LAJU REAKSI Manu, Frafilius Don Bosko; Hayon, Vinsensia H.B; Boelan, Erly Grizca
Jurnal Suluh Pendidikan Vol 13 No 2 (2025): Agustus 2025
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas HKBP Nommensen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36655/jsp.v13i2.1981

Abstract

This study aims to analyse students' critical thinking skills and learning outcomes after applying a scientific approach to reaction rate material. The study used a quantitative descriptive method with a one-shot case study design on 16 students in class XI IPA at Taruna Mandiri Fatubenao High School. Data were collected through critical thinking ability tests, knowledge assessments (including assignments and tests), and skill assessments (including psychomotor skills, presentations, and portfolios). The results showed that students' critical thinking skills were classified as fairly good with an average score of 46. Meanwhile, the overall learning outcomes of the students were declared complete with an average score of 84. The learning outcomes for the knowledge aspect (KI-3) obtained an average of 83, and the skills aspect (KI-4) obtained an average of 86. Although critical thinking skills were not optimal due to limited implementation time, the application of the scientific approach proved to be effective in achieving learning outcomes in both knowledge and skills aspects. This study concludes that the scientific approach can be an effective learning strategy for improving critical thinking skills and student learning outcomes in reaction rate materials.
PENERAPAN PENDEKATAN DISCOVERY LEARNING UNTUK MENINGKATKAN HASIL BELAJAR PESERTA DIDIK ASPEK PENGETAHUAN Jeno, Maria D I; H.B. Hayon, Vinsensia; Tukan, Maria Benedikta
Jurnal Suluh Pendidikan Vol 13 No 2 (2025): Agustus 2025
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas HKBP Nommensen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36655/jsp.v13i2.1986

Abstract

The purpose of this study was to determine the ability of teachers in managing learning that applies the discovery learning approach, the completeness of student learning outcomes, the completeness of indicators, and the improvement of student learning outcomes in terms of applying the discovery learning approach. The results of the study showed that the ability of teachers in managing learning that applies the discovery learning approach on colloid material for class XI IPA SMAN 2 Kota Komba is classified as good with an average score obtained of 3.97; The overall learning outcomes of students on colloid material in learning that applies the discovery learning approach SMAN 2 Kota Komba are complete with an average final score obtained of 86; The learning outcome indicators of students in learning that applies the discovery learning approach for class XI IPA SMAN 2 Kota Komba are complete with an average score of 0.96; there is an increase in student learning outcomes in applying the discovery learning approach for class XI IPA SMAN 2 Kota Komba which is high with an average score of 0.73.
EXAMINING THE RELATIONSHIP BETWEEN PERCEIVED DIFFICULTY, READING SELF-EFFICACY, AND DISCUSSION TEXT COMPREHENSION OF GRADE XII EFL STUDENTS marpaung, syafaruddin; Manugeren, M; Suhadi, Jumino; Siwi, Purwanto
Jurnal Suluh Pendidikan Vol 13 No 2 (2025): Agustus 2025
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas HKBP Nommensen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36655/jsp.v13i2.2208

Abstract

This study investigates Grade XII EFL students' perceived reading difficulty, reading self-efficacy, and comprehension of discussion texts from the government textbook Life Today. Guided by Cognitive Load Theory (to interpret perceived difficulty), Bandura’s self-efficacy framework (to examine confidence and persistence), and Barrett’s taxonomy (to structure literal, inferential, and evaluative comprehension), the study addresses three research questions: (1) What features of the Life Today discussion texts do students perceive as most difficult? (2) How do students describe their reading self-efficacy when engaging with these texts? and (3) How is comprehension demonstrated across literal, inferential, and evaluative levels? A qualitative descriptive design was employed at SMA Negeri 2 Kota Tanjungbalai, Indonesia. Thirty-six Grade XII students completed Written Comprehension Responses (WCR) aligned with Barrett’s levels, and fifteen students were purposively selected through maximum variation sampling for in-depth Think-Aloud Protocol (TAP) sessions and Semi-Structured Interviews (SSI). Data were collected sequentially (TAP–WCR–SSI) and analyzed using thematic analysis with directed coding supported by a transparent codebook and intercoder agreement procedures. Findings indicate that perceived difficulty clusters around tracking pro–contra arguments, processing academic vocabulary, interpreting contrastive cohesion markers, and generating inferences when conclusions are implicit. Students’ self-efficacy was relatively strong in persistence but weaker in evaluating arguments and justifying judgments with textual evidence. Comprehension patterns revealed stable literal understanding, whereas inferential and evaluative performance frequently weakened when students struggled to integrate claims, reasons, and evidence across paragraphs. The study highlights the importance of psychologically informed scaffolding such as argument mapping, explicit cohesion instruction, and mastery-oriented feedback to strengthen higher-order comprehension and reading confidence in textbook-based argumentative tasks.

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