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INDONESIA
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 170 Documents
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NUMERACY LITERACY OF GRADE VII STUDENTS IN SOLVING CONTEXTUAL PROBLEMS ACROSS MATHEMATICAL ABILITY LEVELS Hikmatul Fadhilah Sianipar; Izwita Dewi; Kms. Muhammad Amin Fauzi
Jurnal Suluh Pendidikan Vol 14 No 2 (2026): Agustus in Progress
Publisher : Universitas HKBP Nommensen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36655/jsp.v14i2.2502

Abstract

Numeracy literacy is a fundamental competency assessed through Indonesia’s Minimum Competency Assessment (AKM); however, Grade VII junior high school students’ achievement in this domain continues to exhibit significant gaps, particularly in solving contextual problems with extended narrative structures. Although numeracy literacy research in Indonesia has grown considerably, studies that simultaneously examine students’ profiles across differentiated ability levels while foregrounding the linguistic dimension as the primary explanatory variable remain scarce—especially in the local context of Stabat. To address this gap, this study investigated the numeracy literacy profile of Grade VII students at a junior high school in Stabat across three levels of mathematical ability: high, medium, and low. A descriptive qualitative approach was employed involving 20 students selected through purposive sampling. Instruments consisted of a contextual numeracy literacy test and a semi-structured interview guide. Data analysis followed the Miles and Huberman interactive model. Findings indicate that 60% of students fall within the medium ability level. More critically, the primary barrier originates from linguistic demands rather than procedural weaknesses: students demonstrate decreased accuracy when confronted with word problems exceeding three sentences, and the capacity for decoding—translating verbal context into a mathematical model—remains underdeveloped across all ability levels. The principal contribution of this study is establishing that linguistic load, not computational deficiency, is the decisive differentiating factor in numeracy literacy performance, with direct pedagogical implications: strengthening numeracy literacy cannot be decoupled from simultaneously developing students’ reading stamina and mathematical reading strategies.
ADAPTING COMMUNICATION IN MULTICULTURAL CLASSROOMS: EVIDENCE FROM INDONESIAN PRE-SERVICE TEACHERS IN AUSTRALIA Dwinova Sabriena Unique; Fahrur Rozi
Jurnal Suluh Pendidikan Vol 14 No 2 (2026): Agustus in Progress
Publisher : Universitas HKBP Nommensen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36655/jsp.v14i2.2519

Abstract

The increasing diversity of students in global education has transformed classrooms into multicultural environments that demand adaptive and effective communication. In such contexts, teachers are required not only to deliver content but also to navigate linguistic and cultural differences that may influence classroom interaction. This study examines the communication strategies used by Indonesian pre-service teachers during their teaching practicum in multicultural classrooms in Australia. A qualitative case study approach was employed involving five pre-service teachers. Data were collected through interviews, observations, and documentation, and analyzed inductively to identify patterns of communication practices and challenges. The findings indicate that effective communication strategies include understanding student characteristics through systematic observation, utilizing adaptive instructional media, adjusting learning objectives to students’ abilities, and applying flexible teaching roles. Major challenges identified include language barriers, diverse student behavior, and mismatched learning pace. These challenges were addressed through multimodal communication strategies such as gestures, visual aids, and interactive classroom management techniques. This study highlights the importance of adaptive and culturally responsive communication in supporting effective teaching and learning in multicultural classroom settings.
INTEGRATING ACEH LOCAL WISDOM THROUGH THE E-STAR MODEL TO STRENGTHEN ELEMENTARY STUDENTS’ SCIENCE LITERACY Rahma Rahma; M Solehuddin
Jurnal Suluh Pendidikan Vol 14 No 2 (2026): Agustus in Progress
Publisher : Universitas HKBP Nommensen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36655/jsp.v14i2.2538

Abstract

This study aims to develop and test the effectiveness of the E-STAR (Ethno-STEAM Assisted by Augmented Reality) model, which integrates Acehnese local wisdom into science learning on the Water Cycle and Weather Phenomena for fifth-grade elementary school students in Lhokseumawe City. The study used a quasi-experimental design with a nonequivalent control group design. The subjects were 60 fifth-grade students from two public elementary schools in Lhokseumawe City. Data collection instruments included a science literacy test, an observation sheet on learning implementation, and a student response questionnaire. Data analysis used an independent t-test and an N-Gain test. The results showed that the E-STAR model had a significant effect on strengthening students' science literacy (p < 0.05), with an average N-Gain of 0.72 (high category) for the experimental class compared to 0.38 (medium category) for the control class. The integration of Acehnese local wisdom, such as the concept of pantan melarang (prohibition) related to water management, and the expression hana ka, i.e., hana ka ureueng, in water cycle learning was proven to be able to improve the contextualization of materials and students' learning motivation. AR visualization supports concrete conceptual understanding of weather phenomena. This study concludes that the E-STAR model is an effective, innovative learning model for improving elementary school students' scientific literacy.
REPOSITIONING CHRISTIAN EDUCATION IN THE AGE OF ARTIFICIAL INTELLIGENCE: AN ONTOLOGICAL-EPISTEMOLOGICAL DISCERNMENT FRAMEWORK Desomon Ayub Adu; Hendra Nike Carter Bangun
Jurnal Suluh Pendidikan Vol 14 No 2 (2026): Agustus in Progress
Publisher : Universitas HKBP Nommensen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36655/jsp.v14i2.2544

Abstract

Christian religious education must consider the philosophical and theological implications of the penetration of artificial intelligence into learning practices. This study uses a meta-synthesis approach to identify how AI transforms ontology and epistemology in the context of Christian education. The literature review includes studies on the philosophical foundations of Christian education, the impact of AI on education in general, ontological-epistemological frameworks, and Christian discernment theory. Key findings indicate that AI can enhance personalized learning and enrich Christian content, but requires integration that aligns with Christian values ​​of love, truth, and justice. Therefore, an ontological-epistemological discernment framework is needed that emphasizes reflection on human nature as the image of God and knowledge based on divine revelation. This framework is outlined in curriculum recommendations and educational practices, such as teacher training on faith-guided AI literacy and adaptation of AI-Christian teaching materials. Limitations of this study include reliance on literature studies without empirical field data.
EVALUATING THE IMPLEMENTATION OF THE PANCASILA STUDENT PROFILE STRENGTHENING PROJECT IN A VOCATIONAL HIGH SCHOOL: A CIPP EVALUATION FRAMEWORK Abdurrasyid Ridha; Hidayani Syam; Rira Jun Fineldi
Jurnal Suluh Pendidikan Vol 14 No 2 (2026): Agustus in Progress
Publisher : Universitas HKBP Nommensen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36655/jsp.v14i2.2548

Abstract

This study aims to examine the implementation of the Pancasila Student Profile Strengthening Project (P5) within the Merdeka Curriculum at SMK Negeri 1 Batipuh using the Context, Input, Process, and Product (CIPP) evaluation model. A qualitative approach with an evaluative design was employed to obtain an in-depth understanding of how the program is carried out in the school setting. The participants included the principal, teachers, and educational staff who were directly involved in the implementation of the P5 program. Data were collected through observations, semi-structured interviews, and document analysis. The data analysis process involved data reduction, data display, and interpretative conclusion drawing, while data validity was ensured through source and method triangulation. The findings indicate that the implementation of the P5 program has been relatively effective. From the context perspective, the program is supported by Merdeka Curriculum policy and is integrated into the school’s vision and strategic programs. In terms of input, the availability of human resources and facilities is considered adequate, although further improvement in teachers’ competencies in project-based learning is still necessary. Regarding the process component, the program is implemented through collaborative learning activities that promote active student participation, creativity, and critical thinking skills. From the product perspective, the program contributes positively to students’ character development, teamwork, and communication skills. These findings suggest that the CIPP model provides a comprehensive framework for evaluating character-based educational programs and highlight the importance of strengthening teacher capacity, improving program management, and conducting continuous evaluation to enhance the quality of P5 implementation.
TEACHER AGENCY IN INTEGRATING PANCASILA VALUES INTO ENGLISH LANGUAGE TEACHING: PERSPECTIVES AND CHALLENGES FROM RURAL INDONESIA Santi Farmasari; Desi Herayana; Hartati Suryaningsih; La Ode Alfin Aris Munandar; Aril Eka Rizki; Alzena Aristawidya
Jurnal Suluh Pendidikan Vol 14 No 1 (2026): Maret 2026
Publisher : Universitas HKBP Nommensen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36655/jsp.v14i1.2571

Abstract

This study examines the agency of English teachers in incorporating the Pancasila Student Profile (PSP) values into English Language Teaching (ELT) under Indonesia's Independent Curriculum. Despite the PSP's major role in curriculum reform, there is less understanding of how EFL teachers exert agency in implementing national character education objectives within language teaching methods, especially in rural settings. This qualitative study, informed by the ecological concept of teacher agency, included ten English teachers from five regencies on Lombok Island, Indonesia. Data were gathered through semi-structured interviews, narrative reflections, and document analysis, and were examined using thematic analysis. The findings indicate that instructors viewed PSP integration to assert agency through pedagogical decision-making, multidisciplinary cooperation, and instructional innovation. Nonetheless, their agency was hindered by restricted curricular understanding, inadequate assessment literacy, workload demands, and financial constraints. This study enhances the literature on teacher agency by illustrating how agency is simultaneously facilitated and restricted by personal, structural, and relational factors during curricular reform. The results underscore the necessity for ongoing professional development, collaborative educational environments, and supporting institutional policies to enhance teachers' ability to incorporate national values into English Language Teaching.
LITERACY AND NUMERACY MENTORING PROGRAMS AND TEACHER PERFORMANCE IN ELEMENTARY SCHOOLS Mursidati .; Syarwani Ahmad; Nur Ahyani
Jurnal Suluh Pendidikan Vol 14 No 2 (2026): Agustus in Progress
Publisher : Universitas HKBP Nommensen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36655/jsp.v14i2.2547

Abstract

This study examines the influence of literacy (X1) and numeracy (X2) mentoring programs on improving elementary school education quality, as reflected in Education Report Card indicators (Y) in Payaraman District, Ogan Ilir Regency. A quantitative explanatory approach with a correlational design was employed, involving 96 teachers selected purposively from a population of 209. A validated and highly reliable questionnaire (90 items) served as the instrument. Data analysis used descriptive statistics, prerequisite tests, and regression with SPSS 25. The results indicate that both literacy mentoring (R² = 0.465; p = 0.000) and numeracy mentoring (R² = 0.507; p = 0.000) significantly contribute to improving the Education Report Card, with numeracy showing a relatively larger contribution (56.6%). The study concludes that ongoing mentoring programs are effective in enhancing teacher competence and student learning outcomes. It recommends the Education Department continue the program with a focus on numeracy and low-achieving schools.
ANALYSIS OF THE INFLUENCE OF PARENTS AND CHURCHES ON YOUTH PARTICIPATION IN WORSHIP: A QUANTITATIVE STUDY AT ANUGRAH BIBLE CHURCH IN BOLAANG MONGONDOW Risa Yulianti; Degunias Ton; Padricx Aner Madai Manu; Sandro Semuel Lami
Jurnal Suluh Pendidikan Vol 14 No 2 (2026): Agustus in Progress
Publisher : Universitas HKBP Nommensen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36655/jsp.v14i2.2554

Abstract

Youth participation in worship is an important indicator of the sustainability of church faith formation. However, the literature only identifies the family and the church as factors influencing the spiritual lives of young people. However, few studies simultaneously analyze the relative contributions of these two factors in explaining youth worship activities in the context of local churches in Indonesia. This study aims to analyze the influence of the roles of parents and the church on youth worship activities, both partially and simultaneously. The study used a quantitative approach with a correlational design. The sample consisted of 30 youth aged 16-30 years from two congregations of the Anugerah Bible Church in Bolaang Mongondow, selected using a purposive sampling technique. Data were collected through a structured questionnaire that measured the role of parents, the role of the church, and youth worship activities. Data were analyzed using Pearson correlation tests, as well as simple linear regression and multiple linear regression to examine the magnitude of the influence and contribution of each variable. The results of the study indicate that the role of parents has a significant influence on youth worship activities with an effective contribution of 50.9% and a relative contribution of 83.8%. While the role of the church does not show a significant influence with an effective contribution of 9.8% and a relative contribution of 16.2%. Simultaneously, the roles of parents and the church explain 60.7% of the variation in youth worship activities. Thus, Christian development and education place the family as the primary agent in shaping the spiritual life of young Christians, while the church plays a supporting role that complements the process. Therefore, the church needs to develop a development strategy that strengthens partnerships with parents so that the spiritual formation and worship participation of young people can take place more effectively.Keywords: Literacy Mentoring, Numeracy Mentoring, Education Quality, Elementary Teachers, Professional Development
ANALYSIS OF ACTS 20:24 AND ITS IMPLICATIONS FOR TRANSFORMATIVE CHRISTIAN EDUCATION Daniel Ello; Degunias Ton; Dance Otniel Adu; Wilson Simbolon; Yeskiel Sabloit
Jurnal Suluh Pendidikan Vol 14 No 2 (2026): Agustus in Progress
Publisher : Universitas HKBP Nommensen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36655/jsp.v14i2.2564

Abstract

Christian Religious Education plays a crucial role in shaping students' spirituality, character, and life orientation amidst the challenges of the digital era. However, Christian Religious Education practices still tend to be cognitively oriented and have not optimally integrated service values as the basis for shaping Christian character and lifestyle. On the other hand, research on Acts 20:24 has focused more on the theology of the Apostle Paul's mission and leadership, while its hermeneutical implications for transformative Christian Religious Education are still relatively limited. This study aims to analyze the hermeneutical meaning of Acts 20:24 and its implications for the development of transformative Christian Religious Education. The study used a qualitative document study design through a literature review with a hermeneutical analysis approach. The analysis was conducted through grammatical-historical exegesis of words, phrases, and contexts of Greek texts using BibleWorks and SABDA Bible, then combined with thematic analysis of various biblical theology and Christian Religious Education literature. The results of the study show three main findings. First, Acts 20:24 emphasizes that God's calling is the primary orientation of a believer's life, so Christian Religious Education must shape a Christ-centered identity. Second, Paul's faithfulness in completing his ministry shows that the formation of a spirituality of service needs to be realized through the internalization of values, exemplary behavior, and ongoing service practices. Third, Paul's commitment to preaching the Gospel of God's grace provides a foundation for Christian Religious Education to develop missionary, reflective, and responsible characters in the face of an increasingly individualistic culture. This study emphasizes that Christian Religious Education not only transmits knowledge of faith, but also transforms the spirituality, character, and lifestyle of students through the hermeneutical foundation of Acts 20:24.
AN INTEGRATED TEACHER-ALUMNI-STUDENT INFORMATION SYSTEM FOR DATA-DRIVEN CURRICULUM MANAGEMENT: A DEVELOPMENT AND FEASIBILITY STUDY AT AN INDONESIAN SENIOR HIGH SCHOOL Hartono Hartono; Nurkolis Nurkolis; Rosalina Br. Ginting
Jurnal Suluh Pendidikan Vol 14 No 2 (2026): Agustus in Progress
Publisher : Universitas HKBP Nommensen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36655/jsp.v14i2.2559

Abstract

The increasing digital transformation of educational institutions has intensified the need for integrated school information systems that extend beyond administrative automation to support evidence-based curriculum management. Despite the widespread adoption of digital technologies in schools, most existing information systems operate in isolated functional domains, resulting in fragmented management of teacher, student, academic, and alumni data. This fragmentation constrains the availability of comprehensive and timely information required for curriculum planning, implementation, monitoring, and continuous improvement. Grounded in the principles of Educational Management Information Systems (EMIS) and data-driven decision-making, this study aimed to develop and evaluate an integrated Teacher, Student, and Alumni Information System (SIGANSA) to strengthen curriculum management through centralized and real-time educational data. The study employed a Research and Development (R&D) approach based on the Four-D (4D) model, comprising the Define, Design, Develop, and Disseminate phases. Data were collected through observations, semi-structured interviews, documentation, and questionnaires, while the system was evaluated by 80 teachers and educational staff to assess its practicality and feasibility. The developed system successfully integrates teacher administration, student records, academic management, and alumni tracer study data within a unified web-based platform, enabling comprehensive educational data management across multiple administrative functions. Evaluation results demonstrated a practicality score of 93.45% and a feasibility score of 97.92%, indicating that the system is highly practical and highly feasible for institutional implementation. Beyond demonstrating successful system development, this study contributes empirical evidence that integrating multi-dimensional educational data into a unified information system enhances the capacity of schools to implement data-driven curriculum management, thereby supporting more informed curriculum planning, implementation, monitoring, and evaluation. These findings underscore the strategic role of integrated educational information systems in advancing digital transformation, strengthening institutional governance, and improving curriculum management practices in secondary education.

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