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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 179 Documents
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THE MEDIATING ROLE OF ACADEMIC SELF-EFFICACY ON THE RELATIONSHIP BETWEEN ACADEMIC PRESSURE AND STUDENT WELL-BEING Iwan Prasetyo; Ismi Darmastuti
Jurnal Suluh Pendidikan Vol 14 No 2 (2026): Agustus
Publisher : Universitas HKBP Nommensen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36655/jsp.v14i2.2581

Abstract

Although there has been extensive research on the negative impact of academic pressure on students’ well-being, studies examining the psychological mechanisms capable of mitigating these effects remain scarce, particularly in the education sector. Therefore, the purpose of this study is to examine the impact of academic pressure on students’ well-being, with self-efficacy as a mediating factor and teachers’ emotional support as a moderating factor in this relationship. A cross-sectional quantitative survey was conducted, covering a sample of 308 high school students. The data were analyzed using the Smart PLS 4.0 application through partial least squares structural equation modeling (PLS-SEM). The findings indicate that academic pressure is a significant predictor of student well-being (β = 0.428, p < 0.001) and self-efficacy (β = 0.486, p < 0.001), while self-efficacy is found to significantly enhance student well-being (β = 0.433, p < 0.001). Self-efficacy was identified as a partial mediator in the relationship between academic pressure and student well-being (β = 0.210, p < 0.001). Contribution of this study is the use of psychological mechanisms to mitigate the negative impact of academic pressure on student well-being. This differs from previous studies that explored this relationship directly. The findings of this study have practical implications for educators and policymakers by emphasizing the importance of strengthening students’ self-efficacy and creating an emotionally supportive classroom environment to enhance student well-being
THE IMPLEMENTATION OF LITERACY-BASED TEAM-BASED LEARNING TO ENHANCE STUDENT ENGAGEMENT AMONG PRE-SERVICE ELEMENTARY SCHOOL TEACHERS Imelda Hutabarat; Sri Sri Suharti; Nurmala Sari
Jurnal Suluh Pendidikan Vol 14 No 2 (2026): Agustus
Publisher : Universitas HKBP Nommensen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36655/jsp.v14i2.2607

Abstract

Low student engagement in higher education may limit students’ participation, collaboration, and critical thinking. This study investigated the implementation of Team-Based Learning (TBL) integrated with literacy-based learning media to enhance student engagement in the Indonesian Language Skills for Elementary School course. A Classroom Action Research design based on the Kemmis and McTaggart model was implemented in two cycles involving 47 fourth-semester students in an Elementary School Teacher Education Program. Data were collected through classroom observations, literacy-based learning media assessments, student response questionnaires, and documentation, and were analyzed using descriptive quantitative and qualitative approaches. The findings showed that average student engagement increased from 59.43% in the pre-cycle to 75.00% in Cycle I and 91.29% in Cycle II. The quality of literacy-based learning media also increased from 74.33% to 91.33%. The findings suggest that integrating literacy activities throughout TBL encouraged behavioral, cognitive, and emotional engagement while enabling students to collaboratively develop literacy-based learning media. The study contributes a pedagogical perspective by positioning literacy activities as an instructional mechanism that facilitates collaborative knowledge construction and supports multidimensional student engagement. The approach provides a promising strategy for strengthening active and collaborative learning in teacher education.
AN OVERVIEW OF READING CORNER UTILIZATION IN SUPPORTING STUDENTS' READING LITERACY AT SDN 4 DAWUAN Winken Sutralina; Nur Asyiah; Aliet Noorhayati Sutisno
Jurnal Suluh Pendidikan Vol 14 No 2 (2026): Agustus
Publisher : Universitas HKBP Nommensen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36655/jsp.v14i2.2615

Abstract

Reading literacy among Indonesian elementary school students remains below international standards, while classroom reading corners as part of the School Literacy Movement (GLS) have received limited attention at the classroom level, particularly among upper-grade students. This study aims to describe the reading literacy of Grade IV–VI students at SDN 4 Dawuan, Cirebon Regency, and the utilization of the classroom reading corner in terms of design, book availability, time management, and student participation. A descriptive qualitative approach supplemented by simple descriptive quantitative data was employed, involving one principal, two teachers, and 15 students. Data were collected through a reading literacy test based on Barrett’s Taxonomy, semi-structured interviews, structured observations, a four-point Likert-scale questionnaire, and documentation. Data were analyzed through reduction, display, and conclusion drawing, with validity established through source and method triangulation. Results showed reading literacy scores ranging from 37 to 100, with a mean of 67.53. All four comprehension indicators were in the strong category, with appreciation highest and evaluation lowest. Reading corner utilization received positive responses ranging from 65% to 88% across all aspects. The main obstacles were limited book collections, simple facilities, and budget constraints.
WORK READINESS OF VOCATIONAL HIGH SCHOOL STUDENTS AFTER INDUSTRIAL WORK PRACTICE: A SEQUENTIAL EXPLANATORY MIXED METHODS STUDY Nur Syafutri Hidayat; Andi Dwi Resqi Pramana; Yayuk Astuti
Jurnal Suluh Pendidikan Vol 14 No 2 (2026): Agustus
Publisher : Universitas HKBP Nommensen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36655/jsp.v14i2.2616

Abstract

Industrial Work Practice (IWP) provides vocational students with authentic workplace experiences that may support their transition from school to employment. However, limited research has examined how different dimensions of work readiness are experienced and developed during IWP. This study examined vocational students’ work readiness after completing IWP at Donut Lylo Pinrang using a sequential explanatory mixed methods design. Quantitative data were collected from 47 vocational students using a Work Readiness Scale adapted from Caballero et al. (2011) and analysed descriptively. Qualitative data were obtained through semi-structured interviews with six students representing different levels of work readiness and one industrial supervisor. Interview data were analysed thematically, and quantitative and qualitative findings were integrated through a joint display and meta-inference. Quantitative findings indicated high work readiness across six dimensions: hard skills (80.94%), soft skills (81.28%), work motivation (80.85%), work maturity (80.17%), adaptability (80.26%), and resilience (78.47%). Qualitative findings identified three themes: authentic workplace experience enhanced professional competence; workplace interaction fostered soft skills; and workplace challenges supported resilience and adaptability. Integrated findings suggest that authentic workplace participation, industrial supervision, and collaborative interaction were important experiences supporting students’ work readiness. The findings highlight the value of structured workplace learning and mentoring in vocational education.
CONTRIBUTION OF LEARNING INTEREST TOWARDS CREATIVITY INVENTIVE MAKEUP AND BEAUTY STUDENTS IN THE FANTASY MAKEUP COURSE Zahratun Nisa; Hayatunnufus Hayatunnufus; Reflianto Reflianto; Mimi Yupelmi
Jurnal Suluh Pendidikan Vol 14 No 2 (2026): Agustus
Publisher : Universitas HKBP Nommensen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36655/jsp.v14i2.2619

Abstract

Inventive creativity is an essential competency that supports students' ability to produce and develop original makeup concepts in Fantasy Makeup learning. Although various studies have discussed the enhancement of creativity through learning models, studies on the contribution of students' internal factors, especially learning interest, to inventive creativity are still limited, especially in makeup education. This study aims to analyze the relationship between students' learning interest and inventive creativity in the context of learning Fantasy Makeup courses. This study adopted a quantitative approach with a correlational design. The entire population of 90 students was determined as the research sample using a total sampling technique. Data were analyzed using descriptive analysis and simple linear regression. The results showed that learning interest and inventive creativity were in the very good category with TCR values ​​of 82.22% and 81.49%, respectively. The regression analysis showed a positive and significant relationship between learning interest and inventive creativity (t = 15.871; p < 0.001), with a coefficient of determination (R²) of 0.741. These findings provide empirical evidence that learning interest is an internal factor that strongly contributes to students' inventive creativity and expands the study of psychological factors in cosmetology education. These findings imply that learning strategies need to be designed not only to improve technical skill mastery but also to strengthen learning interest as a factor supporting the development of students' inventive creativity.
DEVELOPING AN ESP-BASED E-MODULE FOR TOURISM GUIDES IN NATUNA GEOPARK USING THE ADDIE MODEL Wahyudi Wahyudi; Gatot Subroto; Satria Agust
Jurnal Suluh Pendidikan Vol 14 No 2 (2026): Agustus
Publisher : Universitas HKBP Nommensen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36655/jsp.v14i2.2620

Abstract

The increasing demand for English communication in tourism highlights the need for contextual instructional materials that support local tour guides in promoting tourism destinations effectively. However, existing English learning resources rarely address the specific communicative needs of geopark tour guides. This study aimed to develop an ESP-based English for Tourism E-Module for local tour guides in Natuna Geopark using the ADDIE instructional design model. A Research and Development (R&D) approach was employed through the stages of Analysis, Design, Development, Implementation, and Evaluation. Qualitative data were collected through interviews, observations, and document analysis, while quantitative data were obtained from expert validation and user-response questionnaires and analyzed using descriptive statistics. The needs analysis revealed that learners required contextual materials emphasizing tourism-specific vocabulary, authentic communicative tasks, and local geopark content. The developed E-Module was validated by one language expert and two tourism experts and was categorized as highly valid for instructional use. The implementation involving ten participants demonstrated highly positive responses, with 90% for ease of use, 90% and 70% for usefulness, 100% for confidence, and 100% for relevance, indicating that the E-Module is practical and feasible for English for Tourism learning. The findings suggest that the E-Module provides an effective digital learning resource for improving English communication skills while supporting tourism interpretation and promotion in Natuna Geopark. The module may also serve as a practical reference for developing contextual ESP materials in other geopark and tourism destinations.
THE EFFECT OF AUGMENTED REALITY ON FOURTH-GRADE SOCIAL STUDIES OUTCOMES AT SDN 2 KALIWULU Ismayanti Aiswarda; Diana Setiana; Wahyu Triono
Jurnal Suluh Pendidikan Vol 14 No 2 (2026): Agustus
Publisher : Universitas HKBP Nommensen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36655/jsp.v14i2.2623

Abstract

The low learning outcomes of elementary school students in social studies (IPS) indicate the need for innovative learning media capable of enhancing student engagement and understanding, particularly on abstract topics such as cultural diversity. This study aimed to analyze the effect of Augmented Reality (AR) media, assisted by the Assemblr Edu and Sketchfab applications, on the IPS learning outcomes of fourth-grade students on the topic of Indonesia's cultural diversity. This research employed a quantitative approach with a One-Group Pretest-Posttest experimental design. The sample consisted of 31 fourth-grade students at SDN 2 Kaliwulu, determined through a total sampling technique. Data were collected using a ten-item multiple-choice achievement test proven valid (r count> r table = 0.388) and reliable (Cronbach's Alpha = 0.744), supported by observation sheets and documentation. Data were analyzed using the Shapiro–Wilk normality test, the paired sample t-test, and the N-Gain test with SPSS 25. The normality test produced significance values of 0.059 (pretest) and 0.135 (posttest), indicating normally distributed data. The mean score increased from 57.10 (pretest) to 70.00 (posttest). The paired-samples t-test produced a significance value (2-tailed) of 0.000 (p < 0.05), so H0 was rejected, and H1 was accepted. The N-Gain analysis showed a mean value of 0.3125, categorized as moderate. These findings indicate that AR media has a significant effect on improving students' IPS learning outcomes and can serve as an innovative, interactive alternative learning medium in elementary schools.
STUDENTS’ KNOWLEDGE AND SKILLS IN BEAUTY CONTENT CREATION: A DESCRIPTIVE STUDY IN HIGHER EDUCATION Reza Agrestia; Indra Saputra; Reflianto Reflianto; Siti Hajar Thaitami
Jurnal Suluh Pendidikan Vol 14 No 2 (2026): Agustus
Publisher : Universitas HKBP Nommensen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36655/jsp.v14i2.2633

Abstract

The rapid growth of social media has increased the need for students in the Cosmetology and Beauty Education Study Program to develop knowledge and skills in beauty content creation as essential competencies in the digital era. However, previous studies have predominantly examined beauty content from audience responses, consumer interest, purchasing decisions, and digital marketing perspectives, while limited attention has been given to students’ self-reported knowledge and skills in beauty content creation. This study aimed to analyze students’ self-reported knowledge and skills in beauty content creation. A quantitative approach with a descriptive research design was employed involving 55 students from the 2022 cohort at Universitas Negeri Padang, selected through total sampling. Data were collected using a questionnaire and analyzed using descriptive statistics and the Respondent Achievement Level (TCR). The findings showed that students’ knowledge was categorized as very high, with an average TCR of 87.32%, while their skills were also categorized as very high, with an average TCR of 87.01%. The contribution of this study lies in providing a profile of students’ self-reported knowledge and skills in beauty content creation by integrating knowledge and skills as two dimensions relevant to digital content creation in beauty education. Theoretically, this study contributes empirical evidence to digital competence in beauty education by highlighting the importance of beauty-related knowledge and content-creation skills in conceptualizing, producing, and communicating content through social media. These findings provide a basis for improving digital content-based learning and strengthening students’ knowledge and skills for the evolving beauty industry.
FACTORS SHAPING STUDENTS' POSITIVE AND NEGATIVE ATTITUDES TOWARD MYSPADA LMS IN A PHRASE CONSTRUCTING COURSE Wanda Elya Suci Amanah; Hepy Adityarini
Jurnal Suluh Pendidikan Vol 14 No 2 (2026): Agustus
Publisher : Universitas HKBP Nommensen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36655/jsp.v14i2.2646

Abstract

Learning Management Systems (LMS) are routine infrastructure in higher education. This study aimed to identify the factors shaping students' positive and negative attitudes toward My Spada LMS in a Phrase Constructing course and to interpret these factors through the Technology Acceptance Model (TAM). A descriptive qualitative design was used with open-ended questionnaire responses from 43 students and semi-structured follow-up interviews with four purposively selected participants. Thematic analysis produced six first-order themes organized into three higher-order dimensions. Pedagogical affordances comprised centralized access to learning materials, learning flexibility, and improved task management; technological friction comprised technical access problems and system instability; and instructional orchestration concerned inconsistent lecturer use of the platform. The first two dimensions illuminate course-level experiences of perceived usefulness and perceived ease of use, whereas instructional orchestration shows that available LMS functions become pedagogically meaningful only when they are consistently organized, explained, and integrated into learning activities. The study contributes a pedagogically situated interpretation of technology acceptance in English language education by showing that students' attitudes emerge from the interaction of platform affordances, technical reliability, and lecturer enactment. The findings suggest that reliable access should be accompanied by coherent course organization, clear task sequencing, and consistent guidance so that My Spada functions as part of the learning design rather than merely as a repository or submission channel.

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