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Ainara Journal (Jurnal Penelitian dan PKM Bidang Ilmu Pendidikan)
Published by Lembaga Riset dan Pengembangan Sumberdaya Wilayah
ISSN : 27467767     EISSN : 27467767     DOI : -
Core Subject : Religion, Humanities, Education, Social,
Religion Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences
Ainara Journal (Jurnal Penelitian dan PKM Bidang Ilmu Pendidikan), covers research and study in the field of education and culture, such as, education management, education best practice, curriculum, education assessment, education policy, education technology, language, archeology, educatioan etc . Ainara Journal (Jurnal Penelitian dan PKM Bidang Ilmu Pendidikan), is an informative media from the sphere of educational research which aims to communicate different kinds of literature in the sphere of education.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 295 Documents
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The Effectiveness of PECS in Improving Expressive Communication Skills among Second-Grade Students with Autism in Special Schools Rustika, Rustika; Herlina, Heni; Purwanggi, Annisa
Ainara Journal (Jurnal Penelitian dan PKM Bidang Ilmu Pendidikan) Vol. 7 No. 1 (2026): Ainara Journal (Jurnal Penelitian dan PKM Bidang Ilmu Pendidikan)
Publisher : Lembaga Penelitian dan Pengembangan Sumberdaya Wilayah (elrispeswil)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54371/ainj.v7i1.1341

Abstract

Children with autism spectrum disorder often experience difficulties in expressive communication, which affect their ability to convey needs, initiate interactions, and express emotions, thereby impacting learning processes and social participation in school. One widely used approach is the Picture Exchange Communication System (PECS), a visual-based communication method that enables children to convey messages functionally through picture exchange. This study aims to examine the effectiveness of PECS in improving expressive communication skills among second-grade students with autism at SLBN Sidomulyo. A quantitative approach with a Single Subject Research (SSR) design using an A–B–A pattern was employed. Data were collected through structured observation and analyzed using visual analysis within and across conditions. The results show an increase in expressive communication skills from 20% in the initial baseline phase to 50% during intervention, and 80% in the follow-up baseline phase. The absence of significant data overlap indicates consistent behavioral change after the intervention. These findings confirm that PECS is effective and produces sustained improvements.
The Influence of Principal Supervision, Work Discipline, and Work Motivation on Teacher Performance Shafa' Muthi'ah; Aslamiah Aslamiah; Suhaimi Suhaimi
Ainara Journal (Jurnal Penelitian dan PKM Bidang Ilmu Pendidikan) Vol. 7 No. 2 (2026): Ainara Journal (Jurnal Penelitian dan PKM Bidang Ilmu Pendidikan)
Publisher : Lembaga Penelitian dan Pengembangan Sumberdaya Wilayah (elrispeswil)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54371/ainj.v7i2.1325

Abstract

Teacher performance is a crucial factor in determining the quality of learning in elementary schools and is influenced by principal supervision, work discipline, and teachers’ work motivation. This study aimed to analyze the conditions of principal supervision, work discipline, work motivation, and teacher performance, as well as to examine the direct and indirect effects of principal supervision on teacher performance through work discipline and work motivation at public elementary schools in Teweh Tengah District. The study employed a quantitative approach involving all 105 teachers from eight public elementary schools in Teweh Tengah District using a total sampling technique. Data were analyzed descriptively using SPSS and inferentially using SmartPLS 4 through outer model and inner model testing. The findings indicated that all variables were categorized as high to very high. Inferential analysis showed that principal supervision, work discipline, and work motivation had positive and significant effects on teacher performance. The R-Square values demonstrated that the model explained 74.6% of the variance in teacher performance, 52.0% of the variance in work discipline, and 47.8% of the variance in work motivation. In addition, principal supervision had indirect effects on teacher performance through work discipline (3.1%) and work motivation (4.5%). These findings highlight the importance of sustainable academic supervision in improving teachers’ discipline, motivation, and performance.
The Influence of Instructional Leadership, Work Climate, and Work Motivation on Teacher Performance (A Study of Junior High School Teachers in Kelumpang Hilir District, Kotabaru Regency) Dody Alfayed; Aslamiah Aslamiah; Sutarto Hadi
Ainara Journal (Jurnal Penelitian dan PKM Bidang Ilmu Pendidikan) Vol. 7 No. 2 (2026): Ainara Journal (Jurnal Penelitian dan PKM Bidang Ilmu Pendidikan)
Publisher : Lembaga Penelitian dan Pengembangan Sumberdaya Wilayah (elrispeswil)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54371/ainj.v7i2.1326

Abstract

Teacher performance is a key factor in improving the quality of learning and achieving educational goals. This performance is influenced by the instructional leadership of the principal, the work climate, and teacher motivation. Suboptimal instructional leadership and an unfavorable work climate have the potential to reduce teacher motivation and performance. This study aims to analyze the description of the principal's instructional leadership, work climate, work motivation, and teacher performance, as well as to examine the direct and indirect effects of instructional leadership and work climate on teacher performance through work motivation. This study uses a quantitative approach with a population of all junior high school teachers in Kelumpang Hilir District, Kotabaru Regency, totaling 102 people who were sampled using the total sampling technique. Data were collected using questionnaires, then analyzed descriptively with SPSS and inferentially using SmartPLS 4 through outer model and inner model testing. The results show thsat descriptively, all variables are in the high to very high category. Inferentially, instructional leadership and work climate have a positive and significant effect on teacher motivation and performance, with contributions of 66.7% and 74.9%, respectively. Work motivation was found to act as a mediating variable in the relationship between instructional leadership and work climate on teacher performance, with indirect contributions of 4.9% and 1.5%, respectively. These findings confirm that effective instructional leadership and a conducive work climate can increase teacher work motivation, thereby impacting the continuous optimization of teacher performance.
Implementation of Discipline and Responsibility Values through Paskibra Extracurricular Activities: - Nurul Widya Tanjung; Kurniana Bektiningsih
Ainara Journal (Jurnal Penelitian dan PKM Bidang Ilmu Pendidikan) Vol. 7 No. 2 (2026): Ainara Journal (Jurnal Penelitian dan PKM Bidang Ilmu Pendidikan)
Publisher : Lembaga Penelitian dan Pengembangan Sumberdaya Wilayah (elrispeswil)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54371/ainj.v7i2.1350

Abstract

Character education is an essential aspect of elementary education aimed at developing students into disciplined and responsible individuals. This study aimed to describe the implementation of discipline and responsibility values through Paskibra extracurricular activities at SD Srondol Wetan 02 Semarang City and to identify the supporting and inhibiting factors affecting its implementation. The research employed a qualitative approach using a descriptive-qualitative method. Data were collected through observation, interviews, and documentation, and analyzed using data reduction, data display, and conclusion drawing techniques. The findings revealed that discipline and responsibility values were instilled through consistent habituation, including punctuality, compliance with trainers’ instructions, responsibility toward tasks and teams, and awareness of individual roles within the group. These values were not only applied during Paskibra activities but were also internalized into students’ daily lives at school and at home. Supporting factors included school support, trainers’ commitment, parental involvement, and structured activity programs, while inhibiting factors involved students’ physical conditions, limited training time, differences in student characteristics, and weather conditions. These findings indicate that Paskibra extracurricular activities contribute positively to strengthening character education among elementary school students.
Development of a Social-Emotional Counseling Module for Elementary School Guidance and Counseling Teachers in Supporting Students’ Mental Health Fitriyanti Sulaiman; M. Yunus Sudirman; Suparman Suparman; Windah Windah; Putriyani Putriyani
Ainara Journal (Jurnal Penelitian dan PKM Bidang Ilmu Pendidikan) Vol. 7 No. 2 (2026): Ainara Journal (Jurnal Penelitian dan PKM Bidang Ilmu Pendidikan)
Publisher : Lembaga Penelitian dan Pengembangan Sumberdaya Wilayah (elrispeswil)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54371/ainj.v7i2.1354

Abstract

The high prevalence of social anxiety, tantrum behavior, and social withdrawal among elementary school students in Enrekang Regency indicates the urgent need for structured and contextual preventive counseling interventions. This study aimed to develop a culturally based Social-Emotional Counseling Module (SECM) that is valid and effective in improving students’ social-emotional competence and emotional well-being. The study employed a modified Borg and Gall Research and Development model consisting of eight stages. Expert validation indicated a very high validity level (S-CVI = 0.92). The implementation involved seven guidance and counseling teachers and 32 students in grades 4–6 from five elementary schools using a one-group pretest–posttest design. Data were collected through the SECQ, SASC, and CORS instruments. The findings revealed significant improvements in overall social-emotional competence (t(19) = 6.21, p < 0.001, d = 1.39), emotional well-being (t(19) = 6.44, p < 0.001, d = 1.44), and approximately 20% reductions in social anxiety and tantrum behavior. These findings indicate that the SECM is an effective, contextual, and replicable preventive intervention for elementary schools.
Analysis of Bumper Media Needs for Interactive Ethnographic Videos Assisted by Artificial Intelligence for Material on Recognizing Shapes and Colors in Elementary School Fhelenia Ardana; Makmum Raharjo; Farhan Yadi
Ainara Journal (Jurnal Penelitian dan PKM Bidang Ilmu Pendidikan) Vol. 7 No. 2 (2026): Ainara Journal (Jurnal Penelitian dan PKM Bidang Ilmu Pendidikan)
Publisher : Lembaga Penelitian dan Pengembangan Sumberdaya Wilayah (elrispeswil)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54371/ainj.v7i2.1357

Abstract

This study aimed to analyze the need for developing Artificial Intelligence (AI)-assisted interactive ethnographic bumper video media in elementary school Art Education, particularly for teaching shapes, colors, and local cultural motifs from the Senjang Palembang tradition. The study employed a descriptive mixed-methods approach involving 3 teachers and 315 students from three elementary schools. Data were collected through observations, interviews, and structured questionnaires covering six dimensions of needs analysis: pedagogical, technical, cognitive, aesthetic, socio-cultural, and evaluative aspects, integrated into the components of students, teachers, media, and instructional design. Quantitative data were analyzed using percentages and Spearman Rank correlation, while qualitative data supported the interpretation of findings. The results revealed that all dimensions of needs were categorized as high to very high, with cognitive and aesthetic aspects emerging as the most dominant. These findings highlight the importance of developing visually engaging, culturally contextualized media that effectively supports information processing. In addition, technical and evaluative aspects were identified as essential for ensuring accessibility and learning feedback. This study provides a conceptual foundation for developing AI-based ethnographic media that is pedagogically appropriate, culturally relevant, and aligned with the Merdeka Curriculum.
Development of a STEM-Based E-Module Integrated with Environmental Projects to Stimulate Senior High School Students’ Critical and Creative Thinking Skills Metia Vinliani; Jayanti Syahfitri; Kashardi Kashardi
Ainara Journal (Jurnal Penelitian dan PKM Bidang Ilmu Pendidikan) Vol. 7 No. 2 (2026): Ainara Journal (Jurnal Penelitian dan PKM Bidang Ilmu Pendidikan)
Publisher : Lembaga Penelitian dan Pengembangan Sumberdaya Wilayah (elrispeswil)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54371/ainj.v7i2.1361

Abstract

This study aimed to develop a Science, Technology, Engineering, and Mathematics (STEM)-based e-module integrated with environmental projects on environmental pollution topics to stimulate senior high school students’ critical and creative thinking skills, as well as to examine its validity and practicality. The study was motivated by the limited availability of digital learning materials integrating real environmental contexts, STEM activities, and project-based learning in Biology instruction. The research employed a Research and Development method using the ADDIE model, which consists of analysis, design, development, implementation, and evaluation stages. The participants involved 104 public senior high school students in Bengkulu City, including 36 students in the limited trial and 68 students in the large-scale trial. Data were collected through content expert validation sheets, media expert validation sheets, student response questionnaires, and teacher response questionnaires, and analyzed using descriptive quantitative and qualitative techniques. The findings indicated that the developed e-module achieved a very high validity level, with content validation of 92% and media validation of 98%. The practicality test also showed that the e-module was categorized as very practical based on students’ and teachers’ responses. These findings demonstrate that the developed e-module is feasible for supporting contextual Biology learning and fostering students’ critical and creative thinking skills.
Development of Canva-Based Interactive Media to Improve Students’ Learning Outcomes on Biodiversity Topics in Elementary School Feranika Putri Pradana; Ipin Aripin
Ainara Journal (Jurnal Penelitian dan PKM Bidang Ilmu Pendidikan) Vol. 7 No. 2 (2026): Ainara Journal (Jurnal Penelitian dan PKM Bidang Ilmu Pendidikan)
Publisher : Lembaga Penelitian dan Pengembangan Sumberdaya Wilayah (elrispeswil)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54371/ainj.v7i2.1364

Abstract

This study aimed to develop Canva-based interactive learning media on biodiversity topics in Natural and Social Sciences (IPAS) and to examine its feasibility, practicality, and effectiveness in improving fourth-grade students’ learning outcomes at SDN Podorejo 02. The study was motivated by the limited use of interactive learning media, which contributed to low student learning outcomes. The research employed a Research and Development (R&D) method using the ADDIE model, which consists of Analysis, Design, Development, Implementation, and Evaluation stages. The participants involved 26 fourth-grade students. Data were collected through expert validation sheets, teacher and student response questionnaires, and learning outcome tests. The validation results indicated that the media obtained scores of 91% from media experts, 90% from material experts, and 87% from language experts, with an average score of 89.3%, categorized as highly feasible. Teacher and student responses also showed a high level of practicality with an average score of 82.25%. Students’ learning outcomes improved from a pre-test average of 66.15 to a post-test average of 83.85. The paired sample t-test revealed a significant difference with t = -12.933; p < 0.001. The N-gain score of 0.5641 was categorized as moderate, with an effectiveness level of 56.41%. These findings demonstrate that Canva-based interactive learning media is feasible, practical, and moderately effective for IPAS learning in elementary schools.
The Effect of Brainstorming and Recall-Based Learning on Eleventh-Grade Students’ Learning Outcomes Sofyatun Nisa; Imam Mashuri; Rifqi Firdaus
Ainara Journal (Jurnal Penelitian dan PKM Bidang Ilmu Pendidikan) Vol. 7 No. 2 (2026): Ainara Journal (Jurnal Penelitian dan PKM Bidang Ilmu Pendidikan)
Publisher : Lembaga Penelitian dan Pengembangan Sumberdaya Wilayah (elrispeswil)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54371/ainj.v7i2.1368

Abstract

This study aimed to compare the effectiveness of the Round Robin Brainstorming (RRB) and Memory Recall Examine (MRE) learning models in improving students’ cognitive learning outcomes in Islamic Religious Education and Character Education (PAI and BP). The research employed a quasi-experimental design using a nonequivalent group pretest–posttest approach involving 36 eleventh-grade students of SMAN Darussholah Singojuruh divided into two treatment groups. Learning outcome data were collected through cognitive tests administered before and after the intervention and analyzed using paired sample t-tests, independent sample t-tests, normalized gain (N-Gain), effect size (Cohen’s d), and coefficient of determination (R²) with SPSS 22. The findings revealed that both learning models significantly improved students’ cognitive learning outcomes (p < 0.05). The MRE group achieved higher improvement with an N-Gain score of 0.62 and a very large effect size (Cohen’s d = 1.74), while the RRB group showed moderate improvement with an N-Gain score of 0.45 and Cohen’s d = 0.65. The R² value of 0.65 indicated that 65% of the variance in learning outcomes was explained by the implemented learning models. These findings suggest that MRE is more effective in improving cognitive learning outcomes, whereas RRB better promotes student engagement and collaborative participation during structured group discussions.
The Effect of Role-Playing on the Science Learning Outcomes of Fifth-Grade Students at Gunung Tabur Elementary School Widya Surachman; I Wayan Kertih; I Wayan Widiana
Ainara Journal (Jurnal Penelitian dan PKM Bidang Ilmu Pendidikan) Vol. 7 No. 2 (2026): Ainara Journal (Jurnal Penelitian dan PKM Bidang Ilmu Pendidikan)
Publisher : Lembaga Penelitian dan Pengembangan Sumberdaya Wilayah (elrispeswil)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54371/ainj.v7i2.1371

Abstract

This study aims to analyze the effect of the role-playing method on the learning outcomes in Natural and Social Sciences (IPAS) of fifth-grade students at SD Negeri 003 Gunung Tabur. The study employed a quantitative approach using an experimental method through a quasi-experimental design with a Non-Equivalent Control Group Design. The sample consisted of 60 students, comprising 30 students in the experimental class and 30 students in the control class. The experimental group was treated with the application of the role-playing method, while the control group used conventional teaching methods. Research data were obtained through achievement tests administered as pretests and posttests. Data analysis was conducted using descriptive and inferential statistics with a MANCOVA test to examine the effect of the learning method on student achievement. The results indicated a significant difference in average achievement scores between the two groups, with the experimental class achieving an average score of 84.80, while the control class achieved an average of 74.60. The results of the hypothesis test showed a significance value of 0.000 < 0.05 with an effect size of 0.59, which falls into the large category. These findings indicate that the role-playing method has a significant effect on students’ IPAS learning outcomes. Role-playing can enhance students’ active engagement in the learning process through simulations and group interactions, thereby helping students understand learning concepts more deeply and contextually. Therefore, this method can serve as an effective alternative learning strategy for improving science learning outcomes in elementary schools.

Page 28 of 30 | Total Record : 295

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