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THE INFLUENCE OF DEBATE METHOD TO STUDENTS CRITICAL THINKING IN EFL SETTING: IN SENIOR HIGH SCHOOL Mutiara Haspari Lova; Setia Muljanto; Ateng Kurnia
SECONDARY: Jurnal Inovasi Pendidikan Menengah Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/secondary.v6i3.12808

This study aims to analyze the impact of the debate method on the development of critical thinking and speaking skills of first-grade students at an Islamic High School. The research instruments include interviews and observations, with participants divided into two groups, each consisting of three students. Debate is used as a method to train critical thinking and speaking skills, which is believed to foster leadership qualities through students' roles in teams, while transforming students from passive recipients of information into active participants who take responsibility for their learning. Data were collected through interviews, where students were asked questions related to specific topics, as well as observations that monitored students' engagement during the wrong learning process, with these interviews serving as the foundation of qualitative research to explore participants' in-depth understanding. By combining interviews and observations, this study aims to describe the effectiveness of the debate method in the context of active learning. Data analysis was carried out using a structured qualitative framework consisting of three steps: data condensation, data display, and conclusion drawing/verification. Data condensation helps summarize and filter essential information, while data display visualizes findings to facilitate analysis. The final step, conclusion drawing and verification, generates an in-depth understanding of the impact of the debate method on students' skills. The findings of this study are expected to make a significant contribution to the development of active learning methods, particularly in enhancing students' critical thinking and speaking skills. With a structured approach, this study highlights the importance of the debate method in creating more interactive and meaningful learning experiences for students.

PENERAPAN MEDIA EDUKATIF LEMPAR DADU DALAM PEMBELAJARAN MENULIS TEKS DRAMA SISWA KELAS XI Nur Laila Alfitriyah; Iib Marzuqi; Laila Tri Lestari
SECONDARY: Jurnal Inovasi Pendidikan Menengah Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/secondary.v6i3.13067

ABSTRACT Students’ ability to write drama texts is not only related to the skill of arranging words but also involves a creative process in generating ideas, developing plots, and organizing dramatic elements into a coherent written work. Challenges in this process often arise when students experience difficulties in producing story ideas and transforming them into engaging texts. This study examines the use of a dice-based educational medium as an alternative learning approach that provides a more active learning experience while assisting students in developing ideas for drama writing. The research was conducted involving 20 eleventh-grade students at SMA Nurul Huda Pucuk using a descriptive qualitative approach supported by quantitative data. Data were collected through observation, documentation, tests, and questionnaires, then interpreted through descriptive analysis based on percentages and average scores. The findings indicate that learning activities using the dice-based educational medium were implemented very well, as reflected by teacher activity reaching 96.15% and student activity reaching 96.43%. Students’ learning outcomes achieved an average score of 90.4 with 100% classical mastery. Furthermore, students’ responses toward the use of the medium reached 92.86%, categorized as very good. These results demonstrate that the dice-based educational medium can serve as an effective instructional tool to stimulate creativity, enhance student engagement, and strengthen drama writing skills. ABSTRAK Kemampuan menulis teks drama tidak hanya berkaitan dengan keterampilan merangkai kata, tetapi juga melibatkan proses kreatif dalam membangun gagasan, mengembangkan alur, serta mengorganisasikan unsur-unsur drama secara utuh. Permasalahan dalam proses tersebut muncul ketika siswa mengalami hambatan untuk memunculkan ide cerita dan mengolahnya menjadi tulisan yang menarik. Penelitian ini mengkaji penggunaan media edukatif lempar dadu sebagai alternatif pembelajaran yang dapat menciptakan pengalaman belajar lebih aktif sekaligus membantu proses pengembangan ide dalam menulis teks drama. Penelitian dilaksanakan pada 20 siswa kelas XI SMA Nurul Huda Pucuk dengan menggunakan pendekatan kualitatif deskriptif yang diperkuat oleh data kuantitatif. Pengumpulan data dilakukan melalui observasi, dokumentasi, tes, dan angket, kemudian diinterpretasikan melalui analisis deskriptif berdasarkan persentase dan nilai rata-rata. Hasil penelitian memperlihatkan bahwa aktivitas pembelajaran dengan media lempar dadu berlangsung sangat baik, ditunjukkan melalui keterlaksanaan aktivitas guru sebesar 96,15% dan aktivitas siswa sebesar 96,43%. Capaian hasil belajar siswa memperoleh rata-rata nilai 90,4 dengan ketuntasan klasikal mencapai 100%. Selain itu, respons siswa terhadap penggunaan media memperoleh persentase 92,86% dalam kategori sangat baik. Hasil ini menunjukkan bahwa media edukatif lempar dadu dapat menjadi sarana pembelajaran yang efektif untuk merangsang kreativitas, meningkatkan keterlibatan siswa, dan memperkuat kemampuan menulis teks drama.

PENGEMBANGAN VIDEO PEMBELAJARAN SENAM LANTAI GULING DEPAN BELAKANG UNTUK MENINGKATKAN HASIL BELAJAR SISWA KELAS Ⅹ Nova Fitriana; Lamijan Hadi Susarno; Utari Dewi
SECONDARY: Jurnal Inovasi Pendidikan Menengah Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/secondary.v6i3.13093

ABSTRACT Practical instruction in floor gymnastics often encounters challenges due to the limited availability of learning media that enable students to independently review movement techniques beyond classroom sessions. This condition prompted the development of an instructional video covering the forward roll and backward roll for tenth-grade students at a vocational high school in Surabaya. The development process employed the Research and Development (R&D) approach using the Lee & Owens model, which consists of the analysis, design, development, implementation, and evaluation stages. Product feasibility was determined through expert validation, while its effectiveness was examined using a quasi-experimental Non-equivalent Control Group Pretest–Posttest Design. Data were collected through observations, interviews, expert validation, student response questionnaires, and cognitive and psychomotor learning achievement tests. The developed video was rated as highly feasible, receiving validation scores of 100% from the instructional design expert, 97% from the subject matter expert, and 100% from the media expert. Students also responded positively, as reflected in the small-group trial (85%) and the field trial (89%). Furthermore, the effectiveness analysis revealed a significant difference between the experimental and control groups (p < 0.05) in both cognitive and psychomotor learning outcomes. These findings indicate that the developed instructional video is not only highly feasible but also effective in improving students' learning outcomes, making it a flexible digital learning resource for supporting physical education instruction. ABSTRAK Pelaksanaan pembelajaran praktik senam lantai masih menghadapi tantangan, terutama karena keterbatasan media yang memungkinkan peserta didik mempelajari kembali teknik gerakan secara mandiri di luar jam pembelajaran. Kondisi tersebut mendorong pengembangan video pembelajaran yang memuat materi guling depan dan guling belakang bagi peserta didik kelas X di salah satu SMK di Surabaya. Proses pengembangan dilaksanakan menggunakan pendekatan Research and Development (R&D) dengan model Lee & Owens yang meliputi tahapan analysis, design, development, implementation, dan evaluation. Kelayakan produk ditentukan melalui penilaian ahli, sedangkan efektivitasnya diuji menggunakan desain quasi experiment Non-equivalent Control Group Pretest-Posttest Design. Pengumpulan data dilakukan melalui observasi, wawancara, validasi ahli, angket respons peserta didik, serta tes hasil belajar pada ranah kognitif dan psikomotorik. Produk yang dihasilkan memperoleh penilaian sangat layak dengan persentase validasi sebesar 100% dari ahli desain pembelajaran, 97% dari ahli materi, dan 100% dari ahli media. Penerimaan peserta didik juga menunjukkan kecenderungan yang positif, tercermin dari hasil uji kelompok kecil sebesar 85% dan uji lapangan sebesar 89%. Analisis efektivitas memperlihatkan adanya perbedaan yang signifikan antara kelas eksperimen dan kelas kontrol (p < 0,05) pada hasil belajar kognitif maupun psikomotorik. Temuan tersebut mengindikasikan bahwa video pembelajaran yang dikembangkan tidak hanya memenuhi aspek kelayakan, tetapi juga mampu mendukung peningkatan hasil belajar sehingga berpotensi dimanfaatkan sebagai media pembelajaran digital yang fleksibel dalam pembelajaran pendidikan jasmani.

HUBUNGAN PENGGUNAAN BUKU AJAR SEJARAH BERMUATAN HEGEMONI IDEOLOGI DENGAN KEMAMPUAN BERPIKIR KRITIS PESERTA DIDIK SMA Imroatus Sholikhah; Agus Suprijono
SECONDARY: Jurnal Inovasi Pendidikan Menengah Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/secondary.v6i3.13297

ABSTRACT Critical thinking is an essential competency in history learning because it enables students to analyze, evaluate, and interpret historical events objectively. However, students' critical thinking skills remain relatively low due to learning practices that are still dominated by memorization and the limited use of learning resources that encourage the analysis of multiple historical perspectives. In addition, history textbooks containing ideological perspectives have the potential to foster critical thinking by presenting diverse viewpoints, yet studies examining their relationship with students' critical thinking skills remain limited. Therefore, this study aimed to analyze the relationship between the use of ideology-based history textbooks and the critical thinking skills of eleventh-grade students at SMA Ta'miriyah Surabaya. This study employed a quantitative approach using an ex post facto design. The sample consisted of 29 students selected through purposive sampling. Data were collected using a questionnaire measuring students' perceptions of ideology-based history textbooks and a critical thinking skills test. The data were analyzed using descriptive statistics, prerequisite tests, correlation analysis, and simple linear regression. The findings indicate that students' positive perceptions of the use of ideology-based history textbooks are associated with better critical thinking skills. The use of these textbooks contributes to students' ability to interpret, analyze, evaluate, draw conclusions, provide explanations, and reflect critically on historical information, although other factors also influence these skills. The study concludes that the use of ideology-based history textbooks has a positive relationship with students' critical thinking skills and can serve as an alternative learning resource to support history instruction that promotes higher-order thinking skills. ABSTRAK Kemampuan berpikir kritis merupakan kompetensi esensial dalam pembelajaran sejarah karena memungkinkan peserta didik menganalisis, mengevaluasi, dan menginterpretasikan berbagai peristiwa sejarah secara objektif. Namun, kemampuan berpikir kritis peserta didik masih relatif rendah akibat pembelajaran yang cenderung berorientasi pada hafalan serta belum optimalnya pemanfaatan sumber belajar yang mampu mendorong analisis terhadap berbagai perspektif sejarah. Di sisi lain, penggunaan buku ajar sejarah bermuatan ideologi berpotensi membangun kemampuan berpikir kritis melalui penyajian sudut pandang yang beragam, tetapi kajian mengenai hubungannya dengan kemampuan berpikir kritis peserta didik masih terbatas. Oleh karena itu, penelitian ini bertujuan untuk menganalisis hubungan antara penggunaan buku ajar sejarah bermuatan ideologi dengan kemampuan berpikir kritis peserta didik kelas XI SMA Ta'miriyah Surabaya. Penelitian menggunakan pendekatan kuantitatif dengan jenis ex post facto. Sampel penelitian terdiri atas 29 peserta didik yang dipilih menggunakan teknik purposive sampling. Data dikumpulkan melalui angket persepsi penggunaan buku ajar sejarah bermuatan ideologi dan tes kemampuan berpikir kritis, kemudian dianalisis menggunakan statistik deskriptif, uji prasyarat, analisis korelasi, dan regresi linear sederhana. Hasil penelitian menunjukkan bahwa persepsi positif peserta didik terhadap penggunaan buku ajar sejarah bermuatan ideologi berkaitan dengan kemampuan berpikir kritis yang lebih baik. Penggunaan buku ajar tersebut turut memberikan kontribusi terhadap pengembangan kemampuan peserta didik dalam menginterpretasikan, menganalisis, mengevaluasi, menarik kesimpulan, memberikan penjelasan, serta merefleksikan informasi sejarah secara kritis, meskipun masih terdapat faktor lain yang memengaruhi kemampuan tersebut. Penelitian ini menyimpulkan bahwa penggunaan buku ajar sejarah bermuatan ideologi memiliki hubungan positif dengan kemampuan berpikir kritis peserta didik sehingga dapat menjadi salah satu alternatif dalam mendukung pembelajaran sejarah yang mendorong terbentuknya kemampuan berpikir tingkat tinggi.

EFEKTIVITAS MODEL PREDICT-OBSERVE-EXPLAIN (POE) DALAM MENINGKATKAN MOTIVASI BELAJAR SISWA Gusti Ayu Nur Muthmainah; Syamsuri Ali; Beti Susilawati; Baharudin
SECONDARY: Jurnal Inovasi Pendidikan Menengah Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/secondary.v6i3.13315

ABSTRACT Student learning motivation is one of the key determinants of successful learning, yet many vocational schools still face challenges in fostering active student engagement through teacher-centered instructional approaches. Previous studies have reported the effectiveness of various innovative learning models; however, empirical evidence regarding the implementation of the Predict, Observe, Explain (POE) model in vocational high schools, particularly in improving students' learning motivation, remains limited. Therefore, this study is important to provide empirical evidence regarding the effectiveness of the POE model in vocational education settings. This study aimed to analyze the effectiveness of the Predict, Observe, Explain (POE) learning model in improving students' learning motivation at SMK IT ICERA Babatan Katibung, South Lampung. This study employed a quantitative approach using a quasi-experimental design with a pretest-posttest control group. The research sample consisted of 60 students selected through cluster random sampling, comprising 30 students in the experimental class and 30 students in the control class. Data were collected using a learning motivation questionnaire that had met validity and reliability requirements and were analyzed using descriptive statistics and an independent samples t-test. The findings revealed a significant difference in students' learning motivation between the experimental and control groups (p < 0.05). Students who learned through the POE model demonstrated higher learning motivation than those who received conventional instruction. These findings indicate that the POE learning model is effective in enhancing students' learning motivation by encouraging active participation, critical thinking, and direct involvement throughout the learning process. Therefore, the POE model can be recommended as an innovative instructional strategy to improve learning motivation in vocational high schools. ABSTRAK Motivasi belajar merupakan salah satu faktor penting yang menentukan keberhasilan proses pembelajaran, namun pada kenyataannya masih banyak siswa yang menunjukkan motivasi belajar rendah akibat dominannya penggunaan pembelajaran konvensional yang berpusat pada guru. Berbagai penelitian telah membuktikan bahwa model pembelajaran aktif mampu meningkatkan keterlibatan siswa, tetapi kajian mengenai efektivitas model Predict, Observe, Explain (POE) dalam meningkatkan motivasi belajar pada konteks sekolah kejuruan, khususnya di SMK IT ICERA Babatan Katibung, masih relatif terbatas. Kondisi tersebut menunjukkan pentingnya penelitian untuk memberikan bukti empiris mengenai penerapan model POE sebagai alternatif pembelajaran yang mampu meningkatkan motivasi belajar siswa. Penelitian ini bertujuan untuk menganalisis efektivitas model pembelajaran Predict, Observe, Explain (POE) dalam meningkatkan motivasi belajar siswa di SMK IT ICERA Babatan Katibung, Lampung Selatan. Penelitian menggunakan pendekatan kuantitatif dengan metode eksperimen dan desain one-group pretest-posttest. Sampel penelitian terdiri atas siswa yang dipilih menggunakan teknik sampling sesuai karakteristik penelitian. Data dikumpulkan melalui angket motivasi belajar yang telah diuji validitas dan reliabilitasnya, kemudian dianalisis menggunakan statistik deskriptif dan uji inferensial sesuai hasil uji prasyarat. Hasil penelitian menunjukkan bahwa penerapan model POE secara signifikan meningkatkan motivasi belajar siswa yang ditunjukkan oleh adanya perbedaan skor motivasi sebelum dan sesudah perlakuan. Temuan ini menunjukkan bahwa model POE mampu mendorong keterlibatan aktif siswa melalui kegiatan memprediksi, mengamati, dan menjelaskan fenomena sehingga proses pembelajaran menjadi lebih bermakna. Oleh karena itu, model POE dapat direkomendasikan sebagai alternatif pembelajaran yang efektif untuk meningkatkan motivasi belajar siswa pada jenjang sekolah menengah kejuruan.

PENGARUH MODEL DISCOVERY LEARNING BERBANTUAN LET’S READ TERHADAP MEMBACA PEMAHAMAN SISWA SD Kamaelia Nur Athaillah; Ani Nur Aeni; Dadan Djuanda
SECONDARY: Jurnal Inovasi Pendidikan Menengah Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/secondary.v6i3.13392

ABSTRACT Reading comprehension remains a major challenge in Indonesian language learning at the elementary school level. Preliminary observations revealed that many third-grade students experienced difficulties in identifying main ideas, locating essential information, and drawing appropriate conclusions from reading texts. Previous studies have generally examined the effectiveness of the Discovery Learning model and digital literacy media separately, leaving limited empirical evidence regarding the impact of integrating these two components within a single instructional approach. Against this background, the present study investigated the effect of implementing the Discovery Learning model supported by the Let's Read platform on the reading comprehension skills of third-grade students at SDN Cikalongsari 1. A quantitative approach was employed using a quasi-experimental method with a non-equivalent control group design. Data were collected through pretest and posttest assessments and analyzed using descriptive and inferential statistics, including the paired sample t-test, simple linear regression, and N-Gain analysis. The findings demonstrated a statistically significant improvement in students' reading comprehension (p = 0.001), with a coefficient of determination of 87.0%. Furthermore, the experimental group achieved a higher N-Gain score (52.14) than the control group (42.46). These findings indicate that integrating the Discovery Learning model with the Let's Read platform is an effective approach to enhancing students' reading comprehension while strengthening the implementation of digital literacy-based learning in elementary schools. ABSTRAK Kemampuan membaca pemahaman masih menjadi tantangan pada pembelajaran Bahasa Indonesia di sekolah dasar. Hasil observasi awal menunjukkan bahwa sebagian besar siswa kelas III belum mampu mengidentifikasi gagasan utama, menemukan informasi penting, maupun menyimpulkan isi bacaan secara tepat. Di sisi lain, penelitian sebelumnya cenderung menguji efektivitas model Discovery Learning dan media literasi digital secara terpisah sehingga bukti empiris mengenai integrasi keduanya masih terbatas. Berangkat dari kondisi tersebut, penelitian ini mengkaji pengaruh penerapan model Discovery Learning berbantuan media Let's Read terhadap kemampuan membaca pemahaman siswa kelas III SDN Cikalongsari 1. Penelitian menggunakan pendekatan kuantitatif dengan metode quasi experiment dan desain non-equivalent control group design. Data diperoleh melalui tes pretest dan posttest, kemudian dianalisis menggunakan statistik deskriptif dan inferensial melalui paired sample t-test, regresi linear sederhana, serta analisis N-Gain. Hasil analisis memperlihatkan adanya peningkatan kemampuan membaca pemahaman yang signifikan setelah penerapan perlakuan (p = 0,001), dengan koefisien determinasi sebesar 87,0%. Selain itu, nilai N-Gain kelas eksperimen (52,14) lebih tinggi dibandingkan kelas kontrol (42,46). Temuan tersebut menunjukkan bahwa pengintegrasian Discovery Learning dengan media Let's Read efektif dalam memperkuat kemampuan membaca pemahaman sekaligus memperkaya praktik pembelajaran berbasis literasi digital di sekolah dasar.

IMPLEMENTASI KOMPETENSI PEDAGOGIK GURU DI ERA KECERDASAN BUATAN DAN DIGITALISASI PENDIDIKAN STUDI KASUS DI SMP AL FALAH Novrizal; Teni Pursina; Ade Sumartini; Elis Ela Sumyati; Lilis Suwandari
SECONDARY: Jurnal Inovasi Pendidikan Menengah Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/secondary.v6i3.13439

ABSTRACT The rapid development of Artificial Intelligence (AI) and the digitalization of education require teachers to strengthen their pedagogical competence in order to effectively integrate technology into the teaching and learning process. However, in practice, teachers demonstrate varying levels of competence in utilizing AI and digital technologies for planning, implementing, and evaluating learning activities. In addition, empirical studies examining the implementation of teachers' pedagogical competence in the context of AI integration at the school level remain limited, highlighting the need for further investigation. Therefore, this study aimed to analyze the implementation of teachers' pedagogical competence in the era of Artificial Intelligence and educational digitalization at SMP Al Falah. This study employed a qualitative approach using a case study method. Data were collected through interviews, observations, and documentation involving the principal and five teachers. The data were analyzed using the Miles, Huberman, and Saldaña interactive model, which includes data reduction, data display, and conclusion drawing. The findings revealed that teachers had implemented pedagogical competence by utilizing various digital learning platforms and AI-based applications to develop lesson plans, create instructional media, design assessment instruments, and support differentiated learning. These practices improved the effectiveness of lesson planning, implementation, and evaluation. Nevertheless, differences in AI literacy among teachers, limited internet infrastructure, and the absence of school policies governing the systematic use of AI were still identified as major challenges. The study concludes that the integration of pedagogical competence, Technological Pedagogical Content Knowledge (TPACK), and AI literacy is essential for supporting educational transformation. Therefore, strengthening teachers' digital competence through continuous professional development and establishing school policies are necessary to ensure that AI is utilized optimally, ethically, and responsibly. ABSTRAK Perkembangan kecerdasan buatan (Artificial Intelligence/AI) dan digitalisasi pendidikan menuntut guru untuk memiliki kompetensi pedagogik yang mampu mengintegrasikan teknologi ke dalam proses pembelajaran. Namun, pada praktiknya masih ditemukan perbedaan kemampuan guru dalam memanfaatkan AI dan teknologi digital untuk merancang, melaksanakan, serta mengevaluasi pembelajaran secara efektif. Selain itu, kajian yang mengulas implementasi kompetensi pedagogik guru dalam konteks pemanfaatan AI di tingkat sekolah masih relatif terbatas, sehingga diperlukan penelitian untuk memberikan gambaran empiris mengenai kondisi tersebut. Oleh karena itu, penelitian ini bertujuan menganalisis implementasi kompetensi pedagogik guru di era kecerdasan buatan dan digitalisasi pendidikan di SMP Al Falah. Penelitian menggunakan pendekatan kualitatif dengan metode studi kasus. Data diperoleh melalui wawancara, observasi, dan dokumentasi terhadap kepala sekolah dan lima orang guru, kemudian dianalisis menggunakan model Miles, Huberman, dan Saldaña yang meliputi reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa guru telah mengimplementasikan kompetensi pedagogik melalui pemanfaatan berbagai platform pembelajaran digital serta aplikasi berbasis AI untuk menyusun perangkat pembelajaran, mengembangkan media, menyusun instrumen evaluasi, dan mendukung pembelajaran diferensiasi. Implementasi tersebut meningkatkan efektivitas perencanaan, pelaksanaan, dan evaluasi pembelajaran. Namun, masih ditemukan perbedaan tingkat literasi AI antar guru, keterbatasan infrastruktur internet, serta belum adanya kebijakan sekolah yang mengatur pemanfaatan AI secara sistematis. Penelitian ini menyimpulkan bahwa integrasi kompetensi pedagogik, TPACK, dan literasi AI merupakan faktor penting dalam mendukung transformasi pendidikan sehingga diperlukan penguatan kompetensi digital guru, pelatihan berkelanjutan, dan penyusunan kebijakan sekolah agar pemanfaatan AI berlangsung secara optimal, etis, dan bertanggung jawab.

EFEKTIVITAS MODEL PEMBELAJARAN QODE (QUESTIONING, ORGANIZING, DOING, EVALUATION) TERHADAP KEMAMPUAN BERPIKIR KRITIS PAI PESERTA DIDIK DI SMK PGRI 4 BANDAR LAMPUNG Esha Aulia Septia Putri; Jamal Fakhri; Muhammad Mustofa
SECONDARY: Jurnal Inovasi Pendidikan Menengah Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/secondary.v6i3.13464

ABSTRACT Critical thinking is an essential competency that should be developed in Islamic Religious Education (PAI). However, previous studies have shown that students' critical thinking skills remain relatively low because classroom instruction is often teacher-centered and emphasizes memorization rather than analysis and problem-solving. This condition highlights the need for learning models that actively engage students in developing critical thinking skills. This study aimed to analyze the effectiveness of the QODE (Questioning, Organizing, Doing, Evaluating) learning model in improving students' critical thinking skills in Islamic Religious Education at SMK PGRI 4 Bandar Lampung. The study employed a quantitative approach using a quasi-experimental method with a Posttest-Only Control Group Design. The sample consisted of 36 students, including 18 students in the experimental class and 18 students in the control class. Data were collected through an essay-based critical thinking test that had met validity and reliability requirements and were analyzed using an independent samples t-test after fulfilling the assumptions of normality and homogeneity. The results indicated that the QODE learning model had no statistically significant effect on students' critical thinking skills, with a significance value of 0.419 (> 0.05). Nevertheless, the mean critical thinking score of the experimental class was higher than that of the control class (insert the actual mean scores, e.g., 78.44 and 74.11). These findings indicate that the QODE learning model has not yet been proven effective in significantly improving students' critical thinking skills in Islamic Religious Education within the context of this study. Therefore, its implementation should be supported by students' readiness, sustained instructional practices, and conducive learning conditions to maximize its potential. ABSTRAK Kemampuan berpikir kritis merupakan salah satu kompetensi esensial dalam pembelajaran Pendidikan Agama Islam (PAI), namun berbagai penelitian menunjukkan bahwa kemampuan berpikir kritis peserta didik masih tergolong rendah karena pembelajaran cenderung berpusat pada guru dan lebih menekankan aspek hafalan dibandingkan analisis serta pemecahan masalah. Kondisi tersebut menunjukkan perlunya penerapan model pembelajaran yang mampu mengoptimalkan keterlibatan peserta didik dalam proses berpikir kritis. Penelitian ini bertujuan untuk menganalisis efektivitas model pembelajaran QODE (Questioning, Organizing, Doing, Evaluating) terhadap kemampuan berpikir kritis peserta didik pada mata pelajaran PAI di SMK PGRI 4 Bandar Lampung. Penelitian menggunakan pendekatan kuantitatif dengan metode quasi experiment dan desain Posttest Only Control Group Design. Sampel penelitian berjumlah 36 peserta didik yang terdiri atas 18 peserta didik pada kelas eksperimen dan 18 peserta didik pada kelas kontrol. Data dikumpulkan melalui tes esai kemampuan berpikir kritis yang telah memenuhi uji validitas dan reliabilitas, kemudian dianalisis menggunakan uji-t setelah memenuhi asumsi normalitas dan homogenitas. Hasil penelitian menunjukkan bahwa model pembelajaran QODE tidak memberikan pengaruh yang signifikan terhadap kemampuan berpikir kritis peserta didik dengan nilai signifikansi sebesar 0,419 (>0,05). Meskipun demikian, rata-rata nilai kemampuan berpikir kritis pada kelas eksperimen lebih tinggi dibandingkan kelas kontrol (tambahkan nilai rata-rata sesuai hasil penelitian, misalnya: 78,44 dan 74,11). Temuan ini menunjukkan bahwa model QODE belum memberikan peningkatan yang signifikan secara statistik terhadap kemampuan berpikir kritis peserta didik pada pembelajaran PAI dalam konteks penelitian ini. Oleh karena itu, implementasi model QODE perlu didukung oleh kesiapan peserta didik, penerapan yang berkelanjutan, serta kondisi pembelajaran yang kondusif agar potensi model tersebut dapat dioptimalkan.

HUBUNGAN PERAN GURU DAN FASILITAS BENGKEL TERHADAP HASIL BELAJAR PRAKTIK PENGELASAN SMAW KELAS XI TPL Muhammad Kefin Suriandi; Budi Syahri; Febri Prasetya; Fiki Efendi
SECONDARY: Jurnal Inovasi Pendidikan Menengah Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/secondary.v6i3.13481

ABSTRACT The learning outcomes of Shielded Metal Arc Welding (SMAW) practical training among vocational high school students remain suboptimal and are presumed to be influenced by teachers' roles and the availability of workshop facilities. This study aimed to analyze the relationship between teachers' roles and workshop facilities and SMAW practical learning outcomes among Grade XI students of the Metal Welding Engineering program at SMK Negeri 2 Painan. The study employed a quantitative correlational approach. The population consisted of 12 students, all of whom were selected as the sample using a total sampling technique. Data on teachers' roles and workshop facilities were collected through questionnaires, while practical learning outcomes were obtained using an SMAW practical assessment rubric. Data were analyzed using descriptive statistics, prerequisite tests including normality, linearity, and multicollinearity tests, followed by multiple linear regression analysis. The findings revealed that the teacher's role had a positive and significant relationship with SMAW practical learning outcomes (r = 0.618; p < 0.05), whereas workshop facilities showed a positive but non-significant relationship (r = 0.629; p > 0.05). Simultaneously, teachers' roles and workshop facilities demonstrated a positive and significant relationship with SMAW practical learning outcomes (R = 0.707; R² = 0.500), indicating that both variables jointly explained 50.0% of the variance in students' practical learning outcomes. It can be concluded that the teacher's role is the primary factor significantly associated with SMAW practical learning outcomes, while workshop facilities serve as a supporting factor whose management should continue to be optimized to improve the quality of practical learning. ABSTRAK Hasil belajar praktik pengelasan Shielded Metal Arc Welding (SMAW) pada siswa Sekolah Menengah Kejuruan masih belum optimal, yang diduga dipengaruhi oleh peran guru dalam proses pembelajaran serta ketersediaan fasilitas bengkel praktik. Penelitian ini bertujuan untuk menganalisis hubungan peran guru dan fasilitas bengkel terhadap hasil belajar praktik pengelasan SMAW pada siswa kelas XI Teknik Pengelasan Logam SMK Negeri 2 Painan. Penelitian menggunakan pendekatan kuantitatif dengan metode korelasional. Populasi penelitian berjumlah 12 siswa dan seluruhnya dijadikan sampel melalui teknik total sampling. Data peran guru dan fasilitas bengkel dikumpulkan menggunakan angket, sedangkan data hasil belajar praktik diperoleh melalui rubrik penilaian praktik pengelasan SMAW. Analisis data dilakukan menggunakan statistik deskriptif, uji prasyarat analisis yang meliputi uji normalitas, linearitas, dan multikolinearitas, kemudian dilanjutkan dengan analisis regresi linear berganda. Hasil penelitian menunjukkan bahwa peran guru memiliki hubungan positif dan signifikan terhadap hasil belajar praktik pengelasan SMAW (r = 0,618; p < 0,05), sedangkan fasilitas bengkel memiliki hubungan positif namun tidak signifikan (r = 0,629; p > 0,05). Secara simultan, peran guru dan fasilitas bengkel memiliki hubungan positif dan signifikan terhadap hasil belajar praktik pengelasan SMAW (R = 0,707; R² = 0,500), yang menunjukkan bahwa kedua variabel secara bersama-sama memberikan kontribusi sebesar 50,0% terhadap variasi hasil belajar praktik. Disimpulkan bahwa peran guru merupakan faktor yang berhubungan secara signifikan dengan hasil belajar praktik, sedangkan fasilitas bengkel berperan sebagai faktor pendukung yang pengelolaannya tetap perlu dioptimalkan untuk meningkatkan kualitas pembelajaran praktik.

HUBUNGAN ANTARA GAYA BELAJAR DENGAN KEMAMPUAN LITERASI KIMIA PESERTA DIDIK PADA MATERI ASAM BASA FASE F SMA/MA Nur Ika Wulandari; Bali Yana Fitri
SECONDARY: Jurnal Inovasi Pendidikan Menengah Vol. 5 No. 3 (2025)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/secondary.v5i3.6507

Students’ understanding of acid-base concepts remains relatively low, as reflected by their low chemical literacy scores. One possible contributing factor is the suboptimal implementation of learning approaches that consider students’ individual learning styles. In fact, appropriate learning styles are believed to help students comprehend subject matter more effectively. However, studies that specifically examine the relationship between learning styles and chemical literacy are still limited. This study aims to investigate the relationship between students’ learning styles and their chemical literacy skills on acid-base material in Phase F of Senior High School. A correlational quantitative approach was employed, with data collected through the VARK learning style questionnaire and a chemical literacy test. The results showed that the kinesthetic learning style was the most dominant among students. However, the Spearman Rank correlation test revealed a weak and statistically insignificant positive relationship between learning styles and chemical literacy (r = 0.212; p = 0.239). These findings indicate that learning styles do not directly influence students’ chemical literacy. Further research is recommended to explore other factors that may have a greater impact on students’ scientific literacy achievement. ABSTRAKPemahaman peserta didik terhadap konsep asam basa masih tergolong rendah, salah satunya ditunjukkan dengan rendahnya nilai literasi kimia peserta didik. Salah satu dugaan penyebab belum optimalnya pendekatan pembelajaran yang memperhatikan gaya belajar peserta didik. Padahal, gaya belajar yang sesuai diyakini dapat membantu peserta didik dalam memahami materi dengan lebih baik. Namun demikian, kajian yang secara spesifik mengaitkan gaya belajar dengan literasi kimia masih terbatas. Penelitian ini bertujuan untuk mengetahui hubungan antara gaya belajar dengan kemampuan literasi kimia peserta didik pada materi asam basa fase F SMA/MA. Penelitian ini menggunakan pendekatan kuantitatif korelasional dengan teknik pengumpulan data berupa angket gaya belajar VARK dan tes literasi kimia. Hasil penelitian menunjukkan bahwa gaya belajar kinestetik merupakan gaya belajar yang paling dominan. Namun, uji korelasi Spearman Rank menunjukkan hubungan yang posistif lemah dan tidak signifikan antara gaya belajar dan literasi kimia (r = 0,212; p = 0,239). Temuan ini mengindikasikan bahwa gaya belajar tidak secara langsung memengaruhi literasi kimia. Penelitian lanjutan disarankan untuk mengeksplorasi faktor-faktor lain yang lebih berpengaruh terhadap pencapaian literasi sains peserta didik.

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Muhamad Suhardi

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Lingkungan Handayani, Kel. Leneng, kec. Praya, Kab. Lombok Tengah, Nusa Tenggara Barat

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INDONESIA

Abstract

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Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name Muhamad Suhardi

Contact Email jurnalp4i@gmail.com

Phone +6285239967417

Journal Mail Official Jurnalp4i@gmail.com

Editorial Address Lingkungan Handayani, Kel. Leneng, kec. Praya, Kab. Lombok Tengah, Nusa Tenggara Barat

Location Unknown, Unknown INDONESIA

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Contact Name
Muhamad Suhardi

Contact Email
jurnalp4i@gmail.com

Phone
+6285239967417

Journal Mail Official
Jurnalp4i@gmail.com

Editorial Address
Lingkungan Handayani, Kel. Leneng, kec. Praya, Kab. Lombok Tengah, Nusa Tenggara Barat

Location
Unknown,

Unknown

INDONESIA