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PENGGUNAAN BAHASA SLANG DALAM INTERAKSI SOSIAL SISWA MTS: KAJIAN SOSIOLINGUISTIK Ainun Ainun; Nasim Taha; Al’afandi Al’afandi
SECONDARY: Jurnal Inovasi Pendidikan Menengah Vol. 6 No. 4 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/secondary.v6i4.13068

The development of adolescent communication in the digital era has encouraged the emergence of various language variations, one of which is slang that is increasingly used in students’ social interactions. Although studies on slang language have been widely conducted, research specifically examining the forms, functions, and factors influencing slang use in direct interactions among junior secondary-level madrasah students remains limited. This study aims to analyze the use of slang language among students of MTs Alkhairaat Baliase from a sociolinguistic perspective. This study employed a descriptive qualitative approach, with data consisting of slang words, phrases, and utterances collected through observation, participant observation with note-taking techniques, and documentation. Data analysis was conducted using the interactive model of Miles and Huberman. The results show that the slang used by students includes abbreviations or acronyms, foreign language loanwords, words undergoing semantic shifts, and popular vocabulary in adolescent interactions. The use of slang is influenced by peer groups, digital media, and the need to construct social identity. The novelty of this study lies in examining slang language in students’ natural interactions at MTs, revealing the social functions of language as a means of communication, group solidarity, and self-expression. ABSTRAK Perkembangan komunikasi remaja di era digital mendorong munculnya berbagai variasi bahasa, salah satunya bahasa slang yang semakin banyak digunakan dalam interaksi sosial siswa. Meskipun kajian mengenai bahasa slang telah banyak dilakukan, penelitian yang secara khusus mengkaji bentuk, fungsi, dan faktor penggunaan bahasa slang dalam interaksi langsung siswa madrasah tingkat menengah pertama masih terbatas. Penelitian ini bertujuan untuk menganalisis penggunaan bahasa slang pada siswa MTs Alkhairaat Baliase dari perspektif sosiolinguistik. Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan data berupa kata, frasa, dan tuturan slang yang diperoleh melalui observasi, simak libat catat, dan dokumentasi. Analisis data dilakukan menggunakan model interaktif Miles dan Huberman. Hasil penelitian menunjukkan bahwa bahasa slang yang digunakan siswa meliputi bentuk singkatan atau akronim, istilah serapan bahasa asing, kata yang mengalami pergeseran makna, dan kosakata populer dalam pergaulan remaja. Penggunaan slang dipengaruhi oleh kelompok sebaya, media digital, serta kebutuhan membangun identitas sosial. Novelty penelitian ini terletak pada kajian bahasa slang dalam interaksi alami siswa MTs yang mengungkap fungsi sosial bahasa sebagai sarana komunikasi, solidaritas kelompok, dan ekspresi diri.

PENGEMBANGAN BAHAN AJAR SLAG (STUDENT LEARNING ACTIVITIES GUIDE) SMP KALAM KUDUS KOTA SORONG Wisnu Wardoyo; Farchamullah Farchamullah; Sinta Legam
SECONDARY: Jurnal Inovasi Pendidikan Menengah Vol. 6 No. 4 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/secondary.v6i4.13109

The learning process in secondary schools is still often confronted with constraints due to the dominance of lecture methods and conventional textbooks, which make students tend to be passive in learning. This development research aims to produce Student Learning Activities Guide (SLAG) teaching materials for Grade VII students at SMP Kalam Kudus Sorong City that are valid, effective, and engaging. The development procedure adapted the Borg and Gall model modified by Sugiyono into nine main stages, including potential and problem analysis, data collection, product design, design validation, design revision, product testing, product revision, main testing, and final revision. Data collection instruments consisted of interview sheets, questionnaires, learning achievement tests, and observation sheets. Data analysis techniques utilized qualitative descriptive analysis and quantitative descriptive statistics. The results showed that the SLAG teaching material obtained a validity percentage of 93.98% (very valid), an effectiveness percentage of 91.85% (very effective) with 100% classical completeness, and an attractiveness percentage of 91.02% (very attractive). In conclusion, SLAG teaching materials are highly feasible and effective for improving student activity and learning outcomes at SMP Kalam Kudus Sorong City. ABSTRAK Proses pembelajaran di sekolah menengah masih sering dihadapkan pada kendala dominasi metode ceramah dan penggunaan buku teks konvensional yang membuat siswa cenderung pasif dalam belajar. Penelitian pengembangan ini bertujuan untuk menghasilkan bahan ajar Student Learning Activities Guide (SLAG) untuk siswa kelas VII SMP Kalam Kudus Kota Sorong yang valid, efektif, dan menarik. Prosedur pengembangan mengadaptasi model Borg dan Gall yang dimodifikasi Sugiyono hingga sembilan tahapan utama, meliputi analisis potensi dan masalah, pengumpulan data, desain produk, validasi desain, revisi desain, uji coba produk, revisi produk, uji coba pemakaian, dan revisi akhir. Instrumen pengumpulan data terdiri atas lembar wawancara, angket, tes hasil belajar, dan observasi. Teknik analisis data menggunakan analisis deskriptif kualitatif dan statistik deskriptif kuantitatif. Hasil penelitian menunjukkan bahwa bahan ajar SLAG memperoleh persentase kevalidan sebesar 93,98% (sangat valid), persentase keefektifan sebesar 91,85% (sangat efektif) dengan ketuntasan klasikal 100%, serta persentase kemenarikan sebesar 91,02% (sangat menarik). Kesimpulannya, bahan ajar SLAG sangat layak dan efektif digunakan untuk meningkatkan keaktifan serta hasil belajar siswa dalam pembelajaran di SMP Kalam Kudus Kota Sorong.

NILAI-NILAI GURINDAM DUA BELAS DALAM PEMBENTUKAN KARAKTER KOMUNIKASI PROFESIONAL MURID MANAJEMEN PERKANTORAN Ratna Puri Handayani; Zaitun Zaitun
SECONDARY: Jurnal Inovasi Pendidikan Menengah Vol. 6 No. 4 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/secondary.v6i4.13176

ABSTRACT The development of professional communication character is an essential need in vocational education, particularly for Office Management students who are prepared to interact and provide services in workplace environments. One source of value that can be utilized in character education is Gurindam Dua Belas by Raja Ali Haji, which contains various moral and ethical teachings of life. This study aims to analyze the values of Gurindam Dua Belas in developing professional communication character among Office Management students. This research employed a qualitative approach using a literature review method and content analysis. The primary data source consisted of verses from Gurindam Dua Belas, which were analyzed through data reduction, value categorization, data presentation, and conclusion drawing. The results revealed seven values relevant to the development of professional communication character: language politeness, honesty in communication, willingness to learn and ask questions, professional integrity, relationship-building ability, self-control in speaking, and communication responsibility. These values demonstrate that Gurindam Dua Belas possesses not only literary and cultural significance but also potential as a contextual source for character education in vocational learning. Therefore, integrating the values of Gurindam Dua Belas into learning activities can serve as an alternative approach to strengthening professional communication character required in the modern workplace. ABSTRAK Pembentukan karakter komunikasi profesional menjadi kebutuhan penting dalam pendidikan vokasi, khususnya bagi murid Manajemen Perkantoran dan Layanan Bisnis (MPLB) yang dipersiapkan untuk berinteraksi dalam lingkungan kerja. Salah satu sumber nilai yang dapat dimanfaatkan dalam pendidikan karakter adalah Gurindam Dua Belas karya Raja Ali Haji yang memuat ajaran moral dan etika kehidupan. Penelitian ini memiliki kebaruan melalui integrasi nilai sastra Melayu dengan penguatan karakter komunikasi profesional pada pendidikan vokasi. Penelitian ini bertujuan menganalisis nilai-nilai Gurindam Dua Belas dalam pembentukan karakter komunikasi profesional murid MPLB. Penelitian menggunakan pendekatan kualitatif dengan metode kajian pustaka dan analisis isi (content analysis). Sumber data berupa bait-bait Gurindam Dua Belas karya Raja Ali Haji yang dianalisis melalui identifikasi, reduksi data, kategorisasi nilai, penyajian data, dan penarikan simpulan berdasarkan relevansinya dengan karakter komunikasi profesional. Hasil penelitian menemukan tujuh nilai utama, yaitu kesantunan berbahasa, kejujuran komunikasi, kemauan belajar dan bertanya, integritas profesional, kemampuan membangun relasi, pengendalian diri dalam berbicara, serta tanggung jawab komunikasi. Temuan ini menunjukkan bahwa Gurindam Dua Belas dapat dimanfaatkan sebagai sumber pembelajaran berbasis kearifan lokal untuk memperkuat soft skills dan etika komunikasi murid vokasi.

PEMBENTUKAN KARAKTER DISIPLIN SISWA SMK BAITUL IZZA TULUNGAGUNG MELALUI KEGIATAN EKSTRAKURIKULER FUTSAL Fahad Ismail; Andreas Andrie Djatmiko
SECONDARY: Jurnal Inovasi Pendidikan Menengah Vol. 6 No. 4 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/secondary.v6i4.13318

The development of students' disciplined character is a significant challenge in the implementation of character education in vocational schools, where futsal extracurricular activities are seen as having the potential to instill these values through habituation and obedience. This descriptive qualitative study aims to describe the process of developing students' disciplined character through futsal extracurricular activities at SMK Baitul Izza Tulungagung and to identify supporting and inhibiting factors. Primary data collection was conducted through passive participant observation during training, in-depth semi-structured interviews with coaches, ten students, and student affairs, and documentation studies analyzed using the Miles and Huberman interactive model. The results show that futsal extracurricular activities effectively shape disciplined character through the habit of being on time, using training attributes according to regulations, complying with coach instructions, being a role model, and the application of educational sanctions and rewards. Positive impacts are seen in the increase in students' punctuality, responsibility, compliance with rules, teamwork, and sportsmanship at school. Supporting factors include high student interest, coach assertiveness, and school support, while inhibiting factors include inconsistency on the part of some students, limited facilities, and the influence of the social environment. The main conclusion confirms that futsal extracurricular activities have proven to be an effective vehicle for internalizing the values of discipline and forming positive character in vocational high school students in a sustainable manner. ABSTRAK Pembentukan karakter disiplin siswa menjadi tantangan penting dalam penyelenggaraan pendidikan karakter di sekolah kejuruan, di mana ekstrakurikuler futsal dipandang potensial menanamkan nilai tersebut melalui pembiasaan dan kepatuhan. Penelitian kualitatif deskriptif ini bertujuan mendeskripsikan proses pembentukan karakter disiplin siswa melalui kegiatan ekstrakurikuler futsal di SMK Baitul Izza Tulungagung serta mengidentifikasi faktor pendukung dan penghambatnya. Pengumpulan data primer dilakukan melalui observasi partisipatif pasif saat latihan, wawancara mendalam semi-terstruktur kepada pelatih, sepuluh siswa, dan kesiswaan, serta studi dokumentasi yang dianalisis menggunakan model interaktif Miles dan Huberman. Hasil penelitian menunjukkan bahwa ekstrakurikuler futsal efektif membentuk karakter disiplin melalui pembiasaan hadir tepat waktu, penggunaan atribut latihan sesuai ketentuan, kepatuhan instruksi pelatih, keteladanan, serta penerapan sanksi edukatif dan reward. Dampak positif terlihat dari meningkatnya ketepatan waktu, tanggung jawab, kepatuhan tata tertib, kerja sama tim, dan sportivitas siswa di sekolah. Faktor pendukung meliputi tingginya minat siswa, ketegasan pelatih, dan dukungan sekolah, sedangkan faktor penghambat mencakup ketidakkonsistenan sebagian siswa, keterbatasan sarana, dan pengaruh lingkungan pergaulan. Simpulan utama menegaskan bahwa ekstrakurikuler futsal terbukti menjadi wadah yang efektif untuk menginternalisasi nilai kedisiplinan dan membentuk karakter positif siswa SMK secara berkelanjutan.

PASTORAL CARE AND SOCIAL SUPPORT OF CATHOLIC RELIGIOUS EDUCATION TEACHERS FOR FATHERLESS STUDENTS AT SMA SWASTA RK DELI MURNI DISKI Elisa Br Ginting; Jihan Lucia Manik
SECONDARY: Jurnal Inovasi Pendidikan Menengah Vol. 6 No. 4 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/secondary.v6i4.13347

Fatherlessness during adolescence may affect emotional security, social adjustment, learning motivation, and self-concept, creating a need for consistent support from significant adults at school. In Catholic schools, Catholic Religious Education teachers occupy a strategic position because their role integrates pedagogical, moral, spiritual, and pastoral dimensions. This study aims to analyze the social support provided by Catholic Religious Education teachers in handling students experiencing fatherlessness at SMA Swasta RK Deli Murni Diski. This study employed a descriptive qualitative approach. The research subjects consisted of 10 participants, including one Catholic Religious Education teacher, one school principal, and eight students experiencing fatherlessness. Data were collected through interviews, observation, and documentation, and were analyzed through data reduction, data display, and conclusion drawing. The findings show that the social support provided by the Catholic Religious Education teacher appeared in four main forms: emotional support, instrumental support, informational support, and appraisal support. Emotional support was reflected in openness, empathy, willingness to listen, confidentiality, and a non-judgmental attitude toward students. Instrumental support was provided through academic guidance, assistance in completing assignments, learning resources, and continuous monitoring of student progress. Informational support was expressed through advice, decision-making guidance, and reflection based on Christian values. Appraisal support was shown through praise, encouragement, and appreciation for students efforts. The study also found that students experiencing fatherlessness faced emotional difficulties, social adjustment problems, decreased learning motivation, and low self-confidence. Thus, Catholic Religious Education teachers function as educators, pastoral companions, and sources of social support that help students feel accepted and valued while strengthening resilience, learning motivation, and a positive self-concept. ABSTRAK Kondisi fatherless pada masa remaja dapat memengaruhi keamanan emosional, penyesuaian sosial, motivasi belajar, dan pembentukan konsep diri sehingga sekolah memerlukan figur pendamping yang mampu memberikan dukungan secara konsisten. Dalam konteks sekolah Katolik, guru Pendidikan Agama Katolik memiliki posisi strategis karena perannya memadukan fungsi pedagogis, moral, spiritual, dan pastoral. Penelitian ini bertujuan untuk menganalisis dukungan sosial guru Pendidikan Agama Katolik dalam menangani siswa yang mengalami fatherless di SMA Swasta RK Deli Murni Diski. Penelitian ini menggunakan pendekatan kualitatif deskriptif. Subjek penelitian berjumlah 10 orang, terdiri atas satu guru Pendidikan Agama Katolik, satu kepala sekolah, dan delapan siswa yang mengalami fatherless. Data dikumpulkan melalui wawancara, observasi, dan dokumentasi, kemudian dianalisis melalui tahapan reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa dukungan sosial guru Pendidikan Agama Katolik diberikan dalam empat bentuk utama, yaitu dukungan emosional, dukungan instrumental, dukungan informasional, dan dukungan penghargaan. Dukungan emosional tampak melalui sikap terbuka, empati, kesediaan mendengarkan, menjaga kerahasiaan, dan tidak menghakimi siswa. Dukungan instrumental diwujudkan melalui bimbingan belajar, bantuan dalam menyelesaikan tugas, penyediaan sumber belajar, dan pemantauan perkembangan siswa. Dukungan informasional diberikan melalui nasihat, arahan dalam pengambilan keputusan, serta refleksi berdasarkan nilai-nilai Kristiani. Sementara itu, dukungan penghargaan diberikan melalui pujian, motivasi, dan apresiasi terhadap usaha siswa. Penelitian ini juga menemukan bahwa siswa yang mengalami fatherless menghadapi tantangan berupa gangguan emosional, kesulitan penyesuaian sosial, penurunan motivasi belajar, dan rendahnya kepercayaan diri. Dengan demikian, guru Pendidikan Agama Katolik berperan sebagai pendidik, pendamping pastoral, dan sumber dukungan sosial yang membantu siswa merasa diterima, dihargai, serta lebih mampu mengembangkan ketahanan diri, motivasi belajar, dan konsep diri yang positif.

PENGARUH SELF-REGULATED LEARNING DAN MOTIVASI TERHADAP STUDENT ENGAGEMENT DALAM PEMBELAJARAN AKUNTANSI KELAS XI SMK Egidius Egia Aginta Ginting; Haryani Pratiwi Sitompul; Roza Thohiri; Weny Nurwendari; Pasca Dwi Putra
SECONDARY: Jurnal Inovasi Pendidikan Menengah Vol. 6 No. 4 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/secondary.v6i4.13400

Student engagement is a key factor in enhancing the effectiveness of accounting learning in vocational high schools. However, students' engagement remains suboptimal, and studies examining the simultaneous effects of self-regulated learning and learning motivation in the context of vocational accounting education are still limited. This study offers novelty by examining the combined contribution of these two internal factors in the Practical Accounting for Service, Trading, and Manufacturing Companies (PAPJDM) course. This study aimed to examine the effects of self-regulated learning and learning motivation on the student engagement of eleventh-grade Accounting and Financial Institution students at SMK Negeri 7 Medan in accounting learning. A quantitative approach with a causal associative design and an ex post facto method was employed. The population consisted of 204 students, and a sample of 135 students was selected using the Slovin formula with a 5% margin of error and stratified random sampling. Data were collected using a Likert-scale questionnaire developed based on the indicators of self-regulated learning, learning motivation, and student engagement. Data analysis was conducted using descriptive statistics, classical assumption tests, multiple linear regression, t-tests, F-tests, and the coefficient of determination with SPSS. The findings revealed that both self-regulated learning and learning motivation had positive and significant effects on student engagement, both individually and simultaneously. Self-regulated learning exerted a stronger influence than learning motivation, and together the two variables explained 65.6% of the variance in student engagement in accounting learning. Therefore, strengthening students' self-regulated learning and learning motivation is essential for enhancing their engagement in accounting learning. ABSTRAK Keterlibatan siswa merupakan salah satu faktor penting dalam meningkatkan keberhasilan pembelajaran akuntansi di SMK. Namun, keterlibatan siswa masih belum optimal dan penelitian yang menguji pengaruh self-regulated learning dan motivasi belajar secara simultan dalam konteks pembelajaran akuntansi kejuruan masih terbatas. Penelitian ini menawarkan kebaruan dengan menganalisis kontribusi kedua faktor internal tersebut secara bersamaan pada mata pelajaran Praktikum Akuntansi Perusahaan Jasa, Dagang, dan Manufaktur (PAPJDM). Penelitian ini bertujuan untuk mengetahui pengaruh self-regulated learning dan motivasi belajar terhadap student engagement siswa kelas XI Akuntansi dan Keuangan Lembaga SMK Negeri 7 Medan dalam pembelajaran akuntansi pada mata pelajaran Praktikum Akuntansi Perusahaan Jasa, Dagang, dan Manufaktur. Penelitian menggunakan pendekatan kuantitatif dengan jenis asosiatif kausal dan metode ex post facto. Populasi penelitian berjumlah 204 siswa, sedangkan sampel sebanyak 135 siswa ditentukan menggunakan rumus Slovin dengan tingkat kesalahan 5% dan teknik stratified random sampling. Data dikumpulkan melalui angket skala Likert yang disusun berdasarkan indikator self-regulated learning, motivasi belajar, dan student engagement. Analisis data dilakukan melalui statistik deskriptif, uji asumsi klasik, regresi linear berganda, uji t, uji F, dan koefisien determinasi menggunakan SPSS. Hasil penelitian menunjukkan bahwa self-regulated learning dan motivasi belajar berpengaruh positif dan signifikan terhadap student engagement, baik secara parsial maupun simultan. Self-regulated learning memberikan pengaruh yang lebih besar dibandingkan dengan motivasi belajar, dan kedua variabel secara bersama-sama mampu menjelaskan 65,6% variasi student engagement siswa dalam pembelajaran akuntansi. Dengan demikian, peningkatan regulasi diri dan motivasi belajar siswa menjadi faktor penting untuk memperkuat keterlibatan siswa dalam pembelajaran akuntansi.

PERAN KEPEMIMPINAN TRANSFORMASIONAL, BUDAYA SEKOLAH, DAN MOTIVASI INTRINSIK TERHADAP INOVASI GURU Suci Azzahra; Lili Nurlaili; Ruknan Ruknan
SECONDARY: Jurnal Inovasi Pendidikan Menengah Vol. 6 No. 4 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/secondary.v6i4.13497

ABSTRACT Teacher innovation is a crucial factor in improving the quality of learning; however, its implementation is influenced by various organizational and individual factors. This study aims to analyze the relationship between transformational leadership, school culture, and intrinsic motivation and teacher innovation in public junior high schools in Serpong District, South Tangerang City. This research employed a quantitative approach using a correlational survey method. The study population consisted of all teachers in public junior high schools in Serpong District, with a sample of 132 respondents determined using the Slovin formula. Data were collected through a Likert-scale questionnaire that had been tested for validity and reliability. The data were analyzed using descriptive and inferential statistics, including simple correlation, partial correlation, multiple correlation, and coefficient of determination analyses. The findings revealed that transformational leadership, school culture, and intrinsic motivation had positive and significant relationships with teacher innovation, both partially and simultaneously. The multiple correlation coefficient (R) of 0.839 indicated a very strong relationship, while the coefficient of determination (R Square) of 0.704 demonstrated that the three independent variables collectively explained 70.4% of the variance in teacher innovation. These findings suggest that enhancing teacher innovation requires synergy among inspirational leadership, a supportive school culture, and strong intrinsic motivation as essential foundations for the sustainable professional development of teachers. ABSTRAK Inovasi guru merupakan salah satu faktor penting dalam meningkatkan mutu pembelajaran, namun implementasinya masih dipengaruhi oleh berbagai aspek organisasi maupun karakteristik individu pendidik. Penelitian ini bertujuan menganalisis hubungan kepemimpinan transformasional, budaya sekolah, dan motivasi intrinsik terhadap inovasi guru pada Sekolah Menengah Pertama Negeri di Kecamatan Serpong, Kota Tangerang Selatan. Penelitian menggunakan pendekatan kuantitatif dengan metode survei korelasional. Populasi penelitian terdiri atas seluruh guru SMP Negeri di Kecamatan Serpong dengan sampel sebanyak 132 responden yang ditentukan menggunakan rumus Slovin. Data dikumpulkan melalui kuesioner skala Likert yang telah memenuhi uji validitas dan reliabilitas, kemudian dianalisis menggunakan statistik deskriptif dan statistik inferensial melalui analisis korelasi sederhana, korelasi parsial, korelasi ganda, serta koefisien determinasi. Hasil penelitian menunjukkan bahwa kepemimpinan transformasional, budaya sekolah, dan motivasi intrinsik memiliki hubungan positif dan signifikan terhadap inovasi guru, baik secara parsial maupun simultan. Nilai koefisien korelasi ganda (R) sebesar 0,839 mengindikasikan hubungan yang sangat kuat, sedangkan nilai koefisien determinasi (R Square) sebesar 0,704 menunjukkan bahwa ketiga variabel secara bersama-sama mampu menjelaskan 70,4% variasi inovasi guru. Temuan ini menegaskan bahwa peningkatan inovasi guru memerlukan sinergi antara kepemimpinan yang inspiratif, budaya sekolah yang kondusif, serta motivasi intrinsik yang kuat sebagai fondasi pengembangan profesional guru secara berkelanjutan.

EFEKTIVITAS STEM LOKAL BERBANTUAN PHET PADA MATERI PESAWAT SEDERHANA TERHADAP KETERAMPILAN BERPIKIR KRITIS SISWA SMP Laura Fauliza Zulvina; Muriani Nur Hayati; Mobinta Kusuma; Fahmi Fatkhomi
SECONDARY: Jurnal Inovasi Pendidikan Menengah Vol. 6 No. 4 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/secondary.v6i4.13583

One of the essential competencies that should be built through science education in the 21st century is critical thinking. Various assessment outcomes suggest that students’ critical thinking skills and science literacy in Indonesia remain below optimal levels. Science education still relies heavily on the teacher as the center of the learning process, while limited access to laboratory facilities makes abstract physics concepts difficult for students to grasp. This study aimed to analyze the effectiveness of implementing a local wisdom-based STEM approach integrated with PhET simulations in the simple machines topic in developing students' critical thinking skills based on the six critical thinking indicators proposed by Facione. A one-group pretest-posttest design was employed in this study. The sample consisted of 32 eighth-grade students selected using purposive sampling. The research findings yielded an N-Gain value of 78.18%, which is categorized as effective. The outcomes of the critical thinking skills analysis demonstrate that the indicators of interpretation, analysis, explanation, and self-regulation were categorized as very high. The inference indicator was categorized as high, while the evaluation indicator was categorized as moderate. The research findings indicate that a local wisdom-based STEM approach supported by PhET simulations is effective as an alternative for science education in developing critical thinking skills through contextual, interactive, and meaningful learning. ABSTRAK Salah satu kompetensi esensial yang harus dikembangkan melalui pembelajaran IPA pada abad ke-21 adalah keterampilan berpikir kritis. Berbagai hasil asesmen mengindikasikan bahwa keterampilan berpikir kritis serta literasi sains siswa Indonesia masih berada pada tingkat yang belum optimal. Pembelajaran IPA masih bertumpu pada peran guru sebagai pusat pembelajaran, sementara keterbatasan fasilitas praktikum menyebabkan konsep-konsep fisika yang bersifat abstrak sulit dipahami siswa. Tujuan penelitian ini adalah menganalisis efektivitas penerapan pendekatan STEM berbasis kearifan lokal yang dipadukan dengan simulasi PhET pada materi pesawat sederhana dalam mengembangkan keterampilan berpikir kritis siswa berdasarkan enam indikator yang dikemukakan oleh Facione. Penelitian ini dijalankan dengan rancangan one-group pretest-posttest design. Penelitian melibatkan 32 siswa kelas VIII sebagai sampel yang ditetapkan dengan teknik purposive sampling. Temuan penelitian menghasilkan nilai N-Gain sebesar 78,18% yang dikategorikan efektif. Hasil analisis keterampilan berpikir kritis memperlihatkan bahwa indikator interpretasi, analisis, eksplanasi, serta regulasi diri yang dikategorikan sangat tinggi. Indikator inferensi dikategorikan tinggi, sedangkan indikator evaluasi dikategorikan sedang. Temuan penelitian menunjukkan bahwa pendekatan STEM berbasis kearifan lokal berbantuan simulasi PhET efektif digunakan sebagai alternatif pembelajaran IPA dalam mengembangkan keterampilan berpikir kritis dengan pembelajaran yang kontekstual, interaktif, serta bermakna.

PENGARUH MOTIVASI BELAJAR DAN SELF EFFICACY TERHADAP KEMANDIRIAN BELAJAR SISWA KELAS X PELAJARAN AKUNTANSI DASAR DI SMK YAYASAN PERGURUAN DWI TUNGGAL Elma Julia Rani Manullang; Haryani Pratiwi Sitompul; Jufri Darma; Pasca Dwi Putra; Rini Herliani
SECONDARY: Jurnal Inovasi Pendidikan Menengah Vol. 6 No. 4 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/secondary.v6i4.13598

Learning independence is an important competency for vocational high school students, particularly in Basic Accounting, which requires accuracy, responsibility, and the ability to complete learning tasks independently. However, preliminary observations at SMK Yayasan Perguruan Dwi Tunggal indicated that some students still relied on teachers or peers, showed limited initiative in seeking additional learning resources, and had difficulty managing their learning time optimally. This study aims to analyze the influence of learning motivation and self-efficacy on the learning independence of Grade X Financial Accounting students in Basic Accounting. This quantitative study employed an ex post facto method. The population and sample consisted of 67 students selected using total sampling. Data were collected through a four-point Likert-scale questionnaire and analyzed using Structural Equation Modeling-Partial Least Squares (SEM-PLS) with SmartPLS 4.1.1.8. The results showed that learning motivation had a positive and significant relationship with learning independence (β = 0.478; p < 0.001), while self-efficacy also had a positive and significant relationship with learning independence (β = 0.377; p = 0.001). Learning motivation demonstrated a stronger relationship with learning independence than self-efficacy. The R-Square value of 0.647 indicated that the two variables jointly explained 64.7% of the variance in learning independence, while the remaining 35.3% was associated with other factors outside the model. These findings indicate that strengthening learning motivation and self-efficacy in an integrated manner is important for supporting students' learning independence in Basic Accounting. ABSTRAK Kemandirian belajar merupakan kemampuan penting bagi siswa Sekolah Menengah Kejuruan (SMK), khususnya dalam pembelajaran Akuntansi Dasar yang menuntut ketelitian, tanggung jawab, dan kemampuan menyelesaikan tugas secara mandiri. Namun, hasil observasi awal di SMK Yayasan Perguruan Dwi Tunggal menunjukkan bahwa sebagian siswa masih bergantung pada arahan guru maupun teman, kurang berinisiatif mencari sumber belajar tambahan, dan belum mampu mengatur waktu belajar secara optimal. Penelitian ini bertujuan menganalisis pengaruh motivasi belajar dan self-efficacy terhadap kemandirian belajar siswa kelas X Akuntansi Keuangan pada mata pelajaran Akuntansi Dasar. Penelitian menggunakan pendekatan kuantitatif dengan metode ex post facto. Populasi sekaligus sampel penelitian berjumlah 67 siswa yang ditentukan menggunakan teknik total sampling. Data dikumpulkan melalui kuesioner skala Likert empat pilihan dan dianalisis menggunakan Structural Equation Modeling-Partial Least Squares (SEM-PLS) dengan bantuan SmartPLS 4.1.1.8. Hasil penelitian menunjukkan bahwa motivasi belajar memiliki hubungan positif dan signifikan dengan kemandirian belajar (β = 0,478; p < 0,001), sedangkan self-efficacy juga memiliki hubungan positif dan signifikan dengan kemandirian belajar (β = 0,377; p = 0,001). Motivasi belajar menunjukkan hubungan yang lebih kuat dibandingkan self-efficacy. Nilai R-Square sebesar 0,647 menunjukkan bahwa kedua variabel secara bersama-sama mampu menjelaskan 64,7% variasi kemandirian belajar, sedangkan 35,3% berkaitan dengan faktor lain di luar model. Temuan ini menunjukkan bahwa penguatan motivasi belajar dan self-efficacy secara terpadu penting untuk mendukung perkembangan kemandirian belajar siswa dalam pembelajaran Akuntansi Dasar.

IMPLEMENTASI SUPERVISI AKADEMIK BERBASIS PEDAGOGIK MODERN DALAM PENGUATAN KUALITAS INSTRUKSIONAL GURU SMK Aldi Dzulfikar Siddiq; Deden Fauzi Kurnia; Irma Nurlaela Purnamasari; Kemalawati Dewi; Trimans Yogiana; Lilis Suwandari
SECONDARY: Jurnal Inovasi Pendidikan Menengah Vol. 6 No. 4 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/secondary.v6i4.13611

ABSTRACT The instructional quality of vocational high school teachers is a crucial aspect in responding to vocational learning demands that are adaptive to technological development, students’ needs, and the world of work. However, academic supervision in schools is still often perceived as an administrative activity rather than a professional development process that strengthens modern pedagogy. This study aims to describe the implementation of modern pedagogy-based academic supervision in strengthening teachers’ instructional quality at SMK KP 3 Majalaya, focusing on planning, implementation, evaluation, follow-up, and its supporting and inhibiting factors. This study employed a qualitative approach with a descriptive case study design. Data were collected through interviews, supervision process observation, classroom observation, documentation study, and field notes. The data were analyzed through data reduction, data display, and conclusion drawing. The findings show that academic supervision was implemented systematically through needs analysis, pre-observation, classroom observation, reflection, feedback, follow-up, and monitoring. The supervision process also began to integrate modern pedagogical principles, including student-centered learning, differentiated instruction, technology utilization, formative assessment, and teacher reflection. Academic supervision contributed to the improvement of teaching modules, instructional methods, learning media, assessment practices, and student engagement. The main challenges included uneven teacher understanding of supervision, administrative workload, the need for differentiated student worksheets, and the suboptimal use of technology. This study concludes that modern pedagogy-based academic supervision can serve as a professional development strategy for vocational high school teachers when supported by instructional leadership, a reflective culture, and continuous follow-up. ABSTRAK Kualitas instruksional guru SMK menjadi aspek penting dalam menjawab tuntutan pembelajaran vokasional yang adaptif terhadap perkembangan teknologi, kebutuhan peserta didik, dan dunia kerja. Namun, supervisi akademik di sekolah masih sering dipahami sebagai kegiatan administratif, bukan sebagai proses pembinaan profesional yang mampu memperkuat pedagogik modern. Penelitian ini bertujuan mendeskripsikan implementasi supervisi akademik berbasis pedagogik modern dalam penguatan kualitas instruksional guru di SMK KP 3 Majalaya, dengan fokus pada perencanaan, pelaksanaan, evaluasi, tindak lanjut, serta faktor pendukung dan penghambatnya. Penelitian ini menggunakan pendekatan kualitatif dengan desain studi kasus deskriptif. Data dikumpulkan melalui wawancara, observasi proses supervisi, observasi pembelajaran, studi dokumentasi, dan catatan lapangan. Analisis data dilakukan melalui reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa supervisi akademik berbasis pedagogik modern dilaksanakan secara sistematis melalui analisis kebutuhan, pra-observasi, observasi pembelajaran, refleksi, umpan balik, tindak lanjut, dan monitoring. Supervisi juga mulai mengintegrasikan prinsip pedagogik modern, seperti pembelajaran berpusat pada peserta didik, diferensiasi, pemanfaatan teknologi, asesmen formatif, dan refleksi guru. Supervisi berkontribusi terhadap perbaikan modul ajar, metode pembelajaran, media, asesmen, dan keterlibatan peserta didik. Kendala utama meliputi pemahaman guru yang belum merata, beban administrasi, kebutuhan LKPD diferensiasi, dan pemanfaatan teknologi yang belum optimal. Penelitian ini menyimpulkan bahwa supervisi akademik berbasis pedagogik modern dapat menjadi strategi pembinaan profesional guru SMK apabila didukung oleh kepemimpinan instruksional, budaya reflektif, dan tindak lanjut berkelanjutan.

Home Page

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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

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