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Nusantara: Jurnal Pendidikan Indonesia
Published by Lembaga Sosial Rumah Indonesia
ISSN : 27743829     EISSN : 27747689     DOI : -
Core Subject : Education,
Education
Nusantara: Jurnal Pendidikan Indonesia adalah media terintegrasi untuk komunikasi berkelanjutan terkait temuan-temuan penting penelitian baru terkait pendidikan, antara lain: bidang penelitian pendidikan dalam proses belajar mengajar, pengembangan kurikulum, lingkungan belajar, pendidikan guru, teknologi pendidikan, dan pengembangan pendidikan dan lainnya.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 18 Documents
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Search results for , issue "Vol. 6 No. 1 (2026)" : 18 Documents clear
Peningkatan Hasil Belajar Siswa Melalui Penerapan model pembelajaran Think Talk Write Berbantuan Media Pop Up Book dilengkapi Crossword Puzzle Loya, Nopri Podu; Ina, Anita Tamu; Huda, Marleni Rosalia Ndapa
Nusantara: Jurnal Pendidikan Indonesia Vol. 6 No. 1 (2026)
Publisher : Lembaga Sosial Rumah Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62491/njpi.2026.v6i1-15

Abstract

Purpose – The purpose of this study was to improve student learning outcomes using the Think Talk Write (TTW) learning model, supported by pop-up books and crossword puzzle worksheets.Methods – The research was conducted in three cycles in the eighth grade at SMP Negeri 4 Umbu Ratu Nggay. The material used in this study was Introduction to Cells. Therefore, each cycle was implemented three times. The stages in each cycle were planning, implementation, observation, and reflection. A post-test was administered at the end of each session to assess student learning outcomes.Findings – The student learning completion rate at the beginning of the pre-cycle was still very low, reaching only 11% (2 students), with 89% (16 students) considered incomplete. Following the first cycle, 44 students (8 students) achieved completeness, with the remaining 56% (10 students) still categorized as incomplete. After that, in the second cycle, the student learning completion rate reached 72% (13 students), with 28% (5 students) remaining incomplete. The average pre-cycle test score was 47.22, the average test score in the first cycle was 51.11, and the average score in the second cycle was 64.44. Research Implications – This study, categorized as Classroom Action Research (CAR), applies the Think Talk Write learning model, supported by pop-up books and crossword puzzles, which are highly effective in improving learning outcomes.
Developing Critical Thinking in Digital Learning Environments: Challenges and Opportunities Rokhmah, Trias Istina; Darsono, Darsono; Sucipto, Sucipto; Restian, Arina; AM, Ichsan Anshory
Nusantara: Jurnal Pendidikan Indonesia Vol. 6 No. 1 (2026)
Publisher : Lembaga Sosial Rumah Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62491/njpi.2026.v6i1-5

Abstract

Purpose – This study aims to map existing research on critical thinking in digital learning environments by identifying reported challenges, opportunities, and pedagogical strategies.Methods – A scoping review was conducted following the framework of Arksey and O’Malley (2005). A systematic search of the Scopus database was performed using the keywords critical thinking, digital learning, online learning, and blended learning. After automated filtering, title screening, abstract screening, and full-text review, 20 peer-reviewed open-access journal articles published between 2020 and 2025 were included. Data were extracted and synthesized in relation to three research questions addressing challenges, opportunities, and pedagogical strategies. Findings – The review identified recurring challenges, including superficial integration of higher-order thinking, limited learner self-regulation, technological and institutional constraints, and assessment limitations. At the same time, digital learning environments offer opportunities through flexible access, authentic learning tasks, collaborative interaction, and metacognitive support. Pedagogical strategies such as inquiry-based, project-based, case-based, and flipped learning were consistently associated with positive critical thinking outcomes when supported by instructional alignment and scaffolding. Research Implications – The findings emphasize the central role of pedagogical design in fostering critical thinking through digital learning. As a scoping review, this study maps trends rather than evaluating intervention effectiveness and is limited to open-access Scopus-indexed articles.
Korelasi antara Pembelajaran Berbasis Gamifikasi dengan Keaktifan Belajar Peserta Didik pada Mata Pelajaran Pendidikan Agama Islam di SMP Izzati, Nadiya Dzil; Hijriyah, IqbalUmi; Safari, Safari
Nusantara: Jurnal Pendidikan Indonesia Vol. 6 No. 1 (2026)
Publisher : Lembaga Sosial Rumah Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62491/njpi.2026.v6i1-16

Abstract

Purpose – This study aims to examine the relationship between gamification-based learning and students’ learning activeness in the Islamic Religious Education (PAI) subject at SMP Negeri 26 Bandar Lampung.Methods – This study employed a quantitative approach with a correlational ex-post facto design. The sample consisted of 70 seventh-grade students selected through simple random sampling. Data were collected using gamification and learning activeness questionnaires developed based on measurable indicators and confirmed to be valid and reliable. Data analysis included prerequisite tests, Pearson correlation analysis, and simple linear regression.Findings – The results show a significant positive relationship between gamification-based learning and students’ learning activeness, with a correlation coefficient of r = 0.501 (moderate category), p < 0.001, R² = 0.251, and n = 70. This indicates that higher implementation of gamification elements is associated with higher levels of students’ learning activeness, including participation, attention, motivation, and interaction during PAI learning. Research Implications – This study contributes by operationalizing gamification into measurable instructional indicators and empirically examining their relationship with dimensions of learning activeness in PAI at the junior secondary level. Practically, the findings suggest that integrating gamification elements into PAI instruction may support more engaging and student-centered learning environments. However, as this study used a correlational design, causal conclusions cannot be drawn, and further experimental research is recommended.
Perubahan Hasil Belajar Pendidikan Agama dan Budi Pekerti melalui Penerapan Teknik Pomodoro pada Siswa Kelas IX Qomariyah, Nurul; Maghfiroh, Muliatul
Nusantara: Jurnal Pendidikan Indonesia Vol. 6 No. 1 (2026)
Publisher : Lembaga Sosial Rumah Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62491/njpi.2026.v6i1-18

Abstract

Purpose – The purpose of this study was to examine changes in students’ learning outcomes in Islamic Education and Character Education after implementing the Pomodoro technique among ninth-grade students.Methods – This study employed a quantitative, pre-experimental approach using a one-group pretest–posttest design with 30 ninth-grade students (n = 30).Findings – Analyses of 30 students’ results indicated a significant improvement in learning outcomes following the implementation of the Pomodoro technique. The mean pre-test score was 47.67, whereas the mean post-test score increased to 80.67. A paired-samples t-test yielded t = -9.912 with p = 0.001 (< 0.05). The Cohen’s d<sub>z</sub> value was 1.81, indicating a very large effect size. Based on these findings, it can be concluded that the implementation of the Pomodoro technique led to a significant improvement in ninth-grade students’ learning outcomes in Islamic Education and Character Education at SMPN 2 Larangan. Research Implications – Based on the study results, the implementation of the Pomodoro technique was associated with a significant improvement in PABP learning outcomes. These findings suggest that the Pomodoro technique can serve as an alternative instructional strategy for Islamic Education and Character Education teachers to help students manage study time, maintain focus, and reduce boredom.
Peningkatan Numerasi dan Berpikir Kritis Anak Usia 4–5 Tahun: Studi Kuasi-Eksperimen di TK Al Fatah Sedan Melalui Media Permainan Lompat Angka Sari, Rani Puspita; Winarti, Winarti
Nusantara: Jurnal Pendidikan Indonesia Vol. 6 No. 1 (2026)
Publisher : Lembaga Sosial Rumah Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62491/njpi.2026.v6i1-13

Abstract

Purpose – This study examines whether the number jumping game media (LANGKA) is associated with improvements in numeracy literacy and critical thinking skills among children aged 4–5 years in a single kindergarten context.Methods – This quantitative quasi-experimental study employed a Non-Equivalent Control Group pretest–posttest design using two intact classes (n = 34) at TK Al Fatah Sedan, Yogyakarta. The experimental group received the LANGKA intervention, while the control group used worksheet-based activities. Primary outcome data were collected using structured observations with validated rubrics; interviews and documentation were used as supporting data to describe implementation and learning context. Data analysis included assumption tests and baseline (pretest) checks. Between-group differences were examined using gain scores (posttest–pretest) with an independent-samples t-test, complemented by effect size estimates (Cohen’s d).Findings – The experimental and control groups differed significantly on numeracy literacy and critical thinking outcomes (p < .001). The standardized differences were large (Cohen’s d = 2.85 for numeracy literacy; 2.24 for critical thinking). These results should be interpreted cautiously due to the non-randomized, single-site design. Research Implications – Practically, kinesthetic game-based media such as LANGKA can be considered as an alternative approach to integrate motor activity with early numeracy and critical thinking stimulation in classroom routines. Limitations include the non-randomized design and single-site context; further studies with larger samples, multi-site settings, and stronger baseline control (e.g., ANCOVA) are recommended.
Analisis Mekanisme Pembentukan Budaya Industri melalui Teaching Factory: Studi Kasus di SMKN 2 Surakarta Sutrisno, Valiant Lukad Perdana
Nusantara: Jurnal Pendidikan Indonesia Vol. 6 No. 1 (2026)
Publisher : Lembaga Sosial Rumah Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62491/njpi.2026.v6i1-9

Abstract

Purpose – Teaching Factory (TEFA) is widely promoted to align vocational schools with industry demands, yet many studies emphasize implementation factors rather than explaining how TEFA operationally institutionalizes industrial work culture in day-to-day school practices. This study examines the patterns and mechanisms through which industrial work culture is habituated in a TEFA-based vocational school.Methods – This qualitative case study (interpretive paradigm) was conducted at SMKN 2 Surakarta following Yin’s case study procedures. Data was generated through semi-structured in-depth interviews with six key informants (head of expertise program, workshop head, productive teachers, and students) and supported by relevant documents. Data were analyzed iteratively using open–axial–selective coding to construct categories and an integrative theme. Trustworthiness was strengthened through data and method triangulation, and participants’ consent and anonymization were ensured. Findings – The findings show that Teaching Factory (TEFA) functions as an institutional ecosystem for industrial culture formation, rather than merely a production-based learning model, as students internalize industrial values through authentic daily work practices. Industrial culture is formed through the integration of strategic orientation, including quality and market legitimacy, financial sustainability, policy alignment, and project-based production, and operational mechanisms, such as block scheduling, digital or fingerprint-based attendance, structured daily routines, and tiered task distribution. The study further indicates that TEFA’s effectiveness is context-dependent and relies on consistent implementation, as variations in resources, leadership, and operational discipline influence the strength of industrial culture habituation. Research Implications – The study offers conceptual insights into TEFA as a mechanism for institutionalizing industrial culture in vocational education.
Pembentukan Karakter Peduli Lingkungan Melalui Pembiasaan Kebersihan oleh Guru Pendidikan Agama Islam di SMP Negeri 1 Selong Huballoh, Nurul Jum’ah Fathi
Nusantara: Jurnal Pendidikan Indonesia Vol. 6 No. 1 (2026)
Publisher : Lembaga Sosial Rumah Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62491/njpi.2026.v6i1-17

Abstract

Purpose – This study examines how an Islamic Religious Education (PAI) teacher fosters students’ environmental care character through school hygiene habituation at SMP Negeri 1 Selong.Methods – This study employed a descriptive qualitative case-study design. Data were collected through non-participant observations of school hygiene routines, semi-structured interviews with key informants (the PAI teacher and the principal), and document review (e.g., class duty rosters and school hygiene rules). The analysis followed an iterative process of coding, categorizing, and theme development, with cross-checking of evidence across sources to enhance credibility.Findings – Hygiene was institutionalized as a shared school norm through class duty rosters, periodic communal clean-ups, and strategically placed waste facilities. The PAI teacher framed hygiene not only as ritual purity but also as responsibility for reducing plastic waste and pollution and linked this value to lesson content. Habituation was reinforced through teacher modeling, plastic reduction practices (tumbler use and bottle collection), and behavioral reinforcement via rewards and educational consequences. Key constraints included less supportive home habits and inconsistent compliance among a minority of students. Research Implications – Sustaining a clean-school culture requires consistent teacher exemplars, principal support, adequate facilities, and collaborative routines. The findings are context-bound to a single school with a limited set of informants.
The Effect of Arabic-Language Animated Films on Listening and Speaking Skills: A Quasi-Experimental Study of Madrasah Students Yusri, Muh. Hafizin; Muttakin, Khaerul; Fatihin, Muhammad Khairul
Nusantara: Jurnal Pendidikan Indonesia Vol. 6 No. 1 (2026)
Publisher : Lembaga Sosial Rumah Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62491/njpi.2026.v6i1-7

Abstract

Purpose – This study examines the effect of animated cartoons as a learning medium on students’ listening and speaking skills in Arabic language instruction.Methods – The study employed a quasi-experimental pretest–posttest non-equivalent control group design involving eleventh-grade students at MA Darul Kamal NW Kembang Kerang. Using purposive sampling, students were assigned to an experimental group (n = 25) taught with Arabic cartoon animation films and a control group (n = 28) receiving conventional instruction. Data were collected through validated listening and speaking tests and analysed using the Mann–Whitney U test and ANCOVA, with effect sizes and 95% confidence intervals reported. Findings – The experimental group outperformed the control group in the posttest (M = 86.20 vs. 70.96). The Mann–Whitney U test revealed a significant difference with a large effect size (p < .001; r = 0.78). This result was confirmed by ANCOVA, which showed a significant treatment effect after controlling for baseline scores (F = 32.25, p < .001; partial ?² = 0.57). Overall, animated cartoons significantly enhanced students’ listening and speaking skills, with a stronger effect on listening. Research Implications – The findings of this study have practical implications for Arabic language learning, particularly the use of animated audiovisual media as a routine learning strategy to improve students' listening and speaking skills in a more interactive, student-centered manner.

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