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PENERAPAN MODEL PEMBELAJARAN KOOPERATIF JIGSAW TERHADAP HASIL BELAJAR SISWA KELAS IV PADA MATERI IPA Sapna Trisnayanti; Lutfi Fadilah; Hanif Amrulloh
TEACHING : Jurnal Inovasi Keguruan dan Ilmu Pendidikan 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/teaching.v6i3.10380

This study aimed to determine the effect of the Jigsaw cooperative learning model on the science learning outcomes of fourth-grade elementary school students. The study employed a quantitative approach using an experimental method with a One Group Pretest–Posttest Design. The participants consisted of 21 fourth-grade students of MI Ma'arif NU 5 Sekampung. Data were collected through learning achievement tests administered before and after the treatment and analyzed using descriptive statistics and a paired sample t-test with IBM SPSS Statistics. The findings indicated that the implementation of the Jigsaw cooperative learning model improved students' learning outcomes, as reflected by the increase in the posttest mean score. Hypothesis testing revealed a significant difference between students' learning outcomes before and after the implementation of the Jigsaw cooperative learning model. Furthermore, the effect size analysis indicated that the model had a very large effect on improving students' learning outcomes. Therefore, the Jigsaw cooperative learning model can be used as an effective alternative to improve science learning outcomes in elementary schools. ABSTRAK Penelitian ini bertujuan untuk mengetahui pengaruh penerapan model pembelajaran kooperatif tipe Jigsaw terhadap hasil belajar siswa kelas IV pada materi IPA. Penelitian ini menggunakan pendekatan kuantitatif dengan metode eksperimen dan desain One Group Pretest–Posttest Design. Penelitian dilaksanakan pada 21 siswa kelas IV MI Ma'arif NU 5 Sekampung. Data dikumpulkan melalui tes hasil belajar yang diberikan sebelum dan sesudah perlakuan, kemudian dianalisis menggunakan statistik deskriptif dan paired sample t-test dengan bantuan IBM SPSS Statistics. Hasil penelitian menunjukkan bahwa penerapan model pembelajaran kooperatif tipe Jigsaw meningkatkan hasil belajar siswa, yang ditunjukkan oleh peningkatan nilai rata-rata setelah perlakuan. Hasil uji hipotesis menunjukkan adanya perbedaan yang signifikan antara hasil belajar sebelum dan sesudah penerapan model pembelajaran kooperatif tipe Jigsaw. Analisis effect size juga menunjukkan bahwa model pembelajaran memberikan pengaruh yang sangat besar terhadap peningkatan hasil belajar siswa. Dengan demikian, model pembelajaran kooperatif tipe Jigsaw efektif digunakan sebagai alternatif pembelajaran untuk meningkatkan hasil belajar IPA siswa sekolah dasar.

EFEKTIVITAS MODEL PEMBELAJARAN TEAM GAMES TOURNAMENT TERHADAP HASIL BELAJAR SISWA SEKOLAH DASAR PADA MATA PELAJARAN IPA Melda Sari; Nur Laili; Hanif Amrulloh
TEACHING : Jurnal Inovasi Keguruan dan Ilmu Pendidikan 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/teaching.v6i3.10397

Science learning in elementary schools is still predominantly teacher-centered, resulting in limited student participation and suboptimal learning outcomes. This study aimed to analyze the effect of the Teams Games Tournament (TGT) learning model on the science learning outcomes of third-grade students at SD Nahdlatul Ulama Metro. This research employed a quantitative experimental approach using a One-Group Pretest–Posttest Design. The participants consisted of 28 students. Data were collected through learning achievement tests, observations, interviews, and documentation, and were analyzed using descriptive statistics and the Paired Sample t-Test. The findings indicated that the mean learning score increased from 63.00 in the pretest to 85.00 in the posttest. Statistical analysis revealed a significant difference between the pretest and posttest scores (Sig. < 0.05), indicating that the implementation of the Teams Games Tournament (TGT) model had a positive effect on students' science learning outcomes. Furthermore, the TGT model promoted a more active, collaborative, and engaging learning environment, making it a suitable alternative for improving science learning in elementary schools. ABSTRAK Pembelajaran Ilmu Pengetahuan Alam (IPA) di sekolah dasar masih didominasi oleh pembelajaran yang berpusat pada guru sehingga partisipasi peserta didik dan hasil belajar belum optimal. Penelitian ini bertujuan untuk menganalisis pengaruh penerapan model pembelajaran Teams Games Tournament (TGT) terhadap hasil belajar IPA peserta didik kelas III SD Nahdlatul Ulama Metro. Penelitian menggunakan pendekatan kuantitatif dengan metode eksperimen melalui desain One Group Pretest–Posttest Design. Subjek penelitian berjumlah 28 peserta didik. Data dikumpulkan menggunakan tes hasil belajar, observasi, wawancara, dan dokumentasi, kemudian dianalisis secara deskriptif dan inferensial menggunakan Paired Sample t-Test. Hasil penelitian menunjukkan bahwa rata-rata hasil belajar meningkat dari 63,00 pada pretest menjadi 85,00 pada posttest. Hasil uji statistik menunjukkan terdapat perbedaan yang signifikan antara nilai pretest dan posttest (Sig. < 0,05), sehingga penerapan model pembelajaran Teams Games Tournament (TGT) berpengaruh positif terhadap hasil belajar IPA peserta didik. Model TGT juga mampu menciptakan pembelajaran yang lebih aktif, kolaboratif, dan menyenangkan sehingga layak dijadikan alternatif pembelajaran IPA di sekolah dasar.

IMPLEMENTASI INTERACTIVE SMARTBOARD UNTUK MENINGKATKAN MINAT BELAJAR SISWA SEKOLAH DASAR PADA PEMBELAJARAN IPAS Ridho Hendrawan; Masrurotul Mahmudah; Lutfi Fadilah
TEACHING : Jurnal Inovasi Keguruan dan Ilmu Pendidikan 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/teaching.v6i3.10405

This study aims to analyze the application of the Interactive Smartboard as an interactive learning medium in increasing students' learning interest in science learning for fifth-grade students at SD NU Metro. This research uses the Classroom Action Research (PTK) method with the Kemmis and McTaggart model, carried out in two cycles involving 29 students. Data collection techniques were conducted through questionnaires, observations, and interviews, while data analysis used a quantitative descriptive approach. The results of the study showed an increase in the completeness of students' learning interest after the application of the Interactive Smartboard. In the pre-cycle, students who reached completeness were 9 students (31.03%), increasing in Cycle I to 18 students (62.07%), and in Cycle II increased to 25 students (86.21%), thus meeting the established success indicators. In addition, the results of observations showed an increase in student involvement and active participation in the learning process Thus, it can be concluded that the use of Interactive Smart Boards can create learning that is more interactive, engaging, and meaningful, thereby being effective in increasing students' interest in learning Natural and Social Sciences in elementary schools. ABSTRAK Penelitian ini bertujuan untuk menganalisis penerapan Interactive Smartboard sebagai media pembelajaran interaktif dalam meningkatkan minat belajar siswa pada pembelajaran IPAS pada siswa kelas V SD NU Metro. Penelitian ini menggunakan metode Penelitian Tindakan Kelas (PTK) dengan model Kemmis dan McTaggart yang dilaksanakan dalam dua siklus dengan melibatkan 29 siswa. Teknik pengumpulan data dilakukan melalui angket, observasi, dan wawancara, sedangkan analisis data menggunakan pendekatan deskriptif kuantitatif. Hasil penelitian menunjukkan adanya peningkatan ketuntasan minat belajar siswa setelah penerapan Interactive Smartboard. Pada pra-siklus, siswa yang mencapai ketuntasan sebanyak 9 siswa (31,03%), meningkat pada Siklus I menjadi 18 siswa (62,07%), dan pada Siklus II meningkat menjadi 25 siswa (86,21%), sehingga telah memenuhi indikator keberhasilan yang ditetapkan. Selain itu, hasil observasi menunjukkan peningkatan keterlibatan dan partisipasi aktif siswa dalam proses pembelajaran. Dengan demikian, dapat disimpulkan bahwa penggunaan Interactive Smartboard mampu menciptakan pembelajaran yang lebih interaktif, menarik, dan bermakna sehingga efektif dalam meningkatkan minat belajar siswa pada pembelajaran IPAS di sekolah dasar.

IMPLEMENTASI KETELADANAN BRUDER FIC DALAM PENGEMBANGAN KARAKTER ANAK USIA DINI SECARA HOLISTIK STUDI ANALISIS TK PL BERNARDUS SEMARANG Fransiska Melina Rosa; Edi Waluyo
TEACHING : Jurnal Inovasi Keguruan dan Ilmu Pendidikan 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/teaching.v6i3.12259

ABSTRACT Character development in early childhood requires more than routine habituation; it depends on learning experiences that enable children to internalize values through their everyday interactions. This issue remains significant because the integration of institutional spiritual values into learning activities, classroom interactions, and child development assessment has received limited attention in early childhood education research. This study explored the implementation of the Brother FIC exemplary values in fostering holistic character development at TK PL Bernardus Semarang. A descriptive qualitative approach was employed, involving the principal, a classroom teacher, and four children from Group B as the primary data sources. Data were collected through observations, interviews, and document analysis, and were analyzed interactively through data reduction, data display, and conclusion verification, supported by technique triangulation and member checking. The findings indicate that the Brother FIC exemplary values were consistently integrated into classroom instruction, daily habituation, classroom culture, and teacher–child interactions, creating meaningful learning experiences that supported children's moral-religious, socio-emotional, language, cognitive, physical-motor, and creative development. Continuous assessment was conducted through classroom observations and developmental assessment tailored to children's characteristics. The study concludes that the Brother FIC exemplary values function as a pedagogical mechanism that integrates Catholic spirituality with holistic character development in the daily life of early childhood education. ABSTRAK Pendidikan karakter pada anak usia dini tidak cukup dibangun melalui pembiasaan yang bersifat rutin, tetapi memerlukan pengalaman belajar yang memungkinkan anak menghayati nilai dalam kehidupan sehari-hari. Persoalan tersebut menjadi penting karena integrasi nilai spiritual lembaga ke dalam pembelajaran, interaksi, dan penilaian perkembangan masih belum banyak dikaji pada satuan PAUD. Penelitian ini mengeksplorasi implementasi nilai keteladanan Bruder FIC dalam pengembangan karakter anak usia dini secara holistik di TK PL Bernardus Semarang. Pendekatan kualitatif deskriptif digunakan dengan melibatkan kepala sekolah, guru kelas, dan empat anak kelompok B sebagai sumber data. Informasi dihimpun melalui observasi, wawancara, dan dokumentasi, kemudian dikaji secara interaktif melalui reduksi data, penyajian data, serta verifikasi temuan yang diperkuat dengan triangulasi teknik dan member check. Temuan memperlihatkan bahwa nilai keteladanan Bruder FIC dihadirkan secara konsisten melalui pembelajaran, pembiasaan, budaya kelas, dan interaksi guru dengan anak sehingga membentuk pengalaman belajar yang mendukung perkembangan moral-keagamaan, sosial-emosional, bahasa, kognitif, fisik-motorik, dan kreativitas. Penilaian dilakukan secara berkelanjutan melalui observasi dan asesmen perkembangan sesuai karakteristik anak. Penelitian ini menegaskan bahwa keteladanan Bruder FIC berfungsi sebagai mekanisme pedagogis yang menghubungkan spiritualitas Katolik dengan pengembangan karakter anak usia dini secara holistik dalam kehidupan sekolah.

PENGARUH MEDIA TRAINER SISTEM PENDINGIN TERHADAP HASIL PRAKTIK SISWA SMK Juz’am Alifyan; Yunika Lestaria Ningsih; Bz Septeiyawan Abdullah
TEACHING : Jurnal Inovasi Keguruan dan Ilmu Pendidikan 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/teaching.v6i3.12492

ABSTRACT Practical learning in the automotive field requires students not only to understand the operating principles of vehicle components but also to apply them accurately in workshop activities. In the cooling system topic, limited practical learning media often hinder the learning process, resulting in learning experiences that do not fully reflect real workplace conditions. This situation encourages the use of a cooling system trainer as a learning medium designed to strengthen the connection between conceptual understanding and practical skills. This study involved 30 students of Class XI TKR 2 at SMK Negeri 8 Palembang, selected through a purposive sampling technique. Changes in students’ practical abilities were observed through pre- and post-learning practical tests and analyzed using normality testing, the Wilcoxon Signed Rank Test, and N-Gain analysis. The results revealed an increase in the average practical score from 49.53 to 84.80 after the implementation of the trainer-based learning activities. A significance value of 0.000 (<0.05) indicated a statistically significant improvement in students’ practical performance. Furthermore, the average N-Gain score of 0.68 was categorized as moderate, with an effectiveness level of 68.04%. These findings suggest that the cooling system trainer can provide a more engaging learning experience, enhance procedural understanding, and support the development of vocational competencies aligned with industry demands. Therefore, the media has considerable potential as an innovative alternative for practical learning in automotive vocational education. ABSTRAK Pembelajaran praktik pada bidang otomotif menuntut peserta didik tidak hanya memahami konsep kerja komponen kendaraan, tetapi juga mampu menerapkannya secara tepat dalam kegiatan bengkel. Pada materi sistem pendingin, keterbatasan media praktik sering kali menyebabkan proses pembelajaran kurang optimal sehingga pengalaman belajar yang diperoleh siswa belum sepenuhnya mencerminkan kondisi kerja nyata. Kondisi tersebut mendorong pemanfaatan media trainer sistem pendingin sebagai sarana pembelajaran yang dirancang untuk memperkuat keterkaitan antara pemahaman konseptual dan keterampilan praktik. Kajian ini melibatkan 30 siswa kelas XI TKR 2 SMK Negeri 8 Palembang yang dipilih melalui teknik purposive sampling. Perubahan kemampuan praktik diamati melalui pemberian tes sebelum dan sesudah penggunaan media, kemudian dianalisis menggunakan uji normalitas, Wilcoxon Signed Rank Test, dan perhitungan N-Gain. Hasil pengolahan data memperlihatkan peningkatan rata-rata skor dari 49,53 menjadi 84,80 setelah siswa mengikuti pembelajaran dengan media trainer. Nilai signifikansi sebesar 0,000 (<0,05) menunjukkan adanya perubahan yang bermakna pada capaian praktik siswa. Selain itu, rata-rata N-Gain sebesar 0,68 berada pada kategori sedang dengan tingkat efektivitas mencapai 68,04%. Temuan ini memperlihatkan bahwa penggunaan media trainer sistem pendingin mampu menciptakan pengalaman belajar yang lebih aktif, memperkuat penguasaan prosedur kerja, dan mendukung pembentukan kompetensi vokasional yang selaras dengan kebutuhan dunia kerja. Dengan demikian, media tersebut berpotensi menjadi alternatif inovasi pembelajaran praktik pada pendidikan kejuruan otomotif.

MODEL PEMBELAJARAN OUTDOOR LEARNING BERBASIS LINGKUNGAN ALAM UNTUK MENGEMBANGKAN LITERASI SAINS ANAK USIA DINI Dharma Gyta Sari Harahap; Ferry Irawan; Muh. Rafi'y; Cristiana Normalita de Lima; Minuk Riyana; Salman Alparis Sormin
TEACHING : Jurnal Inovasi Keguruan dan Ilmu Pendidikan 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/teaching.v6i3.12627

This study is based on the importance of developing scientific literacy in early childhood through concrete, active, and meaningful learning experiences. Young children need direct interaction with real objects and natural phenomena to understand basic science concepts, rather than relying only on verbal explanations in the classroom. This study aims to describe the implementation of a nature-based outdoor learning model to develop scientific literacy in early childhood. The research used a descriptive qualitative approach with a case study design at TK ABA WASUR II, involving group B children aged 5 to 6 years. The research subjects included children, classroom teachers, the school principal, and parents as supporting informants. Data were collected through observation, interviews, and documentation, then analyzed through data reduction, data display, and conclusion drawing. The findings show that nature-based outdoor learning encourages children to observe, ask questions, classify, experiment, and communicate simple findings from their observations. The children also developed environmental awareness through activities such as caring for plants, keeping the learning area clean, and avoiding damage to natural objects. Supporting factors included the availability of the school environment, children’s enthusiasm, and teacher readiness in planning exploratory activities. The obstacles included weather changes, safety supervision, limited supporting media, and differences in children’s language abilities. Therefore, nature-based outdoor learning can serve as an effective, contextual, and enjoyable learning model for developing scientific literacy in early childhood. ABSTRAK Penelitian ini dilatarbelakangi oleh pentingnya pengembangan literasi sains sejak usia dini melalui pembelajaran yang konkret, aktif, dan dekat dengan kehidupan anak. Anak usia dini membutuhkan pengalaman belajar langsung agar mampu memahami fenomena alam secara sederhana, bukan hanya melalui penjelasan verbal di dalam kelas. Penelitian ini bertujuan untuk mendeskripsikan penerapan model pembelajaran outdoor learning berbasis lingkungan alam dalam mengembangkan literasi sains anak usia dini. Penelitian menggunakan pendekatan kualitatif deskriptif dengan jenis studi kasus di TK ABA WASUR II pada anak kelompok B usia 5 sampai 6 tahun. Subjek penelitian meliputi anak, guru kelas, kepala sekolah, dan orang tua sebagai informan pendukung. Data dikumpulkan melalui observasi, wawancara, dan dokumentasi, kemudian dianalisis melalui reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa outdoor learning berbasis lingkungan alam mampu mendorong anak untuk mengamati, bertanya, mengklasifikasi, mencoba, dan mengomunikasikan hasil pengamatan secara sederhana. Anak juga menunjukkan sikap peduli terhadap lingkungan melalui kegiatan merawat tanaman, menjaga kebersihan, dan tidak merusak objek alam. Faktor pendukung pembelajaran meliputi ketersediaan lingkungan sekolah, antusiasme anak, dan kesiapan guru. Faktor penghambat meliputi cuaca, keamanan, keterbatasan media, dan variasi kemampuan bahasa anak. Dengan demikian, outdoor learning berbasis lingkungan alam dapat menjadi model pembelajaran yang efektif, kontekstual, dan menyenangkan untuk mengembangkan literasi sains anak usia dini.

PENGARUH MEDIA ADVENTURE SENSORY PATH TERHADAP PERKEMBANGAN MOTORIK KASAR ANAK USIA 5-6 TAHUN Syanindita Sifa Syahrani; Gia Nikawanti; Ihsan Abdul Patah
TEACHING : Jurnal Inovasi Keguruan dan Ilmu Pendidikan 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/teaching.v6i3.13098

ABSTRACT Gross motor development is an essential aspect of early childhood growth that supports children's physical abilities, coordination, and readiness to participate in various learning activities. Therefore, the use of engaging and developmentally appropriate learning media is needed to optimize gross motor stimulation. This study aimed to examine the effect of the Adventure Sensory Path as a learning medium on the gross motor development of children aged 5–6 years at TK Kartika XIX-39 Purwakarta, West Java. This study employed a quantitative approach using a one-group pretest-posttest experimental design involving 22 children aged 5–6 years. Data were collected through an observation checklist assessing five indicators of gross motor development, namely balance, strength, agility, coordination, and flexibility. The data were analyzed using the N-Gain test, Shapiro–Wilk normality test, and Wilcoxon Signed Ranks test. The findings revealed that the implementation of the Adventure Sensory Path improved children's gross motor development across all measured indicators and had a significant positive effect on their gross motor skills. These findings suggest that the Adventure Sensory Path is an effective alternative learning medium for stimulating gross motor development in early childhood. Future studies are recommended to employ a quasi-experimental design with a control group and involve a larger sample to provide more comprehensive evidence. ABSTRAK Perkembangan motorik kasar merupakan salah satu aspek perkembangan yang berperan penting dalam mendukung kemampuan fisik, koordinasi gerak, serta kesiapan anak untuk mengikuti berbagai aktivitas pembelajaran. Oleh karena itu, diperlukan media pembelajaran yang menarik dan sesuai dengan karakteristik anak usia dini untuk mengoptimalkan stimulasi perkembangan tersebut. Penelitian ini bertujuan untuk mengetahui pengaruh penggunaan media Adventure Sensory Path terhadap perkembangan motorik kasar anak usia 5–6 tahun di TK Kartika XIX-39 Purwakarta, Jawa Barat. Penelitian menggunakan pendekatan kuantitatif dengan metode eksperimen melalui desain one-group pretest-posttest yang melibatkan 22 anak usia 5–6 tahun. Data dikumpulkan menggunakan lembar observasi yang mengukur lima indikator perkembangan motorik kasar, yaitu keseimbangan, kekuatan, kelincahan, koordinasi, dan fleksibilitas, kemudian dianalisis menggunakan uji N-Gain, uji normalitas Shapiro-Wilk, dan uji Wilcoxon Signed Ranks. Hasil penelitian menunjukkan bahwa penggunaan media Adventure Sensory Path mampu meningkatkan perkembangan motorik kasar anak pada seluruh indikator yang diukur dan memberikan pengaruh yang signifikan setelah penerapan pembelajaran. Temuan ini menunjukkan bahwa media Adventure Sensory Path efektif digunakan sebagai alternatif media pembelajaran untuk menstimulasi perkembangan motorik kasar anak usia dini. Penelitian selanjutnya disarankan menggunakan desain kuasi-eksperimen dengan kelompok kontrol agar efektivitas media dapat dibandingkan secara lebih komprehensif.

PENGARUH MODEL PROBLEM BASED LEARNING (PBL) TERHADAP MINAT DAN HASIL BELAJAR IPS PADA SISWA KELAS V SD NEGERI 291 MALUKU TENGAH Olga Aprillia Sipahelut; Leonid Ritiauw; Fadhilah Hukmiah
TEACHING : Jurnal Inovasi Keguruan dan Ilmu Pendidikan 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/teaching.v6i3.10421

The low level of student instructional attention due to the application of a passive, teacher-centered teaching model is the background of this research activity. These operational problems trigger acute boredom, minimal emotional involvement, and a shallow understanding of social science material daily in the classroom. The main focus of this scientific study is to analyze the magnitude of the influence of the problem-based learning (PBL) model on the escalation of interest and learning outcomes of fourth-grade students in social studies. The steps of the quasi-experimental quantitative approach with a one-group pretest-posttest design were operated using a total sample of 20 respondents at SD Negeri 291 Central Maluku. The data collection procedure was collected in a structured manner via a four-level Likert scale questionnaire instrument and an essay-shaped evaluation test, which was then executed statistically using the Shapiro-Wilk residual normality test, paired sample t-test hypothesis testing, and N-gain value calculation. Quantitative data empirically revealed a significant increase in learning interest with a significance level of 0.000 and a high N-gain score of 0.7693. Students' cognitive learning outcomes also skyrocketed, with a significance value of 0.000 and an N-gain index of 0.7451. The main conclusion confirms that digitalization of local contextual problem-solving has proven highly effective in boosting students' academic resilience and critical thinking independence. ABSTRAK Rendahnya atensi instruksional siswa akibat pengaplikasian model pengajaran pasif yang berpusat pada guru melatarbelakangi kegiatan penelitian ini. Masalah operasional tersebut memicu kejenuhan akut, minimnya keterlibatan emosional, serta pemahaman materi ilmu sosial yang bersifat dangkal harian di dalam kelas. Fokus utama kajian ilmiah ini adalah menganalisis besaran pengaruh model problem-based learning (PBL) terhadap eskalasi minat dan hasil belajar IPS siswa kelas empat. Langkah-langkah pendekatan kuantitatif kuasi eksperimen dengan desain one group pretest-posttest design ini dioperasikan menggunakan sampel total sebanyak 20 responden di SD Negeri 291 Maluku Tengah. Prosedur pengumpulan data dikumpulkan secara terstruktur via instrumen angket kuesioner skala Likert empat tingkat dan tes evaluasi berbentuk esai (essay), yang selanjutnya dieksekusi statistik menggunakan uji normalitas residual Shapiro-Wilk, pengujian hipotesis paired sample t-test, dan perhitungan nilai N-gain. Data kuantitatif secara empiris menyingkap peningkatan signifikan pada minat belajar dengan angka signifikansi 0,000 serta skor N-gain tinggi sebesar 0,7693. Hasil pencapaian belajar kognitif siswa juga melesat tajam dengan nilai signifikansi 0,000 dan capaian indeks N-gain sebesar 0,7451. Simpulan utama menegaskan bahwa digitalisasi pengondisian masalah kontekstual lokal terbukti sangat andal dalam mendongkrak ketahanan akademik serta kemandirian berpikir kritis siswa.

IMPLEMENTASI MODEL PROJECT BASED LEARNING DALAM MATA KULIAH PROYEK PENELITIAN: STUDI DESKRIPTIF TENTANG KESIAPAN PENYUSUNAN SKRIPSI MAHASISWA Yesi Maylani Kartiwi; Yusep Ahmadi F
TEACHING : Jurnal Inovasi Keguruan dan Ilmu Pendidikan 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/teaching.v6i3.10881

ABSTRACT Students' readiness to complete an undergraduate thesis is shaped not only by their understanding of research methodology but also by their experience in conducting the entire research process throughout their academic studies. The persistent difficulties encountered by students in formulating research problems, developing research instruments, and producing scientific papers highlight the need for learning approaches that effectively bridge theoretical knowledge and research practice. This study examined the implementation of Project-Based Learning in the Research Project course and its contribution to students' readiness for thesis writing. A quantitative descriptive approach employing a survey method was conducted with 45 seventh-semester students from the Indonesian Language and Literature Education Study Program. Data were collected using a Likert-scale questionnaire measuring students' perceptions of the learning process and were analyzed using descriptive statistics, including mean scores and percentage categories. The implementation of Project-Based Learning achieved a mean score of 53 out of a maximum possible score of 60 (88.33%), indicating a high level of implementation. The learning process also strengthened the lecturer's role as a facilitator while enhancing students' critical thinking, understanding of research methodology, research instrument development, self-confidence, and academic responsibility. These findings demonstrate that Project-Based Learning contributes to improving students' readiness for thesis writing by providing authentic research-based learning experiences that systematically integrate conceptual understanding with practical research skills. ABSTRAK Kesiapan mahasiswa dalam menyusun skripsi tidak hanya ditentukan oleh penguasaan metodologi penelitian, tetapi juga oleh pengalaman menjalankan proses penelitian secara utuh selama perkuliahan. Berbagai kendala yang masih dihadapi mahasiswa dalam merancang penelitian, menyusun instrumen, dan mengembangkan karya ilmiah menunjukkan perlunya pembelajaran yang mampu menghubungkan konsep dengan praktik penelitian. Penelitian ini mengeksplorasi implementasi Project Based Learning pada mata kuliah Proyek Penelitian serta kontribusinya terhadap kesiapan mahasiswa dalam menyusun skripsi. Pendekatan deskriptif kuantitatif dengan teknik survei diterapkan kepada 45 mahasiswa semester VII Program Studi Pendidikan Bahasa dan Sastra Indonesia. Data dikumpulkan menggunakan angket skala Likert yang mengukur persepsi mahasiswa terhadap pelaksanaan pembelajaran dan dianalisis melalui statistik deskriptif berupa skor rata-rata serta persentase kategori. Implementasi Project Based Learning memperoleh skor rata-rata 53 dari skor ideal 60 atau sebesar 88,33% sehingga termasuk kategori tinggi. Pembelajaran juga memperlihatkan penguatan pada aspek peran dosen sebagai fasilitator, kemampuan berpikir kritis, pemahaman metodologi penelitian, penyusunan instrumen, serta kepercayaan diri dan tanggung jawab akademik mahasiswa. Temuan ini menegaskan bahwa Project Based Learning berkontribusi dalam membangun kesiapan mahasiswa menyusun skripsi melalui pengalaman pembelajaran berbasis riset yang mengintegrasikan pemahaman konseptual dengan praktik penelitian secara sistematis.

RELEVANSI PEMIKIRAN PAULO FREIRE DALAM IMPLEMENTASI KURIKULUM MERDEKA DI SMPK ILE BURA Faustinus Yostian Pati; Bartolomeus Kewaama Lein; Flavianus Jordy Pati Klore
TEACHING : Jurnal Inovasi Keguruan dan Ilmu Pendidikan 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/teaching.v6i3.11056

This study aims to analyze the relevance of Paulo Freire’s thought to the implementation of the Merdeka Curriculum at SMPK Ile Bura, particularly in relation to dialogical learning practices, student participation, the development of critical consciousness, and implementation challenges in a rural school context. This study employed a descriptive qualitative approach. Data were collected through in-depth semi-structured telephone interviews with five informants selected purposively, consisting of four subject teachers of History, Indonesian Language, Biology, and Catholic Religious Education, as well as one school principal. The data were analyzed using reflective thematic analysis through the stages of data reduction, theme categorization, interpretation, and conclusion drawing. The findings show that the implementation of the Merdeka Curriculum at SMPK Ile Bura is relevant to Freire’s thought, particularly in the transformation of the teacher’s role from a center of knowledge into a learning facilitator. Learning practices have begun to develop through group discussions, presentations, question-and-answer activities, reflections on lived experiences, and the connection of learning materials with social issues surrounding students. The main finding of this study is the tension between the ideals of the Merdeka Curriculum, which emphasizes learning freedom, and the reality of rural schools that still face limited digital facilities, low access to technology, passive learning cultures, and teachers’ administrative burdens. This study concludes that Paulo Freire’s thought can serve as a relevant philosophical foundation for implementing the Merdeka Curriculum, but it requires structural support, equitable educational infrastructure, and strengthened teacher capacity so that education can truly become a praxis of liberation. ABSTRAK Penelitian ini bertujuan menganalisis relevansi pemikiran Paulo Freire dalam implementasi Kurikulum Merdeka di SMPK Ile Bura, terutama pada praktik pembelajaran dialogis, partisipasi siswa, pengembangan kesadaran kritis, dan tantangan penerapannya di sekolah pedesaan. Penelitian ini menggunakan pendekatan kualitatif deskriptif. Data dikumpulkan melalui wawancara mendalam semi-terstruktur melalui telepon dengan lima informan yang dipilih secara purposive, yaitu empat guru mata pelajaran Sejarah, Bahasa Indonesia, Biologi, dan Agama Katolik, serta satu kepala sekolah. Data dianalisis menggunakan analisis tematik reflektif melalui tahap reduksi data, pengelompokan tema, interpretasi, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa implementasi Kurikulum Merdeka di SMPK Ile Bura relevan dengan pemikiran Freire, khususnya dalam perubahan peran guru dari pusat pengetahuan menjadi fasilitator pembelajaran. Praktik pembelajaran mulai berkembang melalui diskusi kelompok, presentasi, tanya jawab, refleksi pengalaman hidup, dan pengaitan materi dengan persoalan sosial di sekitar siswa. Temuan utama penelitian ini adalah adanya ketegangan antara idealisme Kurikulum Merdeka yang menekankan kebebasan belajar dan realitas sekolah pedesaan yang masih menghadapi keterbatasan fasilitas digital, rendahnya akses teknologi, budaya belajar pasif, serta beban administratif guru. Penelitian ini menyimpulkan bahwa pemikiran Paulo Freire dapat menjadi landasan filosofis yang relevan bagi implementasi Kurikulum Merdeka, tetapi memerlukan dukungan struktural, pemerataan infrastruktur pendidikan, dan penguatan kapasitas guru agar pendidikan benar-benar menjadi praksis pembebasan.

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Muhamad Suhardi

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jurnalp4i@gmail.com

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+6285239967417

Journal Mail Official
jurnalp4i@gmail.com

Editorial Address
Lingkungan Handayanai, Kel. Leneng, Kec. Praya, Kab. Lombok Tengah, NTB Email: jurnalp4i@gmail.com

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Unknown

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 Handayanai, Kel. Leneng, Kec. Praya, Kab. Lombok Tengah, NTB Email: jurnalp4i@gmail.com

Location Unknown, Unknown INDONESIA

Abstract

Abstract

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Abstract

Abstract

Abstract

Abstract

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Abstract

Contact Name
Muhamad Suhardi

Contact Email
jurnalp4i@gmail.com

Phone
+6285239967417

Journal Mail Official
jurnalp4i@gmail.com

Editorial Address
Lingkungan Handayanai, Kel. Leneng, Kec. Praya, Kab. Lombok Tengah, NTB Email: jurnalp4i@gmail.com

Location
Unknown,

Unknown

INDONESIA