Garuda - Garba Rujukan Digital

PENGEMBANGAN MATERI AJAR MENYUNTING TEKS BAHASA INDONESIA DENGAN MODEL BERPIKIR INDUKTIF UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS Lasenna Siallagan; Yuliana Sari; Anggia Puteri
TEACHING : Jurnal Inovasi Keguruan dan Ilmu Pendidikan Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/teaching.v6i2.12748

ABSTRACT This study was motivated by the need for Indonesian text-editing instructional materials that can foster students’ critical and systematic thinking skills in analyzing and correcting linguistic and content-related errors in texts. The research employed a Research and Development (R&D) method using the 4D development model, which consists of four stages: define, design, develop, and disseminate. During the define stage, analyses were conducted on instructional material needs, student characteristics, and the learning outcomes of the course. In the design stage, the structure of the instructional materials and learning activities for Indonesian text editing were developed. In the develop stage, the instructional materials were validated by subject-matter experts, language experts, and instructional design experts, followed by field testing with students. Subsequently, in the disseminate stage, the materials were implemented on a limited scale in text-editing instruction. Based on expert evaluations, the Indonesian Text Editing instructional materials developed using the Inductive Thinking Model demonstrated a very high level of validity, with average scores of 85.8 from subject-matter experts, 85.1 from language experts, and 71.4 from media experts. The findings suggest that the development of instructional materials based on the inductive thinking model can serve as an effective strategy for enhancing students’ critical thinking skills, improving the quality of text-editing instruction in higher education, and supporting the development of students’ academic literacy competencies. ABSTRAK Penelitian ini dilatarbelakangi oleh kebutuhan materi ajar menyunting teks bahasa Indonesia yang dapat mendorong keterampilan berpikir kritis dan sistematis mahasiswa dalam menganalisis serta memperbaiki kesalahan aspek kebahasaan dan substansi teks. Metode penelitian yang digunakan adalah metode penelitian dan pengembangan (Research and Development) dengan desain pengembangan 4D yang meliputi tahap define (pendefinisian), design (perancangan), develop (pengembangan), dan disseminate (penyebarluasan). Dalam tahap define dilakukan analisis kebutuhan materi ajar, karakteristik mahasiswa, dan capaian pembelajaran mata kuliah. Dalam tahap design, dilakukan penyusunan struktur materi dan aktivitas pembelajaran menyunting teks bahasa Indonesia. Dalam tahap develop, dilakukan validasi bahan ajar oleh ahli materi, ahli bahasa, dan ahli desain pembelajaran serta uji coba kepada mahasiswa. Selanjutnya, dalam tahap disseminate, dilakukan implementasi terbatas pada pembelajaran menyunting teks. Berdasarkan hasil penilaian ahli, bahan ajar Menyunting Teks Bahasa Indonesia dengan Mdel Berpikir Induktif memiliki tingkat validitas yang sangat tinggi dengan skor rata-rata ahli materi 85.8, ahli bahasa 85.1, dan ahli media 71.4. Implikasi penelitian ini menunjukkan bahwa pengembangan materi ajar dengan model berpikir induktif dapat menjadi strategi yang efektif untuk meningkatkan kemampuan berpikir kritis mahasiswa, meningkatkan kualitas pembelajaran keterampilan menyunting teks di perguruan tinggi dan mendukung pengembangan kompetensi literasi akademik mahasiswa.

PENGEMBANGAN MEDIA FLIPBOOK DIGITAL BERBASIS E-LIBRARY PADA MATERI WARISAN BUDAYA RUMAH ADAT SUMATERA SELATAN DI KELAS V SD Rizka Okta Herdiana; Yusni Arni; Ida Suryani
TEACHING : Jurnal Inovasi Keguruan dan Ilmu Pendidikan Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/teaching.v6i2.12889

The limited availability of interactive learning media in Science and Social Studies (IPAS) has reduced students' engagement and hindered their understanding of the cultural heritage of South Sumatran traditional houses. Therefore, this study aimed to develop an E-library-based digital flipbook that is valid, practical, and effective for use in Science and Social Studies learning for fifth-grade students at SDN 162 Palembang. This study employed a Research and Development (R&D) approach using the ADDIE model, consisting of the Analyze, Design, Development, Implementation, and Evaluation stages. Data were collected through expert validation sheets, teacher and student response questionnaires, and learning achievement tests. The validation results from material, media, and language experts indicated that the developed media was categorized as highly valid. Practicality testing through one-to-one and small-group trials demonstrated that the media was easy to use, attractive, and received highly positive responses from students. The effectiveness test showed an improvement in students' learning outcomes based on the comparison between pretest and posttest scores, indicating that the developed media effectively supported the learning process. Therefore, the E-library-based digital flipbook fulfilled the criteria of validity, practicality, and effectiveness and is suitable for use as a learning medium in elementary school Science and Social Studies. ABSTRAK Keterbatasan media pembelajaran interaktif pada pembelajaran Ilmu Pengetahuan Alam dan Sosial (IPAS) menyebabkan peserta didik kurang aktif dalam proses pembelajaran serta belum optimal memahami materi warisan budaya rumah adat Sumatera Selatan. Oleh karena itu, penelitian ini bertujuan untuk mengembangkan media flipbook digital berbasis E-library yang valid, praktis, dan efektif untuk digunakan dalam pembelajaran IPAS di kelas V SDN 162 Palembang. Penelitian ini menggunakan metode Research and Development (R&D) dengan model ADDIE yang meliputi tahap Analyze, Design, Development, Implementation, dan Evaluation. Data dikumpulkan melalui lembar validasi ahli, angket respons guru dan peserta didik, serta tes hasil belajar. Hasil validasi oleh ahli materi, ahli media, dan ahli bahasa menunjukkan bahwa media yang dikembangkan berada pada kategori sangat valid. Uji kepraktisan melalui tahap one-to-one dan small group menunjukkan bahwa media mudah digunakan, menarik, dan memperoleh respons yang sangat baik dari peserta didik. Uji keefektifan menunjukkan adanya peningkatan hasil belajar peserta didik berdasarkan perbandingan nilai pretest dan posttest, sehingga media dinyatakan efektif dalam mendukung pembelajaran. Dengan demikian, media flipbook digital berbasis E-library memenuhi kriteria valid, praktis, dan efektif sehingga layak digunakan sebagai media pembelajaran IPAS di sekolah dasar.

PENERAPAN MODEL PROBLEM BASED LEARNING (PBL) TERHADAP KEMAMPUAN PEMECAHAN MASALAH MATEMATIS SISWA SD: STUDI REVIEW Suci Ramanda; Syaila Nurifki; Masniladevi Masniladevi
TEACHING : Jurnal Inovasi Keguruan dan Ilmu Pendidikan Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/teaching.v6i2.12891

Mathematical problem-solving ability is one of the basic skills that needs to be developed from elementary school level, as students are not only required to calculate, but also to understand problems, choose appropriate solution strategies, carry out solution steps, and recheck their answers. One learning model that is relevant to support this ability is Problem Based Learning, because learning begins with contextual problems that are close to students’ daily lives. This article aims to review the implementation of the Problem Based Learning model on elementary school students’ mathematical problem-solving ability. This study used a review method with a simple systematic literature review pattern. The data were obtained from 22 scientific articles published between 2021 and 2026 that were relevant to PBL, elementary mathematics learning, and mathematical problem-solving ability. The articles were analyzed descriptively and qualitatively by considering article characteristics, research methods, subjects, forms of PBL implementation, supporting media, and research findings. The review results show that the implementation of PBL tends to have a positive effect on elementary school students’ mathematical problem-solving ability. PBL helps students become more active in understanding problems, discussing ideas, developing strategies, solving problems, and explaining their thinking processes. The implementation of PBL becomes more effective when supported by clear problems, appropriate learning media, teacher guidance, and good classroom management. This review indicates that PBL is suitable as an alternative mathematics learning model to develop elementary school students’ mathematical problem-solving ability. ABSTRAK Kemampuan pemecahan masalah matematis merupakan salah satu kemampuan dasar yang perlu dikembangkan sejak jenjang sekolah dasar, karena siswa tidak hanya dituntut mampu menghitung, tetapi juga memahami masalah, memilih strategi penyelesaian, melaksanakan langkah penyelesaian, dan memeriksa kembali jawaban. Salah satu model pembelajaran yang relevan untuk mendukung kemampuan tersebut adalah Problem Based Learning karena pembelajaran dimulai dari masalah kontekstual yang dekat dengan kehidupan siswa. Artikel ini bertujuan untuk mengkaji penerapan model Problem Based Learning terhadap kemampuan pemecahan masalah matematis siswa sekolah dasar melalui studi review. Metode yang digunakan adalah studi review dengan pola systematic literature review sederhana. Data diperoleh dari 22 artikel ilmiah yang dipublikasikan pada rentang tahun 2021–2026 dan relevan dengan topik PBL, pembelajaran matematika SD, serta kemampuan pemecahan masalah matematis. Artikel dianalisis secara deskriptif-kualitatif dengan memperhatikan karakteristik artikel, metode penelitian, subjek, bentuk penerapan PBL, media pendukung, dan hasil penelitian. Hasil review menunjukkan bahwa penerapan PBL memiliki kecenderungan positif terhadap kemampuan pemecahan masalah matematis siswa SD. PBL membantu siswa lebih aktif dalam memahami soal, berdiskusi, menyusun strategi, menyelesaikan masalah, dan menjelaskan proses berpikirnya. Penerapan PBL juga lebih efektif ketika didukung oleh masalah yang jelas, media pembelajaran yang sesuai, bimbingan guru, serta pengelolaan kelas yang baik. Kajian ini menunjukkan bahwa PBL layak digunakan sebagai salah satu alternatif model pembelajaran matematika untuk mengembangkan kemampuan pemecahan masalah matematis siswa sekolah dasar.

IMPLEMENTATION OF EDUPRENEURSHIP IN STUDENT BUSINESSES AT STUDENTS’ COOPERATIVE DARUSSALAM GONTOR MODERN BOARDING SCHOOL Djean Andrea Kurnia; Ahmad Hilmi Al-Mujtahidi; Ahmad Nur Fajar Dwi Prakosa; Defi Firmansyah; Jaziela Huwaida
TEACHING : Jurnal Inovasi Keguruan dan Ilmu Pendidikan Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/teaching.v6i2.12902

This study aims to analyze the implementation of edupreneurship in the student cooperative of Pondok Modern Darussalam Gontor and its contribution to students’ entrepreneurial competencies, leadership skills, and character development. Although entrepreneurship education has been widely discussed in schools and universities, limited studies have explored edupreneurship practices within Islamic boarding schools (pesantren), particularly those integrating entrepreneurial learning with religious and character values. This study employed a descriptive qualitative approach using interviews, observations, and documentation as data collection techniques. Participants consisted of cooperative supervisors, student cooperative administrators, student business unit managers, and students involved in cooperative activities. Data were analyzed using an interactive model involving data reduction, data display, and conclusion drawing. The findings indicate that the student cooperative functions not only as an economic unit but also as an experiential learning laboratory where students actively engage in business management, leadership practices, decision-making, and organizational responsibilities. Through these activities, students develop entrepreneurial competencies, leadership abilities, independence, responsibility, discipline, communication skills, and teamwork. The findings also reveal that pesantren values, mentoring systems, organizational structures, and practical learning opportunities significantly support the sustainability of edupreneurship implementation. This study proposes a Value-Based Edupreneurship Model that integrates entrepreneurial competencies, leadership development, and character education within a pesantren environment. The findings contribute theoretically to edupreneurship studies and practically to the development of entrepreneurship education programs in Islamic educational institutions and other value-oriented educational settings. ABSTRAK Penelitian ini bertujuan untuk menganalisis implementasi edupreneurship pada koperasi pelajar Pondok Modern Darussalam Gontor serta kontribusinya terhadap pengembangan kompetensi kewirausahaan, keterampilan kepemimpinan, dan pembentukan karakter santri. Meskipun pendidikan kewirausahaan telah banyak dibahas di sekolah dan perguruan tinggi, penelitian mengenai praktik edupreneurship di lingkungan pesantren, khususnya yang mengintegrasikan pembelajaran kewirausahaan dengan nilai-nilai religius dan karakter, masih terbatas. Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan teknik pengumpulan data berupa wawancara, observasi, dan dokumentasi. Partisipan penelitian terdiri atas pembimbing koperasi, pengurus koperasi pelajar, pengelola unit usaha santri, serta santri yang terlibat dalam kegiatan koperasi. Data dianalisis menggunakan model interaktif yang meliputi reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa koperasi pelajar tidak hanya berfungsi sebagai unit ekonomi, tetapi juga sebagai laboratorium pembelajaran berbasis pengalaman di mana santri terlibat aktif dalam pengelolaan usaha, praktik kepemimpinan, pengambilan keputusan, dan tanggung jawab organisasi. Melalui kegiatan tersebut, santri mengembangkan kompetensi kewirausahaan, kemampuan kepemimpinan, kemandirian, tanggung jawab, disiplin, kemampuan komunikasi, dan kerja sama. Hasil penelitian juga menunjukkan bahwa nilai-nilai pesantren, sistem pendampingan, struktur organisasi, dan kesempatan belajar praktis berperan penting dalam mendukung keberlanjutan implementasi edupreneurship. Penelitian ini menawarkan Model Edupreneurship Berbasis Nilai yang mengintegrasikan kompetensi kewirausahaan, pengembangan kepemimpinan, dan pendidikan karakter dalam lingkungan pesantren. Temuan penelitian ini memberikan kontribusi teoretis terhadap kajian edupreneurship serta kontribusi praktis bagi pengembangan program pendidikan kewirausahaan di lembaga pendidikan Islam dan lingkungan pendidikan berbasis nilai lainnya.

PENGGUNAAN MEDIA FINGER PAINTING DALAM MENINGKATKAN MINAT BELAJAR MEWARNAI ANAK USIA 4-5 TAHUN DI SPS KENANGA 84 ANDONGREJO Khotimatul Hosna; Mukhtar Zaini Dahlan; Basuki Hadiprayogo; Herini Herini
TEACHING : Jurnal Inovasi Keguruan dan Ilmu Pendidikan Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/teaching.v6i2.12905

Coloring activities are widely applied as developmental stimulation in early childhood education, yet frequently lead to boredom and diminished learning interest due to the monotonous use of conventional media. This study aimed to describe the use of finger painting media in increasing coloring learning interest among children aged 4–5 years at SPS Kenanga 84 Andongrejo. A qualitative approach with a field study design was employed. Subjects were Group A students aged 4–5 years, with the Group A teacher as the key informant. Data were collected through observation, interviews, and documentation, analyzed using Miles, Huberman, and Saldaña's interactive model, and validated through technique triangulation. Results indicate improvements across all four learning interest indicators: first, children demonstrated high levels of happiness and enthusiasm throughout the activities; second, children actively and independently explored color combinations and created new ones; third, learning focus improved significantly compared to conventional coloring activities; and fourth, children were able to freely express their feelings and voluntarily completed assigned tasks. Supporting factors included teacher motivation, flexibility, and questioning skills, while inhibiting factors were limited initial interest and boredom tendencies in some students. These findings suggest that finger painting media is recommended as an innovative and developmentally appropriate alternative for coloring learning in early childhood education. ABSTRAK Kegiatan mewarnai merupakan stimulasi perkembangan yang umum diterapkan di PAUD, namun sering menimbulkan kebosanan dan rendahnya minat belajar anak akibat penggunaan media yang monoton. Penelitian ini bertujuan mendeskripsikan penggunaan media finger painting dalam meningkatkan minat belajar mewarnai anak usia 4–5 tahun di SPS Kenanga 84 Andongrejo. Penelitian menggunakan pendekatan kualitatif dengan jenis studi lapangan. Subjek penelitian adalah peserta didik Kelompok A usia 4–5 tahun dengan guru Kelompok A sebagai informan kunci. Data dikumpulkan melalui observasi, wawancara, dan dokumentasi, dianalisis menggunakan model interaktif Miles, Huberman, dan Saldaña, serta diuji keabsahannya melalui triangulasi teknik. Hasil penelitian menunjukkan peningkatan pada keempat indikator minat belajar: pertama, anak menunjukkan perasaan senang dan antusiasme yang tinggi selama kegiatan berlangsung; kedua, anak aktif mengeksplorasi dan menciptakan kombinasi warna baru secara mandiri; ketiga, fokus belajar anak meningkat signifikan dibandingkan kegiatan mewarnai konvensional; serta keempat, anak mampu mengekspresikan perasaannya secara bebas dan sukarela menyelesaikan tugas yang diberikan. Faktor pendukung meliputi motivasi, keluwesan, dan keterampilan bertanya pendidik, sedangkan faktor penghambat adalah kurangnya minat awal dan kecenderungan mudah bosan pada sebagian peserta didik. Berdasarkan temuan tersebut, media finger painting direkomendasikan sebagai alternatif pembelajaran mewarnai yang inovatif dan sesuai dengan karakteristik perkembangan 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.

PERAN SERTA PESERTA DIDIK DALAM PELAJARAN IPA MELALUI MODEL PROBLEM BASED LEARNING (PBL) DI SMP NEGERI 2 MENTAYA HULU NURUL KHOTIMAH
TEACHING : Jurnal Inovasi Keguruan dan Ilmu Pendidikan Vol. 2 No. 3 (2022)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/teaching.v2i3.1663

This study aims to determine the role and activeness of students in learning Natural Sciences (IPA) subject matter and its changes and increase students' understanding as indicated by the results of knowledge tests. This research was conducted at SMP Negeri 2 Mentaya Hulu in class VII-A students, with a total of 22 students, consisting of 11 boys and 11 girls. The research was carried out for 3 (three) months starting from August to October 2021. The method in this study was the Class Action Research method, which is a research that was developed jointly for researchers and decision makers about variables that are manipulated and can be used to make repairs. The data collection tools used in this study included: 1) teacher notes, 2) student notes, 3) tape recorder recordings, 4) interviews, 5) questionnaires and various documents related to students. The data taken is quantitative data from test results, attendance, assignment scores and qualitative data that describes the activeness of students. The results of the research show that the use of problem based learning (PBL) learning methods can increase students' understanding as indicated by the average value of students in science lessons on material classification material and changes in each cycle, namely in cycle I the average is 72, cycle II the average value is 78 and in cycle III the mean value of students is 86. The percentage of students who pass in cycle I is 63.64%, cycle II is 72.73% and cycle III is 95.45%. The number of students who were active in learning also experienced a significant increase, namely 76.11% in cycle I, in cycle II there was an increase to 85.83% and cycle III of 95.83% of students who were active. This shows that the application of the problem based learning (PBL) learning model can improve students' understanding of the lesson. ABSTRAKPenelitian ini bertujuan untuk mengetahui peran serta keaktifan peserta didik pada pembelajaran Ilmu Pengetahuan Alam (IPA) pokok bahan materi dan perubahannya serta meningkatkan pemahaman peserta didik yang ditunjukkan dengan hasil tes pengetahuan. Penelitian ini dilakukan di SMP Negeri 2 Mentaya Hulu pada peserta didik kelas VII-A, dengan jumlah peserta didik 22 orang, yang terdiri dari 11 orang laki-laki dan 11 orang perempuan. Penelitian dilaksanakan selama 3 (tiga) bulan dimulai bulan Agustus sampai dengan bulan Oktober 2021. Metode dalam penelitian ini adalah metode penelitian tindakan kelas (Class Action Research) yaitu suatu penelitian yang dikembangkan bersama-sama untuk peneliti dan decision maker tentang variable yang dimanipulasikan dan dapat digunakan untuk melakukan perbaikan. Alat pengumpul data yang dipakai dalam penelitian ini antara lain: 1) catatan guru, 2) catatan peserta didik, 3) rekaman tape recorder, 4) wawancara, 5) angket dan berbagai dokumen yang terkait dengan peserta didik. Data yang diambil adalah data kuantitatif dari hasil tes, presensi, nilai tugas serta data kualitatif yang menggambarkan keaktifan peserta didik. Hasil penelian menunjukkan bahwa penggunaan metode belajar problem based learning (PBL) dapat meningkatkan pemahaman peserta didik yang ditunjukan dengan nilai rerata peserta didik pelajaran IPA pada materi klasifikasi materi dan perubahannya setiap siklus yaitu pada siklus I rerata 72, siklus II nilai rerata 78 dan pada siklus III nilai rerata peserta didik 86. Persentase jumlah peserta didik yang tuntas pada siklus I sebesar 63,64%, siklus II sebsar 72,73% dan siklus III sebesar 95,45%. Jumlah peserta didik yang aktif dalam pembelajaran juga mengalami peningkatan yang signifikan yaitu 76,11% pada siklus I, pada siklus II terjadi peningkatan menjadi 85,83% dan siklus III sebesar 95,83% peserta didik yang aktif. Hal ini menunjukkan bahwa penerapan model pembelajaran problem based learning (PBL) dapat meningkatkan pemahaman peserta didik terhadap pelajaran.

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

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

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

Location Unknown, Unknown INDONESIA

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