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IMPLEMENTASI PENDEKATAN DEEP LEARNING DALAM PEMBELAJARAN MATEMATIKA DI SMK PLUS PELITA NUSANTARA Dita Pertiwi Supendi; Antonius Alvin Santoso; Dinni Epri Anggraeni; Syifa Maulina; Septia Sundari; Sinta Asna Merys; Huri Suhendri
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.v6i3.13807

This study aims to describe the implementation of the Deep Learning approach in mathematics learning, determine student responses, and identify obstacles faced in its implementation at SMK Plus Pelita Nusantara. The type used is descriptive qualitative with a case study design. The research subjects involved mathematics teachers, the Principal, and grade XI students of Multimedia (MM) and Computer and Network Engineering (TKJ) Departments. Data were collected through structured observations, semi-structured interviews, and documentation studies, which were then validated using triangulation techniques and analyzed with the Miles and Huberman model. The results of the study show that the Implementation of the Deep Learning Approach on the material of probability has a positive contribution to the quality of learning outcomes and active student involvement. In the Multimedia Department, the highest quality indicator of learning outcomes was achieved in the ability to determine sample spaces and sample points (88.33%). while in the TKJ Department, the highest achievement was in the ability to explain the meaning of probability in everyday life (88.33%). The majority of student responses in both departments showed positive results because learning became more interesting, contextual, and increased self-confidence. However, the implementation of this approach still faces obstacles, including limited curriculum time, disparities in student access to digital technology, and a lack of specific training for teachers in designing exploratory methods. This study concludes that Deep Learning is effective in improving vocational high school students' conceptual understanding of mathematics, but requires school support in the form of ongoing teacher training and optimization of supporting facilities. ABSTRAK Penelitian ini bertujuan untuk mendeskripsikan implementasi pendekatan Deep Learning dalam pembelajaran matematika, mengetahui respon siswa, serta mengidentifikasi kendala yang dihadapi dalam penerapannya di SMK Plus Pelita Nusantara. jenis yang digunakan adalah kulitatif deskriptif dengan desai studi kasus, Subjek penelitian melibatkan guru matematika, Kepala Sekolah, serta siswa kelas XI Jurusan Multimedia (MM) dan Teknik Komputer dan Jaringan (TKJ). Data dikumpulkan melalui observasi terstruktur, wawancara semiterstruktur, dan studi dokumentasi, yang kemudian diabsahkan menggunakan teknik triangulasi serta di analisais dengan model Miles dan huberman. Hasil penelitian menunjukan bahwa Implementasi Pendekatan Deeep Learning pada materi peluang memberikan kontribusi positif terhadap kualitas hasil belajar dan keterlibatan aktif siswa. Pada Jurusan Multimedia, indikator kualitas hasil belajar tertinggi dicapai pada kemampuan menentukan ruang sampel dan titik sampel (88,33%). sementara pada Jurusan TKJ, capaian tertinggi berada pada kemampuan menjelaskan pengertian peluang dalam kehidupan sehari - hari(88,33%). respon siswa di kedua jurusan mayoritas menunjukan hasil positif karena pembelajaran menjadi lebih menarik, kontekstual, dan menigkatkan rasa kepercayaan diri. Meski demikian, penerapan pendekatan ini masih menghadapi kendala, antara lain keterbatasan waktu kurikulum, kesenjangan akses teknologi digital dikalangan siswa, serta kurangnya pelatihan khusus bagi guru dalam merancang metode eksploratif. Penelitian ini menyimpulkan bahwa Deep Learning efektif meningkatkan pemahaman konseptual matematika siswa SMK, namun memerlukan dukungan sekolah dalam bentuk pelatihan guru yang berkelanjutan dan optimalisasi fasilitas penunjang.

ANALISIS PERAN KOMPETENSI PEDAGOGIK GURU DALAM MEMPERKUAT MOTIVASI BELAJAR SISWA DI SDN Annisa’ Sya’diyah; Machfudzil Asror
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.v6i3.14028

Teacher pedagogical competence plays an important role in improving the quality of learning and strengthening student learning motivation. This competence includes the ability to understand student characteristics, design, implement, and evaluate learning, and develop student potential. Based on the results of initial observations at Banjarbendo elementary school, teachers have attempted to create enjoyable learning through the use of learning methods and media and providing motivation. However, there are still obstacles such as differences in student abilities, less conducive classroom conditions, and limited learning facilities. This study aims to describe the role of teacher pedagogical competence in strengthening student learning motivation and identify supporting and inhibiting factors at Banjarbendo elementary school. This study uses a qualitative approach with a descriptive qualitative research type. The research subjects included teachers of grades V-A and V-B and grade V students of Banjarbendo elementary school. Data were collected through observation, interviews, and documentation, then analyzed using the Miles and Huberman model which includes data collection, data reduction, data presentation, and drawing conclusions. The results of the study indicate that teachers have implemented pedagogical competence well through understanding student characteristics, using a variety of learning methods and media, effective communication, and implementing evaluation and follow-up of learning. The application of these competencies can increase student activity, enthusiasm, and involvement in learning. Supporting factors include teacher attention, a variety of methods and media, and providing reinforcement, while inhibiting factors include differences in student abilities, less conducive classroom conditions, limited facilities, and a lack of variety in learning methods. Thus, teacher pedagogical competence plays an important role in strengthening student learning motivation at Banjarbendo elementary school. ABSTRAK Kompetensi pedagogik guru merupakan kompetensi yang berperan penting dalam meningkatkan kualitas pembelajaran dan memperkuat motivasi belajar siswa. Kompetensi ini meliputi kemampuan memahami karakteristik peserta didik, merancang, melaksanakan, dan mengevaluasi pembelajaran, serta mengembangkan potensi siswa. Berdasarkan hasil observasi awal di SDN Banjarbendo, guru telah berupaya menciptakan pembelajaran yang menyenangkan melalui penggunaan metode dan media pembelajaran serta pemberian motivasi. Namun, masih terdapat kendala berupa perbedaan kemampuan siswa, kondisi kelas yang kurang kondusif, dan keterbatasan fasilitas pembelajaran. Penelitian ini bertujuan untuk mendeskripsikan peran kompetensi pedagogik guru dalam memperkuat motivasi belajar siswa serta mengidentifikasi faktor pendukung dan penghambatnya di SDN Banjarbendo. Penelitian ini menggunakan pendekatan kualitatif dengan jenis penelitian deskriptif kualitatif. Subjek penelitian meliputi guru kelas V-A dan V-B serta siswa kelas V SDN Banjarbendo. Data dikumpulkan melalui observasi, wawancara, dan dokumentasi, kemudian dianalisis menggunakan model Miles dan Huberman yang meliputi pengumpulan data, reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa guru telah menerapkan kompetensi pedagogik dengan baik melalui pemahaman karakteristik peserta didik, penggunaan metode dan media pembelajaran yang bervariasi, komunikasi yang efektif, serta pelaksanaan evaluasi dan tindak lanjut pembelajaran. Penerapan kompetensi tersebut mampu meningkatkan keaktifan, antusiasme, dan keterlibatan siswa dalam pembelajaran. Faktor pendukung meliputi perhatian guru, variasi metode dan media, serta pemberian penguatan, sedangkan faktor penghambat meliputi perbedaan kemampuan siswa, kondisi kelas yang kurang kondusif, keterbatasan fasilitas, dan kurang bervariasinya metode pembelajaran. Dengan demikian, kompetensi pedagogik guru berperan penting dalam memperkuat motivasi belajar siswa di SDN Banjarbendo.

PENGARUH MODEL PEMBELAJARAN TALKING STICK TERHADAP KETERAMPILAN SOSIAL SISWA PADA MATA PELAJARAN IPAS KELAS IV SEKOLAH DASAR Khoirul Hidayati; Fajar Nur Yasin; Hikmah Luqiyah Kartikasari
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.v6i3.14046

This research is motivated by the low social skills of fourth grade students at SDN Banjarbendo Sidoarjo because the learning process of the subject of science is still dominated by conventional lecture methods, thus making students tend to be passive, less courageous to express opinions, and difficult to work together. Therefore, this study aims to determine the effect of the talking stick learning model on students' social skills in the subject of science in grade IV of elementary school. This study uses a quantitative approach of the Quasi Experiment type with a Non-Equivalent Control Group Design. The research sample consists of two classes, namely class IV A as an experimental class consisting of 24 students and class IV B as a control class consisting of 25 students. Data collection techniques using questionnaires in the form of pretest posttest and observation. Data analysis was carried out through normality tests, homogeneity tests, and hypothesis tests using Independent Sample t-Test. The results showed that the implementation of the talking stick learning model had a positive effect on students' social skills. Students in the experimental class demonstrated greater improvement in social skills than those in the control class after participating in learning activities using the talking stick model. These findings indicate that the talking stick learning model is effective in improving students' social skills in elementary school science and social studies (IPAS) learning. Thus, the talking stick learning model is effective in improving students' social skills in the science subject on the unique habits of the people around me in grade IV elementary school. ABSTRAK Penelitian ini dilatar belakangi oleh rendahnya keterampilan sosial siswa kelas IV di SDN Banjarbendo Sidoarjo karena proses pembelajaran mata pelajaran IPAS masih didominasi oleh metode ceramah konvensional, sehingga membuat siswa cenderung pasif, kurang berani berpendapat, dan sulit bekerja sama. Oleh karena itu, penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran talking stick terhadap keterampilan sosial siswa pada mata pelajaran IPAS kelas IV sekolah dasar. Penelitian ini menggunakan pendekatan kuantitatif berjenis Eksperimen Semu (Quasi Experimental) dengan desain Non-Equivalent Control Group Design. Sampel penelitian terdiri atas dua kelas, yaitu kelas IV A sebagai kelas eksperimen yang berjumlah 24 siswa dan kelas IV B sebagai kelas kontrol yang berjumlah 25 siswa. Teknik pengumpulan data menggunakan angket berupa pretest posttest dan observasi. Analisis data dilakukan melalui uji normalitas, uji homogenitas, dan uji hipotesis menggunakan Independent Sample t-Test. Hasil penelitian menunjukkan bahwa penerapan model pembelajaran talking stick memberikan pengaruh positif terhadap keterampilan sosial siswa. Siswa pada kelas eksperimen menunjukkan peningkatan keterampilan sosial yang lebih baik dibandingkan dengan siswa pada kelas kontrol setelah mengikuti proses pembelajaran menggunakan model talking stick. Temuan tersebut membuktikan bahwa model pembelajaran talking stick efektif dalam meningkatkan keterampilan sosial siswa pada mata pelajaran IPAS. Dengan demikian, model pembelajaran talking stick efektif digunakan untuk meningkatkan keterampilan sosial siswa pada mata pelajaran IPAS materi keunikan kebiasaaan masyarakat di sekitarku kelas IV sekolah dasar.

ANALISIS MINAT BELAJAR MATA PELAJARAN BAHASA INDONESIA SISWA KELAS III SDN Samicha ’ Wafa; Ruri Fadhilah Kurniati
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.v6i3.14050

Learning interest is one of the key factors influencing the success of Indonesian language learning in elementary schools. However, some students still demonstrate suboptimal attention, engagement, and interest during the learning process, highlighting the need to examine students' learning interest and the factors influencing it. This study aimed to analyze the learning interest of third-grade students in Indonesian language subjects and identify the factors affecting their learning interest at SDN Banjarbendo. This research employed a qualitative approach with a descriptive research design. Data were collected through classroom observations, semi-structured interviews, and documentation. Data validity was ensured through source and technique triangulation, while data analysis was conducted using the stages of data reduction, data display, and conclusion drawing. The findings revealed that students' learning interest was categorized as moderate, with a percentage of 69.87%, as reflected in the indicators of attention, interest, participation, and enjoyment. Among these indicators, enjoyment showed the highest achievement, whereas attention remained the aspect requiring further improvement. Students' learning interest was influenced by internal factors, including academic ability, self-confidence, study habits, and learning motivation, as well as external factors, namely teachers' roles, teaching methods and instructional media, the learning environment, and parental support. The study concludes that the teacher's role, particularly through the implementation of innovative teaching methods and instructional media, is the most dominant factor in enhancing students' learning interest. Therefore, Indonesian language instruction should be designed to be active, interactive, and contextual while strengthening collaboration between teachers and parents to create more meaningful learning experiences. ABSTRAK Minat belajar merupakan salah satu faktor yang memengaruhi keberhasilan pembelajaran Bahasa Indonesia di sekolah dasar. Namun, masih terdapat siswa yang menunjukkan perhatian, keterlibatan, dan ketertarikan yang belum optimal selama proses pembelajaran, sehingga diperlukan kajian mengenai tingkat minat belajar serta faktor-faktor yang memengaruhinya. Penelitian ini bertujuan untuk menganalisis minat belajar siswa kelas III pada mata pelajaran Bahasa Indonesia serta mengidentifikasi faktor-faktor yang memengaruhi minat belajar tersebut di SDN Banjarbendo. Penelitian menggunakan pendekatan kualitatif dengan jenis penelitian deskriptif. Data diperoleh melalui observasi, wawancara semi-terstruktur, dan dokumentasi. Keabsahan data diuji menggunakan triangulasi sumber dan triangulasi teknik, sedangkan analisis data dilakukan melalui tahapan reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa minat belajar siswa berada pada kategori sedang dengan persentase 69,87%, yang ditunjukkan melalui indikator perhatian, ketertarikan, keterlibatan, dan perasaan senang. Indikator perasaan senang memperoleh capaian tertinggi, sedangkan perhatian masih menjadi aspek yang perlu ditingkatkan. Minat belajar siswa dipengaruhi oleh faktor internal, yaitu kemampuan akademik, kepercayaan diri, kebiasaan belajar, dan motivasi belajar, serta faktor eksternal, yaitu peran guru, metode dan media pembelajaran, lingkungan belajar, dan dukungan orang tua. Penelitian ini menyimpulkan bahwa peran guru melalui penerapan metode dan media pembelajaran yang inovatif merupakan faktor yang paling dominan dalam meningkatkan minat belajar siswa. Oleh karena itu, pembelajaran Bahasa Indonesia perlu dirancang secara aktif, interaktif, dan kontekstual dengan melibatkan kolaborasi antara guru dan orang tua untuk menciptakan pengalaman belajar yang lebih bermakna.

PENGARUH PENDEKATAN SAINTIFIK DALAM PEMBELAJARAN IPA TERPADU TERHADAP KEMAMPUAN KOGNITIF SISWA RISDALINA RISDALINA; YUSNAIDAR YUSNAIDAR
TEACHING : Jurnal Inovasi Keguruan dan Ilmu Pendidikan Vol. 3 No. 4 (2023)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/teaching.v3i4.2693

Cognitive abilities are very important for students to master because they relate to students' way of thinking at various cognitive levels. The facts that occur in the field are that teachers only train cognitive abilities up to understanding level (C2), students' cognitive ability scores are low, and students are rarely involved in practical activities. For this reason, it is necessary to address how to improve students' cognitive abilities. The scientific approach and integrated science learning are considered to be able to improve students' cognitive abilities. Integrated science learning is science learning that is holistic and meaningful for students so that it is easier to understand. Apart from that, a scientific approach can be presented using experimental methods. Therefore, this research aims to determine the effect of the scientific approach in integrated science learning on students' cognitive abilities. This research uses a weak experimental design method, the one group pretest-posttest design type. The research was conducted at one of the state junior high schools in Bandung City with 25 class VII H students as samples. The research instruments used were pretest and posttest cognitive ability questions. The pretest and posttest results of students' cognitive abilities were analyzed using the paired t-test, obtaining a significance value of 0.0005 on sig. (2-tailed), this shows that the scientific approach in integrated science learning with the webbed model has a significant effect on increasing students' cognitive abilities. ABSTRAKKemampuan kognitif sangat penting untuk dikuasai oleh siswa karena berkaitan dengan cara berfikir siswa dalam berbagai tingkatan kognitif. Fakta yang terjadi di lapangan, guru hanya melatihkan kemampuan kognitif sampai level memahami (C2), skor kemampuan kognitif siswa rendah, dan siswa jarang dilibatkan pada kegiatan praktikum. Untuk itu perlu diatasi bagaimana untuk meningkatkan kemampuan kognitif siswa. Pendekatan saintifik dan pembelajaran IPA terpadu dianggap dapat meningkatkan kemampuan kognitif siswa. Pembelajaran IPA terpadu merupakan pembelajaran IPA yang holistik dan bermakna bagi siswa sehingga lebih mudah untuk dipahami. Selain itu pendekatan saintifik bisa disajikan menggunakan metode eksperimen. Oleh karena itu, penelitian ini bertujuan untuk mengetahui pengaruh pendekatan saintifik dalam pembelajaran IPA terpadu terhadap kemampuan kognitif siswa. Penelitian ini menggunakan metode rancangan weak experimental tipe the one group pretest-posttest design. Penelitian dilakukan di salah satu SMP Negeri di Kota Bandung dengan 25 orang siswa kelas VII H sebagai sampel. Instrumen penelitian yang digunakan adalah soal pretest dan posttest kemampuan kognitif. Hasil pretest dan posttest kemampuan kognitif siswa dianalisis menggunakan uji paired t-test didapat nilai signifikansi 0,0005 pada sig. (2-tailed), hal ini menunjukkan bahwa pendekatan saintifik dalam pembelajaran IPA terpadu model webbed secara signifikan berpengaruh terhadap peningkatan kemampuan kognitif siswa.

THE INFLUENCE OF DESIGN THINKING AND CREATIVITY ON TEACHER EFFICACY IN 21ST-CENTURY EDUCATION Dia Anjani; Sutiyono Sutiyono; Komang Komang; Juni Suryanadi
TEACHING : Jurnal Inovasi Keguruan dan Ilmu Pendidikan Vol. 5 No. 4 (2025)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/teaching.v5i4.7940

ABSTRACT The importance of strengthening teachers’ professional competence in the 21st-century education era is closely linked to teacher efficacy, which plays a crucial role in the success of the learning process. This study emphasizes the need to analyze the influence of design thinking and teacher creativity on teacher efficacy in the context of 21st-century education. A quantitative survey approach was employed, involving a saturated population of 75 Buddhist education teachers in Lampung Province. Data were collected in Bandar Lampung using a Likert-scale questionnaire specifically adapted to measure design thinking, creativity, and teacher efficacy. Prior to the application of multiple linear regression analysis, instrument validity and reliability tests were conducted. The findings indicate that design thinking has a positive and significant effect on teacher efficacy, while teacher creativity also exerts a positive and substantial influence. Simultaneously, both predictor variables enhance the model’s ability to explain the variance in teacher efficacy. This study concludes that teacher efficacy can be strengthened through professional development programs based on studio-style design thinking that integrate empathy, problem interpretation, ideation, prototyping, and testing, as well as through the reinforcement of creative practices within the school environment. ABSTRAK Pentingnya penguatan kompetensi profesional guru di era pendidikan abad ke-21, khususnya terkait efikasi guru yang berperan dalam keberhasilan proses pembelajaran. Pentingnya menganalisis tentang pengaruh pemikiran desain dan kreativitas guru terhadap efikasi guru di era pendidikan abad ke-21. Pendekatan survei kuantitatif digunakan dengan melibatkan populasi jenuh sebanyak 75 guru agama Buddha di Provinsi Lampung. Pengumpulan data dilakukan di Bandar Lampung melalui kuesioner skala Likert yang disesuaikan untuk mengukur pemikiran desain, kreativitas, dan efikasi guru. Sebelum analisis regresi linier berganda diterapkan, dilakukan uji validitas dan reliabilitas instrumen. Temuan penelitian menunjukkan bahwa pemikiran desain memberikan pengaruh positif dan signifikan terhadap efikasi guru, sementara kreativitas guru juga berpengaruh positif dan cukup besar. Secara simultan, kedua variabel prediktor meningkatkan kemampuan model dalam menjelaskan variasi efikasi guru. Penelitian ini menyimpulkan bahwa efikasi guru dapat diperkuat melalui program pengembangan profesional berbasis studio design thought yang mengintegrasikan empati, penafsiran masalah, ideasi, pembuatan prototipe, dan pengujian, serta penguatan praktik kreatif di lingkungan sekolah.

PENGARUH SELF-EFFICACY DAN ADVERSITY QUOTIENT TERHADAP MOTIVASI BELAJAR DALAM MATA KULIAH AKUNTANSI Khalissa Devitasari; Salwa Nindya Najwa; Armina Armina; Shofiyyah Karimah
TEACHING : Jurnal Inovasi Keguruan dan Ilmu Pendidikan Vol. 6 No. 1 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/teaching.v6i1.8413

Higher education plays a strategic role in producing superior human resources, but in practice there are still problems with declining student motivation, especially in accounting courses, which are highly complex and demanding in terms of analysis. Learning motivation is influenced by various internal factors, including self-efficacy and adversity quotient, which play a role in shaping students' self-confidence and resilience in facing academic challenges. This study aims to analyze the influence of self-efficacy and adversity quotient on student learning motivation in accounting courses. The study uses a quantitative approach with an associative method. The research population consists of students from the Accounting Education Study Program, Faculty of Economics and Business, Universitas Negeri Jakarta, with a sample of 65 students selected through purposive sampling. Data were collected using a Likert scale questionnaire and analyzed using SPSS version 25 through instrument testing, descriptive analysis, classical assumption testing, multiple linear regression, and hypothesis testing. The results of the study indicate that self-efficacy has a positive and significant effect on learning motivation, as does adversity quotient, which also has a positive and significant effect. Simultaneously, both variables were found to have a significant effect on student learning motivation, contributing 45.8%. These findings confirm that belief in one's abilities and resilience in the face of adversity are important factors in increasing student learning motivation, especially in accounting, which requires perseverance and high analytical skills. ABSTRAK Pendidikan tinggi memiliki peran strategis dalam menghasilkan sumber daya manusia yang unggul, namun dalam praktiknya masih ditemukan permasalahan penurunan motivasi belajar mahasiswa, khususnya pada mata kuliah akuntansi yang memiliki tingkat kompleksitas dan tuntutan analisis yang tinggi. Motivasi belajar dipengaruhi oleh berbagai faktor internal, di antaranya self-efficacy dan adversity quotient, yang berperan dalam membentuk keyakinan diri serta ketangguhan mahasiswa dalam menghadapi tantangan akademik. Penelitian ini bertujuan untuk menganalisis pengaruh self-efficacy dan adversity quotient terhadap motivasi belajar mahasiswa pada mata kuliah akuntansi. Penelitian menggunakan pendekatan kuantitatif dengan metode asosiatif. Populasi penelitian adalah mahasiswa Program Studi Pendidikan Akuntansi Fakultas Ekonomi dan Bisnis Universitas Negeri Jakarta, dengan sampel sebanyak 65 mahasiswa yang dipilih melalui teknik purposive sampling. Data dikumpulkan menggunakan kuesioner skala Likert dan dianalisis dengan bantuan SPSS versi 25 melalui uji instrumen, analisis deskriptif, uji asumsi klasik, regresi linear berganda, serta uji hipotesis. Hasil penelitian menunjukkan bahwa self-efficacy berpengaruh positif dan signifikan terhadap motivasi belajar, demikian pula adversity quotient yang juga berpengaruh positif dan signifikan. Secara simultan, kedua variabel tersebut terbukti memiliki pengaruh signifikan terhadap motivasi belajar mahasiswa dengan kontribusi sebesar 45,8%. Temuan ini menegaskan bahwa keyakinan terhadap kemampuan diri dan kemampuan bertahan menghadapi kesulitan merupakan faktor penting dalam meningkatkan motivasi belajar mahasiswa, khususnya dalam pembelajaran akuntansi yang menuntut ketekunan dan kemampuan analitis yang tinggi.

PERAN PENDIDIK PAI DALAM MEMBANGUN KETAHANAN MORAL MAHASISWA PADA ERA GLOBALISASI Musfira Musfira; Asmaji Muchtar; Toha Makhshun
TEACHING : Jurnal Inovasi Keguruan dan Ilmu Pendidikan Vol. 6 No. 1 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/teaching.v6i1.8848

ABSTRAK Era globalisasi memberikan dampak signifikan terhadap pola pikir, perilaku, dan sistem nilai mahasiswa. Arus informasi yang sangat cepat melalui media digital seringkali mempengaruhi moralitas generasi muda, termasuk mahasiswa di lingkungan kampus. Penelitian ini bertujuan untuk menganalisis peran pendidik Pendidikan Agama Islam (PAI) dalam membangun ketahanan moral mahasiswa STAI Al-Gazali Bulukumba dalam menghadapi tantangan globalisasi. Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan metode observasi, wawancara, dan dokumentasi. Hasil penelitian menunjukkan bahwa pendidik PAI berperan dalam tiga fungsi utama yaitu: (1) sebagai pendidik dan pembimbing moral, (2) sebagai teladan, dan (3) sebagai fasilitator pembelajaran berbasis nilai Islami dan karakter. Strategi yang digunakan pendidik PAI meliputi penguatan akidah, internalisasi nilai keagamaan melalui pembelajaran, pembinaan spiritual, dan integrasi kurikulum berbasis karakter. Kendala yang ditemukan antara lain pengaruh budaya digital, kurangnya kontrol diri mahasiswa, dan minimnya lingkungan pendukung religius. Penelitian ini menegaskan bahwa pendidik PAI memiliki peran strategis dalam memperkuat moralitas mahasiswa agar mampu menghadapi tantangan globalisasi dengan karakter Islami yang kuat. ABSTRACT Globalization has brought significant impact on the values, perspectives, and behavior of university students. Rapid access to information through digital platforms affects students’ moral attitudes and lifestyle choices. This research aims to examine the role of Islamic Education (PAI) lecturers in developing moral resilience among students at STAI Al-Gazali Bulukumba. This study applied a descriptive qualitative method through interviews, observation, and documentation. The findings indicate that Islamic education lecturers have three strategic roles: (1) as moral educators and mentors, (2) as role models in Islamic values and behavior, and (3) as facilitators in value-based and character-oriented learning. Strategies used include strengthening aqidah, internalizing Islamic values through curriculum integration, spiritual guidance, and character-based evaluation. The challenges faced include digital cultural influence, weak self-control among students, and limited religious supporting environments. This research concludes that Islamic education lecturers play a crucial role in strengthening the moral resilience of students to face globalization based on Islamic values and character development.

MEMAHAMI KONSEP DASAR PENELITIAN KUALITATIF M. Aris Akin; Ulfiani Rahman; Syarifuddin Ondeng
TEACHING : Jurnal Inovasi Keguruan dan Ilmu Pendidikan Vol. 6 No. 1 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/teaching.v6i1.8850

ABSTRACT Qualitative research makes an important contribution to educational studies as it enables researchers to gain an in-depth understanding of learning processes, experiential meanings, and social contexts. Nevertheless, limitations in conceptual understanding among educational researchers persist, particularly with regard to the characteristics, procedures, and principles of trustworthiness in qualitative research. This article aims to examine and systematically synthesize the fundamental concepts of qualitative research in the field of education. The study employs a library-based research method with a descriptive-analytical approach, involving stages of literature searching, selection, classification, and critical analysis of relevant scholarly sources, including methodological books and reputable journal articles. The findings indicate that qualitative research is characterized by a naturalistic approach, a focus on meaning, inductive analysis, and the positioning of the researcher as a key instrument in data collection and analysis. Furthermore, the quality and trustworthiness of qualitative research data are ensured through the application of credibility, transferability, dependability, and confirmability criteria. This study concludes that a comprehensive understanding of the fundamental concepts and principles of qualitative research is a crucial prerequisite for producing systematic, academically accountable, and meaningful educational research in both academic and practical contexts. ABSTRAK Penelitian kualitatif memiliki kontribusi penting dalam kajian pendidikan karena memungkinkan peneliti memahami proses pembelajaran, makna pengalaman, serta konteks sosial secara mendalam. Meskipun demikian, masih dijumpai keterbatasan pemahaman konseptual di kalangan peneliti pendidikan terkait karakteristik, prosedur, dan prinsip keabsahan penelitian kualitatif. Artikel ini bertujuan untuk mengkaji dan mensintesis konsep dasar penelitian kualitatif dalam bidang pendidikan secara sistematis. Penelitian ini menggunakan metode studi pustaka dengan pendekatan deskriptif-analitis melalui tahapan penelusuran, seleksi, klasifikasi, dan analisis kritis terhadap literatur ilmiah yang relevan, meliputi buku metodologi dan artikel jurnal bereputasi. Hasil kajian menunjukkan bahwa penelitian kualitatif memiliki ciri utama berupa pendekatan naturalistik, orientasi pada makna, analisis induktif, serta penempatan peneliti sebagai instrumen kunci dalam pengumpulan dan analisis data. Selain itu, mutu dan keabsahan data dalam penelitian kualitatif ditentukan melalui penerapan kriteria kredibilitas, transferabilitas, dependabilitas, dan konfirmabilitas. Kajian ini menyimpulkan bahwa pemahaman yang komprehensif terhadap konsep dan prinsip dasar penelitian kualitatif menjadi prasyarat penting untuk menghasilkan penelitian pendidikan yang sistematis, dapat dipertanggungjawabkan secara ilmiah, dan bermakna dalam konteks akademik maupun praktis.

BUILDING BETTER LEARNERS: A REVIEW OF KINDNESS-CENTERED APPROACHES IN ENGLISH LANGUAGE TEACHING Suci Tresna Dewi Handayani; Titania Sari; Rimba Krisnha Sukma Dewi; Multi Nadeak
TEACHING : Jurnal Inovasi Keguruan dan Ilmu Pendidikan Vol. 6 No. 1 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/teaching.v6i1.9053

ABSTRACT This article analyzes the implementation of kindness oriented instructional approaches in English Language Teaching (ELT). English learning generally still emphasizes mastery of linguistic competencies, such as grammar, vocabulary, and academic achievement, while important aspects of character development, empathy, and social skills tend to receive less attention. This study uses a qualitative literature review method by carefully examining journal articles and other academic sources relevant to kindness-based pedagogy in the context of ELT and education. The literature review is supplemented with academic reflections involving four lecturers from different scholarly backgrounds, namely two lecturers in English pedagogy and two lecturers with expertise in moral education and positive values. The literature analysis results show that kindness-oriented instructional approaches, such as Social Emotional Learning (SEL), Loving Pedagogy, and Altruistic Teaching, significantly contribute to creating an inclusive and supportive learning environment. These approaches are related to improving language competence, emotional well-being, classroom interaction, as well as students’ interpersonal communication skills and collaborative learning abilities. The study concludes that the integration of kindness-oriented pedagogical approaches in ELT strongly supports academic achievement as well as holistic student development. The contribution of this article is providing a comprehensive conceptual review of kindness-based ELT that can serve as an alternative in effectively integrating character education into language learning. ABSTRAK Artikel ini menganalisis penerapan pendekatan pembelajaran berorientasi kebaikan (kindness oriented instructional approaches) dalam pembelajaran Bahasa Inggris (English Language Teaching/ELT). Pembelajaran Bahasa Inggris pada umumnya masih menitikberatkan pada penguasaan kompetensi linguistik, seperti tata bahasa, kosakata, dan pencapaian akademik, sementara aspek pengembangan karakter, empati, dan keterampilan sosial cenderung kurang mendapatkan perhatian. Penelitian ini menggunakan metode kajian pustaka kualitatif dengan menelaah artikel jurnal dan sumber akademik yang relevan dengan pedagogi berbasis kebaikan dalam konteks ELT dan pendidikan. Kajian pustaka ini dilengkapi dengan refleksi akademik yang melibatkan empat dosen dari latar belakang keilmuan berbeda, yaitu dua dosen bidang pedagogi Bahasa Inggris dan dua dosen yang memiliki keahlian dalam pendidikan moral dan nilai-nilai positif. Hasil analisis literatur menunjukkan bahwa pendekatan pembelajaran berorientasi kebaikan, seperti Social Emotional Learning (SEL), Loving Pedagogy, dan Altruistic Teaching, berkontribusi terhadap terciptanya lingkungan belajar yang inklusif dan suportif. Pendekatan tersebut berkaitan dengan peningkatan kompetensi bahasa, kesejahteraan emosional, interaksi kelas, serta keterampilan komunikasi interpersonal peserta didik. Simpulan penelitian ini menegaskan bahwa integrasi pendekatan pedagogis berorientasi kebaikan dalam ELT mendukung pencapaian akademik sekaligus pengembangan peserta didik secara holistik. Kontribusi artikel ini adalah penyediaan tinjauan konseptual mengenai pembelajaran ELT berbasis kebaikan yang dapat menjadi alternatif dalam mengintegrasikan pendidikan karakter ke dalam pembelajaran bahasa.

Home Page

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Contact Name
Muhamad Suhardi

Contact Email
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

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

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

Location
Unknown,

Unknown

INDONESIA