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PERAN GURU DALAM MENGINPLEMENTASIKAN TEORI KONTRUKTIVISME UNTUK MEMBENTUK KARAKTER RELIGIUS ANAK USIA DINI DI RA AL KAUTSAR Rusita Rusita; Abd. Hadi Rohmani
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.v6i1.9841

ABSTRACT To ensure that religious values are well internalized in early childhood, the learning process needs to be designed in a balanced manner between knowledge mastery and meaningful learning experiences for children. This study examines the role of teachers in implementing a constructivist approach in the learning process as an effort to foster the development of religious character in early childhood at RA Al Kautsar. The study employed a qualitative approach conducted through field research. Teachers and students were involved as research informants, while data were collected through observation, in-depth interviews, and documentation. The data were analyzed qualitatively through several stages, including data reduction, data presentation, and conclusion drawing. The findings reveal that teachers play a significant role in implementing constructivist learning by creating a religious learning environment, demonstrating exemplary behavior, and developing communication that reflects religious values. The learning process is carried out through activities involving direct experiences, simple reflections, and habituation of religious practices in children’s daily routines. This approach encourages active student participation in learning, enabling them to develop a more contextual understanding of religious values. Furthermore, the findings indicate that the implementation of constructivist learning contributes to increased understanding of religious values among children, the emergence of a tendency to practice religious behavior, and the development of more consistent religious habits. Overall, the results suggest that the constructivist approach has the potential to serve as an effective alternative learning strategy to support the formation of religious character in early childhood through participatory, contextual, and meaningful learning activities. ABSTRAK Agar nilai religius dapat tertanam dengan baik pada anak usia dini, proses pembelajaran perlu dirancang secara seimbang antara penguasaan materi dan pemberian pengalaman belajar yang bermakna bagi anak. Kajian ini berfokus pada bagaimana guru berperan dalam mengimplementasikan pendekatan konstruktivisme dalam proses pembelajaran sebagai upaya pembentukan karakter religius anak usia dini di RA Al Kautsar. Studi ini menerapkan pendekatan kualitatif yang dilaksanakan dalam bentuk penelitian lapangan. Guru dan peserta didik dilibatkan sebagai informan dalam penelitian ini, sedangkan data penelitian dikumpulkan melalui observasi, wawancara mendalam, dan studi dokumentasi. Proses analisis data dilakukan secara kualitatif dengan tahapan yang meliputi reduksi data, penyajian data, dan penarikan kesimpulan. Hasil kajian ini mengungkapkan bahwa guru berkontribusi besar dalam pelaksanaan pembelajaran konstruktivistik dengan cara membangun lingkungan belajar religius, menampilkan keteladanan perilaku, dan mengembangkan komunikasi yang mencerminkan nilai-nilai keagamaan. Proses pembelajaran dilaksanakan melalui kegiatan yang melibatkan pengalaman langsung, refleksi sederhana, serta pembiasaan aktivitas religius dalam kegiatan harian anak. Pendekatan ini mendorong partisipasi aktif peserta didik dalam pembelajaran sehingga pemahaman terhadap nilai-nilai agama dapat berkembang secara lebih kontekstual. Temuan penelitian ini menunjukkan bahwa penerapan pembelajaran konstruktivistik berkontribusi terhadap meningkatnya pemahaman anak mengenai nilai-nilai agama, munculnya kecenderungan untuk mempraktikkan perilaku religius, serta terbentuknya kebiasaan religius yang lebih konsisten. Temuan penelitian ini menunjukkan bahwa pendekatan konstruktivisme berpotensi menjadi strategi pembelajaran alternatif yang efektif dalam mendukung pembentukan karakter religius anak usia dini melalui kegiatan belajar yang partisipatif, kontekstual, dan bermakna.

PENERAPAN MODEL PROBLEM BASED LEARNING (PBL) UNTUK MENINGKATKAN KETERAMPILAN KOMUNIKASI LISAN SISWA PADA MATA PELAJARAN PENDIDIKAN PANCASILA DI KELAS 6 Latip Rahman
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.v6i1.9858

ABSTRACT Communication skills are regarded as one of the key competencies that need to be developed in 21st-century learning. Mastery of communication skills constitutes an important competency that needs to be strengthened in the learning process in the 21st century. The reality of learning in elementary schools shows that not all students demonstrate active participation, particularly in expressing ideas, engaging in group discussions, and delivering presentations in front of the class. In this study, efforts to improve students’ oral communication skills in Pancasila Education learning were carried out through the implementation of the Problem Based Learning (PBL) model. The research was conducted with sixth-grade students at SD Negeri Cengal IV using the Classroom Action Research (CAR) method with a qualitative approach. The study was implemented through two iterative cycles following the Kemmis and Taggart model, which includes the stages of planning, action implementation, observation, and reflection. Research data were collected through observation techniques focusing on students’ involvement in discussion and presentation activities during the learning process. The research findings indicate a gradual improvement in students’ oral communication skills in each learning cycle. In the first cycle, students’ communication skills reached 79% in discussion activities and 75% in presentation activities. In the second cycle, these percentages increased to 91.6% in discussions and 87.5% in presentations. The development of students’ oral communication skills in Pancasila Education learning is supported by the implementation of the Problem Based Learning model, which is able to increase students’ participation in discussion and presentation activities. ABSTRAK Penguasaan keterampilan komunikasi merupakan bagian dari kompetensi penting yang perlu diperkuat dalam proses pembelajaran pada abad ke-21. Realitas pembelajaran di sekolah dasar menunjukkan bahwa tidak semua siswa menunjukkan keterlibatan aktif, khususnya dalam mengemukakan gagasan, mengikuti diskusi kelompok, serta melakukan presentasi di depan kelas. Peningkatan keterampilan komunikasi lisan siswa pada pembelajaran Pendidikan Pancasila dalam penelitian ini diupayakan melalui penerapan model pembelajaran Problem Based Learning (PBL). Pelaksanaan penelitian pada siswa kelas VI di SD Negeri Cengal IV dilakukan melalui metode Penelitian Tindakan Kelas (PTK) yang menggunakan pendekatan kualitatif. Pelaksanaan penelitian dilakukan melalui dua siklus yang berulang dengan mengikuti model Kemmis dan Taggart, yang mencakup tahapan perencanaan, pelaksanaan tindakan, observasi, dan refleksi. Data penelitian diperoleh melalui teknik observasi dengan fokus pengamatan pada keterlibatan siswa dalam kegiatan diskusi dan presentasi selama pembelajaran berlangsung. Temuan penelitian mengindikasikan adanya peningkatan bertahap pada keterampilan komunikasi lisan siswa di setiap siklus pembelajaran. Sebesar 79% keterampilan komunikasi siswa pada kegiatan diskusi dan 75% pada kegiatan presentasi diperoleh sebagai hasil penelitian pada siklus I. Pada siklus II, persentase tersebut mengalami peningkatan menjadi 91,6% pada diskusi dan 87,5% pada presentasi. Pengembangan keterampilan komunikasi lisan siswa dalam pembelajaran Pendidikan Pancasila didukung oleh penerapan model Problem Based Learning yang mampu meningkatkan partisipasi siswa dalam kegiatan diskusi dan presentasi.

MENINGKATKAN KEMAMPUAN MENULIS KARANGAN DESKRIPSI MELALUI MEDIA AMPLOP MISTERI PADA MURID KELAS IV SEKOLAH DASAR Delia Putri Reyhani; Rusmin Husain; Wiwy Triyanty Pulukadang; Fidyawati Monoarfa; Sukri Katili
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.v6i1.9871

ABSTRACT Language learning in elementary schools is closely related to the development of writing skills, one of which is the ability to compose descriptive essays. Field observations indicate that there are still students who are not yet able to develop and express their ideas optimally in written form. A similar condition was also found among fourth-grade students at SDN 1 Batudaa, Gorontalo Regency, where the students’ ability to write descriptive essays has not yet developed optimally. Efforts to improve students’ ability to write descriptive essays therefore became the main focus of this study, which was carried out through the implementation of the Mystery Envelope learning media in the classroom. This study employed a Classroom Action Research (CAR) approach conducted through two cycles of action. Each cycle consisted of the stages of planning, action implementation, observation, and reflection, which aimed to improve the learning process. The research subjects consisted of 20 fourth-grade students. To obtain the research data, the researcher used several data collection techniques, namely observation, interviews, tests, and documentation. The students’ ability to write descriptive essays showed gradual improvement along with the implementation of actions in each research cycle. In Cycle I, the number of students who achieved mastery increased from 4 students (20%) at the first meeting to 10 students (50%) at the second meeting. In Cycle II, the number of students achieving mastery increased from 14 students (70%) at the first meeting to 17 students (85%) at the second meeting. The implementation of the Mystery Envelope media in learning demonstrated positive results, namely an improvement in the ability of fourth-grade students at SDN 1 Batudaa, Gorontalo Regency, to write descriptive essays. ABSTRAK Pembelajaran bahasa di sekolah dasar tidak terlepas dari pengembangan kemampuan menulis, salah satunya melalui keterampilan menyusun karangan deskriptif. Fakta di lapangan menunjukkan bahwa masih terdapat siswa yang belum mampu mengembangkan serta menyampaikan gagasan mereka secara optimal dalam bentuk tulisan. Pada siswa kelas IV SDN 1 Batudaa Kabupaten Gorontalo juga ditemukan kondisi yang serupa, yaitu kemampuan menulis karangan deskripsi yang masih belum berkembang secara optimal. Upaya peningkatan kemampuan siswa dalam menulis karangan deskripsi menjadi fokus utama dalam penelitian ini, yang dilaksanakan melalui penerapan media Amplop Misteri dalam pembelajaran. Pendekatan yang digunakan dalam penelitian ini adalah Penelitian Tindakan Kelas (PTK) yang dilaksanakan melalui dua siklus tindakan. Setiap siklus meliputi tahap perencanaan, pelaksanaan tindakan, observasi, dan refleksi yang bertujuan untuk memperbaiki proses pembelajaran. Subjek penelitian berjumlah 20 siswa kelas IV. Untuk memperoleh data penelitian, peneliti menggunakan beberapa teknik pengumpulan data, yaitu observasi, wawancara, tes, serta dokumentasi. Kemampuan siswa dalam menulis karangan deskripsi menunjukkan perkembangan yang semakin baik seiring dengan pelaksanaan tindakan pada setiap siklus penelitian. Pelaksanaan Siklus I menunjukkan adanya peningkatan jumlah siswa yang mencapai ketuntasan, dari 4 siswa (20%) pada pertemuan pertama menjadi 10 siswa (50%) pada pertemuan kedua. Pelaksanaan Siklus II memperlihatkan peningkatan jumlah siswa yang mencapai ketuntasan, yaitu dari 14 siswa (70%) pada pertemuan pertama menjadi 17 siswa (85%) pada pertemuan kedua. Penerapan media Amplop Misteri dalam pembelajaran menunjukkan hasil yang positif, yaitu meningkatnya kemampuan siswa kelas IV SDN 1 Batudaa Kabupaten Gorontalo dalam menulis karangan deskripsi.

PENGARUH KONSELING KELOMPOK TERHADAP KEMAMPUAN KOMUNIKASI INTERPERSONAL SISWA Diah Kaswari; Nuraeni Nuraeni; Aluh Hartati
TEACHING : Jurnal Inovasi Keguruan dan Ilmu Pendidikan Vol. 4 No. 4 (2024)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/teaching.v4i4.9912

ABSTRACT Interpersonal communication skills are essential for students, particularly in supporting social interaction and work readiness in the hospitality field. However, preliminary observations indicated that the interpersonal communication skills of eleventh-grade students in the Hospitality Accommodation Department at SMKN 4 Mataram were relatively low, especially in the aspects of empathy, openness, and interpersonal relationships. Therefore, this study aimed to examine the effect of group counseling on students’ interpersonal communication skills. This study employed a quantitative approach with a one group pre-test post-test design. The sample consisted of 8 students selected through purposive sampling based on low interpersonal communication scores. The research instrument was a Likert-scale questionnaire developed based on five dimensions of interpersonal communication proposed by De Vito: openness, empathy, supportiveness, positiveness, and equality. The instrument testing showed that out of 35 items, 30 were valid with a Cronbach’s Alpha reliability coefficient of 0.83 (high category). The treatment was conducted through six sessions of group counseling using role-playing and group discussion techniques. Data were analyzed using a paired sample t-test. The results showed that the calculated value (5.401) was higher than the table value (2.365) at a 5% significance level with 7 degrees of freedom. Thus, the null hypothesis was rejected, indicating that group counseling had a significant effect on students’ interpersonal communication skills. The greatest improvement was found in the dimensions of empathy and openness. ABSTRAK Kemampuan komunikasi interpersonal merupakan keterampilan penting yang harus dimiliki siswa, terutama dalam mendukung interaksi sosial dan kesiapan kerja di bidang perhotelan. Namun, hasil observasi awal menunjukkan bahwa kemampuan komunikasi interpersonal siswa kelas XI Jurusan Akomodasi Perhotelan di SMKN 4 Mataram masih tergolong rendah, khususnya pada aspek empati, keterbukaan, dan hubungan antarpribadi. Oleh karena itu, penelitian ini bertujuan untuk mengetahui pengaruh konseling kelompok terhadap kemampuan komunikasi interpersonal siswa. Penelitian ini menggunakan pendekatan kuantitatif dengan desain eksperimen one group pre-test post-test design. Sampel penelitian berjumlah 8 siswa yang dipilih melalui teknik purposive sampling berdasarkan skor komunikasi interpersonal yang rendah. Instrumen penelitian berupa angket skala Likert yang dikembangkan berdasarkan lima dimensi komunikasi interpersonal menurut De Vito, yaitu keterbukaan, empati, sikap mendukung, sikap positif, dan kesetaraan. Hasil uji instrumen menunjukkan bahwa dari 35 butir pernyataan, sebanyak 30 butir dinyatakan valid dengan koefisien reliabilitas Alpha Cronbach sebesar 0,83 yang termasuk kategori tinggi. Perlakuan diberikan melalui layanan konseling kelompok sebanyak enam sesi dengan teknik role playing dan diskusi kelompok. Analisis data menggunakan uji paired sample t-test. Hasil penelitian menunjukkan bahwa nilai lebih besar dari pada taraf signifikansi 5% dengan derajat kebebasan (db) = 7. Dengan demikian, hipotesis nol ditolak, sehingga dapat disimpulkan bahwa terdapat pengaruh yang signifikan konseling kelompok terhadap kemampuan komunikasi interpersonal siswa. Peningkatan terbesar terjadi pada dimensi empati dan keterbukaan.

UPAYA MENINGKATKAN KERJASAMA MELALUI MODEL PEMBELAJARAN TEAM GAMES TOURNAMENT (TGT) PADA ANAK USIA 5-6 TAHUN Iin Khoirinnisa; Nahdiyah Hidayah
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.v6i2.9917

The low cooperative skills of 5-6 year old children at the Putra Parikesit Kindergarten are the background of this study, characterized by selfish behavior during play and difficulty sharing. The focus of the study was directed at improving these social skills through the Team Games Tournament (TGT) cooperative model. This study used the Kurt Lewin Classroom Action Research design model which includes two systematic cycles including planning, action, observation, and reflection. Quantitative data from observations showed a significant increase in three main indicators. The ability to build good relationships increased from an initial condition of 35% to 75% in the first cycle, and reached 90% at the end of the second cycle. The emotional control indicator also increased from 25% to 80%, while the sense of responsibility developed from 35% to 85%. The research findings revealed that the elements of healthy competition and team play in TGT can trigger enthusiasm and collective awareness in children to help each other and communicate positively. The main conclusion confirms that the TGT model has proven to be very effective as an innovative strategy in optimizing the social-emotional development of early childhood. The implementation of this model has successfully transformed the classroom atmosphere to be more active, harmonious, and collaborative, so it is worthy of being used as a reference for educators to build children's cooperative character through a systematically planned play-while-learning method to ensure the achievement of collective social moral indicators.

PENGEMBANGAN MEDIA PEMBELAJARAN BERBASIS BUDAYA PAPUA MELALUI PERMAINAN CONGKLAK BERMOTIF PAPUA Nahrun Najib Siregar; Ahmad Rante Suparman; Ebeneser Wacner Simamora; Andi Fajeriani Wyrasti
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.v6i2.9937

ABSTRACT The low integration of Papuan local cultural values into learning media has made the learning process less contextual and has not effectively fostered pride in regional culture. This study aims to develop a Papuan culture–based learning medium through a Papuan-motif congklak game that is feasible, practical, and effective for use in thematic learning. The research method used in this study is Research and Development (R&D) employing the ADDIE model, which consists of five stages: analysis, design, development, implementation, and evaluation. The research subjects were students of the Primary School Teacher Education Program at the Universitas Papua, with three expert validators assessing the content, media, and cultural aspects. The validation results indicate that the Papuan-motif congklak learning media obtained an average score of 3.83 and was categorized as highly valid. The practicality test, based on student response questionnaires, yielded an average score of 3.72, indicating a very positive category, while the learning outcomes test showed an average score of 84.01, classified as high, with more than 80% of students achieving learning mastery. These results demonstrate that the Papuan-motif congklak learning media is effective in enhancing students’ motivation and learning outcomes while strengthening their understanding of Papuan cultural values. Therefore, this learning media is considered highly appropriate as an innovative tool in thematic learning that not only improves learning outcomes but also supports the preservation of Papuan local culture through the integration of local wisdom values into the educational process. ABSTRAK Rendahnya integrasi nilai-nilai budaya lokal Papua dalam media pembelajaran menyebabkan proses belajar menjadi kurang kontekstual dan belum mampu menumbuhkan rasa kebanggaan terhadap budaya daerah. Penelitian ini bertujuan untuk mengembangkan media pembelajaran berbasis budaya Papua melalui permainan congklak bermotif Papua yang layak, praktis, dan efektif digunakan dalam pembelajaran tematik. Metode penelitian yang diterapkan dalam studi ini adalah penelitian dan pengembangan (Research and Development) dengan menggunakan model ADDIE yang mencakup lima tahapan, yaitu analisis, perancangan, pengembangan, implementasi, dan evaluasi. Subjek penelitian terdiri atas mahasiswa Program Studi Pendidikan Guru Sekolah Dasar Universitas Papua, dengan tiga validator ahli yang menilai aspek isi, media, dan budaya. Hasil validasi menunjukkan bahwa media pembelajaran congklak bermotif Papua memperoleh skor rata-rata 3,83 dan tergolong sangat valid. Uji kepraktisan melalui angket respon mahasiswa memperoleh skor rata-rata 3,72 yang menunjukkan kategori sangat positif, sedangkan hasil tes belajar menunjukkan nilai rata-rata 84,01 yang tergolong tinggi, dengan lebih dari 80% mahasiswa mencapai ketuntasan belajar. Hasil tersebut menunjukkan bahwa media pembelajaran congklak bermotif Papua efektif dalam meningkatkan motivasi dan hasil belajar mahasiswa, sekaligus memperkuat pemahaman mereka terhadap nilai-nilai budaya Papua. Dengan demikian, media pembelajaran ini dinyatakan sangat layak digunakan sebagai sarana inovatif dalam pembelajaran tematik yang tidak hanya meningkatkan hasil belajar, tetapi juga mendukung pelestarian budaya lokal Papua melalui integrasi nilai-nilai kearifan lokal ke dalam proses pendidikan.

HUBUNGAN TINGKAT EKONOMI KELUARGA DENGAN HASIL BELAJAR SISWA Baiq Nana Apriani; Nuraeni Nuraeni; M. Chairul Anam
TEACHING : Jurnal Inovasi Keguruan dan Ilmu Pendidikan Vol. 4 No. 4 (2024)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/teaching.v4i4.9943

ABSTRACT Family socioeconomic status is an external factor that can influence students’ learning outcomes, particularly in terms of access to learning facilities and educational support. This study aims to determine the relationship between family socioeconomic status and students’ learning outcomes at SMPN 1 Praya Barat Daya in the 2020/2021 academic year. This study employed a quantitative approach with an ex post facto correlational design. The population consisted of 107 students in grades VIII and IX, all of whom were selected as the sample using a population study technique. Data on family socioeconomic status were collected using a Likert-scale questionnaire based on indicators of income, parents’ educational level, and ownership of learning facilities, while data on learning outcomes were obtained from students’ report card scores. Data were analyzed using the Pearson Product Moment correlation. The results showed that the calculated was greater than the table value at a 5% significance level. This indicates a positive and significant relationship between family socioeconomic status and students’ learning outcomes, with a strong correlation level. The coefficient of determination of 51.7% indicates the contribution of family socioeconomic status to students’ learning outcomes. ABSTRAK Kondisi sosial ekonomi keluarga merupakan faktor eksternal yang dapat memengaruhi hasil belajar siswa, terutama dalam hal ketersediaan fasilitas dan dukungan pendidikan. Penelitian ini bertujuan untuk mengetahui hubungan antara tingkat ekonomi keluarga dengan hasil belajar siswa di SMPN 1 Praya Barat Daya Tahun Pelajaran 2020/2021. Penelitian ini menggunakan pendekatan kuantitatif dengan desain ex post facto korelasional. Populasi penelitian berjumlah 107 siswa kelas VIII dan IX, yang seluruhnya dijadikan sampel melalui teknik studi populasi. Data tingkat ekonomi keluarga dikumpulkan menggunakan angket skala Likert berdasarkan indikator pendapatan, pendidikan orang tua, dan fasilitas belajar, sedangkan data hasil belajar diperoleh dari nilai rapor. Analisis data menggunakan korelasi Product Moment Pearson. Hasil penelitian menunjukkan bahwa nilai lebih besar dari pada taraf signifikansi 5%. Hal ini menunjukkan adanya hubungan positif dan signifikan antara tingkat ekonomi keluarga dengan hasil belajar siswa dengan kekuatan korelasi kategori kuat. Koefisien determinasi sebesar 51,7% menunjukkan kontribusi tingkat ekonomi keluarga terhadap hasil belajar siswa.

AI DEPENDENCY AND INDEPENDENT LEARNING: A SEQUENTIAL EXPLANATORY MIXED-METHODS ANALYSIS OF STUDENTS’ PERCEPTIONS IN ENGLISH LANGUAGE EDUCATION Elis Suminar; Slamet Asari
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.v6i2.9979

ABSTRACT The advancement of Artificial Intelligence (AI) technology has driven significant changes in how students learn English, particularly in relation to the potential emergence of dependency on such technologies. AI tools such as grammar checkers, machine translation, and generative text platforms assist students in understanding materials and improving their language skills independently. This study aims to examine students’ perceptions of their dependency on AI in supporting independent English language learning. This research employs a mixed-methods approach, collecting data through questionnaires administered to 30 EFL students and semi-structured interviews with five purposively selected participants. The findings indicate that students appreciate the use of AI tools such as Grammarly, Google Translate, and ChatGPT for providing instant feedback, personalized learning experiences, and improved language proficiency. On the other hand, the findings also reveal a tendency toward dependency, which may reduce learners’ initiative in independent study if not properly managed. The study concludes that the use of AI can effectively support learner autonomy when applied responsibly, strategically, and in balance with conventional learning methods. This study provides insights for educational stakeholders in leveraging AI to promote independent learning and digital literacy. ABSTRAK Kemajuan teknologi Kecerdasan Buatan (Artificial Intelligence/AI) telah mendorong perubahan signifikan dalam cara mahasiswa mempelajari bahasa Inggris, khususnya terkait potensi munculnya ketergantungan dalam penggunaan teknologi tersebut. Alat-alat AI seperti pemeriksa tata bahasa, penerjemah otomatis, dan platform pembuat teks generatif membantu mahasiswa memahami materi serta meningkatkan keterampilan bahasa secara mandiri. Penelitian ini bertujuan untuk mengkaji persepsi mahasiswa terhadap ketergantungan mereka pada AI dalam mendukung pembelajaran bahasa Inggris secara mandiri. Penelitian ini menggunakan pendekatan metode campuran dengan pengumpulan data melalui kuesioner terhadap 30 mahasiswa EFL dan wawancara semi-terstruktur dengan lima partisipan yang dipilih secara purposif. Hasil penelitian menunjukkan bahwa mahasiswa mengapresiasi penggunaan alat AI seperti Grammarly, Google Translate, dan ChatGPT karena mampu memberikan umpan balik instan, pengalaman belajar yang terpersonalisasi, serta peningkatan kemampuan bahasa. Di sisi lain, temuan juga menunjukkan adanya kecenderungan ketergantungan yang berpotensi mengurangi inisiatif belajar mandiri apabila tidak dikontrol dengan baik. Simpulan penelitian ini menegaskan bahwa pemanfaatan AI dapat secara efektif mendukung kemandirian belajar mahasiswa apabila digunakan secara bijak, terarah, dan diimbangi dengan strategi pembelajaran konvensional. Penelitian ini memberikan wawasan bagi pemangku kepentingan pendidikan dalam memanfaatkan AI untuk mendorong kemandirian belajar dan literasi digital.

IMPLEMENTASI METODE RECIPROCAL TEACHING BERBASIS KECAKAPAN BERPIKIR KRITIS DALAM MENINGKATKAN PEMAHAMAN KONSEP AKIDAH AKHLAK Tri Marissa Hiza; Baharudin Baharudin; Agus Susanti
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.v6i2.9999

Learning Akidah Akhlak has an important role in shaping students' understanding of faith and moral behavior, but in practice the learning process is still often dominated by conventional methods centered on teachers so that student involvement and critical thinking skills have not developed optimally. This study aims to determine the implementation of the reciprocal teaching learning method based on critical thinking skills in improving students' understanding of the concept of Moral Faith. This study uses a qualitative approach with a descriptive type of research. Data collection techniques are carried out through observation, interviews, and documentation, then analyzed through the stages of data reduction, data presentation, and conclusion drawn. The results of the study show that the reciprocal teaching learning method is applied through four main stages, namely predicting, questioning, clarifying, and summarizing which encourage students to discuss, ask, and re-explain the material learned. Although the level of student activity is still relatively low, this method shows the potential in helping students understand the concept of Moral Faith through discussion activities, explaining material to each other, and clarifying understanding between students. Thus, the reciprocal teaching learning method can be an alternative learning strategy that supports improving students' understanding of concepts and critical thinking skills.

ANALISIS KEBUTUHAN PESERTA DIDIK TERHADAP PERMAINAN ROUND OF DRAGON SNAKE RAINBOW SEBAGAI MEDIA LAYANAN BIMBINGAN KONSELING Noor Halisa Anhar; Sulistiyana Sulistiyana; Nina Permata Sari
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.v6i2.10009

Education in the globalization era demands mastery of social-emotional intelligence, but traditional counseling methods are often considered less appealing by Generation Z, who are accustomed to interactive technology. This study focuses on analyzing students' needs for the Round of Dragon Snake Rainbow game as an innovative medium for guidance and counseling services. Using a descriptive quantitative approach, this study involved forty-five eighth-grade students at SMP Negeri Tujuh Belas Banjarmasin through a purposive sampling technique. The systematic research stages included distributing digital-based questionnaires that measured social-emotional aspects, observations, values, and social responsibility, then analyzed using descriptive statistics. The research findings revealed that the majority of respondents needed this media with an average score of 135.33. Quantitatively, 60 percent of students were in the high-needs category, while 22 percent were in the medium category, and the remaining 18 percent were in the low category. Analysis per dimension showed that the most dominant needs were in the value aspect at 60 percent and the observation aspect at 56 percent. The main conclusion confirms that the Round of Dragon Snake Rainbow game is urgently needed to be implemented as an interactive, fun, and relevant counseling service for adolescents. This media has been proven to facilitate active student involvement while supporting holistic character development through direct learning experiences that are very meaningful for all students.

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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

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