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KONTRIBUSI GURU PENDIDIKAN AGAMA KRISTEN DALAM MEMBENTUK KARAKTER SISWA DI SMA KRISTEN 1 SURAKARTA Nisa Dwi Apriyani; Justin Niaga Siman Juntak
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.v6i3.14543

This study is motivated by the importance of character education in responding to globalization and technological advancement, which have contributed to the decline of students' moral values. The focus of this research is to examine the contribution of Christian Religious Education (CRE) teachers in shaping students' character at SMA Kristen 1 Surakarta based on Thomas Lickona's character theory, which includes moral knowing, moral feeling, and moral action. This study employed a descriptive qualitative method with data collected through interviews, observation, and documentation involving one CRE teacher and eight students selected purposively. The findings indicate that the CRE teacher plays a crucial role as an educator, guide, and role model in instilling Christian values such as love, honesty, responsibility, discipline, and care for others. The strategies applied include contextual learning, devotion activities, case discussions, habituation, and personal approach. The study also reveals positive changes in students' character, although gaps remain due to environmental, family, and social media influences. In conclusion, character formation requires continuous internalization of values through teacher exemplification and strong collaboration between school, family, and social environment to ensure holistic and sustainable character education. ABSTRAK Penelitian ini dilatarbelakangi oleh pentingnya pendidikan karakter dalam menghadapi era globalisasi dan kemajuan teknologi yang berdampak pada penurunan moralitas peserta didik. Fokus utama kajian ini adalah menganalisis kontribusi guru Pendidikan Agama Kristen (PAK) dalam pembentukan karakter siswa di SMA Kristen 1 Surakarta berdasarkan teori Thomas Lickona yang mencakup moral knowing, moral feeling, dan moral action. Penelitian ini menerapkan metode deskriptif kualitatif dengan teknik pengumpulan data berupa wawancara mendalam, observasi partisipatif, serta dokumentasi terhadap satu guru PAK dan delapan siswa yang dipilih secara purposive sampling. Hasil penelitian menunjukkan bahwa guru PAK menjalankan peran strategis sebagai pendidik, pembimbing, dan teladan dalam menanamkan nilai-nilai Kristiani seperti kasih, kejujuran, tanggung jawab, disiplin, dan kepedulian. Strategi yang diterapkan meliputi pembelajaran kontekstual, renungan harian, diskusi kasus, pembiasaan positif, dan pendekatan personal. Penelitian mendokumentasikan adanya peningkatan karakter siswa, meskipun tantangan akibat pengaruh media sosial dan lingkungan keluarga masih ditemukan. Kesimpulannya, pembentukan karakter memerlukan internalisasi nilai yang konsisten melalui keteladanan guru serta sinergi antara sekolah, keluarga, dan lingkungan sosial masyarakat.

PENGARUH MODEL PEMBELAJARAN PROBLEM BASED LEARNING BERBANTUAN MEDIA PADICERNA TERHADAP MOTIVASI BELAJAR DAN PEMAHAMAN KONSEP SISWA KELAS V SD Fitrotin Nisa’; Sukamto Sukamto; Sunan Baedowi
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.v6i3.14544

Low motivation and conceptual understanding in Science and Social Studies (IPAS) digestive system materials in elementary schools require innovative, interactive, and contextual learning models. This study aims to analyze the effect of Problem Based Learning (PBL) assisted by PADICERNA media on learning motivation and conceptual understanding, as well as the effect of learning motivation on conceptual understanding. This quantitative pre-experimental research using a one group pretest-posttest design involved 28 fifth-grade students selected via purposive sampling. Data were collected using questionnaires and written tests, then analyzed using paired sample t-test and simple linear regression. Results showed an increase in mean learning motivation from 65.71 to 68.35 (p=0.003) and mean conceptual understanding from 56.71 to 79.28 (p=0.000). However, the regression test of motivation on conceptual understanding yielded a significance value of 0.452. The study concludes that PBL assisted by PADICERNA significantly improves motivation and conceptual understanding separately, although learning motivation has no significant direct effect on conceptual understanding. ABSTRAK Rendahnya motivasi dan pemahaman konsep IPAS materi sistem pencernaan di sekolah dasar membutuhkan inovasi model pembelajaran yang interaktif dan kontekstual. Penelitian ini bertujuan menganalisis pengaruh model Problem Based Learning (PBL) berbantuan media PADICERNA terhadap motivasi belajar dan pemahaman konsep siswa, serta menganalisis pengaruh motivasi belajar terhadap pemahaman konsep. Penelitian kuantitatif pre-experimental dengan rancangan one group pretest-posttest design ini melibatkan 28 siswa kelas VA SDN Kalicari 01 yang dipilih melalui teknik purposive sampling. Data dikumpulkan melalui angket dan tes tertulis, lalu dianalisis menggunakan uji paired sample t-test serta regresi linear sederhana. Hasil pengujian menunjukkan peningkatan rata-rata motivasi belajar dari 65,71 menjadi 68,35 (p=0,003) dan rata-rata pemahaman konsep dari 56,71 menjadi 79,28 (p=0,000). Namun, uji regresi motivasi terhadap pemahaman konsep menghasilkan nilai signifikansi 0,452. Penelitian menyimpulkan bahwa model PBL berbantuan PADICERNA secara signifikan meningkatkan motivasi belajar dan pemahaman konsep siswa secara terpisah, meskipun motivasi belajar tidak berpengaruh langsung secara signifikan terhadap pemahaman konsep.

IMPLEMENTASI PEMBELAJARAN KONTEKSTUAL BERBASIS LAHAN BASAH SEBAGAI UPAYA OPTIMALISASI PERKEMBANGAN ANAK USIA DINI Farah Dhafiya; Aslamiah Aslamiah
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.v6i3.14545

The utilization of the surrounding environment as an early childhood learning medium has not been optimally explored in wetland-area early childhood centers. This study aims to describe the implementation of wetland-based contextual learning and examine its potential in optimizing early childhood development. A qualitative case study design was applied to five children aged 4–5 years at PAUD Cempaka Putih through participatory observation, checklists, anecdotal records, and portfolios. Specific results show that religious-moral, physical-motor, and cognitive aspects developed very optimally and evenly through concrete activities such as counting frogs and imitating jumping movements. However, expressive language and socio-emotional aspects showed diverse dynamics, where some children required gradual scaffolding to speak confidently before groups and regulate emotions during unintentional physical conflicts. In conclusion, the implementation of wetland-based contextual learning effectively optimizes holistic child development, yet it requires continuous individualized stimulation strategies. This local ecosystem-based learning proves capable of providing concrete learning experiences that support the success of early childhood developmental stimulation within early education institutions. ABSTRAK Pemanfaatan lingkungan sekitar sebagai media belajar anak usia dini belum terekspos optimal pada lembaga PAUD daerah rawa. Penelitian ini bertujuan mendeskripsikan implementasi pembelajaran kontekstual berbasis lahan basah serta mengkaji potensinya dalam mengoptimalkan perkembangan anak. Metode kualitatif studi kasus diterapkan pada lima anak usia 4–5 tahun di PAUD Cempaka Putih melalui observasi partisipatif, checklist, catatan anekdot, dan portofolio. Hasil spesifik menunjukkan aspek nilai agama-moral, fisik-motorik, dan kognitif berkembang sangat optimal serta merata melalui aktivitas menghitung jumlah kodok dan menirukan gerakan melompat. Namun, aspek bahasa ekspresif dan sosial-emosional menunjukkan dinamika beragam, di mana sebagian anak memerlukan pendampingan bertahap untuk berani berbicara di depan kelompok serta mengelola regulasi emosi saat timbul konflik fisik tidak disengaja. Kesimpulannya, implementasi pembelajaran kontekstual berbasis lahan basah efektif mengoptimalkan perkembangan anak secara holistik, tetapi tetap memerlukan strategi stimulasi individual yang berkelanjutan. Pembelajaran berbasis ekosistem lokal ini terbukti mampu menghadirkan pengalaman belajar konkret yang mendukung keberhasilan stimulasi seluruh aspek perkembangan anak secara berkelanjutan di lembaga pendidikan anak usia dini.

PENGEMBANGAN BUKU TEKS TENTANG PERADABAN ALAT TULIS BERBASIS PjBL UNTUK MENANAMKAN INTEGRITAS ANAK Elisabeth Revika Hadrianti; Gregorius Ari Nugrahanta
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.v6i3.14546

Moral degradation and academic dishonesty in elementary schools demand innovative learning materials that internalize character values. This study aims to develop and test the feasibility and effectiveness of a Project-Based Learning (PjBL) textbook themed "Stationery Civilization" to foster integrity in elementary students. The Research and Development (R&D) method with the ADDIE model (Analysis, Design, Development, Implementation, Evaluation) was applied, involving 10 expert validators and 35 fifth-grade students. The expert validation results showed an average score of 3.84 (very good category). The effectiveness test results revealed an increase in the mean integrity score of the experimental group by 89% (1.82 to 3.44), significantly higher than the control group's 77% (1.75 to 3.09) with p < 0.05. Qualitative findings confirmed enhanced honesty, discipline, and responsibility during project completion. Based on the results, the PjBL textbook on stationery civilization is proven to be feasible and highly effective in fostering integrity among elementary school students. ABSTRAK Degradasi moral dan maraknya kecurangan akademik pada usia sekolah dasar menuntut adanya inovasi bahan ajar yang secara spesifik menginternalisasi nilai-nilai karakter. Penelitian ini bertujuan untuk mengembangkan dan menguji kelayakan serta efektivitas buku teks berbasis Project-Based Learning (PjBL) bertema "Peradaban Alat Tulis" untuk menanamkan karakter integritas siswa sekolah dasar. Metode yang digunakan adalah Research and Development (R&D) dengan model ADDIE (Analysis, Design, Development, Implementation, Evaluation) yang melibatkan 10 pakar validator dan 35 siswa kelas V SD. Hasil validasi ahli menunjukkan skor rerata 3,84 (kategori sangat baik). Hasil uji efektivitas pretest-posttest menunjukkan peningkatan rerata skor integritas pada kelompok eksperimen sebesar 89% ( menjadi ), signifikan lebih tinggi dibanding kelompok kontrol sebesar 77% ( menjadi ) dengan . Temuan kualitatif mengonfirmasi menguatnya perilaku jujur, disiplin, dan bertanggung jawab selama penyelesaian proyek. Kesimpulannya, buku teks berbasis PjBL peradaban alat tulis ini terbukti sangat layak dan efektif dalam menumbuhkan karakter integritas peserta didik sekolah dasar.

PROFESSIONAL DEVELOPMENT THROUGH LIVED EXPERIENCE: A NARRATIVE INQUIRY OF AN ELEMENTARY ENGLISH TEACHER Silvia Sari Setyowati; Fitri Budi Suryani; Titis Sulistyowati
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.v6i3.14547

Teacher professional development usually takes the formal process and activities to increase teachers’ professional skill. However, in practice, it is also shaped by teachers’ individual lived experiences. This study aims to explore the lived experiences of an English teacher at a rural elementary school in Indonesia. The study applied narrative design. The data were collected through in-depth interviews and anaylsed qualitatively. The findings reveal that the influence of teaching practice in college in contructing professionaal identity, the use of adaptive strategis regarding the challenges intecahing in a rural area, and the integration of informaal experiences and popular culture to enhance students' cross-cultural awareness. This study concludes that professional development is a reflective process that connects personal and professional sides. Therefeore, it recommends the education authorities to provide teacher development programs that support lived experinecs and contextual aspects beside general technical training. ABSTRAK Pengembangan profesional guru umumnya dipahami sebagai proses dan kegiatan formal untuk meningkatkan kompetensi profesional guru. Namun, dalam praktiknya, pengembangan tersebut juga dibentuk oleh pengalaman hidup individu yang dimiliki guru. Penelitian ini bertujuan untuk mengeksplorasi pengalaman hidup seorang guru bahasa Inggris di sekolah dasar pedesaan di Indonesia. Penelitian ini menggunakan desain naratif. Data dikumpulkan melalui wawancara mendalam dan dianalisis secara kualitatif. Hasil penelitian menunjukkan adanya pengaruh praktik mengajar selama perkuliahan dalam membentuk identitas profesional guru, penggunaan strategi adaptif dalam menghadapi tantangan mengajar di daerah pedesaan, serta integrasi pengalaman informal dan budaya populer untuk meningkatkan kesadaran lintas budaya siswa. Penelitian ini menyimpulkan bahwa pengembangan profesional guru merupakan proses reflektif yang menghubungkan aspek personal dan profesional. Oleh karena itu, penelitian ini merekomendasikan agar otoritas pendidikan menyediakan program pengembangan guru yang mendukung pengalaman hidup dan aspek kontekstual selain pelatihan teknis secara umum.

IMPLEMENTASI BUKU TATA TERTIB SEKOLAH DALAM PENANAMAN KARAKTER DISIPLIN PESERTA DIDIK DI SMKN 1 KOTA CILEGON Agista Saffa; Ratna Sari Dewi; Reza Mauldy Raharja
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.v6i3.14548

The prevalence of student disciplinary infractions in vocational schools necessitates a structured rule-enforcement mechanism utilizing adaptive regulations. This study aims to describe the implementation of school regulations in fostering student discipline at SMKN 1 Cilegon, the resulting outcomes, and the supporting and inhibiting factors. A qualitative case study method was employed, gathering data through observation, in-depth interviews with eight informants (vice-principal, guidance counselor, school discipline coordinator, and students), and document analysis. The findings indicate that the regulations were implemented through the School Environment Introduction Period (MPLS) orientation, morning assemblies, the cultivation of school culture (ROJALI and the DIGITAL slogan), the digitization of regulations via barcodes, and a system of supervision and educational sanctions. This implementation successfully improved punctuality, personal neatness, and adherence to school rules. The study concludes that digitizing regulations, when coupled with teachers setting a good example, is effective in sustainably shaping a disciplined character. ABSTRAK Maraknya pelanggaran disiplin peserta didik di sekolah kejuruan menuntut adanya mekanisme penegakan aturan yang terstruktur melalui media tata tertib yang adaptif. Penelitian ini bertujuan mendeskripsikan implementasi tata tertib sekolah dalam penanaman karakter disiplin peserta didik di SMKN 1 Kota Cilegon, hasil pencapaiannya, serta faktor pendukung dan penghambatnya. Metode kualitatif studi kasus digunakan dengan mengumpulkan data melalui observasi, wawancara mendalam terhadap 8 informan (wakil kepala sekolah, guru Bimbingan Konseling, Pembina Penegak Disiplin Sekolah, dan peserta didik), serta dokumentasi. Hasil penelitian menunjukkan bahwa implementasi tata tertib dilakukan melalui sosialisasi Masa Pengenalan Lingkungan Sekolah (MPLS), apel pagi, pembiasaan budaya sekolah (ROJALI dan slogan DIGITAL), digitalisasi tata tertib berbasis barcode, serta pengawasan dan sanksi edukatif. Implementasi tersebut berhasil meningkatkan kedisiplinan waktu, kerapian, dan kepatuhan aturan sekolah. Implikasi penelitian menegaskan bahwa digitalisasi tata tertib yang diimbangi keteladanan guru efektif membentuk karakter disiplin secara berkelanjutan.

PENGEMBANGAN STRATEGI PEMBELAJARAN INOVATIF BERBASIS FUNGSI NEUROKOGNITIF DALAM MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS DAN KREATIVITAS SISWA Zakiah Basuni
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.v6i3.14550

The low levels of critical thinking and creativity among junior high school students indicate the need for instructional strategies that not only focus on content mastery but also optimize students’ neurocognitive functions. This study aimed to develop and evaluate the effectiveness of the CERDAS Learning Strategy (Connect, Explore, Reflect, Develop, Action, Share), which is based on neurocognitive functions, in improving students’ critical thinking and creativity. The study employed a Research and Development (R&D) approach using the ADDIE model, consisting of Analysis, Design, Development, Implementation, and Evaluation stages. The developed product was validated by subject-matter and pedagogical experts, then tested for practicality and effectiveness through a quasi-experimental design using a Nonequivalent Control Group Design involving 64 junior high school students divided into experimental and control groups. Data were collected through expert validation, observations, questionnaires, and critical thinking and creativity tests, and analyzed using percentage scores, N-Gain analysis, and the Mann–Whitney test. The findings revealed that the CERDAS strategy demonstrated very high validity with an average score of 94.16% and very high practicality with a syntax implementation rate of 94.33%. The strategy was also proven effective in significantly improving students’ critical thinking and creativity (p<0.05). The experimental group achieved an N-Gain score of 0.7149 (high category) for critical thinking and 0.6881 (moderate-to-high category) for creativity, outperforming the control group, which obtained scores of 0.3560 and 0.3036, respectively. It can be concluded that the neurocognitive-based CERDAS Learning Strategy is valid, practical, and effective in enhancing junior high school students’ critical thinking and creativity. ABSTRAK Rendahnya keterampilan berpikir kritis dan kreativitas siswa sekolah menengah pertama menunjukkan perlunya strategi pembelajaran berorientasi optimasi fungsi neurokognitif . Penelitian ini bertujuan mengembangkan serta menguji efektivitas Strategi Pembelajaran CERDAS (Connect, Explore, Reflect, Develop, Action, Share) berbasis fungsi neurokognitif untuk meningkatkan kemampuan berpikir kritis dan kreativitas. Menggunakan metode Research and Development (R&D) model ADDIE (Analysis, Design, Development, Implementation, Evaluation), produk divalidasi ahli serta diuji melalui eksperimen semu terhadap 64 siswa. Data dianalisis secara deskriptif, N-Gain, dan uji Mann-Whitney. Hasil penelitian menunjukkan strategi CERDAS memiliki validitas sangat tinggi (94,16%) dan kepraktisan sangat tinggi (94,33%). Strategi ini terbukti efektif meningkatkan berpikir kritis dan kreativitas siswa secara signifikan. Kelas eksperimen memperoleh N-Gain berpikir kritis sebesar 0,7149 serta kreativitas sebesar 0,6881, lebih tinggi dibanding kelas kontrol. Kesimpulannya, Strategi Pembelajaran CERDAS valid, praktis, dan efektif meningkatkan berpikir kritis serta kreativitas siswa.

MODEL INTERNALISASI NILAI HUMANIS RELIGIUS DALAM PENGEMBANGAN PESANTREN RAMAH ANAK Ainun Umami; Sururin Sururin; Suwendi Suwendi
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.v6i3.14552

The increasing cases of violence and bullying in Islamic boarding schools highlight the importance of strengthening Islamic education that emphasizes not only formal religiosity but also child protection through humanitarian values. This study aims to analyze the model of internalizing religious humanist values in the development of Child-Friendly Islamic Boarding Schools (Pesantren Ramah Anak) related to child protection from violence and bullying at Pesantren Al-Hamidiyah, Depok City. This study employed a qualitative approach using a case study method. Data were collected through observation, interviews, and documentation, then analyzed through data reduction, data display, and conclusion drawing. The findings show that the internalization of religious humanist values is implemented through aspects of caregiving and supervision, curriculum and learning processes, facilities and infrastructure, as well as general boarding school services. The internalization process takes place through the stages of value transformation, value transaction, and value transinternalization. The values internalized include freedom, brotherhood, and equality based on the principles of tawhid and revelation. The implementation of these values contributes to creating a safer, more inclusive, non-violent boarding school environment that supports the protection of students from violence and bullying. This study produces a model for the internalization of religious humanist values built through the integration of values, internalization processes, and boarding school culture in realizing child-friendly Islamic education oriented toward child protection. ABSTRAK Maraknya kasus kekerasan dan perundungan di lingkungan pesantren menunjukkan pentingnya penguatan pendidikan Islam yang tidak hanya menekankan aspek religiusitas formal, tetapi juga perlindungan anak melalui nilai-nilai kemanusiaan. Penelitian ini bertujuan menganalisis model internalisasi nilai humanis religius dalam pengembangan Pesantren Ramah Anak terkait perlindungan anak dari kekerasan dan perundungan di Pesantren Al-Hamidiyah Kota Depok. Penelitian ini menggunakan pendekatan kualitatif dengan metode studi kasus. Data diperoleh melalui observasi, wawancara, dan dokumentasi, kemudian dianalisis melalui reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa internalisasi nilai humanis religius dilakukan melalui aspek kepengasuhan dan kemusyrifan, kurikulum dan proses pembelajaran, sarana dan prasarana, serta pelayanan umum pesantren. Proses internalisasi berlangsung melalui tahapan transformasi nilai, transaksi nilai, dan transinternalisasi nilai. Adapun nilai yang diinternalisasikan meliputi kebebasan, persaudaraan, dan kesetaraan yang berlandaskan prinsip tauhid dan wahyu. Implementasi nilai-nilai tersebut berkontribusi dalam menciptakan lingkungan pesantren yang aman, inklusif, non-kekerasan, dan mendukung perlindungan santri dari kekerasan dan perundungan. Penelitian ini menghasilkan model internalisasi nilai humanis religius yang dibangun melalui keterpaduan antara nilai, proses internalisasi, dan kultur pesantren dalam mewujudkan pendidikan pesantren yang ramah anak dan berorientasi pada perlindungan anak.

PENGARUH DIGITAL STORYTELLING TERHADAP KEMAMPUAN MENULIS TEKS NARASI PADA SISWA KELAS IV Rofi'atul Isti'anah; Mohammad Setyo Wardono; Nur Asitah; Achmad Wahyudi
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.v6i3.14564

The low level of story-writing skills among fourth-grade students served as the background for this study. The problem is evident in students who still struggle to come up with ideas, organize the sequence of events clearly, use capital letters and punctuation correctly, and choose the right words when writing stories. This study examines how the use of digital storytelling can help students in Class 4-B improve their narrative writing skills. This study employed a quantitative method using a One-Group Pretest–Posttest design. The study involved 23 students from Class 4-B. Research data were collected by administering a writing test consisting of narrative questions before the intervention (pretest) and after the intervention (posttest), using digital storytelling as the medium. The collected data were then analyzed for normality using the Shapiro–Wilk test and compared using a paired t-test. The analysis results showed that the mean pretest score was 56.48, which increased to 84.78 on the posttest. The normality test indicated that the data were normally distributed. The significance values were 0.888 for the pretest and 0.248 for the posttest. The results of the Paired t-test showed a Sig. (2-tailed) value of 0.000, which is less than 0.05. This indicates a significant difference between the pretest and posttest results. Therefore, it can be concluded that the use of digital storytelling has an impact on the narrative writing skills of fourth-grade students at SDN Pucang 4 Sidoarjo. ABSTRAK Rendahnya kemampuan menulis cerita di kalangan siswa kelas IV menjadi latar belakang dilakukannya penelitian ini. Masalahnya terlihat dari siswa yang masih mengalami kesulitan dalam menemukan ide, menyusun urutan peristiwa secara jelas, menggunakan huruf kapital dan tanda baca dengan benar, serta memilih kata-kata yang tepat saat menulis cerita. Penelitian ini mengkaji bagaimana penggunaan digital storytelling dapat membantu siswa kelas IV-B meningkatkan kemampuan menulis teks narasi. Penelitian ini menggunakan metode kuantitatif dengan desain penelitian One Group Pretest-Posttest Design. Penelitian melibatkan 23 siswa dari Kelas IV-B. Data penelitian dikumpulkan dengan memberikan tes menulis berupa soal narasi sebelum intervensi (pretest) dan setelah intervensi (posttest), dengan menggunakan digital storytelling sebagai medianya. Data yang dikumpulkan kemudian dianalisis normalitasnya menggunakan uji Shapiro–Wilk, lalu dibandingkan menggunakan uji t sampel berpasangan. Hasil analisis menunjukkan bahwa nilai rata-rata pretest adalah 56,48, dan meningkat menjadi 84,78 saat posttest. Uji normalitas menunjukkan bahwa data berdistribusi normal. Nilai signifikansi sebesar 0,888 untuk pretest dan 0,248 untuk posttest. Hasil dari uji t sampel berpasangan menunjukkan nilai Sig. (2-tailed) Sebesar 0,000, yaitu lebih kecil dari 0,05. Hal ini berarti terdapat perbedaan yang signifikan antara hasil pretest dan posttest. Dengan demikian, dapat disimpulkan bahwa penggunaan media digital storytelling berpengaruh terhadap kemampuan menulis teks narasi siswa kelas IV SDN Pucang 4 Sidoarjo.

PENERAPAN PENDEKATAN DEEP LEARNING PADA MATERI MERANCANG DAN MENGEMBANGKAN TEKS PROSEDUR DI SMK NU 1 SUKODADI KELAS XI Selfiana Mawarni; Bisarul Ihsan; Mustofa Mustofa
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.v6i3.14660

ABSTRACT Learning procedural texts in vocational high schools should not be limited to understanding their structures and linguistic features, but should also provide students with opportunities to actively experience the processes of designing, developing, and communicating ideas. In this context, the Deep Learning approach offers a learning experience through three dimensions: mindful learning, meaningful learning, and joyful learning. This study examines the implementation of these three dimensions in learning to design and develop procedural texts among 28 eleventh-grade students at SMK NU 1 Sukodadi. A qualitative descriptive approach supported by descriptive quantitative data was employed. Data were collected through observations of learning activities and learning outcome tests, then analyzed through data reduction, data presentation, conclusion drawing, and percentage analysis. During the learning process, both teacher and student activities demonstrated a very effective level of implementation. Learning outcomes obtained through individual tests and group assignments also indicated a high level of mastery according to the predetermined criteria. The integration of learning awareness, connections between learning materials and students’ experiences, and an enjoyable learning atmosphere provided opportunities for students to engage more actively and collaboratively in the learning process. Thus, the implementation of Deep Learning can serve as a relevant approach for supporting procedural text instruction that focuses not only on learning outcomes but also on the quality of students’ learning experiences. ABSTRAK Pembelajaran teks prosedur di sekolah menengah kejuruan tidak cukup diarahkan pada kemampuan memahami struktur dan kaidah, tetapi perlu memberi ruang bagi siswa untuk mengalami proses merancang, mengembangkan, dan mengomunikasikan gagasan secara aktif. Dalam konteks tersebut, pendekatan Deep Learning menawarkan pengalaman belajar melalui mindful learning, meaningful learning, dan joyful learning. Penelitian ini mengkaji penerapan ketiga dimensi tersebut pada pembelajaran merancang dan mengembangkan teks prosedur di kelas XI SMK NU 1 Sukodadi dengan melibatkan 28 siswa. Penelitian menggunakan pendekatan deskriptif kualitatif yang diperkuat data kuantitatif deskriptif. Informasi penelitian diperoleh melalui observasi aktivitas pembelajaran dan tes hasil belajar, kemudian dianalisis melalui reduksi data, penyajian data, penarikan kesimpulan, serta perhitungan persentase. Selama pembelajaran, aktivitas guru dan siswa menunjukkan keterlaksanaan pada kategori sangat efektif. Capaian belajar melalui tes individu maupun tugas kelompok juga memperlihatkan tingkat ketuntasan yang tinggi sesuai kriteria yang telah ditetapkan. Pola pembelajaran yang memadukan kesadaran belajar, keterkaitan materi dengan pengalaman, dan suasana yang menyenangkan memberikan ruang bagi siswa untuk terlibat dalam proses secara lebih aktif dan kolaboratif. Dengan demikian, penerapan Deep Learning dapat menjadi pendekatan yang relevan untuk mendukung pembelajaran teks prosedur yang tidak hanya berorientasi pada hasil, tetapi juga pada kualitas pengalaman belajar siswa.

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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

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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