Garuda - Garba Rujukan Digital

PENGARUH MODEL PEMBELAJARAN SAVI (SOMATIC, AUDIOTORY, VISUALIZATION AND INTELECTUALLY) UNTUK MENINGKATKAN HASIL BELAJAR SISWA Wendy Albert Saragih; Joen Parningotan Purba; Paska Sriulina Tarigan
TEACHING : Jurnal Inovasi Keguruan dan Ilmu Pendidikan Vol. 6 No. 4 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/teaching.v6i4.14317

Physical Education, Health, and Sport (PJOK) learning outcomes in elementary schools frequently remain suboptimal due to conventional instructional methods that fail to engage multiple sensory modalities. This empirical gap is evident in students' low mastery of flexibility movement concepts, where varied learning preferences are rarely facilitated simultaneously. Consequently, adopting an integrated learning model that synthesizes bodily movement with cognitive engagement is critical. This study aims to determine the effect of the SAVI (Somatic, Auditory, Visualization, and Intellectually) learning model on fourth-grade students' PJOK learning outcomes at SD Negeri 068332 Simalingkar during the 2025/2026 academic year. A quantitative pre-experimental method with a one-group pretest-posttest design was conducted on 30 students selected via total sampling. Data were gathered through expert-validated achievement tests and student response questionnaires. Findings revealed that the initial pretest average of 50.66 significantly increased to 78.50 in the posttest assessment. The paired sample t-test generated a t_"value" greater than the critical t_"table" (9.859≥1.697) at a significance level of 0.000 (p<0.05). Thus, the SAVI learning model exerts a statistically significant positive effect on enhancing primary students' physical education outcomes. ABSTRAK Hasil belajar Pendidikan Jasmani, Olahraga, dan Kesehatan (PJOK) di sekolah dasar sering kali belum mencapai ketuntasan optimal karena dominasi pembelajaran konvensional yang kurang mengintegrasikan seluruh modalitas sensori siswa. Kesenjangan ini tampak pada rendahnya pemahaman konsep serta keterampilan gerak materi kelenturan yang belum mengakomodasi keberagaman gaya belajar anak secara simultan. Oleh karena itu, penerapan model pembelajaran terpadu yang memadukan aktivitas fisik dan proses berpikir menjadi sangat penting untuk diterapkan. Penelitian ini bertujuan untuk menguji pengaruh model pembelajaran SAVI (Somatic, Auditory, Visualization, and Intellectually) terhadap peningkatan hasil belajar PJOK siswa kelas IV SD Negeri 068332 Simalingkar Tahun Pembelajaran 2025/2026. Pendekatan kuantitatif dengan desain pre-experimental tipe one-group pretest-posttest design diterapkan terhadap 30 siswa yang dipilih melalui teknik total sampling. Pengumpulan data menggunakan instrumen tes hasil belajar kognitif dan psikomotorik yang telah divalidasi ahli serta angket respon siswa. Hasil penelitian membuktikan bahwa rata-rata pretest sebesar 50,66 meningkat secara signifikan menjadi 78,50 pada perolehan posttest. Hasil analisis uji hipotesis menunjukkan nilai t_"hitung" lebih besar daripada t_"tabel" (9,859≥1,697) dengan signifikansi 0,000 (p<0,05). Dengan demikian, model pembelajaran SAVI berpengaruh signifikan dalam meningkatkan hasil belajar PJOK materi kelenturan pada siswa sekolah dasar.

PENGARUH MODEL DISCOVERY LEARNING BERBANTUAN MEDIA GAMBAR TERHADAP HASIL BELAJAR SISWA PADA PEMBELAJARAN IPAS Henny Br Sembiring; Dyan Wulan Sari HS; Juliana Panjaitan
TEACHING : Jurnal Inovasi Keguruan dan Ilmu Pendidikan Vol. 6 No. 4 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/teaching.v6i4.14318

Low student learning outcomes in natural and social sciences (IPAS) in elementary schools are frequently caused by the dominance of conventional lecture methods that lack concrete visual aids. The limited use of interactive media leaves students passive and struggling to grasp abstract scientific concepts. This study aims to determine the effect of the discovery learning model assisted by picture media on the IPAS learning outcomes of third-grade students at SD Negeri 060830 Medan Petisah in the 2025/2026 academic year. This study used a quantitative method with a quasi-experimental non-equivalent control group design. The research sample comprised 50 students divided into an experimental class (class III-A, ) taught using the discovery learning model assisted by picture media and a control class (class III-B, ) taught using conventional learning. Data were gathered through multiple-choice objective tests administered before (pretest) and after (posttest) the intervention. The results showed that the posttest average of the experimental class reached 82.60, outperforming the control class, which scored an average of 75.20. The inferential analysis confirms that the discovery learning model assisted by picture media exerts a positive and significant effect on improving elementary students' IPAS learning outcomes. ABSTRAK Rendahnya hasil belajar Ilmu Pengetahuan Alam dan Sosial (IPAS) di sekolah dasar sering kali dipicu oleh dominasi metode ceramah konvensional yang minim melibatkan visualisasi konkret. Keterbatasan penggunaan media interaktif menyebabkan peserta didik pasif dan mengalami kesulitan dalam memahami konsep ilmiah yang abstrak. Penelitian ini bertujuan untuk mengetahui pengaruh model discovery learning berbantuan media gambar terhadap hasil belajar IPAS siswa kelas III SD Negeri 060830 Medan Petisah Tahun Pembelajaran 2025/2026. Penelitian ini merupakan penelitian kuantitatif dengan desain eksperimen semu (quasi-experimental design) berbentuk nonequivalent control group design. Sampel penelitian berjumlah 50 siswa yang terbagi ke dalam kelas eksperimen (kelas III-A, ) dengan perlakuan model discovery learning berbantuan media gambar dan kelas kontrol (kelas III-B, ) dengan model pembelajaran konvensional. Data dihimpun melalui instrumen tes objektif pilihan ganda yang diberikan sebelum (pretest) dan sesudah (posttest) perlakuan. Hasil penelitian menunjukkan bahwa rata-rata posttest kelas eksperimen mencapai 82,60, lebih unggul dibandingkan kelas kontrol yang memperoleh rata-rata 75,20. Temuan analisis inferensial membuktikan bahwa penerapan model discovery learning berbantuan media gambar berpengaruh positif dan signifikan terhadap peningkatan hasil belajar IPAS siswa sekolah dasar.

PENGARUH DIGITAL STORYTELLING INTERACTIVE TERHADAP KEMAMPUAN KOLABORASI SISWA DALAM PEMBELAJARAN IPAS DI KELAS V SEKOLAH DASAR Nijma Adzkiya Ramadhani; Tia Citra Bayuni
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.v6i3.14360

ABSTRACT Differences in learning experiences between groups provide a basis for examining how interactive digital storytelling operates in IPAS learning for fifth-grade elementary school students. This study was directed at analyzing the effect of this medium on students’ collaboration skills by comparing achievement before and after learning between the treatment group and the control group. A total of 86 students participated in this quantitative study using a quasi-experimental approach and a nonequivalent control group design, with 43 students assigned to each group. Collaboration skills were measured using a 20-item questionnaire on a four-point Likert scale administered as a pretest and posttest. Data processing included descriptive statistics, the Shapiro-Wilk test, Levene’s test, an independent samples t-test, N-Gain, and Cohen’s d, with the assistance of SPSS. Initial equivalence was reflected in mean pretest scores of 31.16 for the experimental group and 31.26 for the control group (p = 0.872). Following the learning intervention, the respective mean posttest scores reached 68.51 and 45.19 (p = 0.000), with an N-Gain of 0.76 categorized as high for the experimental group and 0.28 categorized as low for the control group. Cohen’s d of 2.10 fell within the very large category. This pattern indicates that the change was not limited to final achievement and that interactive digital storytelling was associated with greater improvement in students’ collaboration skills within the IPAS learning context examined. ABSTRAK Perbedaan pengalaman belajar antarkelompok menjadi dasar untuk melihat bagaimana digital storytelling interactive bekerja dalam pembelajaran IPAS kelas V sekolah dasar. Penelitian ini diarahkan untuk menganalisis pengaruh media tersebut terhadap kemampuan kolaborasi siswa melalui perbandingan capaian sebelum dan sesudah pembelajaran pada kelompok yang memperoleh perlakuan dan kelompok kontrol. Sebanyak 86 siswa terlibat dalam penelitian kuantitatif dengan quasi experiment dan desain nonequivalent control group design, masing-masing 43 siswa pada kelompok eksperimen dan kontrol. Kemampuan kolaborasi diukur menggunakan angket 20 pernyataan berskala Likert empat tingkat yang diberikan sebagai pretest dan posttest. Pengolahan data mencakup statistik deskriptif, Shapiro-Wilk, Levene, independent samples t-test, N-Gain, dan Cohen’s d dengan bantuan SPSS. Kesetaraan awal terlihat dari rata-rata pretest 31,16 pada kelompok eksperimen dan 31,26 pada kelompok kontrol (p=0,872). Setelah pembelajaran, rata-rata posttest masing-masing mencapai 68,51 dan 45,19 (p=0,000), dengan N-Gain kelompok eksperimen sebesar 0,76 berkategori tinggi dan kelompok kontrol 0,28 berkategori rendah. Cohen’s d sebesar 2,10 termasuk kategori sangat besar. Pola tersebut memberikan gambaran bahwa perubahan tidak hanya tampak pada capaian akhir. Temuan ini memperlihatkan bahwa digital storytelling interactive berkaitan dengan peningkatan kemampuan kolaborasi yang lebih tinggi dalam konteks pembelajaran IPAS yang diteliti.

IMPLEMENTASI PENDEKATAN SAINTIFIK DALAM PEMBELAJARAN PAI BERBASIS KURIKULUM MERDEKA M. Yoga Safutra; Ahmad Rosidi
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.v6i3.14656

ABSTRACT The implementation of the Merdeka Curriculum in Islamic Religious Education (PAI) requires adaptive learning practices that encourage active student engagement, including through the scientific approach. This study aimed to describe the implementation of observing and questioning, collecting information and reasoning, and communicating activities in PAI learning based on the Merdeka Curriculum. This qualitative study employed an analytical descriptive design at SDN Sumberpandan 02 Grujugan, Bondowoso. Data were collected through observations, interviews with a PAI teacher, and documentation, and were analyzed through data reduction, data presentation, and conclusion drawing. The results showed that observing and questioning activities were conducted using printed images and the surrounding socio-religious environment as learning stimuli. Collecting information and reasoning activities involved group work, printed learning resources, habituation activities such as Asmaul Husna, Surah Yasin, and congregational prayer, as well as scaffolding and peer tutoring. Communicating activities were carried out through mind mapping, infographics, and role-playing, followed by teacher clarification and reinforcement. The findings indicate that the scientific approach can be adapted contextually to school conditions and students’ learning needs. ABSTRAK Implementasi Kurikulum Merdeka dalam pembelajaran Pendidikan Agama Islam (PAI) menghadirkan kebutuhan adaptasi pembelajaran yang tetap mendorong keterlibatan aktif peserta didik, termasuk melalui pendekatan saintifik. Penelitian ini bertujuan mendeskripsikan implementasi kegiatan mengamati dan menanya, mengumpulkan informasi dan menalar, serta mengomunikasikan dalam pembelajaran PAI berbasis Kurikulum Merdeka. Penelitian menggunakan pendekatan kualitatif dengan desain deskriptif analitis di SDN Sumberpandan 02 Grujugan, Bondowoso. Data diperoleh melalui observasi, wawancara dengan guru PAI, dan dokumentasi, kemudian dianalisis melalui reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa kegiatan mengamati dan menanya dilakukan melalui gambar cetak dan pemanfaatan lingkungan sosial-keagamaan sebagai stimulus. Kegiatan mengumpulkan informasi dan menalar dilakukan melalui kerja kelompok, penggunaan sumber belajar cetak, pembiasaan Asmaul Husna, Surah Yasin, dan shalat berjamaah, serta penerapan scaffolding dan tutor sebaya. Kegiatan mengomunikasikan dilakukan melalui mind mapping, infografis, dan role playing yang diperkuat dengan klarifikasi guru. Temuan menunjukkan bahwa pendekatan saintifik dapat diadaptasi secara kontekstual sesuai kondisi sekolah dan kebutuhan peserta didik.

IMPLEMENTASI PENDIDIKAN AGAMA ISLAM DALAM MENUMBUHKAN SIKAP MODERASI SISWA DI SMA NEGERI 01 BUKIT KEMUNING Muhammad Farhan; Meriyati Meriyati; Didik 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.v6i3.14875

This study is driven by the necessity of implementing Islamic Religious Education (PAI) to foster religious moderation attitudes among students amid the pervasive influx of digital information. The cultivation of religious moderation values within secondary education is crucial to counter exclusive dogmatism, radicalism, and intolerance that frequently infiltrate students through unfiltered social media exposure. This study aims to examine the implementation of PAI in cultivating religious moderation attitudes at SMA Negeri 01 Bukit Kemuning, identify instructional challenges encountered by educators, and analyze the effectiveness of PAI in fostering tolerance, non-violence, and inclusive social awareness. A qualitative approach with a field research design was employed. The research subjects comprised the school principal, PAI teachers, and eleventh-grade students selected via purposive sampling, conducted during the even semester of the 2025/2026 academic year at SMA Negeri 01 Bukit Kemuning. Data were collected through participatory observation, in-depth interviews, and documentation, followed by data reduction, data display, and conclusion drawing. The findings demonstrate that the implementation of religious moderation is executed through contextual classroom learning, the habituation of an inclusive school culture, teacher role modeling, and dialogical extracurricular religious programs. Despite encountering constraints such as binary religious narratives on social media and limited classroom credit hours, this implementation is effective in enhancing student tolerance, mutual respect for differences, and non-violent conflict resolution. In conclusion, an integrated and dialogical PAI implementation serves as an essential framework for institutionalizing religious moderation in public senior high schools. ABSTRAK Penelitian ini dilatarbelakangi oleh pentingnya implementasi Pendidikan Agama Islam (PAI) dalam menumbuhkan sikap moderasi beragama siswa di tengah pesatnya penetrasi arus informasi digital. Penanaman nilai moderasi beragama di lingkungan sekolah menjadi sangat mendesak guna membendung paham eksklusivisme, radikalisme, dan intoleransi yang rentan menjangkiti peserta didik melalui konsumsi media sosial tanpa filter kognitif yang memadai. Penelitian ini bertujuan untuk mendeskripsikan implementasi PAI dalam menumbuhkan sikap moderasi beragama siswa di SMA Negeri 01 Bukit Kemuning, mengidentifikasi kendala yang dihadapi guru, serta menganalisis efektivitas pelaksanaan pembelajaran PAI dalam membentuk sikap toleran, anti kekerasan, dan inklusif. Pendekatan penelitian yang digunakan adalah kualitatif dengan desain studi lapangan (field research). Subjek penelitian terdiri atas kepala sekolah, guru PAI, dan perwakilan siswa kelas XI yang dipilih menggunakan teknik purposive sampling, yang dilaksanakan pada semester genap tahun ajaran 2025/2026 di SMA Negeri 01 Bukit Kemuning. Pengumpulan data dilakukan melalui observasi partisipatif, wawancara mendalam, dan telaah dokumentasi, sementara analisis data dilakukan melalui tahapan reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa internalisasi moderasi beragama diimplementasikan melalui integrasi materi kontekstual di kelas, pembiasaan budaya religius yang inklusif, keteladanan pendidik (role model), serta program ekstrakurikuler keagamaan yang dialogis. Meskipun menghadapi kendala berupa masifnya narasi keagamaan biner di media digital dan sempitnya alokasi jam pelajaran tatap muka, implementasi ini terbukti efektif merekonstruksi pola interaksi siswa menjadi lebih toleran, menghargai keberagaman pendapat, serta mampu menyelesaikan gesekan sosial secara musyawarah. Secara substantif, implementasi PAI yang dialogis dan terpadu menjadi fondasi utama dalam membumikan moderasi beragama di sekolah menengah atas.

PENGARUH LAYANAN BIMBINGAN KLASIKAL DENGAN TEKNIK SMALL GROUP DISCUSSION TERHADAP KEMANDIRIAN BELAJAR SISWA DI SMP NEGERI 1 LOTU Tison Putra Giawa; Justin Foera-era Lase; Tiara Aulia Pradina; Hosianna Rodearni Damanik
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.v6i3.15030

ABSTRACT Learning independence is an important component in developing students’ ability to manage their academic activities without excessive dependence on guidance from others. This issue remains evident among eighth-grade students in Class VIII-1 at SMP Negeri 1 Lotu, particularly in terms of learning initiative, time management, task prioritization, and responsibility for the learning process. This study aimed to examine the effect of classical guidance services using the Small Group Discussion technique on students’ learning independence. The study employed a quantitative approach with a pre-experimental design using a One Group Pretest-Posttest model involving 26 students. Data were collected through a five-point Likert-scale questionnaire administered before and after the service, while the intervention was conducted in four sessions. The data were analyzed using descriptive statistics, the Shapiro-Wilk normality test, the Paired Sample t-Test, Cohen’s d Effect Size, and simple linear regression. The mean score increased from 55.46 to 72.81, representing a gain of 17.35 points, while 80.8% of students reached the high and very high categories after the service. The difference was significant (t = 24.349; p < 0.05), with Cohen’s d = 4.78 and R² = 0.862. These findings confirm that classical guidance services through Small Group Discussion have a significant effect on improving students’ learning independence. ABSTRAK Kemandirian belajar menjadi bagian penting dalam membentuk kemampuan siswa mengatur kegiatan akademiknya tanpa ketergantungan berlebihan pada arahan orang lain. Permasalahan tersebut masih terlihat pada siswa kelas VIII-1 SMP Negeri 1 Lotu, terutama dalam inisiatif belajar, pengelolaan waktu, penentuan prioritas tugas, dan tanggung jawab terhadap proses belajar. Penelitian ini diarahkan untuk menguji pengaruh layanan bimbingan klasikal dengan teknik Small Group Discussion terhadap kemandirian belajar siswa. Penelitian menerapkan pendekatan kuantitatif dengan rancangan pre-experimental dan desain One Group Pretest-Posttest yang melibatkan 26 siswa. Pengukuran dilakukan melalui kuesioner skala Likert lima tingkat sebelum dan sesudah layanan, sedangkan intervensi dilaksanakan dalam empat sesi. Data dianalisis menggunakan statistik deskriptif, uji normalitas Shapiro-Wilk, Paired Sample t-Test, Effect Size Cohen’s d, dan regresi linear sederhana. Rata-rata skor meningkat dari 55,46 menjadi 72,81 dengan selisih 17,35 poin, sementara 80,8% siswa mencapai kategori tinggi dan sangat tinggi setelah layanan. Perbedaan tersebut signifikan (t = 24,349; p < 0,05) dengan Cohen’s d = 4,78 dan R² = 0,862. Temuan ini menegaskan bahwa layanan bimbingan klasikal melalui Small Group Discussion berpengaruh signifikan terhadap peningkatan kemandirian belajar siswa.

PENGARUH METODE PEMBELAJARAN LANGUAGE EXPERIENCE APPROACH (LEA) TERHADAP PENINGKATAN KEMAMPUAN MEMBACA SISWA KELAS 1 SDN 01 PENYANGKRINGAN Nova Hidayatus Safitri; Prasena Arisyanto; Sunan Baedowi
TEACHING : Jurnal Inovasi Keguruan dan Ilmu Pendidikan Vol. 6 No. 4 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/teaching.v6i4.15065

Initial reading ability represents a fundamental competency that underpins students' learning success in primary education. However, empirical facts reveal that the reading skills of first-grade students at SD Negeri 01 Penyangkringan require improvement, particularly in comprehending textual content, identifying main ideas, and retelling stories sequentially. This condition is reinforced by the dominance of conventional rote-reading models that fail to meaningfully connect reading materials with children's direct life experiences. This study aims to analyze the effect of implementing the Language Experience Approach (LEA) learning method on improving the reading ability of first-grade students at SD Negeri 01 Penyangkringan. The study employed a quantitative pre-experimental method utilizing a one-group pretest-posttest design involving 28 first-grade students selected via saturated sampling. Data were collected using expert-validated written reading comprehension tests, oral reading performance assessments, and structured observation checklists. The results indicated that the mean pretest score of 71.42 significantly increased to 75.00 in the posttest evaluation. Furthermore, non-parametric hypothesis testing using the Wilcoxon signed rank test generated an Asymptotic Significance (2-tailed) value of 0.014 (p < 0.05), thereby rejecting the null hypothesis (H_0) and accepting the alternative hypothesis (H_1). Consequently, the Language Experience Approach (LEA) exerts a statistically significant positive effect on enhancing early reading skills among first-grade primary school students. ABSTRAK Kemampuan membaca permulaan merupakan keterampilan fundamental yang menjadi fondasi keberhasilan belajar peserta didik di sekolah dasar. Namun, fakta empiris di lapangan menunjukkan bahwa kemampuan membaca siswa kelas I SD Negeri 01 Penyangkringan masih perlu ditingkatkan, khususnya dalam memahami isi bacaan, menentukan gagasan pokok, serta mengungkapkan kembali isi teks secara runtut. Kondisi tersebut diperkuat oleh ketergantungan pada model pembelajaran konvensional yang belum mengaitkan materi secara langsung dengan skema pengalaman konkret siswa. Penelitian ini bertujuan untuk menganalisis pengaruh penerapan metode pembelajaran Language Experience Approach (LEA) terhadap peningkatan kemampuan membaca siswa kelas I SD Negeri 01 Penyangkringan. Desain penelitian menggunakan pendekatan kuantitatif pre-experimental design dengan rancangan one group pretest-posttest design terhadap 28 siswa kelas I sebagai sampel penelitian jenuh. Pengumpulan data dilakukan melalui tes tertulis pemahaman membaca, tes unjuk kerja membaca lisan yang telah dinyatakan valid oleh para ahli, serta lembar observasi. Hasil analisis data menunjukkan nilai rata-rata pretest sebesar 71,42 meningkat menjadi 75,00 pada capaian posttest. Hasil pengujian hipotesis non-parametrik menggunakan Wilcoxon signed rank test memperoleh nilai Asymptotic Significance (2-tailed) sebesar 0,014 (p<0,05), yang berarti hipotesis kerja (H_1) diterima dan hipotesis nol (H_0) ditolak. Dengan demikian, penerapan metode Language Experience Approach (LEA) terbukti memberikan pengaruh positif dan signifikan terhadap peningkatan kemampuan membaca siswa kelas I sekolah dasar.

KEEFEKTIFAN MEDIA PAPAN RODA BACA PINTAR BAGI PENINGKATAN KETERAMPILAN MEMBACA PERMULAAN SISWA KELAS 1 SDN 2 GRABAGAN KABUPATEN GROBOGAN Dwi Novitasari; Khusnul Fajriyah; Suyitno Suyitno
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.v6i3.15144

ABSTRACT The low level of beginning reading skills among first-grade students at SDN 2 Grabagan, Grobogan Regency, was indicated by difficulties in recognizing letters, combining letters into syllables, and reading simple words, as well as the limited variety of instructional media used in the learning process. This study aimed to determine the effectiveness of the Papan Roda Baca Pintar media in improving the beginning reading skills of first-grade students at SDN 2 Grabagan, Grobogan Regency. The study employed a quantitative approach using an experimental method with a One Group Pretest-Posttest Design. The sample consisted of all 26 first-grade students, selected through saturated sampling. Data were collected through tests, observations, and interviews and analyzed using a normality test and a Paired Sample t-test. The results showed an improvement in students’ beginning reading skills after the use of the Papan Roda Baca Pintar media. The Paired Sample t-test indicated a significant difference between students’ beginning reading skills before and after the learning intervention. Therefore, the use of Papan Roda Baca Pintar can support the improvement of students’ beginning reading skills and serve as an alternative instructional medium appropriate for early-grade reading instruction. ABSTRAK Rendahnya keterampilan membaca permulaan siswa kelas I di SDN 2 Grabagan Kabupaten Grobogan ditunjukkan melalui kesulitan dalam mengenali huruf, menggabungkan huruf menjadi suku kata, dan membaca kata sederhana, serta penggunaan media pembelajaran yang kurang bervariasi. Penelitian ini bertujuan untuk mengetahui keefektifan media Papan Roda Baca Pintar dalam meningkatkan keterampilan membaca permulaan siswa kelas I SDN 2 Grabagan Kabupaten Grobogan. Penelitian menggunakan pendekatan kuantitatif dengan metode eksperimen dan desain One Group Pretest-Posttest Design. Sampel penelitian terdiri atas seluruh siswa kelas I yang berjumlah 26 siswa dan ditentukan melalui sampling jenuh. Data dikumpulkan melalui tes, observasi, dan wawancara, kemudian dianalisis menggunakan uji normalitas dan Paired Sample t-test. Hasil penelitian menunjukkan adanya peningkatan kemampuan membaca permulaan setelah penggunaan media Papan Roda Baca Pintar. Hasil Paired Sample t-test menunjukkan perbedaan yang signifikan antara kemampuan membaca sebelum dan sesudah pembelajaran. Dengan demikian, penggunaan Papan Roda Baca Pintar dapat mendukung peningkatan keterampilan membaca permulaan siswa dan menjadi salah satu alternatif media pembelajaran yang sesuai untuk pembelajaran membaca pada siswa kelas awal.

PENGARUH PERSEPSI GURU TENTANG PERAN KEPEMIMPINAN KEPALA SEKOLAH DAN BUDAYA KERJA KEPADA KOMPETENSI PROFESIONAL GURU DI SD NEGERI GUGUS 2 GUNUNG AGUNG Harlina Harlina; Sutrisni Andayani; Muhfahroyin Muhfahroyin
TEACHING : Jurnal Inovasi Keguruan dan Ilmu Pendidikan Vol. 6 No. 4 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/teaching.v6i4.15215

Enhancing instructional quality across State Elementary Schools in Cluster 2 Gunung Agung, Tulang Bawang Barat Regency, Lampung Province relies heavily on teachers' professional competence. Using a quantitative approach with an ex post facto correlational survey design, this study investigated how teachers' perceptions of the principal's leadership role and organizational work culture influence their professional competence. The sample was gathered via proportionate random sampling from the active teacher population using a validated, reliable Likert-scale questionnaire. Data analysis was carried out using IBM SPSS Statistics through descriptive and inferential methods, encompassing normality, homogeneity, and linearity tests, alongside simple and multiple linear regressions, t-tests, F-tests, and coefficient of determination analysis. The empirical results demonstrated that: (1) teachers' perceptions of the principal's leadership positively and significantly affected teachers' professional competence (t=5.629;p<0.05), accounting for a 37.0%contribution; (2) work culture exercised a positive and significant effect on teachers' professional competence (t=7.293;p<0.05), contributing 49.6%; and (3) collectively, principal leadership perceptions and work culture exerted a positive and significant effect on teachers' professional competence (F=33.740;p<0.05), accounting for 56.0% of the total variance. ABSTRAK Upaya mendongkrak mutu pembelajaran di SD Negeri Gugus 2 Gunung Agung, Kabupaten Tulang Bawang Barat, Provinsi Lampung sangat bergantung pada tingkat kompetensi profesional para pendidik. Penelitian kuantitatif dengan pendekatan survei korelasional (ex post facto) ini bertujuan untuk membedah sejauh mana iklim budaya kerja serta sudut pandang guru atas kepemimpinan kepala sekolah memengaruhi kompetensi profesionalisme tersebut. Sampel dihitung dan diambil menggunakan teknik proportionate random sampling dari populasi guru, dengan instrumen pengumpulan data berupa kuesioner skala Likert yang telah lolos uji validitas dan reliabilitas. Melalui bantuan perangkat lunak IBM SPSS Statistics, analisis data dijalankan secara deskriptif maupun inferensial, yang mencakup pengujian asumsi klasik (normalitas, homogenitas, dan linearitas), regresi linear sederhana dan berganda, uji t, uji F, hingga koefisien determinasi. Temuan riset mengonfirmasi tiga poin utama: (1) pandangan guru mengenai kepemimpinan kepala sekolah berdampak positif dan signifikan kepada kompetensi profesionalisme guru (t=5,629;p<0,05) dengan sumbangsih 37,0%; (2) budaya kerja memberikan pengaruh positif serta signifikan kepada kompetensi profesionalisme guru (t=7,293;p<0,05) dengan kontribusi 49,6%; serta (3) secara serentak, kombinasi kepemimpinan kepala sekolah dan budaya kerja terbukti berpengaruh positif dan signifikan kepada kompetensi profesionalisme pendidik (F=33,740;p<0,05) dengan total kontribusi sebesar 56,0%.

PENGARUH MODEL TEAMS GAMES TOURNAMENT TERHADAP HASIL BELAJAR BAHASA INDONESIA PADA SISWA KELAS IV Nabila Febriola Nichlatul Maulah; 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.v6i3.15519

This study aimed to determine the effect of the Teams Games Tournament (TGT) learning model on the Indonesian language learning outcomes of fourth-grade students at SDN Banjarbendo and to identify the extent of improvement in students' learning outcomes after the implementation of the learning model. This study employed a quantitative approach using a quasi-experimental method with a Nonequivalent Control Group Design. The research sample consisted of an experimental class that received instruction using the Teams Games Tournament (TGT) learning model and a control class that received conventional instruction. Data were collected through observation, documentation, and tests in the form of pretests and posttests. The research instruments were tested for validity and reliability, while data analysis was conducted using the normality test, homogeneity test, Independent Samples t-test, and N-Gain test with the assistance of SPSS software. The results indicated that the data were normally distributed and homogeneous. Based on the Independent Samples t-test, the significance value (Sig. 2-tailed) was 0.883 (>0.05), indicating that the Teams Games Tournament (TGT) learning model did not have a statistically significant effect on the Indonesian language learning outcomes of fourth-grade students at SDN Banjarbendo. Meanwhile, the N-Gain test showed that the average improvement in learning outcomes in the experimental class was 0.51 (51.11%), which falls into the moderate category, while the control class achieved an average N-Gain score of 0.46 (45.77%), also categorized as moderate. Although the improvement in learning outcomes of the experimental class was higher than that of the control class, the difference was not statistically significant. Therefore, it can be concluded that the implementation of the Teams Games Tournament (TGT) learning model improved students' Indonesian language learning outcomes; however, the improvement was not significantly different from that achieved through conventional learning. ABSTRAK Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran Teams Games Tournament (TGT) terhadap hasil belajar Bahasa Indonesia siswa kelas IV SDN Banjarbendo serta mengetahui besarnya peningkatan hasil belajar setelah diterapkan model pembelajaran tersebut. Penelitian ini menggunakan pendekatan kuantitatif dengan metode quasi-experiment dan desain Nonequivalent Control Group Design. Sampel penelitian terdiri atas kelas eksperimen yang memperoleh pembelajaran menggunakan model Teams Games Tournament (TGT) dan kelas kontrol yang memperoleh pembelajaran konvensional. Teknik pengumpulan data dilakukan melalui observasi, dokumentasi, dan tes berupa pretest serta posttest. Instrumen penelitian telah melalui uji validitas dan reliabilitas, sedangkan analisis data dilakukan menggunakan uji normalitas , uji homogenitas, uji Independent Sample t-Test, dan uji N-Gain dengan bantuan program SPSS. Hasil penelitian menunjukkan bahwa data berdistribusi normal dan homogen. Berdasarkan hasil uji Independent Sample t-Test, diperoleh nilai signifikansi (Sig. (2-tailed)) sebesar 0,883 (>0,05), sehingga menunjukkan bahwa model pembelajaran Teams Games Tournament (TGT) belum memberikan pengaruh yang signifikan terhadap hasil belajar Bahasa Indonesia siswa kelas IV SDN Banjarbendo. Sementara itu, hasil uji N-Gain menunjukkan rata-rata peningkatan hasil belajar pada kelas eksperimen sebesar 0,51 (51,11%) dengan kategori sedang, sedangkan kelas kontrol memperoleh rata-rata 0,46 (45,77%) yang juga berada pada kategori sedang. Meskipun peningkatan hasil belajar pada kelas eksperimen lebih tinggi dibandingkan dengan kelas kontrol, perbedaannya belum signifikan secara statistik. Dengan demikian, dapat disimpulkan bahwa penerapan model pembelajaran Teams Games Tournament (TGT) mampu meningkatkan hasil belajar Bahasa Indonesia, namun peningkatan tersebut belum menunjukkan pengaruh yang signifikan dibandingkan dengan pembelajaran konvensional.

Home Page

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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

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