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ECO-ACTIVITY PEMBELAJARAN MENGENAL TANAMAN HERBAL PADA ANAK USIA DINI Warih Anggi Pratiwi; Arip Prehatiningsih; Mahmuddah Dewi Edmawati; Raya Qoirun Fatqul Hidayah; Putri Ambar Arum Rozita Asri
LEARNING : Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/learning.v6i3.10653

This study aims to develop an eco-activity innovation for introducing herbal plants to children aged 5–6 years. The research employs a Research and Development (R&D) method using the 4-D development model, which includes the stages of define, design, develop, and disseminate. The research subjects consist of material and media expert validators, as well as users, namely teachers and early childhood students in several kindergartens in Sukoharjo Regency. Data collection techniques include questionnaires and documentation, while data analysis is conducted using descriptive quantitative and qualitative approaches, with validity testing using Aiken’s V.The results indicate that the developed eco-activity product focuses on activities introducing herbal plants to children, including making traditional herbal drinks (jamu) and planting herbal plants. Expert validation results show that Aiken’s V values range from 0.5 to 1.00, categorized as valid. Meanwhile, feasibility and practicality tests conducted by teachers obtained an average score of 4.9, categorized as highly feasible and highly practical. The implementation of the activities shows an increase in children’s understanding of the types, characteristics, and benefits of herbal plants, as well as the development of environmental awareness. In addition, children appear more active, enthusiastic, and directly involved in the learning process. Therefore, eco-activity can serve as an innovative and effective alternative learning activity to introduce environmental concepts from an early age through meaningful hands-on experiences. ABSTRAK Penelitian ini bertujuan untuk mengembangkan inovasi eco-activity dalam pengenalan tanaman herbal pada anak usia 5–6 tahun. Penelitian menggunakan metode Research and Development (R&D) dengan model pengembangan 4-D yang meliputi tahap define, design, develop, dan disseminate. Subjek penelitian terdiri atas validator ahli materi dan media, serta pengguna yaitu guru dan anak usia dini di beberapa Taman Kanak-Kanak di Kabupaten Sukoharjo. Teknik pengumpulan data menggunakan kuesioner dan dokumentasi, sedangkan analisis data dilakukan secara deskriptif kuantitatif dan kualitatif dengan uji validitas menggunakan Aiken’s V. Hasil penelitian menunjukkan bahwa produk yang dikembangkan eco-activity kegiatan mengenal tanaman herbal pada anak, kegiatannya membuat jamu dan menamam tanaman herbal. Hasil validasi ahli menunjukkan nilai Aiken’s V verada pada angka 0.5 – 1.00 pada kategori valid, sedangkan uji kelayakan dan kepraktisan oleh guru memperoleh rata-rata skor 4,9 dengan kategori sangat layak dan sangat praktis. Implementasi kegiatan menunjukkan adanya peningkatan pemahaman anak terhadap jenis, ciri, dan manfaat tanaman herbal, serta tumbuhnya sikap peduli lingkungan. Selain itu, anak terlihat lebih aktif, antusias, dan terlibat langsung dalam proses pembelajaran. Eco-activity dapat menjadi alternatif aktivitas pembelajaran inovatif yang efektif dalam mengenalkan konsep lingkungan hidup sejak dini melalui pengalaman langsung yang bermakna.

IMPLEMENTASI MANAJEMEN KURIKULUM TERPADU UNTUK MENUNJANG MUTU PRESTASI SANTRI DI SMP PLUS ARRUSYDA CILEUNGSI Anis Yala Setyaningsih; Acep Nurlaeli; Wahidin Wahidin
LEARNING : Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/learning.v6i3.10765

This study is driven by the significance of applying an integrated curriculum i in improving the quality of students’ achievement in Islamic educational institutions. It focuses on the implementation of integrated curriculum management, which includes the stages of planning, organizing, implementing, and evaluating, in supporting the quality of students’ achievement at SMP Plus Arrusyda Cileungsi.The study employs a qualitative approach with a descriptive method and is categorized as field research. Data were collected through interviews, observations, and documentation involving the principal, vice principal for curriculum affairs, teachers, and students. Data analysis was conducted using the interactive model by Miles and Huberman, which consists of data reduction, data display, and conclusion drawing, while data validity was ensured through technique triangulation. The findings indicate that the implementation of integrated curriculum management has been carried out through the four main functions of educational management, namely planning, organizing, implementing, and evaluating. The integrated curriculum is applied by combining the national curriculum with Islamic boarding school content, supported by religious habituation and extracurricular activities. However, its implementation has not yet reached an optimal level due to limitations in conceptual integration, teacher competence, and an evaluation system that is not yet comprehensive. This study concludes that strengthening curriculum integration, improving teacher competence, and developing a data-based evaluation system are necessary to sustainably enhance students’ achievement quality.Bottom of Form ABSTRAK Penelitian ini dilatarbelakangi oleh pentingnya implementasi kurikulum terpadu dalam meningkatkan mutu prestasi santri pada lembaga pendidikan Islam. Penelitian ini berfokus pada implementasi manajemen kurikulum terpadu yang mencakup tahap perencanaan, pengorganisasian, pelaksanaan, serta evaluasi dalam menunjang mutu prestasi santri di SMP Plus Arrusyda Cileungsi. Penelitian ini menerapkan pendekatan kualitatif dengan metode deskriptif serta termasuk dalam jenis penelitian lapangan (field research). Pengumpulan data dilakukan melalui teknik wawancara, observasi, dan dokumentasi dengan subjek penelitian yang terdiri dari kepala sekolah, wakil kepala sekolah bidang kurikulum, guru, serta santri. Analisis data dilakukan dengan menggunakan model interaktif Miles dan Huberman yang mencakup reduksi data, penyajian data, serta penarikan kesimpulan, serta keabsahan data diuji melalui triangulasi teknik. Hasil penelitian menunjukkan bahwa implementasi manajemen kurikulum terpadu telah dilakukan melalui empat fungsi utama manajemen pendidikan, yaitu perencanaan, pengorganisasian, pelaksanaan, dan evaluasi. Kurikulum terpadu diterapkan melalui integrasi kurikulum nasional dengan muatan kepondokan serta didukung oleh pembiasaan religius dan kegiatan ekstrakurikuler. Namun demikian, implementasi tersebut belum berjalan secara optimal karena masih adanya keterbatasan dalam integrasi konseptual, kompetensi guru, serta sistem evaluasi yang belum komprehensif. Penelitian ini menyimpulkan bahwa penguatan integrasi kurikulum, peningkatan kompetensi guru, serta pengembangan sistem evaluasi berbasis data diperlukan untuk meningkatkan mutu prestasi santri secara berkelanjutan.

ANALISIS PENERAPAN MODEL PEMBELAJARAN BRAIN BALANCE LEARNING DI SEKOLAH DASAR Ni Made Yunik Puspita Yanti; Kadek Hengki Primayana; Ni Putu Candra Prastya Dewi
LEARNING : Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/learning.v6i3.10931

ABSTRACT Elementary social and science learning requires learning experiences that connect conceptual understanding, active engagement, and students’ readiness to process information. In this context, Brain Balance Learning is considered relevant because it integrates multisensory activities, movement, visualization, reflection, and learning interaction, allowing cognitive functions to be engaged in a more balanced manner. This study examines how the approach has been implemented and the extent to which it contributes to social and science learning in elementary schools. The review was conducted using a Systematic Literature Review procedure guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA). A total of 25 national and international articles published between 2021 and 2026 were selected through identification, screening, eligibility assessment, and content synthesis. The findings indicate that 80% of the reviewed articles reported improved learning concentration, 70% documented gains in critical thinking, 55% linked the approach to increased creativity, and 45% identified strengthened scientific literacy. Student engagement was also reported in 60% of the analyzed articles. These outcomes were more evident when learning was supported by brain gym, mind mapping, visual media, animated videos, multisensory activities, and neuroscience-based e-modules. The review suggests that Brain Balance Learning can enrich elementary social and science learning by fostering active, contextual, and developmentally responsive learning experiences. ABSTRAK Pembelajaran IPAS di sekolah dasar menuntut pengalaman belajar yang mampu menghubungkan pemahaman konsep, keterlibatan aktif, dan kesiapan peserta didik dalam mengolah informasi. Dalam konteks tersebut, Brain Balance Learning dipandang relevan karena mengintegrasikan aktivitas multisensori, gerak, visualisasi, refleksi, serta interaksi belajar yang memberi ruang bagi keterlibatan fungsi kognitif secara lebih seimbang. Kajian ini menelaah bagaimana pendekatan tersebut diterapkan dan sejauh mana kontribusinya terhadap pembelajaran IPAS di sekolah dasar. Penelusuran dilakukan melalui Systematic Literature Review dengan prosedur Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA). Sebanyak 25 artikel nasional dan internasional yang terbit pada 2021–2026 diseleksi melalui tahap identifikasi, penyaringan, penilaian kelayakan, dan sintesis isi. Peta temuan memperlihatkan bahwa 80% artikel melaporkan peningkatan konsentrasi belajar, 70% mencatat perkembangan berpikir kritis, 55% mengaitkan penerapan pendekatan ini dengan kreativitas, dan 45% menunjukkan penguatan literasi sains. Keterlibatan belajar juga muncul pada 60% artikel yang dianalisis. Dampak tersebut lebih tampak ketika pembelajaran dipadukan dengan brain gym, mind mapping, media visual, video animasi, aktivitas multisensori, dan e-modul berbasis neurosains. Kajian ini menegaskan bahwa Brain Balance Learning berpotensi memperkaya pembelajaran IPAS melalui pengalaman belajar yang aktif, kontekstual, dan selaras dengan kebutuhan perkembangan peserta didik.

ANALISIS DATA HASIL BELAJAR PAI SEBELUM & SESUDAH MENERAPKAN MODEL PEMBELAJARAN PROBLEM-BASED LEARNING (PBL) DI KELAS V B. Siti Mardliyah; Fenia Marliana; Yulida Fauziyah; Rahayu Kariadinata; Elis Ratna Wulan
LEARNING : Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/learning.v6i3.11027

This research is motivated by the challenges in Islamic Religious Education (PAI) learning which is often still conventional and teacher-centered, thus not optimizing active involvement and student learning outcomes, especially on zakat material. The focus of the problem in this study is to analyze the differences in learning outcomes of fifth-grade students at before and after the implementation of the Problem-Based Learning (PBL) model. The research method used is a quantitative approach with descriptive and inferential statistical analysis using paired two-sample tests. Important stages of the research include collecting pre-test and post-test data, normality tests, and hypothesis testing using the Wilcoxon Test because the data is not normally distributed. The results showed a significant increase in students' average scores from 67.60 to 79.77. Based on the Wilcoxon Test, a significance value of 0.000 was obtained, indicating a real difference in student understanding after the implementation of the PBL model. However, the N-Gain Score analysis showed an average score of 0.3837 which is included in the "Moderate" improvement category. The main conclusion of this study is that the PBL model has a statistically significant positive impact on student learning outcomes, although its effectiveness is still moderate and requires further optimization in its implementation. ABSTRAK Penelitian ini dilatarbelakangi oleh tantangan dalam pembelajaran Pendidikan Agama Islam (PAI) yang sering kali masih bersifat konvensional dan berpusat pada guru, sehingga kurang mengoptimalkan keterlibatan aktif dan hasil belajar siswa, khususnya pada materi zakat. Fokus masalah dalam penelitian ini adalah untuk menganalisis perbedaan hasil belajar siswa kelas V sebelum dan sesudah penerapan model Problem-Based Learning (PBL). Metode penelitian yang digunakan adalah pendekatan kuantitatif dengan analisis statistik deskriptif dan inferensial menggunakan uji dua sampel berpasangan. Tahapan penting penelitian meliputi pengumpulan data nilai pre-test dan post-test, uji normalitas, serta pengujian hipotesis menggunakan Uji Wilcoxon karena data tidak berdistribusi normal. Hasil penelitian menunjukkan adanya peningkatan nilai rata-rata siswa secara signifikan dari 67,60 menjadi 79,77. Berdasarkan Uji Wilcoxon, diperoleh nilai signifikansi 0,000 yang menunjukkan adanya perbedaan nyata pada pemahaman siswa setelah penerapan model PBL. Namun, analisis N-Gain Score menunjukkan skor rata-rata sebesar 0,3837 yang termasuk dalam kategori peningkatan "Sedang". Simpulan utama penelitian ini adalah model PBL secara statistik memberikan pengaruh positif yang signifikan terhadap hasil belajar siswa, meskipun efektivitasnya masih berada pada kategori sedang dan memerlukan optimalisasi lebih lanjut dalam implementasinya.

MANAJEMEN KURIKULUM MERDEKA MELALUI PENDEKATAN DEEP LEARING BERBASIS LINGKUNGAN BELAJAR KOLABORATIF PADA SISWA KELAS XI DI MADRASAH ALIYAH NEGERI 2 KOTA BEKASI Anisa Dwi Mulia; Acep Nurlaeli; Wahidin Wahidin
LEARNING : Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/learning.v6i3.11112

The implementation of the Merdeka Curriculum in madrasah institutions demands systematic and innovative curriculum management; however, a significant gap remains between ideal policy and its actual execution in the field, particularly regarding teachers' readiness to apply deep learning approaches and the suboptimal development of collaborative learning environments. This study focuses on the management of the Merdeka Curriculum through a deep learning approach based on a collaborative learning environment in Class XI at MAN 2 Bekasi City, examined through three main aspects: curriculum planning, organization and implementation, and curriculum supervision. This research employs a qualitative approach with a descriptive method and field research design. Data were collected through direct classroom observation, semi-structured interviews with the school principal, vice principal for curriculum affairs, teachers, and students, as well as documentation of learning materials. Data analysis followed the Miles and Huberman model, consisting of data reduction, data display, and conclusion drawing. The findings indicate that curriculum planning was carried out through the development of learning outcomes, learning objective sequences, and teaching modules integrating the principles of meaningful learning, mindful learning, and joyful learning. Organization and implementation involved coordination among the school principal, curriculum vice principal, and teachers in creating active, contextual, and collaborative learning through group discussions and collaborative projects. Supervision was conducted through academic supervision, monitoring, reflection, and continuous evaluation. This study concludes that the integration of a deep learning approach based on a collaborative learning environment in Merdeka Curriculum management effectively enhances students' active engagement, fosters critical and reflective thinking skills, and creates meaningful, character-based learning aligned with the Profil Pelajar Pancasila. ABSTRAK Implementasi Kurikulum Merdeka di madrasah menuntut pengelolaan yang sistematis dan inovatif, namun dalam praktiknya masih terdapat kesenjangan antara kebijakan ideal dengan pelaksanaan di lapangan, terutama dalam hal kesiapan guru menerapkan pembelajaran mendalam dan belum optimalnya lingkungan belajar kolaboratif. Penelitian ini berfokus pada manajemen Kurikulum Merdeka melalui pendekatan deep learning berbasis lingkungan belajar kolaboratif pada kelas XI di MAN 2 Kota Bekasi, yang dikaji melalui tiga aspek utama, yaitu perencanaan, pengorganisasian dan pelaksanaan, serta pengawasan kurikulum. Penelitian ini menggunakan pendekatan kualitatif dengan metode deskriptif dan desain penelitian lapangan (field research). Pengumpulan data dilakukan melalui observasi langsung di kelas, wawancara semi terstruktur dengan kepala madrasah, wakil kepala bidang kurikulum, guru, dan peserta didik, serta dokumentasi perangkat pembelajaran. Analisis data mengacu pada model Miles dan Huberman melalui tahapan reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa perencanaan kurikulum dilakukan melalui penyusunan capaian pembelajaran, alur tujuan pembelajaran, dan modul ajar yang mengintegrasikan prinsip meaningful learning, mindful learning, dan joyful learning. Pengorganisasian dan pelaksanaan melibatkan koordinasi antara kepala madrasah, wakil kepala kurikulum, dan guru dalam menciptakan pembelajaran yang aktif, kontekstual, dan kolaboratif melalui diskusi kelompok serta proyek bersama. Pengawasan dilakukan melalui supervisi akademik, monitoring, refleksi, dan evaluasi berkelanjutan. Penelitian ini menyimpulkan bahwa integrasi pendekatan deep learning berbasis lingkungan belajar kolaboratif dalam manajemen Kurikulum Merdeka mampu meningkatkan keterlibatan aktif peserta didik, mendorong kemampuan berpikir kritis dan reflektif, serta menciptakan pembelajaran yang bermakna dan berkarakter sesuai Profil Pelajar Pancasila.

PENGEMBANGAN MEDIA PEMBELAJARAN UNTUK MENINGKATKAN TOLERANSI SISWA SEKOLAH DASAR Sani Elfajira; Ahmad Mulyadiprana; Tb. Moh. Irma Ari Irawan
LEARNING : Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/learning.v6i3.11159

ABSTRACT Amid the increasing challenges of social, cultural, and religious diversity in Indonesia, fostering tolerance among elementary school students has become an urgent necessity that must be supported by appropriate learning media. However, systematic studies examining the effectiveness of learning media in the context of tolerance education remain limited, particularly regarding flipbook media, which have been less frequently investigated compared to other forms of media. This study aims to examine the effectiveness of various learning media in promoting tolerance through a systematic literature review (SLR) method. The literature was collected from the Google Scholar and Garuda databases using relevant keywords and subsequently screened based on inclusion and exclusion criteria. Out of 50 articles initially identified, 11 articles met the criteria and were selected for analysis. The findings indicate that media such as videos, pop-up books, podcasts, and posters are effective in enhancing students' understanding of and attitudes toward tolerance. Flipbooks based on local wisdom were also found to be feasible and practical; however, research on this medium remains very limited compared to other types of media. These findings provide practical contributions for teachers in selecting relevant instructional media, while also highlighting opportunities for further research on flipbooks as an innovative character education medium aligned with the implementation of the Merdeka Curriculum. ABSTRAK Di tengah meningkatnya tantangan keberagaman sosial, budaya, dan agama di Indonesia, penanaman sikap toleransi pada siswa sekolah dasar menjadi kebutuhan mendesak yang harus didukung oleh media pembelajaran yang tepat. Namun, kajian sistematis mengenai efektivitas media dalam konteks pendidikan toleransi masih terbatas, terutama untuk media flipbook yang jarang diteliti dibandingkan media lain. Penelitian ini bertujuan menelaah efektivitas berbagai media pembelajaran dalam menumbuhkan sikap toleransi melalui metode systematic literature review (SLR). Literatur dikumpulkan dari database Google Scholar dan Garuda dengan kata kunci relevan, kemudian diseleksi berdasarkan kriteria inklusi dan eksklusi. Dari 50 artikel yang ditemukan, sehingga diperoleh 30 artikel dari 50 artikel awal untuk dianalisis. Hasil kajian menunjukkan bahwa media seperti video, pop-up book, podcast, dan poster terbukti efektif meningkatkan pemahaman dan sikap toleransi siswa. Flipbook berbasis kearifan lokal juga dinilai layak dan praktis, namun penelitiannya masih sangat terbatas dibandingkan media lain. Temuan ini memberikan kontribusi praktis bagi guru dalam memilih media yang relevan, sekaligus membuka peluang penelitian lanjutan mengenai flipbook sebagai inovasi media pembelajaran karakter yang sesuai dengan implementasi Kurikulum Merdeka.

ANALISIS KESIAPAN SISWA KELAS V TERHADAP MEDIA PEMBELAJARAN VIRTUAL REALITY (VR) BAHASA INGGRIS Salma Salsabila Azka; Erwin Rahayu Saputra; Rusani Jaelani
LEARNING : Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/learning.v6i3.11168

ABSTRACT This study aims to determine the readiness of grade V elementary school students in the use of English Virtual Reality (VR)-based learning media. The research focuses on three aspects of readiness, namely cognitive, affective, and psychomotor/technological readiness of students. This study uses a descriptive quantitative approach with a survey method of grade V students in one school in each sub-district in Tasikmalaya City. The data was analyzed using descriptive statistics in the form of mean, percentage, and categorization of readiness level. The results of the study showed that in general students had quite good readiness, based on the percentage gain, namely, the cognitive aspect obtained a percentage of 68.12%, the affective aspect of 69.02%, and the psychomotor/technological aspect of 70.30%, all of which were in the high category. These results indicate that they already have adequate basic skills to adapt to the use of immersive technology in learning. Thus, Virtual Reality (VR) has a great opportunity to be used as a medium for learning English in elementary schools, especially in Tasikmalaya City. The presentation of Virtual Reality (VR)-based English learning needs to be designed simply, directed, and in accordance with the characteristics of students so as not to cause excessive cognitive load during the learning process. Thus, this research has contributed to filling the gap in previous research by mapping the level of readiness of grade V students to the use of English Virtual Reality (VR) learning media. ABSTRAK Penelitian ini bertujuan untuk mengetahui kesiapan siswa kelas V sekolah dasar dalam penggunaan media pembelajaran berbasis Virtual Reality (VR) Bahasa Inggris. Penelitian difokuskan pada tiga aspek kesiapan, yaitu kesiapan kognitif, afektif, dan psikomotorik/teknologis siswa. Penelitian ini menggunakan pendekatan kuantitatif deskriptif dengan metode survei terhadap siswa kelas V di satu sekolah pada masing-masing kecamatan di Kota Tasikmalaya. Data dianalisis menggunakan statistik deskriptif berupa mean, persentase, dan kategorisasi tingkat kesiapan. Hasil penelitian menunjukkan bahwa secara umum siswa memiliki kesiapan yang cukup baik, berdasarkan perolehan persentase yakni, aspek kognitif memperoleh persentase sebesar 68,12%, aspek afektif sebesar 69,02%, dan aspek psikomotorik/teknologis sebesar 70,30%, yang seluruhnya berada pada kategori tinggi. Hasil tersebut mengindikasikan bahwa mereka telah memiliki keterampilan dasar yang memadai untuk beradaptasi dengan penggunaan teknologi imersif dalam pembelajaran. Sehingga, Virtual Reality (VR) berpeluang besar untuk digunakan sebagai media pembelajaran bahasa Inggris di sekolah dasar khususnya di Kota Tasikmalaya. Penyajian pembelajaran bahasa Inggris berbasis Virtual Reality (VR) perlu dirancang secara sederhana, terarah, dan sesuai dengan karakteristik siswa agar tidak menimbulkan beban kognitif yang berlebihan selama proses pembelajaran berlangsung. Dengan demikian penelitian ini telah berkontribusi dalam mengisi kesenjangan penelitian terdahulu dengan memetakan tingkat kesiapan siswa kelas V terhadap penggunaan media pembelajaran Virtual Reality (VR) bahasa Inggris.

IMPLEMENTASI PROJECT-BASED LEARNING PADA KELAS KONTEN KREATOR UNTUK MENINGKATKAN KETERAMPILAN DIGITAL PESERTA DIDIK DI HOMESCHOOLING HSPG SERANG Amanda Febriyanti Hidayat; Ahmad Rizaldi
LEARNING : Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/learning.v6i3.11215

ABSTRACT The development of digital technology has brought about significant changes to the world of education, including the learning process in homeschooling settings. Students are not only expected to understand academic material but also to possess digital skills relevant to the modern era. This study aims to describe the implementation of Project-Based Learning in a content creator class to enhance students’ digital skills at HSPG Serang Homeschooling. The study employs a qualitative approach with five students from Package B and Package C enrolled in the content creator class, as well as one teacher who previously taught the class. Data collection techniques included observation, in-depth interviews, and documentation. Data were analyzed using data reduction, data presentation, and conclusion drawing techniques. The results indicate that the implementation of Project-Based Learning effectively enhances students’ digital skills through activities such as content planning, video recording, editing, visual design, and social media publishing. Students demonstrated improved skills in using digital applications, creative thinking, communication, and collaboration in completing projects. Factors supporting implementation included the availability of digital devices, freedom of expression, and practice-based learning. Meanwhile, inhibiting factors included device limitations for some students, differences in prior knowledge, and limited learning time. This study indicates that Project-Based Learning can serve as an effective instructional strategy for developing students’ digital skills in non-formal education. ABSTRAK Perkembangan teknologi digital telah membawa perubahan besar terhadap dunia pendidikan, termasuk pada proses pembelajaran di lingkungan homeschooling. Peserta didik tidak hanya dituntut memahami materi akademik, tetapi juga memiliki keterampilan digital yang relevan dengan perkembangan zaman. Penelitian ini bertujuan untuk mendeskripsikan implementasi Project-Based Learning pada kelas konten kreator dalam meningkatkan keterampilan digital peserta didik di Homeschooling HSPG Serang. Penelitian menggunakan pendekatan kualitatif dengan subjek penelitian sebanyak lima peserta didik Paket B dan Paket C yang mengikuti kelas konten kreator serta satu orang guru yang pernah mengajar kelas tersebut. Teknik pengumpulan data dilakukan melalui observasi, wawancara mendalam, dan dokumentasi. Data dianalisis menggunakan teknik reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa implementasi Project-Based Learning mampu meningkatkan keterampilan digital peserta didik melalui aktivitas perencanaan konten, pengambilan video, editing, desain visual, dan publikasi media sosial. Peserta didik menunjukkan peningkatan kemampuan dalam menggunakan aplikasi digital, berpikir kreatif, berkomunikasi, dan bekerja sama dalam menyelesaikan proyek. Faktor pendukung implementasi meliputi tersedianya perangkat digital, kebebasan berekspresi, dan pembelajaran berbasis praktik. Sementara itu, faktor penghambat meliputi keterbatasan perangkat pada beberapa peserta didik, perbedaan kemampuan awal, dan keterbatasan waktu pembelajaran. Penelitian ini menunjukkan bahwa Project-Based Learning dapat menjadi strategi pembelajaran yang efektif dalam mengembangkan keterampilan digital peserta didik pada pendidikan nonformal.

PENGEMBANGAN BUKU PENDAMPING PEMBELAJARAN BAHASA INDONESIA TINGKAT LANJUT UNTUK KELAS XI DI PONDOK PESANTREN ABU HURAIRAH MATARAM Fitria Ayuningsih; Johan Mahyudi; Syaiful Musaddat
LEARNING : Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/learning.v6i3.11217

ABSTRACT This study aims to develop a supplementary textbook for advanced Indonesian language learning on explanatory texts for 11th-grade students at the Abu Hurairah Islamic Boarding School in Mataram and to determine the suitability of the developed textbook. This study employed a Research and Development (R&D) approach using the ADDIE model, which consists of the analysis, design, development, implementation, and evaluation stages. Data were collected through observation and questionnaires and analyzed using descriptive quantitative techniques based on feasibility and practicality percentages. The results showed that the developed supplementary book on explanatory texts was designed in accordance with BSKAP guidelines and equipped with learning materials, assessments, a glossary, and supporting learning features. The validation results from design, material, and language experts reached 97%, 93%, and 93%, respectively, indicating a very feasible category. The practicality test showed positive responses from teachers (99%) and students (95%), indicating that the supplementary book is highly feasible and practical for use in learning activities. Based on these results, the developed learning companion book is deemed suitable and practical for use as supplementary teaching material in Advanced Indonesian Language learning for explanatory text content. ABSTRAK Penelitian ini bertujuan untuk mengembangkan buku pendamping pembelajaran Bahasa Indonesia Tingkat Lanjut pada materi teks eksplanasi untuk peserta didik kelas XI di Pondok Pesantren Abu Hurairah Mataram serta mengetahui tingkat kelayakan buku yang dikembangkan. Penelitian ini merupakan penelitian dan pengembangan (R&D) dengan model ADDIE yang meliputi tahap analysis, design, development, implementation, dan evaluation. Data dikumpulkan melalui observasi dan angket, kemudian dianalisis secara deskriptif kuantitatif menggunakan persentase kelayakan dan kepraktisan. Hasil penelitian menunjukkan bahwa buku pendamping teks eksplanasi yang dikembangkan sesuai pedoman BSKAP dan dilengkapi materi, asesmen, glosarium, serta fitur pendukung pembelajaran. Hasil validasi ahli desain, materi, dan bahasa memperoleh persentase berturut-turut 97%, 93%, dan 93% dengan kategori sangat layak. Uji kepraktisan menunjukkan respons guru sebesar 99% dan peserta didik sebesar 95%, sehingga buku pendamping dinyatakan sangat layak dan sangat praktis digunakan dalam pembelajaran. Berdasarkan hasil tersebut, buku pendamping pembelajaran yang dikembangkan dinyatakan layak dan praktis digunakan sebagai bahan ajar pendukung dalam pembelajaran Bahasa Indonesia Tingkat Lanjut pada materi teks eksplanasi.

MODEL KURIKULUM ADAPTIF BERBASIS KOMPETENSI ABAD KE-21 DAN LITERASI DIGITAL Achmad Zailani; Agus Pahrudin; Sri Rahmi
LEARNING : Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/learning.v6i3.11581

ABSTRACT Changes in learning needs, advances in digital technology, and the diversity of educational contexts require a curriculum that goes beyond mere administrative adjustments. This article proposes a conceptual model of adaptive curriculum development that places 21st-century competencies and digital literacy as the primary directions in designing learning experiences. The study employs an integrative literature review of 24 core articles published between 2021 and 2026, complemented by several foundational references to strengthen the conceptual framework. The review process involved keyword identification, source selection based on relevance and academic credibility, full-text reading, thematic coding, and conceptual synthesis. The synthesis integrates five interrelated dimensions: contextual analysis, competency profiles, learning organization, digital literacy, and the implementation ecosystem. Contextual analysis guides the determination of competencies, while learning organization translates these competencies through essential content, active pedagogy, differentiation, and authentic-formative assessment. Digital literacy reinforces the critical, ethical, and responsible use of technology, whereas the implementation ecosystem encompasses teacher professional agency, school leadership, infrastructure readiness, and continuous evaluation. This model positions the curriculum as a dynamic system that assists schools, madrasahs, teachers, curriculum developers, and policymakers in designing contextual, inclusive, and future-responsive learning experiences. ABSTRAK Perubahan kebutuhan belajar, kemajuan teknologi digital, dan keragaman kondisi satuan pendidikan menuntut kurikulum yang mampu bergerak melampaui penyesuaian administratif. Artikel ini merumuskan model konseptual pengembangan kurikulum adaptif yang menempatkan kompetensi abad ke-21 dan literasi digital sebagai arah utama dalam perancangan pengalaman belajar. Kajian dilakukan melalui studi literatur integratif terhadap 24 artikel inti yang diterbitkan pada periode 2021–2026, disertai sejumlah rujukan fundamental untuk memperkuat bangunan konseptual. Penelusuran dilakukan melalui identifikasi kata kunci, seleksi sumber berdasarkan relevansi dan keterverifikasian akademik, pembacaan penuh, pengodean tematik, serta sintesis konseptual. Sintesis tersebut merangkai lima dimensi yang saling berhubungan, meliputi analisis konteks, profil kompetensi, organisasi pembelajaran, literasi digital, dan ekosistem implementasi. Analisis konteks memberi arah bagi penetapan kompetensi, sedangkan organisasi pembelajaran menerjemahkan kompetensi melalui konten esensial, pedagogi aktif, diferensiasi, dan asesmen autentik-formatif. Literasi digital memperkuat penggunaan teknologi secara kritis, etis, dan bertanggung jawab, sementara ekosistem implementasi mencakup agensi profesional guru, kepemimpinan sekolah, kesiapan infrastruktur, serta evaluasi berkelanjutan. Model ini memosisikan kurikulum sebagai sistem dinamis yang membantu sekolah, madrasah, guru, pengembang kurikulum, dan pengambil kebijakan merancang pembelajaran kontekstual, inklusif, serta responsif terhadap perubahan masa depan.

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 Handayani, Kel. Leneng, Kec. Praya, Kab. Lombok Tengah, NTB

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 Handayani, Kel. Leneng, Kec. Praya, Kab. Lombok Tengah, NTB

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 Handayani, Kel. Leneng, Kec. Praya, Kab. Lombok Tengah, NTB

Location
Unknown,

Unknown

INDONESIA