Garuda - Garba Rujukan Digital

ALIH WAHANA IKLAN EDUKASI MENJADI TEKS PERSUASI DAN KELAYAKANNYA SEBAGAI SUMBER BELAJAR MENULIS TEKS PERSUASI Regina Samosir; Muhammad Badrus Siroj
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.v6i3.14597

Students’ ability to write persuasive texts still faces various challenges, particularly in generating ideas, developing arguments, and producing engaging written texts. This condition indicates the need for contextual learning resources that are closely related to students’ experiences, enabling writing activities to focus not only on understanding text structure but also on developing ideas. This study aims to examine the process of adapting educational advertisements into persuasive texts and to analyze their suitability as a learning resource for writing persuasive texts. In this study, the author employed a qualitative descriptive approach using document analysis. The data analysis techniques used in this study included data reduction, data presentation, and drawing conclusions in accordance with the theory of Miles and Huberman. The research data consisted of 30 educational advertising posters obtained from the Pinterest platform; data reduction was then performed to identify ten educational advertisements that met the criteria. The results indicate that the adaptation process successfully produced persuasive texts that are relevant to students’ lives, communicative, and aligned with the characteristics of Indonesian language learning at the junior high and senior high school levels. The ten adapted educational advertisements were assessed as suitable for use as learning resources based on four aspects of learning resource suitability. This study demonstrates that the adaptation of educational advertisements can serve as an innovative, contextual, engaging, and effective learning resource for teaching persuasive writing. ABSTRAK Kemampuan menulis teks persuasi peserta didik masih menghadapi berbagai kendala, terutama dalam menemukan ide, mengembangkan argumen, dan menyusun tulisan yang menarik. Kondisi tersebut menunjukkan perlunya sumber belajar yang kontekstual dan dekat dengan pengalaman peserta didik agar kegiatan menulis tidak hanya berorientasi pada pemahaman struktur, tetapi juga pada pengembangan gagasan. Penelitian ini bertujuan untuk mengkaji proses alih wahana iklan edukasi menjadi teks persuasi serta menganalisis kelayakannya sebagai sumber belajar menulis teks persuasi. Dalam penelitian ini penulis menggunakan pendekatan deskriptif kualitatif dengan teknik studi dokumen. Teknik analisis data dalam penelitian ini meliputi reduksi data, penyajian data, dan penarikan kesimpulan sesuai teori Miles and Huberman. Data penelitian berupa 30 poster iklan edukasi yang diperoleh dari platform Pinterest, lalu dilakukan reduksi data sehingga diperoleh sepuluh data iklan edukasi yang memenuhi syarat. Hasil penelitian menunjukkan bahwa proses alih wahana mampu menghasilkan teks persuasi yang relevan dengan kehidupan peserta didik, komunikatif, dan sesuai dengan karakteristik pembelajaran Bahasa Indonesia pada jenjang SMP/SMA. Sepuluh iklan edukasi yang telah dialihwahanakan dinilai layak digunakan sebagai sumber belajar berdasarkan empat aspek kelayakan sumber belajar. Penelitian ini menunjukkan bahwa pemanfaatan alih wahana iklan edukasi dapat menjadi inovasi sumber belajar yang kontekstual, menarik, dan efektif dalam pembelajaran menulis teks persuasi.

LECTURER SCAFFOLDING THROUGH INDIRECT ELICITATION AFTER COLLABORATIVE EDITING FOR ERROR RECOGNITION IN NON-ENGLISH MAJORS Seflianti Seflianti; Niwayan Sukraini; Santang Santang
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.v6i3.14628

ABSTRACT The collaborative editing process allows students to evaluate written work through the exchange of perspectives with their peers, but the ability to recognize errors does not necessarily develop in line with their level of engagement. This study examines how students participate in small-group collaborative editing and respond to lecturer scaffolding through indirect elicitation. An exploratory qualitative case study was conducted in May 2026 involving 14 second-semester students enrolled in a General English Language course. The learning sequence consisted of individually writing three sentences based on a tense obtained through a lottery, reviewing the writing collaboratively for 15 minutes, discussing the resulting written work in a whole-class discussion, and participating in semi-structured group interviews. Data were obtained from classroom observations, students’ written products, and interviews, and were subsequently examined through thematic analysis and source triangulation. Student engagement was evident in peer discussion and review, yet spelling, capitalization, grammatical, and sentence-form errors remained after the group-editing stage. When the lecturer employed indirect elicitation, students were encouraged to reconsider their writing and examine potentially problematic parts before making revisions. Thus, collaborative editing and lecturer scaffolding serve complementary functions in fostering a more reflective process of reviewing students’ written work. ABSTRAK Proses collaborative editing memungkinkan mahasiswa menilai tulisan melalui pertukaran pandangan dengan teman sebaya, tetapi kemampuan mengenali kesalahan tidak selalu berkembang sejalan dengan keterlibatan tersebut. Penelitian ini menelaah bagaimana mahasiswa berpartisipasi dalam small-group collaborative editing dan merespons lecturer scaffolding melalui indirect elicitation. Studi kasus kualitatif eksploratif ini dilaksanakan pada Mei 2026 dengan melibatkan 14 mahasiswa semester dua pada mata kuliah General English Language. Rangkaian kegiatan berlangsung melalui penulisan tiga kalimat berdasarkan tense yang diperoleh melalui undian, pemeriksaan tulisan secara berkelompok selama 15 menit, pembahasan hasil tulisan dalam whole-class discussion, dan wawancara kelompok semi-terstruktur. Informasi penelitian diperoleh melalui observasi kelas, produk tulisan, dan wawancara, kemudian ditelaah menggunakan analisis tematik serta triangulasi sumber. Keterlibatan mahasiswa terlihat dalam diskusi dan pemeriksaan antarteman, tetapi kesalahan ejaan, kapitalisasi, tata bahasa, dan bentuk kalimat masih ditemukan setelah tahap penyuntingan kelompok. Ketika dosen menggunakan indirect elicitation, mahasiswa terdorong untuk memeriksa kembali tulisan dan menelusuri bagian yang dianggap bermasalah sebelum melakukan perbaikan. Dengan demikian, collaborative editing dan lecturer scaffolding menunjukkan fungsi yang saling melengkapi dalam membangun proses pemeriksaan tulisan yang lebih reflektif.

INTERNALISASI KARAKTER TANGGUNG JAWAB GURU IPA DALAM PEMBELAJARAN BERBASIS GOOGLE CLASSROOM DI SEKOLAH MENENGAH PERTAMA Marina Natalega; Pristian Hadi Putra; Toni Haryanto; Ahmad Jamin; Nur Rusliah
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.v6i3.14661

The development of educational technology has driven the widespread use of Google Classroom; however, the availability of the platform does not automatically guarantee learning quality, as this largely depends on the teacher's responsibility in managing it. The research gap lies in the scarcity of studies positioning teachers, rather than students, as the main subject of responsibility character internalization in digital learning, particularly in science subjects at suburban schools with limited infrastructure. This study aims to describe teachers' internalization of responsibility character in planning, implementing, and evaluating science learning through Google Classroom at SMP Negeri 7 Sungai Penuh, and to identify the supporting and inhibiting factors. A descriptive qualitative approach was employed involving ten informants selected through purposive sampling, consisting of the principal, vice principal, two science teachers, and six students. Data were collected through observation, in-depth interviews, and documentation, then analyzed using the Miles and Huberman interactive model, with data validity ensured through source and technique triangulation. The results show that teacher responsibility remains at the value-transformation stage rather than the transinternalization stage: planning is largely administrative with minimal material curation, implementation lacks consistent digital presence and active student monitoring, and evaluation is limited to numerical scores without constructive feedback. Supporting factors include teachers' intrinsic motivation and school policy support, while the dominant inhibiting factors include limited digital competence, excessive administrative workload, and the absence of a digital accountability system from the school. These findings underscore the need for schools to establish a structured digital accountability system, accompanied by continuous professional development in teachers’ digital competencies, so that the internalization of responsibility can progress from the stage of value transformation toward transinternalization. ABSTRAK Perkembangan teknologi pendidikan mendorong pemanfaatan Google Classroom secara luas, namun ketersediaan platform tidak serta-merta menjamin kualitas pembelajaran karena hal tersebut sangat bergantung pada tanggung jawab guru dalam mengelolanya. Kesenjangan penelitian terletak pada minimnya kajian yang menempatkan guru, bukan siswa, sebagai subjek utama internalisasi karakter tanggung jawab dalam pembelajaran digital, khususnya pada mata pelajaran IPA di sekolah pinggiran kota dengan keterbatasan infrastruktur. Penelitian ini bertujuan mendeskripsikan internalisasi karakter tanggung jawab guru dalam perencanaan, pelaksanaan, dan evaluasi pembelajaran IPA melalui Google Classroom di SMP Negeri 7 Sungai Penuh, serta mengidentifikasi faktor pendukung dan penghambatnya. Penelitian menggunakan pendekatan kualitatif deskriptif dengan sepuluh informan yang dipilih melalui purposive sampling, terdiri atas kepala sekolah, wakil kepala sekolah, dua guru IPA, dan enam siswa. Data dikumpulkan melalui observasi, wawancara mendalam, dan dokumentasi, kemudian dianalisis menggunakan model interaktif Miles dan Huberman, dengan keabsahan data dijamin melalui triangulasi sumber dan teknik. Hasil penelitian menunjukkan bahwa tanggung jawab guru masih berada pada tahap transformasi nilai dan belum mencapai tahap transinternalisasi: perencanaan pembelajaran bersifat administratif dan minim kurasi materi, pelaksanaan belum didukung kehadiran digital yang konsisten serta monitoring aktif terhadap siswa, dan evaluasi terbatas pada pemberian angka tanpa umpan balik konstruktif. Faktor pendukung meliputi motivasi intrinsik guru dan dukungan kebijakan sekolah, sedangkan faktor penghambat dominan meliputi keterbatasan kompetensi digital, beban administratif, dan minimnya sistem akuntabilitas digital dari sekolah. Temuan ini menegaskan perlunya sekolah membangun sistem akuntabilitas digital yang terstruktur disertai pelatihan kompetensi digital guru secara berkelanjutan agar internalisasi tanggung jawab dapat bergerak dari tahap transformasi nilai menuju transinternalisasi.

PENGARUH SELF-REGULATED LEARNING DAN EFIKASI DIRI TERHADAP BERPIKIR KRITIS SANTRI MELALUI PROKRASTINASI AKADEMIK Wafa Ulum Ma'arif; Ita Nuryana
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.v6i3.14684

ABSTRACT Critical thinking skills in students’ learning experiences are associated with how academic processes are directed, sustained, and carried out when facing complex demands. This study examines the relationship between self-regulated learning and self-efficacy and students’ critical thinking skills, while also investigating the role of academic procrastination as a mediating variable among 91 tenth- and eleventh-grade students at MA Riyadus Sholihin. A quantitative approach with an ex post facto design was employed, involving all respondents through saturated sampling. Data were collected using a five-point Likert-scale questionnaire and analyzed through descriptive statistics, assumption testing, path analysis, t-tests, the Sobel test, and the coefficient of determination using IBM SPSS Statistics. The direct paths indicated that self-regulated learning had a positive effect on critical thinking skills (β = 0.486; p < 0.001), as did self-efficacy (β = 0.164; p = 0.005), whereas academic procrastination had a negative effect (β = −0.494; p < 0.001). Mediation analysis provided support for the partial mediating role of academic procrastination in the relationships between self-regulated learning and self-efficacy and critical thinking skills. These findings suggest that the development of critical thinking skills needs to be understood in conjunction with learning regulation, confidence in one’s capabilities, and the management of procrastination within a pesantren-based educational environment. ABSTRAK Kemampuan berpikir kritis dalam pengalaman belajar siswa berkaitan dengan bagaimana proses akademik diarahkan, dipertahankan, dan dijalankan ketika menghadapi tuntutan yang kompleks. Penelitian ini menelaah hubungan self-regulated learning dan efikasi diri dengan kemampuan berpikir kritis, sekaligus menguji posisi prokrastinasi akademik sebagai variabel mediasi pada 91 siswa kelas X dan XI MA Riyadus Sholihin. Penelitian menggunakan pendekatan kuantitatif dengan desain ex post facto dan melibatkan seluruh responden melalui sampling jenuh. Data dikumpulkan menggunakan kuesioner berskala Likert lima poin dan dianalisis melalui statistik deskriptif, uji asumsi, path analysis, uji t, uji Sobel, serta koefisien determinasi dengan IBM SPSS Statistics. Jalur langsung memperlihatkan bahwa self-regulated learning berpengaruh positif terhadap kemampuan berpikir kritis (β = 0,486; p < 0,001), demikian pula efikasi diri (β = 0,164; p = 0,005), sedangkan prokrastinasi akademik berpengaruh negatif (β = −0,494; p < 0,001). Pengujian mediasi menghasilkan dukungan terhadap peran parsial prokrastinasi pada hubungan self-regulated learning dan efikasi diri dengan kemampuan berpikir kritis. Temuan ini memperlihatkan bahwa pengembangan kemampuan berpikir kritis perlu dipahami bersama pengelolaan belajar, keyakinan terhadap kapasitas diri, dan pengendalian kecenderungan menunda dalam lingkungan pendidikan berbasis pesantren.

PENERAPAN MODEL PROBLEM BASED LEARNING DENGAN PENDEKATAN DEEP LEARNING TERHADAP PEMAHAHAMAN KONSEP TEKS NONFIKSI SISWA KELAS V SD Atika Mar-Atush Sholihah; Fakhrur Rozy; Hikmah Luqiyah Kartikasari
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.v6i3.14727

The low level of elementary school students’ understanding of nonfiction texts is often associated with learning processes that provide limited opportunities for students to actively interpret and construct meaning from information. This study aimed to analyze the effect of implementing the Problem-Based Learning (PBL) model with a Deep Learning approach on fifth-grade students’ understanding of nonfiction texts at SD Ma’arif NU Ngaban. The study employed a quantitative approach with a One-Group Pretest-Posttest design involving 27 students. Data were collected through tests administered before (pretest) and after (posttest) the implementation of PBL integrated with the Deep Learning approach. The data were analyzed using the Shapiro-Wilk normality test and the Paired-Samples t-test for hypothesis testing. The results showed an increase in the students’ mean scores from 70.07 on the pretest to 81.48 on the posttest. The Paired-Samples t-test produced a significance value (Sig. 2-tailed) of 0.000 (< 0.05), indicating a statistically significant difference between the pretest and posttest scores. These findings demonstrate that the implementation of PBL with a Deep Learning approach significantly improved students’ understanding of nonfiction texts. Problem-solving activities encouraged students to actively engage with information, develop critical thinking skills, and connect learning materials with real-life contexts. Therefore, integrating PBL with a Deep Learning approach can serve as an alternative instructional strategy to support more active, meaningful, and contextual learning of nonfiction texts. ABSTRAK Rendahnya pemahaman siswa sekolah dasar terhadap konsep teks nonfiksi sering disebabkan oleh proses pembelajaran yang kurang melibatkan keaktifan siswa dalam memaknai informasi. Penelitian ini bertujuan untuk menganalisis pengaruh penerapan model pembelajaran Problem Based Learning (PBL) dengan pendekatan Deep Learning terhadap pemahaman konsep teks nonfiksii siswa kelas V SD Ma’arif NU Ngaban. Penelitian ini menggunakan pendekatan kuantitatif dengan desain One-Group Pretest-Posttest, yang melibatkan 27 siswa sebagai subjek penelitian. Data dikumpulkan melalui tes yang diberikan sebelum (pretest) dan sesudah (posttest) penerapan pembelajaran PBL dengan pendekatan Deep Learning. Data dianalisis menggunakan uji normalitas Shapiro-Wilk dan uji hipotesis Paired-Samples t-test. Hasil penelitian menunjukkan adanya peningkatan nilai rata-rata siswa dari 70,07 pada pretest menjadi 81,48 pada posttest. Hasil Paired-Samples t-test menunjukkan nilai signifikansi (Sig. 2-tailed) sebesar 0,000 (< 0,05), yang menunjukkan adanya perbedaan yang signifikan antara hasil pretest dan posttest. Temuan tersebut menunjukkan bahwa penerapan model PBL dengan pendekatan Deep Learning memberikan pengaruh yang signifikan terhadap pemahaman siswa terhadap teks nonfiksi. Pembelajaran melalui pemecahan masalah mendorong siswa untuk terlibat secara aktif dalam memahami informasi, berpikir kritis, dan menghubungkan materi dengan konteks kehidupan sehari-hari. Dengan demikian, integrasi PBL dan Deep Learning dapat menjadi alternatif pembelajaran yang mendukung pemahaman konsep teks nonfiksii secara lebih aktif, bermakna, dan kontekstual.

ANALISIS KEBUTUHAN PENGEMBANGAN FLIPCHART BERBASIS KOMIK PADA MATERI GAYA GERAK SISWA KELAS IV SEKOLAH DASAR Meisya Dwi Anindya; Ita Kurnia; Agus Widodo
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.v6i3.14729

The low learning outcomes in the topic of force and motion among fourth-grade elementary school students are attributed to the limited use of innovative instructional media, resulting in passive classroom participation and difficulties in understanding scientific concepts. This study aimed to develop a comic-based flipchart learning medium that is valid, practical, and effective in improving fourth-grade elementary school students' learning outcomes on the topic of force and motion. The study employed a Research and Development (R&D) approach using the ADDIE model, which consists of the stages of Analysis, Design, Development, Implementation, and Evaluation. The research participants included one fourth-grade teacher, seven students in the limited-scale trial, and twenty students in the large-scale trial. Data were collected through material expert and media expert validation questionnaires, teacher and student response questionnaires, and pre-test and post-test assessments. The data were analyzed using percentage analysis and the N-Gain test. The findings revealed that the developed learning medium achieved a very high level of validity, with validation scores of 96% from the material expert and 88% from the media expert. The practicality of the medium was demonstrated by a teacher response rate of 94%, student responses of 90% in the limited-scale trial, and 92% in the large-scale trial. Its effectiveness was evidenced by N-Gain scores of 0.68 in the limited-scale trial and 0.71 in the large-scale trial, both categorized as high. Therefore, the comic-based flipchart learning medium is considered valid, practical, and effective for enhancing fourth-grade elementary school students' learning outcomes on the topic of force and motion. ABSTRAK Rendahnya hasil belajar pada materi gaya dan gerak di kelas IV sekolah dasar dipengaruhi oleh penggunaan media pembelajaran yang kurang bervariasi sehingga siswa cenderung pasif dan mengalami kesulitan dalam memahami konsep. Penelitian ini bertujuan untuk mengembangkan media pembelajaran flipchart berbasis komik yang valid, praktis, dan efektif untuk meningkatkan hasil belajar siswa kelas IV sekolah dasar pada materi gaya dan gerak. Penelitian ini menggunakan metode Research and Development (R&D) dengan model ADDIE yang meliputi tahap Analysis, Design, Development, Implementation, dan Evaluation. Subjek penelitian terdiri atas seorang guru kelas IV, 7 siswa pada uji coba skala terbatas, dan 20 siswa pada uji coba skala luas. Data dikumpulkan melalui angket validasi ahli materi dan ahli media, angket respons guru dan siswa, serta tes pre-test dan post-test. Analisis data dilakukan menggunakan analisis persentase dan N-Gain. Hasil penelitian menunjukkan bahwa media yang dikembangkan memperoleh tingkat kevalidan sangat tinggi dengan persentase validasi ahli materi sebesar 96% dan ahli media sebesar 88%. Tingkat kepraktisan media ditunjukkan oleh respons guru sebesar 94%, respons siswa pada uji coba skala terbatas sebesar 90%, dan uji coba skala luas sebesar 92%. Keefektifan media dibuktikan melalui nilai N-Gain sebesar 0,68 pada uji coba skala terbatas dan 0,71 pada uji coba skala luas yang termasuk dalam kategori tinggi. Dengan demikian, media pembelajaran flipchart berbasis komik dinyatakan valid, praktis, dan efektif sehingga layak digunakan sebagai media pembelajaran untuk meningkatkan hasil belajar siswa kelas IV sekolah dasar pada materi gaya dan gerak.

PENGARUH PENGGUNAAN MEDIA KARTU TERHADAP KEMAMPUAN HITUNG PENJUMLAHAN ANAK TUNAGRAHITA RINGAN Teta Ayuni Nur Latifa Sugeng
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.v6i3.14739

ABSTRACT This study was motivated by the low numeracy skills of students with mild intellectual disabilities, who require concrete and engaging instructional media to support effective learning. The study aimed to determine the effect of card media on the numeracy skills of first-grade students with mild intellectual disabilities at SDLB Bakti Siwi Sleman. A quantitative approach was employed using a one-group pre-test–post-test design. The research was conducted at SDLB Bakti Siwi Sleman during the 2025/2026 academic year from April to July 2026, involving all first-grade students with mild intellectual disabilities as the research subjects. Data were collected through numeracy tests, observations, interviews, and documentation. The collected data were analyzed using the Wilcoxon signed-rank test to examine differences in students' numeracy skills before and after the intervention. The results showed an Asymp. Sig. (2-tailed) value of 0.005 (<0.05), indicating a statistically significant difference between the pre-test and post-test scores. These findings demonstrate that the use of card media effectively improved students' numeracy skills after the learning intervention. Therefore, card media has a positive effect on improving the numeracy skills of first-grade students with mild intellectual disabilities at SDLB Bakti Siwi Sleman and can serve as an effective instructional medium to support mathematics learning in special education. ABSTRAK Penelitian ini dilatarbelakangi oleh rendahnya kemampuan berhitung pada anak tunagrahita ringan yang memerlukan media pembelajaran konkret dan menarik agar proses pembelajaran menjadi lebih efektif. Penelitian ini bertujuan untuk mengetahui pengaruh penggunaan media kartu terhadap kemampuan berhitung anak tunagrahita ringan kelas I di SDLB Bakti Siwi Sleman. Penelitian menggunakan pendekatan kuantitatif dengan desain one-group pre-test–post-test. Penelitian dilaksanakan di SDLB Bakti Siwi Sleman pada tahun pelajaran 2025/2026 selama April–Juli 2026 dengan subjek penelitian seluruh siswa tunagrahita ringan kelas I. Data dikumpulkan melalui tes kemampuan berhitung, observasi, wawancara, dan dokumentasi. Data hasil penelitian dianalisis menggunakan uji Wilcoxon untuk mengetahui perbedaan kemampuan berhitung sebelum dan sesudah pemberian perlakuan. Hasil analisis menunjukkan nilai Asymp. Sig. (2-tailed) sebesar 0,005 (<0,05), yang menunjukkan adanya perbedaan yang signifikan antara hasil pre-test dan post-test. Temuan tersebut mengindikasikan bahwa penggunaan media kartu mampu meningkatkan kemampuan berhitung siswa setelah mengikuti pembelajaran menggunakan media tersebut. Dengan demikian, media kartu terbukti memberikan pengaruh positif terhadap peningkatan kemampuan berhitung anak tunagrahita ringan kelas I di SDLB Bakti Siwi Sleman serta dapat dijadikan sebagai salah satu alternatif media pembelajaran yang efektif dalam mendukung pembelajaran matematika pada pendidikan khusus.

PENGEMBANGAN MODEL PEMBELAJARAN KOOPERATIF STAD DENGAN BANTUAN MEDIA INTERAKTIF CANVA UNTUK MENINGKATKAN HASIL BELAJAR SISWA Titi Dwi Lestari; Lukman Fadhiliya; Anita Rinawati
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.v6i3.14761

ABSTRACT The learning process of Basic Marketing at SMK Negeri 1 Ambal is still predominantly teacher-centered through lecture-based instruction, resulting in the underutilization of learning media and suboptimal student participation and learning outcomes. This study aimed to develop a Student Teams Achievement Division (STAD) cooperative learning model assisted by interactive Canva media that is valid, practical, and effective in improving students' learning outcomes. The study employed a Research and Development (R&D) approach using the 4D model, consisting of the define, design, develop, and disseminate stages. The participants were 36 students of Grade X Marketing 1. Data were collected through interviews, expert validation, teacher and student response questionnaires, observations, and pre-test and post-test assessments. The data were analyzed using descriptive quantitative techniques, while product effectiveness was measured using the N-Gain test. The results indicated that the developed product was highly valid, with media expert and material expert validation scores of 3.90 and 3.78, respectively. The product was also considered highly practical based on student and teacher response scores of 3.43 and 3.80. Furthermore, the effectiveness test produced an N-Gain score of 0.72, categorized as high, indicating a substantial improvement in students' learning outcomes. Therefore, the STAD cooperative learning model assisted by interactive Canva media is considered valid, practical, and effective as an alternative instructional model for Basic Marketing learning in vocational high schools. ABSTRAK Pembelajaran Dasar-Dasar Pemasaran di SMK Negeri 1 Ambal masih didominasi metode ceramah sehingga pemanfaatan media pembelajaran belum optimal dan berdampak pada rendahnya partisipasi serta hasil belajar siswa. Penelitian ini bertujuan mengembangkan model pembelajaran kooperatif tipe Student Teams Achievement Division (STAD) berbantuan media interaktif Canva yang memenuhi kriteria layak, praktis, dan efektif untuk meningkatkan hasil belajar siswa. Penelitian menggunakan metode Research and Development (R&D) dengan model 4D yang meliputi tahap define, design, develop, dan disseminate. Subjek penelitian berjumlah 36 siswa kelas X Pemasaran 1. Data diperoleh melalui wawancara, validasi ahli media dan ahli materi, angket respon guru dan siswa, observasi, serta tes hasil belajar sebelum dan sesudah pembelajaran. Data dianalisis secara deskriptif kuantitatif, sedangkan efektivitas produk dianalisis menggunakan uji N-Gain. Hasil penelitian menunjukkan bahwa media yang dikembangkan memperoleh kategori sangat layak berdasarkan validasi ahli media dengan skor 3,90 dan ahli materi sebesar 3,78. Tingkat kepraktisan juga berada pada kategori sangat praktis dengan skor respon siswa sebesar 3,43 dan guru sebesar 3,80. Efektivitas penggunaan model pembelajaran ditunjukkan oleh nilai N-Gain sebesar 0,72 yang termasuk kategori tinggi, sehingga mampu meningkatkan hasil belajar secara signifikan” menjadi “menunjukkan peningkatan hasil belajar dengan kategori tinggi. Dengan demikian, model pembelajaran kooperatif tipe STAD berbantuan media interaktif Canva dinyatakan layak, praktis, dan efektif sebagai alternatif pembelajaran Dasar-Dasar Pemasaran di SMK.

PENGARUH PENDEKATAN WHOLE LANGUAGE TERHADAP HASIL BELAJAR BAHASA INDONESIA PADA SISWA KELAS V SD Vernando Riky Ardianto; Endang Wahju Andjariani; Ery Rahmawati
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.v6i3.14842

Reading and comprehending fiction texts are important components of Indonesian language learning in elementary schools because they support students' ability to identify information, understand text content, and recognize story elements. However, learning practices dominated by conventional methods may limit student engagement and result in suboptimal learning achievement. This study aimed to determine the effect of the Whole Language approach on the Indonesian language learning outcomes of fifth-grade students at SDN Kludan, Tanggulangin District, Sidoarjo Regency, particularly in learning fiction texts. The study employed a quantitative approach using a quasi-experimental method with a Nonequivalent Control Group Design. The sample consisted of 54 students, including 27 students in the experimental class and 27 students in the control class. The research instruments included a learning achievement test and a student activity observation sheet. Data were analyzed through validity, reliability, normality, homogeneity, and hypothesis testing using an Independent Samples t-test. The results showed that the mean posttest score of the experimental class was 85.04, which was higher than that of the control class (71.37). The Independent Samples t-test indicated a statistically significant difference between the two groups (t(52) = −15.300, p < .001). Furthermore, student activity reached 87%, which was categorized as very active. Therefore, the implementation of the Whole Language approach significantly affected the Indonesian language learning outcomes of fifth-grade elementary school students. ABSTRAK Keterampilan membaca dan memahami teks fiksi merupakan bagian penting dalam pembelajaran Bahasa Indonesia di sekolah dasar karena mendukung kemampuan siswa dalam menemukan informasi, memahami isi bacaan, dan mengidentifikasi unsur-unsur cerita. Namun, pembelajaran yang masih didominasi metode konvensional dapat menyebabkan keterlibatan siswa rendah sehingga capaian hasil belajar belum optimal. Penelitian ini bertujuan untuk mengetahui pengaruh penerapan pendekatan Whole Language terhadap hasil belajar Bahasa Indonesia siswa kelas V SDN Kludan Kecamatan Tanggulangin Kabupaten Sidoarjo pada materi teks cerita fiksi. Penelitian ini menggunakan pendekatan kuantitatif dengan jenis quasi experiment dan desain Non equivalent Control Group Design. Sampel penelitian berjumlah 54 siswa yang terdiri atas 27 siswa kelas eksperimen dan 27 siswa kelas kontrol. Instrumen penelitian berupa tes hasil belajar dan lembar observasi keaktifan siswa. Analisis data meliputi uji validitas, reliabilitas, normalitas, homogenitas, dan uji hipotesis menggunakan Independent Sample t-Test. Hasil penelitian menunjukkan bahwa rata-rata nilai posttest kelas eksperimen sebesar 85,04, lebih tinggi dibandingkan kelas kontrol sebesar 71,37. Hasil uji Independent Sample t-Test menunjukkan nilai t(52) = -15,300 dengan Sig. (2-tailed) < 0,001, yang menunjukkan adanya perbedaan yang signifikan antara kelas eksperimen dan kelas kontrol. Selain itu, hasil observasi menunjukkan tingkat keaktifan siswa mencapai 87% dengan kategori sangat aktif. Dengan demikian, penerapan pendekatan Whole Language berpengaruh signifikan terhadap hasil belajar Bahasa Indonesia siswa kelas V SDN Kludan.

PENGARUH METODE STORYTELLING TERHADAP KETERAMPILAN MENYIMAK PESERTA DIDIK PADA PEMBELAJARAN BAHASA INDONESIA KELAS IV SD SWASTA PAHLAWAN NASIONAL MEDAN Fizri Aspika Putri Pane; Safran Safran
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.v6i3.14843

Listening skills are an important language skill for elementary school students because they are related to the ability to understand and process information delivered orally. However, initial observations in the fourth-grade class at Pahlawan Nasional Private Elementary School Medan showed that students' listening skills were still not optimal, as indicated by difficulties in understanding information, answering questions, and maintaining attention during learning activities. This study aimed to determine the effect of the storytelling method on students' listening skills in Indonesian language learning in the fourth grade at Pahlawan Nasional Private Elementary School Medan. This study employed a quantitative approach with a quasi-experimental design using a nonequivalent control group design. The population consisted of 38 fourth-grade students from classes IV A and IV B, all of whom were selected as the sample using total sampling. Data were collected through observation and tests, while data were analyzed using normality, homogeneity, and independent samples t-test. The results showed that the mean posttest score of the experimental class was 85.21, while that of the control class was 70.71. The independent samples t-test resulted in a Sig. (2-tailed) value of 0.002 < 0.05. These results indicate a difference in students' listening skills between the experimental and control classes after the learning process, indicating that the storytelling method had an effect on fourth-grade students' listening skills in Indonesian language learning. ABSTRAK Keterampilan menyimak merupakan salah satu keterampilan berbahasa yang penting dikuasai peserta didik sekolah dasar karena berkaitan dengan kemampuan memahami dan mengolah informasi yang disampaikan secara lisan. Namun, hasil pengamatan awal di kelas IV SD Swasta Pahlawan Nasional Medan menunjukkan bahwa keterampilan menyimak peserta didik masih belum optimal, yang ditandai dengan kesulitan memahami informasi, menjawab pertanyaan, serta mempertahankan perhatian selama pembelajaran. Penelitian ini bertujuan untuk mengetahui pengaruh metode storytelling terhadap keterampilan menyimak peserta didik pada pembelajaran Bahasa Indonesia kelas IV SD Swasta Pahlawan Nasional Medan. Penelitian ini menggunakan pendekatan kuantitatif dengan desain quasi experimental tipe nonequivalent control group design. Populasi penelitian berjumlah 38 peserta didik yang terdiri atas kelas IV A dan IV B, dengan seluruh populasi dijadikan sampel melalui teknik total sampling. Pengumpulan data dilakukan melalui observasi dan tes, sedangkan analisis data menggunakan uji normalitas, homogenitas, dan independent samples t-test. Hasil penelitian menunjukkan bahwa rata-rata posttest kelas eksperimen sebesar 85,21, sedangkan kelas kontrol sebesar 70,71. Hasil uji independent samples t-test menunjukkan nilai Sig. (2-tailed) sebesar 0,002 < 0,05. Hasil tersebut menunjukkan adanya perbedaan keterampilan menyimak antara kelas eksperimen dan kelas kontrol setelah pembelajaran, sehingga metode storytelling berpengaruh terhadap keterampilan menyimak peserta didik kelas IV pada pembelajaran Bahasa Indonesia.

Home Page

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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