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PENGARUH PENERAPAN MEDIA JOBSHEET TERHADAP KETERAMPILAN PRAKTIK SISWA PADA MATA PELAJARAN PEMELIHARAAN MESIN KENDARAAN RINGAN DI SMK NEGERI 2 PALEMBANG M Fahri; Lusiana Lusiana; Mochammad Amri Santosa
LEARNING : Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran Vol. 6 No. 4 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/learning.v6i4.13175

Learning in Light Vehicle Engine Maintenance (PMKR) has not been optimal due to the limited use of structured instructional media to guide students through standard operating procedures. This study aimed to determine the effect of jobsheet media on students' practical skills at SMK Negeri 2 Palembang. The research employed a quantitative approach with a posttest-only control group design. The sample comprised 60 students, divided into 30 students in the experimental group and 30 students in the control group, selected using purposive sampling. Data were collected through direct observation and practical performance tests (posttest), then analyzed using the non-parametric Mann–Whitney U Test. The results indicated that the average practical skill score in the experimental class was 89.36, which was significantly higher than that of the control class at 62.63 (p = 0.000; p < 0.05). Consequently, the implementation of jobsheet media had a significant and effective influence on improving students' vocational practical skills in the PMKR subject. ABSTRAK Pembelajaran Pemeliharaan Mesin Kendaraan Ringan (PMKR) masih belum optimal karena kurangnya penggunaan media instruksional yang membantu siswa memahami prosedur kerja secara terstruktur. Penelitian ini bertujuan untuk mengetahui pengaruh media jobsheet terhadap keterampilan praktik siswa di SMK Negeri 2 Palembang. Penelitian ini menggunakan pendekatan kuantitatif dengan desain eksperimen posttest-only control group design. Sampel penelitian berjumlah 60 siswa yang terdiri atas 30 siswa kelas eksperimen dan 30 siswa kelas kontrol yang dipilih melalui teknik purposive sampling. Data dikumpulkan melalui observasi dan tes kinerja praktik (posttest), kemudian dianalisis menggunakan uji nonparametrik Mann–Whitney U Test. Hasil penelitian menunjukkan bahwa rata-rata nilai keterampilan praktik kelas eksperimen sebesar 89,36, secara signifikan lebih tinggi dibandingkan kelas kontrol yang memperoleh rata-rata 62,63 (p = 0,000; p < 0,05). Dengan demikian, penerapan media jobsheet berpengaruh signifikan dan efektif dalam meningkatkan keterampilan praktik siswa pada mata pelajaran PMKR.

PENGARUH MEDIA MIND MAPPING TERHADAP HASIL BELJAR SISWA PADA MATERI SISTEM PENGAPIAN DI KELAS XI TKR SMK NEGERI 8 ALEMBANG M Syarifudin; Lusiana Lusiana; Farhan Yadi
LEARNING : Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran Vol. 6 No. 4 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/learning.v6i4.13186

Mastery of the ignition system, particularly spark plug sub-materials, is essential in automotive vocational education; however, conventional learning methods often lead to low student comprehension and achievement. This study aims to determine the effect of Mind Mapping media on student learning outcomes in the spark plug sub-material of the ignition system in Class XI TKR at SMK Negeri 8 Palembang. A quasi-experimental method with a Two Group Posttest Only Control Design was employed. The sample consisted of 66 students selected through purposive sampling: Class XI TKR 3 as the experimental group (n=33) using Mind Mapping, and Class XI TKR 2 as the control group (n=33) using conventional instruction. A 30-item test (multiple choice and essay) was used for data collection after validation through SPSS version 26. Data analysis involved the Kolmogorov-Smirnov normality test, Levene's homogeneity test, and Independent Sample t-test. Results show the experimental group's mean posttest score (89.19) was significantly higher than the control group (68.64), with a mean difference of 20.555. The t-test yielded a significance value (Sig. 2-tailed) of 0.000<0.05, rejecting H_0 and accepting H_a. Thus, Mind Mapping media significantly affects student learning outcomes in spark plug materials within the ignition system at SMK Negeri 8 Palembang. These findings imply that Mind Mapping is a viable innovative learning alternative in vocational education, particularly in automotive studies. ABSTRAK Penguasaan materi sistem pengapian khususnya submateri busi sangat penting dalam pendidikan kejuruan otomotif, namun penggunaan metode konvensional sering kali menyebabkan rendahnya pemahaman dan hasil belajar siswa. Penelitian ini bertujuan untuk mengetahui pengaruh penggunaan media Mind Mapping terhadap hasil belajar siswa pada submateri busi dalam sistem pengapian di kelas XI TKR SMK Negeri 8 Palembang. Penelitian menggunakan metode kuasi eksperimen dengan desain Two Group Posttest Only Control Design. Sampel terdiri atas 66 siswa kelas XI TKR yang dipilih menggunakan teknik purposive sampling, yakni kelas XI TKR 3 sebagai kelas eksperimen (n=33) yang menggunakan media Mind Mapping, dan kelas XI TKR 2 sebagai kelas kontrol (n=33) yang menggunakan pembelajaran konvensional. Instrumen pengumpulan data berupa tes pilihan ganda dan esai (30 soal) yang telah diuji validitas, reliabilitas, tingkat kesukaran, dan daya pembedanya menggunakan SPSS versi 26. Analisis data dilakukan melalui uji normalitas Kolmogorov-Smirnov, uji homogenitas Levene's Test, dan uji hipotesis Independent Sample t-Test. Hasil penelitian menunjukkan nilai rata-rata posttest kelas eksperimen sebesar 89,19, lebih tinggi dibandingkan kelas kontrol sebesar 68,64, dengan perbedaan rata-rata sebesar 20,555. Uji-t menghasilkan nilai signifikansi (Sig. 2-tailed) sebesar 0,000<0,05 sehingga H_0 ditolak dan H_a diterima. Dengan demikian, terdapat pengaruh yang signifikan penggunaan media Mind Mapping terhadap hasil belajar siswa pada submateri busi dalam sistem pengapian di kelas XI TKR SMK Negeri 8 Palembang. Temuan ini mengimplikasikan bahwa media Mind Mapping layak dijadikan alternatif pembelajaran inovatif khususnya di bidang otomotif.

ANALISIS KETERAMPILAN PROSES SAINS MATERI KIMIA HIJAU MELALUI PROYEK BRIKET DAUN KARET Eka Puspitasari
LEARNING : Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran Vol. 6 No. 4 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/learning.v6i4.13221

Chemistry learning at the high school level is frequently dominated by the memorization of concepts and formulas, preventing students' Science Process Skills (SPS) from developing optimally. This study aims to analyze the SPS profile of 10th-grade students at SMA Negeri 3 Dusun Utara in Green Chemistry materials through a Deep Learning framework with a Project-Based Learning (PjBL) model involving a dry rubber leaf waste briquette project. The research method used is a qualitative descriptive method. The research subjects involved 12 tenth-grade students. Project activities were integrated through six PjBL syntaxes, aligned with five target SPS indicators from the national curriculum, and facilitated through structured worksheets on the Huma Betang Digital Class. Data were collected via SPS observation sheets, waste utilization questionnaires, interview guidelines for local planters, student response questionnaires, and documentation. The results revealed that the students' overall average SPS score reached 58.00% (Moderate category). In detail, the indicators for observing (score 3.50) and questioning/predicting (70.00%) achieved the High category. Conversely, competency declined in processing/analyzing data (50.00%; Moderate category) and reached its lowest point in evaluating/reflecting (40.00%; Low category) because formula memorization habits left students untrained in metacognitive thinking when encountering cracked or fragile briquette products. Meanwhile, the student response questionnaire demonstrated highly positive acceptance, yielding an overall average of 78.11% (Good criterion), with digital worksheet utilization achieving the highest score of 80.21%. This study concludes that the integration of PjBL and Deep Learning successfully transforms chemistry learning from mere theoretical transfer into a platform for contextual and meaningful science exploration. Future recommendations are directed toward enhancing problema solving based scaffolding interventions and downstreaming briquette technology with local planter communities to realize Green Chemistry principles sustainably. ABSTRAK Pembelajaran kimia di tingkat SMA sering kali didominasi oleh hafalan konsep dan rumus, sehingga mengakibatkan Keterampilan Proses Sains (KPS) siswa kurang berkembang secara optimal. Penelitian ini bertujuan untuk menganalisis profil KPS siswa kelas X SMA Negeri 3 Dusun Utara pada materi Kimia Hijau melalui kerangka Pembelajaran Mendalam (Deep Learning) dengan model Pembelajaran Berbasis Proyek (PjBL) berupa pembuatan briket dari limbah daun karet kering. Metode penelitian yang digunakan adalah metode deskriptif kualitatif. Subjek penelitian melibatkan 12 siswa kelas X. Aktivitas proyek diintegrasikan melalui enam sintaks PjBL, diselaraskan dengan lima indikator KPS target kurikulum nasional, dan difasilitasi melalui LKPD terstruktur pada Kelas Digital Huma Betang. Pengumpulan data dilakukan menggunakan lembar observasi KPS, angket pemanfaatan limbah, pedoman wawancara pekebun lokal, angket respons siswa, dan dokumentasi. Hasil penelitian menunjukkan rata-rata nilai KPS keseluruhan siswa sebesar 58,00% (kategori Sedang). Secara rinci, indikator mengamati (skor 3,50) serta mempertanyakan dan memprediksi (70,00%) berada pada kategori Tinggi. Namun, penurunan kompetensi terjadi pada indikator memproses/menganalisis data (50,00%; kategori Sedang) dan mengevaluasi/refleksi (40,00%; kategori Rendah) karena kebiasaan menghafal membuat siswa belum terbiasa berpikir metakognitif saat menghadapi kegagalan produk briket yang retak atau rapuh. Sementara itu, angket respons siswa menghasilkan rata-rata keseluruhan 78,11% (kriteria Baik), dengan pemanfaatan LKPD Digital menempati capaian tertinggi sebesar 80,21%. Penelitian ini menyimpulkan bahwa integrasi PjBL dan Deep Learning mampu mentransformasi pembelajaran kimia dari sekadar transfer teori menjadi wahana eksplorasi sains yang kontekstual dan bermakna. Rencana tindak lanjut diarahkan pada penguatan intervensi scaffolding berbasis problem solving serta perluasan hilirisasi teknologi briket bersama komunitas pekebun lokal guna mewujudkan prinsip Kimia Hijau secara berkelanjutan.

PENGEMBANGAN PANDUAN BELAJAR MEMBACA PERMULAAN DENGAN METODE SUKU KATA KELAS 1 SEKOLAH DASAR Kurnia Ningsih; Yasir Arafat; Susanti Faipri Selegi
LEARNING : Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran Vol. 6 No. 4 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/learning.v6i4.13228

This research is motivated by the fact that there are still first-grade students of SD Negeri 19 Betung who have difficulty recognizing letters, reading syllables, reading words, and reading simple sentences. In addition, the reading learning guides used by teachers are still limited, so teaching materials are needed that help students learn to read gradually and systematically. This research aims to develop a beginning reading learning guide using the syllable method that is valid, practical, and has a potential effect on improving students' beginning reading skills. The research uses the Research and Development (R&D) method with a 4D development model that includes the Define, Design, Development, and Disseminate stages. The research subjects were 28 first-grade students of SD Negeri 19 Betung. Data were collected through expert validation questionnaires, student response questionnaires, and beginning reading tests, then analyzed using descriptive percentage techniques. The results showed that the beginning reading learning guide using the syllable method obtained a validity level of 80.00% with a valid category. The practicality test results obtained a percentage of 87.50% on a small scale and 85.92% on a large scale with an average of 86.71%, which is included in the very practical category. Furthermore, the developed product has a potential effect on improving students' beginning reading skills. Thus, the beginning reading learning guide using the syllable method is declared valid, very practical, and suitable for use in learning beginning reading for first-grade elementary school students. ABSTRAK Penelitian ini dilatarbelakangi oleh masih adanya siswa kelas I SD Negeri 19 Betung yang mengalami kesulitan mengenal huruf, membaca suku kata, membaca kata, dan membaca kalimat sederhana. Selain itu, panduan belajar membaca yang digunakan guru masih terbatas sehingga diperlukan bahan ajar yang membantu siswa belajar membaca secara bertahap dan sistematis. Penelitian ini bertujuan mengembangkan panduan belajar membaca permulaan dengan metode suku kata yang valid, praktis, dan memiliki efek potensial terhadap peningkatan kemampuan membaca permulaan siswa. Penelitian menggunakan metode Research and Development (R&D) dengan model pengembangan 4D yang meliputi tahap Define, Design, Development, dan Disseminate. Subjek penelitian berjumlah 28 siswa kelas I SD Negeri 19 Betung. Data dikumpulkan melalui angket validasi ahli, angket respons siswa, dan tes membaca permulaan, kemudian dianalisis menggunakan teknik deskriptif persentase. Hasil penelitian menunjukkan bahwa panduan belajar membaca permulaan dengan metode suku kata memperoleh tingkat kevalidan sebesar 80,00% dengan kategori valid. Hasil uji kepraktisan memperoleh persentase sebesar 87,50% pada skala kecil dan 85,92% pada skala besar dengan rata-rata 86,71% yang termasuk kategori sangat praktis. Selain itu, produk yang dikembangkan memberikan efek potensial terhadap peningkatan kemampuan membaca permulaan siswa. Dengan demikian, panduan belajar membaca permulaan dengan metode suku kata dinyatakan valid, sangat praktis, dan layak digunakan dalam pembelajaran membaca permulaan siswa kelas I sekolah dasar.

PENGARUH MOTIVASI BELAJAR, SELF-REGULATED LEARNING DAN DUKUNGAN SOSIAL TERHADAP PRESTASI AKADEMIK MAHASISWA UNIVERSITAS BHINNEKA PGRI Ragilia Putri Candraniar; Ekbal Santoso; Muhammad Anasrulloh
LEARNING : Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran Vol. 6 No. 4 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/learning.v6i4.13229

Academic achievement is widely recognized as an essential indicator of student success in higher education and is influenced by a combination of internal and external factors. Despite extensive research on academic performance, studies integrating learning motivation, self-regulated learning, and social support within a single analytical framework remain limited, particularly in the context of private universities. This study aimed to examine the influence of learning motivation, self-regulated learning, and social support on the academic achievement of students at Universitas Bhinneka PGRI. A quantitative approach with an associative research design was employed. The study population consisted of 2,781 students, from which 139 respondents were selected using proportional sampling. Data were collected through validated and reliable questionnaires and analyzed using multiple linear regression with the assistance of SPSS version 25. The findings revealed that learning motivation, self-regulated learning, and social support each had a positive and significant effect on academic achievement. Furthermore, the simultaneous analysis demonstrated that the three variables collectively exerted a significant influence on academic achievement. The coefficient of determination () of 0.879 indicated that 87.9% of the variance in academic achievement could be explained by the combined contribution of learning motivation, self-regulated learning, and social support, while the remaining 12.1% was attributable to other factors beyond the scope of this study. These findings highlight the importance of strengthening both individual learning capacities and supportive social environments to enhance academic outcomes in higher education. ABSTRAK Prestasi akademik merupakan indikator penting keberhasilan mahasiswa di perguruan tinggi yang dipengaruhi oleh berbagai faktor internal dan eksternal. Namun, kajian yang mengintegrasikan motivasi belajar, self-regulated learning, dan dukungan sosial dalam satu model penelitian masih relatif terbatas, khususnya pada konteks perguruan tinggi swasta. Penelitian ini bertujuan menganalisis pengaruh motivasi belajar, self-regulated learning, dan dukungan sosial terhadap prestasi akademik mahasiswa Universitas Bhinneka PGRI. Penelitian menggunakan pendekatan kuantitatif dengan desain asosiatif. Populasi penelitian berjumlah 2.781 mahasiswa dan sampel sebanyak 139 responden yang dipilih melalui teknik proportional sampling. Data diperoleh menggunakan kuesioner yang telah memenuhi kriteria validitas dan reliabilitas, kemudian dianalisis menggunakan regresi linier berganda dengan bantuan SPSS 25. Hasil penelitian menunjukkan bahwa motivasi belajar, self-regulated learning, dan dukungan sosial secara parsial berpengaruh positif dan signifikan terhadap prestasi akademik mahasiswa. Selain itu, pengujian simultan membuktikan bahwa ketiga variabel tersebut secara bersama-sama memberikan pengaruh yang signifikan terhadap prestasi akademik. Nilai koefisien determinasi () sebesar 0,879 menunjukkan bahwa 87,9% variasi prestasi akademik dapat dijelaskan oleh kombinasi motivasi belajar, self-regulated learning, dan dukungan sosial, sedangkan 12,1% sisanya dipengaruhi oleh faktor lain di luar model penelitian. Temuan ini menegaskan pentingnya penguatan faktor psikologis dan dukungan lingkungan dalam upaya meningkatkan capaian akademik mahasiswa di perguruan tinggi.

PENGARUH PENGGUNAAN MODUL PEMBELAJARAN SISTEM PENGEREMAN MOBIL TERHADAP HASIL BELAJAR SISWA DI SMK NEGERI 8 PALEMBANG Wahyu Eka Sulistia Sari; Yunika Lestari Ningsih; Bz Septeiyawan Abdullah
LEARNING : Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran Vol. 6 No. 4 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/learning.v6i4.13237

The availability of structured and systematic learning materials is crucial in facilitating the mastery of complex automotive topics such as the automobile braking system. Therefore, an empirical evaluation of the effectiveness of existing learning modules in Vocational High Schools (SMK) is necessary to ensure the enhancement of students' competence. This study aimed to determine the effect of using a learning module on students’ learning outcomes in the automobile braking system topic at SMK Negeri 8 Palembang. This research employed a quantitative method with a One Group Pretest-Posttest Design. The participants consisted of 32 students from class XI TKR 3. Data were collected through learning achievement tests in the form of pretests and posttests and analyzed using the Shapiro-Wilk normality test and Paired Sample T-Test. The results showed that the data were normally distributed, with significance values of 0.268 for the pretest and 0.086 for the posttest. The hypothesis test yielded a Sig. (2-tailed) value of 0.000 < 0.05, indicating a significant effect of the learning module on students’ learning outcomes. Therefore, the use of the automobile braking system learning module was effective in improving students’ learning outcomes. ABSTRAK Ketersediaan bahan ajar yang terstruktur dan sistematis sangat penting dalam memfasilitasi penguasaan materi otomotif yang kompleks seperti sistem pengereman mobil. Oleh karena itu, evaluasi empiris terhadap efektivitas penggunaan modul pembelajaran yang tersedia di Sekolah Menengah Kejuruan (SMK) perlu dilakukan guna memastikan peningkatan kompetensi siswa. Penelitian ini bertujuan untuk mengetahui pengaruh penggunaan modul pembelajaran terhadap hasil belajar siswa pada materi sistem pengereman mobil di SMK Negeri 8 Palembang. Penelitian ini menggunakan metode kuantitatif dengan desain One Group Pretest-Posttest Design. Subjek penelitian berjumlah 32 siswa kelas XI TKR 3. Data dikumpulkan melalui tes hasil belajar berupa pretest dan posttest, kemudian dianalisis menggunakan uji normalitas Shapiro-Wilk dan uji Paired Sample T-Test. Hasil penelitian menunjukkan bahwa data berdistribusi normal dengan nilai signifikansi pretest sebesar 0,268 dan posttest sebesar 0,086. Hasil uji hipotesis memperoleh nilai Sig. (2-tailed) sebesar 0,000 < 0,05, sehingga terdapat pengaruh yang signifikan penggunaan modul pembelajaran terhadap hasil belajar siswa. Dengan demikian, penggunaan modul pembelajaran sistem pengereman mobil efektif meningkatkan hasil belajar siswa.

PENGEMBANGAN MEDIA PEMBELAJARAN REPLIKA TV BOX PADA MATA PELAJARAN BAHASA INGGRIS KELAS III SD Deila Juniati; Puji Ayurachmawati; Etty Pratiwi
LEARNING : Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran Vol. 6 No. 4 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/learning.v6i4.13238

Mastering basic English vocabulary in elementary school is a crucial foundation for building students' communication skills; however, the learning process is often hindered by the lack of interactive concrete media, leading to student passivity. The purpose of this study was to develop a valid and practical Replika Tv Box learning medium for objects-in-the-classroom material in Grade III elementary school. This study employed the Research and Development (R&D) method using the ADDIE model, consisting of five stages: Analysis, Design, Development, Implementation, and Evaluation. The subjects involved third-grade students at SD Negeri 06 Palembang. The analysis stage identified the need for a interactive learning tool based on observations and curriculum analysis. The design stage produced the visual layout, storyboard, and content structure of the Replika Tv Box. The development stage yielded a prototype validated by material, media, and language experts. The implementation stage involved one-to-one, small group, and large group trials to evaluate user practicality. The evaluation stage produced final product revisions based on validation feedback. Validity analysis yielded an average expert score of 88% ("very valid"). Practicality questionnaires from students resulted in 98% in the one-to-one trial, 97% in the small group trial, and 97% in the large group trial ("very practical"). Thus, the Replika Tv Box media is proved to be highly valid and practical for elementary English instruction. ABSTRAK Penguasaan kosakata dasar Bahasa Inggris pada jenjang sekolah dasar merupakan fondasi penting dalam membangun keterampilan berkomunikasi peserta didik, namun proses pembelajaran sering kali terhambat oleh minimnya media konkret interaktif yang memicu kepasifan siswa di kelas. Penelitian ini bertujuan untuk menghasilkan media pembelajaran Replika Tv Box yang valid dan praktis pada materi objects in the classroom untuk peserta didik kelas III Sekolah Dasar. Penelitian ini menggunakan metode Research and Development (R&D) dengan model ADDIE yang mencakup lima tahapan: Analysis, Design, Development, Implementation, dan Evaluation. Subjek penelitian melibatkan peserta didik kelas III B dan C SD Negeri 06 Palembang. Pada tahap analysis, diidentifikasi kebutuhan media berbasis analisis kurikulum dan kendala pembelajaran di kelas. Tahap design menghasilkan rancangan visual Replika Tv Box, storyboard, dan alur materi. Tahap development menghasilkan prototype Replika Tv Box yang divalidasi oleh ahli materi, ahli media, dan ahli bahasa. Tahap implementation dilaksanakan melalui uji coba one-to-one, small group, dan kelompok besar untuk mengukur kepraktisan media. Tahap evaluation melakukan perbaikan akhir berdasarkan masukan validator dan respons peserta didik. Hasil analisis validasi ahli memperoleh rata-rata persentase sebesar 88% dengan kriteria "sangat valid". Hasil angket kepraktisan peserta didik memperoleh persentase sebesar 98% pada uji one-to-one, 97% pada small group, dan 97% pada kelompok besar dengan kriteria "sangat praktis". Dengan demikian, media Replika Tv Box dinyatakan sangat valid dan sangat praktis untuk digunakan dalam pembelajaran Bahasa Inggris di Sekolah Dasar.

PENGARUH MODEL PEMBELJARAN GAME BASED LEARNING TERHADAP HASIL BELAJAR MATEMATIKA SISWA KELAS IV SDN 74 PALEMBANG Diah Sukma Puspa Sari; Lusiana Lusiana; Nora Surmilasari
LEARNING : Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran Vol. 6 No. 4 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/learning.v6i4.13239

Mathematics learning outcomes among elementary school students often face challenges due to low student engagement and the abstract nature of mathematical concepts. This study aims to determine the effect of the Game-Based Learning (GBL) model assisted by congklak media on the mathematics learning outcomes of fourth-grade students at SDN 74 Palembang. This quantitative study utilized a posttest-only control group experimental design. The study population comprised all fourth-grade students, with a sample of 60 students selected through a simple random sampling technique. Data were collected using a mathematics achievement test and analyzed using an independent sample t-test. The results revealed that the average score of students in the control class was 43.83, whereas the experimental class achieved 75.70. Hypothesis testing through the independent sample t-test yielded a Sig. (2-tailed) value of 0.000, which is smaller than the significance threshold of 0.05 (); therefore, was rejected and was accepted. In conclusion, the Game-Based Learning model assisted by congklak media has a significant effect on improving the mathematics learning outcomes of fourth-grade students at SDN 74 Palembang. ABSTRAK Hasil belajar matematika siswa di sekolah dasar sering kali menghadapi kendala akibat rendahnya motivasi dan anggapan bahwa konsep matematika bersifat abstrak. Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran Game Based Learning (GBL) berbantuan media congklak terhadap hasil belajar matematika siswa kelas IV SDN 74 Palembang. Metode penelitian yang digunakan adalah kuantitatif dengan desain eksperimen posttest-only control group design. Populasi penelitian mencakup seluruh siswa kelas IV, dengan sampel yang ditentukan menggunakan teknik simple random sampling sebanyak 60 siswa. Teknik pengumpulan data menggunakan instrumen tes hasil belajar matematika, sedangkan analisis data dilakukan melalui uji prasyarat dan uji hipotesis menggunakan uji independent sample t-test. Hasil penelitian menunjukkan bahwa nilai rata-rata hasil belajar matematika siswa kelas kontrol sebesar 43,83, sedangkan kelas eksperimen mencapai 75,70. Hasil uji hipotesis menunjukkan nilai Sig. (2-tailed) sebesar 0,000, yang lebih kecil dari taraf signifikansi 0,05 (), sehingga ditolak dan diterima. Dengan demikian, terdapat pengaruh signifikan dari penerapan model Game Based Learning berbantuan media congklak terhadap hasil belajar matematika siswa kelas IV SDN 74 Palembang.

PENGEMBANGAN MEDIA PUZZLE GASPOTA BERBANTUAN BOOK WIDGETS MATERI MENYUSUN KALIMAT SEDERHANA DI KELAS 2 SD Putri Tya Auliya; Isna Khuni Mu’alimah; Ragil Tri Oktaviani
LEARNING : Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran Vol. 6 No. 4 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/learning.v6i4.13266

This research is derived from the results of observations in class 2 of UPT SD Negeri Sumberjo 01 Sanankulon, Blitar Regency. The learning process found low ability of second-grade elementary school students in constructing simple sentences according to the Subject-Predicate-Object (SPO) structure and limited use of interactive learning media in Indonesian language learning. The purpose of this study is to develop the GASPOTA Puzzle media (Subject-Predicate-Object Word Picture) assisted by Book Widgets, determine the level of media validity, and test the effectiveness of its use in improving the ability to construct simple sentences of second-grade students of UPT SD Negeri Sumberjo 01 Sanankulon, Blitar Regency. The study used the Research and Development (R&D) method with the ADDIE model which includes the Analyze, Design, Develop, Implement, and Evaluate stages. The research subjects were 30 second-grade students. The research instruments consisted of validation sheets from media experts and material experts, response questionnaires, and learning outcome tests in the form of pre-tests and post-tests. Data were analyzed descriptively quantitatively and qualitatively, while the effectiveness test used the Paired Sample t-Test assisted by IBM SPSS. The results of the study showed that the GASPOTA Puzzle media assisted by Book Widgets obtained a very high level of validity. The validation of media experts obtained a percentage of 100% with a very feasible category, while the validation of material experts obtained a percentage of 90% with a very feasible category. The results of the implementation showed an increase in students' ability to construct simple sentences, indicated by an increase in the total score from 1,795 in the pre-test (mean 59.83) to 2,490 in the post-test (mean 83.00) with a difference of 695. The results of the Paired Sample t-Test showed a significance value of Sig. (2-tailed) of 0.000 < 0.05, which means there is a significant difference between the pre-test and post-test results. Thus, the GASPOTA Puzzle media assisted by Book Widgets is proven to be valid, feasible, and effective for improving the ability to construct simple sentences of second-grade elementary school students. ABSTRAK Penelitian ini dilatarbelakangi oleh hasil observasi di kelas 2 UPT SD Negeri Sumberjo 01 Sanankulon, Kabupaten Blitar. Proses pembelajaran menunjukkan rendahnya kemampuan siswa sekolah dasar kelas dua dalam menyusun kalimat sederhana sesuai dengan struktur Subjek-Predikat-Objek (SPO) serta penggunaan media pembelajaran interaktif yang terbatas dalam pembelajaran Bahasa Indonesia. Tujuan penelitian ini adalah untuk mengembangkan media teka-teki GASPOTA (Gambar Subjek-Predikat-Objek Kata) yang dibantu oleh Book Widgets, menentukan tingkat validitas media, dan menguji efektivitas penggunaannya dalam meningkatkan kemampuan siswa kelas dua UPT SD Negeri Sumberjo 01 Sanankulon, Kabupaten Blitar dalam menyusun kalimat sederhana. Penelitian ini menggunakan metode Research and Development (R&D) dengan model ADDIE yang mencakup tahap Analyze, Design, Develop, Implement, dan Evaluate. Subjek penelitian adalah 30 siswa kelas dua. Instrumen penelitian terdiri dari lembar validasi ahli media dan ahli materi, angket respon, serta tes hasil belajar dalam bentuk pretest dan posttest. Data dianalisis secara deskriptif kuantitatif dan kualitatif, sedangkan uji efektivitas menggunakan uji paired sample t-test dengan bantuan IBM SPSS. Hasil penelitian menunjukkan bahwa media puzzle GASPOTA berbantuan Book Widgets memperoleh tingkat validitas yang sangat tinggi. Validasi ahli media memperoleh persentase 100% dengan kategori sangat layak, sedangkan validasi ahli materi memperoleh persentase 90% dengan kategori sangat layak. Hasil implementasi menunjukkan peningkatan kemampuan siswa dalam menyusun kalimat sederhana, yang ditunjukkan oleh peningkatan skor total dari 1.795 pada pretest (rata-rata 59,83) menjadi 2.490 pada posttest (rata-rata 83,00) dengan selisih 695. Hasil uji paired sample t-test menunjukkan nilai signifikansi Sig. (2-tailed) sebesar 0,000 < 0,05, yang berarti terdapat perbedaan signifikan antara hasil pretest dan posttest. Dengan demikian, media puzzle GASPOTA berbantuan Book Widgets terbukti valid, layak, dan efektif untuk meningkatkan kemampuan menyusun kalimat sederhana siswa kelas dua sekolah dasar.

PENGARUH LITERASI DIGITAL, SELF REGULATED LEARNING DAN KECERDASAN EMOSIONAL TERHADAP HASIL BELAJAR SISWA PROGRAM KEAHLIAN AKUNTANSI DAN KEUANGAN LEMBAGA DI SMKN 2 BOYOLANGU Ridatama Putri Refinallah; Ekbal Santoso; Muhammad Anasrulloh
LEARNING : Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran Vol. 6 No. 4 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/learning.v6i4.13278

Mastery of digital technology, independent learning management, and emotional stability are essential aspects of determining the competence achievement of accounting students in the digital transformation era. This study aims to analyze the effects of Digital Literacy, Self-Regulated Learning, and Emotional Intelligence on the Learning Outcomes of students in the Accounting and Institutional Finance Expertise Program at SMKN 2 Boyolangu. This study employed a quantitative approach with an associative design. The population consisted of 139 students, all of whom were selected as the research sample using a total sampling technique (sampling census). Data were collected through questionnaires and report card documentation. Data were analyzed using multiple linear regression with IBM SPSS Statistics 25. Hypothesis testing was conducted using the t-test (partial), F-test (simultaneous), and coefficient of determination (R²). The results showed that partially, Digital Literacy had a significant effect on Learning Outcomes (t count = 13.555 > t table = 1.978; p = 0.000). Self-Regulated Learning significantly affected Learning Outcomes (t count = 4.388 > t table = 1.978; p = 0.000). Emotional Intelligence also had a significant effect on Learning Outcomes (t count = 4.346 > t table = 1.978; p = 0.000). Simultaneously, Digital Literacy, Self-Regulated Learning, and Emotional Intelligence had a significant effect on Learning Outcomes (F count = 208.151 > F table = 2.67; p = 0.000). The coefficient of determination (R²) of 0.822 indicated that these three variables jointly contributed 82.2% to Learning Outcomes, while the remaining 17.8% was influenced by factors outside the model. In conclusion, strengthening Digital Literacy, Self-Regulated Learning, and Emotional Intelligence simultaneously proves effective in enhancing student learning outcomes in vocational accounting education. ABSTRAKPenguasaan teknologi digital, kemandirian mengelola proses belajar, dan kestabilan emosional merupakan aspek esensial dalam menentukan capaian kompetensi siswa akuntansi di era transformasi digital. Penelitian ini bertujuan untuk menganalisis pengaruh Literasi Digital, Self-Regulated Learning, dan Kecerdasan Emosional terhadap Hasil Belajar siswa Program Keahlian Akuntansi dan Keuangan Lembaga di SMKN 2 Boyolangu. Penelitian menggunakan pendekatan kuantitatif jenis asosiatif. Populasi penelitian berjumlah 139 siswa yang seluruhnya dijadikan sampel penelitian menggunakan teknik sampling jenuh (total sampling). Pengumpulan data dilakukan melalui penyebaran angket dan dokumentasi nilai rapor. Analisis data menggunakan regresi linier berganda dengan bantuan IBM SPSS Statistics 25. Pengujian hipotesis dilakukan melalui uji t (parsial), uji F (simultan), dan koefisien determinasi (R²). Hasil penelitian menunjukkan bahwa secara parsial Literasi Digital berpengaruh signifikan terhadap Hasil Belajar (t hitung = 13,555 > t tabel = 1,978; p = 0,000). Self-Regulated Learning berpengaruh signifikan terhadap Hasil Belajar (t hitung = 4,388 > t tabel = 1,978; p = 0,000). Kecerdasan Emosional berpengaruh signifikan terhadap Hasil Belajar (t hitung = 4,346 > t tabel = 1,978; p = 0,000). Secara simultan, ketiga variabel berpengaruh signifikan terhadap Hasil Belajar (F hitung = 208,151 > F tabel = 2,67; p = 0,000). Nilai koefisien determinasi (R²) sebesar 0,822 menunjukkan bahwa ketiga variabel secara bersama-sama memberikan kontribusi sebesar 82,2% terhadap Hasil Belajar, sedangkan 17,8% sisanya dipengaruhi oleh faktor lain di luar model. Kesimpulannya, penguatan Literasi Digital, Self-Regulated Learning, dan Kecerdasan Emosional secara terpadu terbukti efektif meningkatkan Hasil Belajar siswa pendidikan vokasi akuntansi.

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Muhamad Suhardi

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jurnalp4i@gmail.com

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+6285239967417

Journal Mail Official
jurnalp4i@gmail.com

Editorial Address
Lingkungan Handayani, Kel. Leneng, Kec. Praya, Kab. Lombok Tengah, NTB

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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