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ANALISIS ASESMEN DIAGNOSTIK PADA KEMAMPUAN MEMBACA SISWA KELAS II SD NEGERI 230 PALEMBANG Khalifah Khalifah; 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.v6i4.13086

Non-cognitive diagnostic assessment plays a crucial role in mapping students' psychological readiness and learning environment during the early literacy stage. A holistic understanding of these affective factors provides the foundation for teachers to design differentiated and adaptive reading instruction. This study aims to determine the results of a non-cognitive diagnostic assessment of the reading ability of second-grade students at SD Negeri 230 Palembang. This study employed a qualitative descriptive method involving 25 students as research subjects. Data collection techniques were conducted through structured observation, in-depth interviews, questionnaires, and documentation. Data were analyzed inductively through data reduction, data display, and conclusion drawing. The results showed that students' reading abilities varied across fluent, moderately fluent, and struggling categories. Students' reading proficiency is significantly influenced by non-cognitive factors, including reading interest, learning motivation, self-confidence, emotional stability, parental support, and preschool educational background. Based on the questionnaire analysis, the overall non-cognitive condition of the students achieved an average percentage of 61.33%, categorized as moderate to high. Thus, conducting non-cognitive diagnostic assessments is essential for detecting students' internal and external strengths and barriers to guide pedagogical interventions in elementary school reading instruction. ABSTRAK Asesmen diagnostik non-kognitif memegang peranan krusial dalam memetakan kesiapan psikologis dan lingkungan belajar siswa pada fase literasi awal membaca permulaan. Pemahaman holistik terhadap faktor afektif ini menjadi dasar utama bagi guru dalam merancang pembelajaran membaca yang terdiferensiasi dan adaptif. Penelitian ini bertujuan untuk mengetahui hasil asesmen diagnostik non-kognitif terhadap kemampuan membaca siswa kelas II SD Negeri 230 Palembang. Penelitian ini menggunakan metode deskriptif kualitatif dengan subjek penelitian sebanyak 25 siswa. Teknik pengumpulan data dilakukan melalui observasi terstruktur, wawancara mendalam, angket kuesioner, dan dokumentasi. Analisis data dilakukan secara induktif melalui tahapan reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa kemampuan membaca siswa masih bervariasi antara kategori lancar, cukup lancar, dan terbata-bata. Kemampuan membaca siswa sangat dipengaruhi oleh faktor non-kognitif, meliputi minat membaca, motivasi belajar, kepercayaan diri, kematangan emosional, dukungan orang tua, serta latar belakang pendidikan prasekolah. Berdasarkan analisis angket, kondisi non-kognitif siswa secara keseluruhan memperoleh persentase rata-rata sebesar 61,33% (kategori cukup/tinggi). Dengan demikian, pelaksanaan asesmen diagnostik non-kognitif sangat esensial untuk mendeteksi potensi dan hambatan internal-eksternal siswa sebagai landasan intervensi pembelajaran membaca di sekolah dasar.

PROBLEM-BASED LEARNING MODEL TO IMPLEMENT DEEP LEARNING IN SHIP MACHINING PRACTICE Syarifuddin Ahmad; Mustamid Mustamid; Nur Izzati; Desi Rahmatina
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.v6i4.13089

ABSTRACT Practical ship machinery learning in vocational high schools requires students’ active engagement, the ability to analyze technical problems, and the mastery of skills relevant to real workplace situations. However, learning processes that remain dominated by teacher instruction may limit students’ opportunities to explore problems and determine solutions independently. This study aimed to analyze the effect of implementing Problem-Based Learning (PBL) within a deep learning approach on student engagement, problem-solving skills, and practical learning outcomes among eleventh-grade students in the Ship Machinery Program at SMK Negeri 5 Tanjungpinang. The study employed a quantitative approach using a quasi-experimental method with a pretest-posttest control group design. The sample consisted of two purposively selected classes: an experimental class receiving problem-based instruction and a control class receiving conventional instruction. Data were collected through observation, questionnaires, tests, and documentation, and analyzed using descriptive statistics, prerequisite tests, an independent samples t-test, and N-Gain analysis. The findings revealed that the experimental class achieved higher scores than the control class in student engagement, problem-solving skills, and practical learning outcomes. The difference in learning outcomes was statistically significant, with a significance value of 0.000 < 0.05, while the experimental class obtained an N-Gain score of 0.72, categorized as high. These findings indicate that PBL can serve as a contextual learning strategy to strengthen student engagement, problem-solving skills, and practical competencies in vocational education. ABSTRAK Pembelajaran praktik permesinan kapal di sekolah menengah kejuruan menuntut keterlibatan aktif siswa, kemampuan menganalisis permasalahan teknis, serta penguasaan keterampilan yang sesuai dengan situasi kerja nyata. Namun, proses pembelajaran yang masih didominasi arahan guru berpotensi membatasi partisipasi siswa dalam mengeksplorasi masalah dan menentukan solusi secara mandiri. Penelitian ini bertujuan menganalisis pengaruh penerapan Problem-Based Learning (PBL) dalam pembelajaran mendalam terhadap keterlibatan siswa, kemampuan pemecahan masalah, dan hasil belajar praktik permesinan kapal siswa kelas XI di SMK Negeri 5 Tanjungpinang. Penelitian menggunakan pendekatan kuantitatif dengan metode kuasi eksperimen melalui desain pretest-posttest control group. Sampel terdiri atas dua kelas yang dipilih secara purposif, yaitu kelas eksperimen yang memperoleh pembelajaran berbasis masalah dan kelas kontrol yang mengikuti pembelajaran konvensional. Pengumpulan data dilakukan melalui observasi, angket, tes, dan dokumentasi, sedangkan analisis mencakup statistik deskriptif, uji prasyarat, independent samples t-test, dan N-Gain. Hasil penelitian menunjukkan bahwa kelas eksperimen memperoleh capaian lebih tinggi dibandingkan kelas kontrol pada keterlibatan belajar, kemampuan pemecahan masalah, dan hasil belajar praktik. Perbedaan hasil belajar terbukti signifikan dengan nilai signifikansi 0,000 < 0,05, sementara nilai N-Gain kelas eksperimen sebesar 0,72 berada pada kategori tinggi. Temuan ini menegaskan bahwa PBL dapat menjadi strategi pembelajaran kontekstual untuk memperkuat keterlibatan, kemampuan pemecahan masalah, dan kompetensi praktik siswa pendidikan vokasi.

PENERAPAN MEDIA PUZZLE SMART BUS UNTUK MENGENAL ANGKA 1-10 PADA ANAK USIA 4-5 TAHUN DI TK AL-MUBAROK Miftahurrohmah Miftahurrohmah; Nurhafit Kurniawan; Nury Kurnia
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.v6i4.13131

Recognizing numbers 1–10 is an important component of early numeracy development, yet some young children still experience difficulties in identifying, naming, sequencing, and matching number symbols. This study aims to describe the implementation of Puzzle Smart Bus, examine children's development in recognizing numbers 1–10 following its use, and identify supporting and inhibiting factors in its implementation among children aged 4–5 years at TK Al-Mubarok. This study employed a descriptive qualitative approach involving 20 children from Group A, with the classroom teacher and principal serving as informants. Data were collected through observation, semi-structured interviews, and documentation, and analyzed using the Miles and Huberman interactive model through data reduction, data display, and conclusion drawing and verification. The findings show that the implementation of Puzzle Smart Bus consisted of planning, implementation, and evaluation stages. Its use supported children's ability to recognize number forms, name numbers 1–10, arrange numbers sequentially, and match number symbols more accurately. Children also demonstrated greater focus, enthusiasm, participation, and confidence during learning activities. Supporting factors included attractive media, children's enthusiasm, teacher support, and a conducive learning environment, while inhibiting factors included differences in children's abilities, limited media availability, fluctuating attention, and limited learning time. These findings indicate that Puzzle Smart Bus can serve as a concrete, active, and enjoyable alternative for supporting early numeracy learning. ABSTRAK Kemampuan mengenal angka 1–10 merupakan bagian penting dari perkembangan numerasi dasar anak usia dini, tetapi dalam praktiknya masih ditemukan anak yang mengalami kesulitan mengenali bentuk, menyebutkan, mengurutkan, dan mencocokkan simbol angka. Penelitian ini bertujuan mendeskripsikan penerapan media Puzzle Smart Bus, perkembangan kemampuan anak dalam mengenal angka 1–10 setelah penggunaannya, serta faktor pendukung dan penghambat penerapannya pada anak usia 4–5 tahun di TK Al-Mubarok. Penelitian menggunakan pendekatan kualitatif deskriptif dengan subjek 20 anak kelompok A dan informan guru kelas serta kepala sekolah. Data dikumpulkan melalui observasi, wawancara semi-terstruktur, dan dokumentasi, kemudian dianalisis menggunakan model interaktif Miles dan Huberman melalui reduksi data, penyajian data, serta penarikan dan verifikasi kesimpulan. Hasil penelitian menunjukkan bahwa penerapan Puzzle Smart Bus berlangsung melalui tahap perencanaan, pelaksanaan, dan evaluasi. Penggunaan media membantu anak mengenali bentuk angka, menyebutkan angka 1–10, menyusun urutan, dan mencocokkan simbol angka dengan lebih tepat, serta meningkatkan fokus, antusiasme, keterlibatan, dan kepercayaan diri anak. Faktor pendukung meliputi media yang menarik, antusiasme anak, dukungan guru, dan lingkungan kondusif, sedangkan hambatannya berupa perbedaan kemampuan, keterbatasan media, perubahan konsentrasi, dan keterbatasan waktu. Temuan ini menunjukkan bahwa Puzzle Smart Bus dapat menjadi alternatif media pembelajaran numerasi yang konkret, aktif, dan menyenangkan bagi anak usia dini.

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.

PENERAPAN MODEL PROJECT BASED LEARNING BERBASIS DEEP LEARNING BERBANTUAN SCIENCE PROJECT KIT UNTUK MENINGKATKAN PRESTASI BELAJAR DAN GOTONG ROYONG SISWA KELAS IV Zaeni Uswatun Khasanah; Arifin Muslim; Deanty Wahyu Latifah
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.v6i4.13202

ABSTRACT Learning in IPAS at the elementary school level needs to provide experiences that allow students to understand concepts through real-world activities while simultaneously developing their ability to work collaboratively. The initial condition in Grade IV at SD Negeri 02 Tambaksogra indicated that students’ learning achievement and mutual cooperation still needed to be strengthened. Therefore, this study was directed at analyzing the implementation of Project-Based Learning based on Deep Learning, assisted by a Science Project Kit, in teaching the properties and changes of matter. The study employed Classroom Action Research using the Kemmis and McTaggart model over two cycles, each consisting of planning, action, observation, and reflection, involving 15 students and one classroom teacher. Data were collected through learning achievement tests, a mutual cooperation questionnaire, and observations of teacher and student activities, and were analyzed descriptively and quantitatively using learning mastery and achievement percentages. Learning achievement increased from 33.3% in the pre-cycle to 66.7% in Cycle I and 93.3% in Cycle II. The mutual cooperation score increased from 56.7% to 73.3% and reached 90.1% at the end of the intervention, while teacher and student activity reached 92.3% and 88.5%, respectively. The integrated implementation improved learning achievement while strengthening mutual cooperation, offering an alternative IPAS learning design that combines conceptual mastery, hands-on experiences, and students’ collaborative engagement. ABSTRAK Pembelajaran IPAS di sekolah dasar perlu memberi pengalaman yang memungkinkan peserta didik memahami konsep melalui kegiatan nyata sekaligus membangun kemampuan bekerja bersama. Kondisi awal di kelas IV SD Negeri 02 Tambaksogra memperlihatkan bahwa capaian prestasi belajar dan gotong royong masih perlu diperkuat, sehingga penelitian ini diarahkan untuk menganalisis penerapan Project-Based Learning berbasis Deep Learning berbantuan Science Project Kit pada materi sifat dan perubahan wujud benda. Penelitian dilaksanakan sebagai Penelitian Tindakan Kelas dengan model Kemmis dan McTaggart dalam dua siklus, masing-masing melalui perencanaan, tindakan, observasi, dan refleksi, dengan melibatkan 15 peserta didik dan seorang guru kelas. Data diperoleh melalui tes hasil belajar, angket gotong royong, serta observasi aktivitas guru dan peserta didik, kemudian dianalisis secara deskriptif kuantitatif menggunakan persentase ketuntasan dan capaian. Ketuntasan prestasi belajar meningkat dari 33,3% pada pra-siklus menjadi 66,7% pada siklus I dan 93,3% pada siklus II. Capaian gotong royong bergerak dari 56,7% menjadi 73,3% dan mencapai 90,1% pada akhir tindakan, sementara aktivitas guru dan peserta didik masing-masing mencapai 92,3% dan 88,5%. Penerapan terpadu tersebut mampu meningkatkan prestasi belajar sekaligus memperkuat gotong royong, sehingga dapat menjadi alternatif rancangan pembelajaran IPAS yang menggabungkan penguasaan konsep, pengalaman hands-on, dan keterlibatan kolaboratif peserta didik.

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 PEMBELAJARAN BERBASIS PROYEK MELALUI PEMBUATAN ECOBRICK TERHADAP KREATIVITAS DAN KEPEDULIAN LINGKUNGAN SISWA KELAS V SD Desi Natalia Pakpahan; Treny Hera; Hendri Gunawan
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.v6i4.13233

ABSTRACT Plastic waste can be incorporated into learning experiences when students are directly involved in transforming it into useful products. This study aimed to describe changes in the creativity and environmental concern of fifth-grade students after participating in project-based learning through the production of ecobricks, while also describing students’ achievement in carrying out the activities through a performance test. The study involved 57 fifth-grade students at SD Negeri 109 Palembang, consisting of 29 students from class V.D and 28 students from class V.E. The learning activities were conducted over six meetings and included introducing the issue of plastic waste, collecting materials, producing ecobricks, and completing the products. Data were collected through questionnaires, observations, documentation, and performance tests. Changes in creativity and environmental concern were examined by comparing the pretest and posttest scores of the two groups, while achievement in carrying out the activities was assessed based on the mean performance-test scores. Creativity changed in both groups, with an average increase of 1.93 points in the experimental class and 3.00 points in the control class. Environmental concern also changed, while the experimental class obtained a mean performance-test score of 92.45, categorized as very good, and the control class obtained 77.18, categorized as good. These findings illustrate the potential of project-based learning through ecobrick production as a contextual learning experience that connects product creation activities with environmental issues. ABSTRAK Sampah plastik dapat dihadirkan sebagai bagian dari pengalaman belajar ketika siswa terlibat langsung dalam proses pemanfaatannya menjadi produk. Penelitian ini bertujuan mendeskripsikan perubahan kreativitas dan kepedulian lingkungan siswa kelas V setelah mengikuti pembelajaran berbasis proyek melalui pembuatan ecobrick, sekaligus menggambarkan capaian siswa dalam pelaksanaan kegiatan melalui tes unjuk kerja. Penelitian melibatkan 57 siswa kelas V SD Negeri 109 Palembang, dengan 29 siswa pada kelas V.D dan 28 siswa pada kelas V.E. Kegiatan pembelajaran berlangsung selama enam pertemuan dan mencakup pengenalan persoalan sampah, pengumpulan bahan, pembuatan ecobrick, serta penyelesaian produk. Informasi penelitian dihimpun melalui kuesioner, observasi, dokumentasi, dan tes unjuk kerja. Perubahan kreativitas dan kepedulian lingkungan diamati melalui perbandingan skor pretest dan posttest pada kedua kelompok, sedangkan capaian pelaksanaan kegiatan dilihat dari rata-rata tes unjuk kerja. Kreativitas mengalami perubahan pada kedua kelompok, dengan peningkatan rata-rata 1,93 poin pada kelas eksperimen dan 3,00 poin pada kelas kontrol. Kepedulian lingkungan juga mengalami perubahan, sedangkan tes unjuk kerja kelas eksperimen mencapai rata-rata 92,45 dengan kategori sangat baik dan kelas kontrol 77,18 dengan kategori baik. Temuan ini menggambarkan potensi pembelajaran berbasis proyek melalui ecobrick sebagai pengalaman kontekstual yang menghubungkan aktivitas menghasilkan karya dengan persoalan lingkungan.

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Muhamad Suhardi

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jurnalp4i@gmail.com

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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