Garuda - Garba Rujukan Digital

KEBUTUHAN GURU PAUD TERHADAP PANDUAN KEGIATAN BELAJAR MENJAGA LINGKUNGAN BERBASIS LINGKUNGAN SEKITAR: STUDI PENDAHULUAN PADA LEMBAGA MITRA FTIK UIN KHAS JEMBER Anas Rangga Buana Hanafi; Idham Cholik Ramadhan
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.v6i4.14100

Environmental care habits need to be introduced in early childhood through concrete, simple, and locally relevant activities. However, early childhood teachers do not always possess practical guidance that helps them transform daily habituation into structured and observable learning activities. This preliminary study aims to analyze early childhood teachers' needs for a local-environment-based guide to environmental care learning activities in partner institutions of FTIK UIN KHAS Jember. The study employed a descriptive quantitative approach supported by simple qualitative data. Data were gathered through questionnaires administered to 12 teachers from seven PAUD/TK/RA partner institutions associated with the school field introduction (PLP) program. Data were analyzed using percentages, mean scores, and simple thematic analysis of open-ended responses. The results indicated that environmental care practices were very high (96.2%), teachers' understanding was very high (95.0%), the need for a guide/module was very high (84.8%), and the expected guide format was very high (90.3%). Teachers' perceived constraints were moderate (55.9%), with 50.0% of respondents reporting no significant barriers. These findings demonstrate that the demand for a manual stems not from teacher inactivity, but from the necessity for operational tools featuring tangible steps, local resources, and observational rubrics. ABSTRAK Kebiasaan menjaga lingkungan perlu dikenalkan sejak usia dini melalui kegiatan yang konkret, sederhana, dan dekat dengan kehidupan keseharian anak. Namun, guru PAUD/TK tidak selalu memiliki panduan praktis yang membantu mereka mengubah pembiasaan harian menjadi kegiatan pembelajaran yang terarah dan teramati. Penelitian ini bertujuan menganalisis kebutuhan guru PAUD terhadap panduan kegiatan belajar menjaga lingkungan berbasis lingkungan sekitar pada lembaga mitra FTIK UIN KHAS Jember. Penelitian ini merupakan studi pendahuluan dengan pendekatan deskriptif kuantitatif yang didukung data kualitatif sederhana. Data dikumpulkan melalui angket terhadap 12 guru dari tujuh lembaga PAUD/TK/RA mitra FTIK UIN KHAS Jember yang berkaitan dengan pelaksanaan program Pengenalan Lapangan Persekolahan (PLP). Data dianalisis menggunakan persentase, rerata, dan analisis tematik sederhana terhadap jawaban terbuka. Hasil penelitian menunjukkan bahwa praktik kegiatan menjaga lingkungan berada pada kategori sangat tinggi (96,2%), pemahaman guru sangat tinggi (95,0%), kebutuhan terhadap panduan/modul sangat dibutuhkan (84,8%), dan bentuk panduan yang diharapkan sangat dibutuhkan (90,3%). Kendala guru berada pada kategori sedang (55,9%), dengan 50,0% responden menyatakan tidak ada kendala berarti. Temuan ini menunjukkan bahwa kebutuhan panduan bukan karena guru pasif, melainkan karena guru memerlukan instrumen operasional berupa langkah kegiatan konkret, media sekitar, dan lembar pengamatan anak.

PENGEMBANGAN E-LKPD BERBASIS DISCOVERY LEARNING PADA MATERI EKOSISTEM KELAS V SD Feti Aulia Fatimah; Rohana Rohana; 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.v6i4.14117

ABSTRACT The limited use of digital learning materials in IPAS instruction at SD Negeri 1 Betung indicates the need for learning resources that encourage students not merely to receive information but to engage in the process of concept discovery. In response to this need, this study developed an Electronic Student Worksheet (E-LKPD) based on Discovery Learning through the Liveworksheets platform for the topic of Harmonious Ecosystems. The product was developed using a Research and Development (R&D) approach guided by the ADDIE model, comprising Analyze, Design, Development, Implementation, and Evaluation. A total of 21 fifth-grade students participated in the product implementation. The quality of the E-LKPD was examined through expert validation, student responses, and learning achievement tests, with the data analyzed descriptively using percentages. The developed product achieved a validity score of 91.49% (highly valid) and a practicality score of 94.06% (highly practical). In the field implementation, 19 of 21 students achieved mastery, resulting in a classical mastery rate of 90.48%. Integrating the six Discovery Learning stages into Liveworksheets activities provided a structured learning experience that enabled students to observe, investigate, process information, and construct understanding more independently. The resulting E-LKPD can therefore serve as an alternative digital learning resource for more active and student-centered IPAS instruction in elementary schools. ABSTRAK Keterbatasan penggunaan bahan ajar digital dalam pembelajaran IPAS di SD Negeri 1 Betung memperlihatkan perlunya perangkat belajar yang dapat mengarahkan peserta didik tidak sekadar menerima materi, tetapi terlibat dalam proses menemukan konsep. Atas kebutuhan tersebut, penelitian ini mengembangkan E-Lembar Kerja Peserta Didik (E-LKPD) berbasis Discovery Learning melalui platform Liveworksheets pada materi Ekosistem yang Harmonis. Produk dirancang dengan pendekatan Research and Development (R&D) menggunakan model ADDIE, yang mencakup Analyze, Design, Development, Implementation, dan Evaluation. Sebanyak 21 peserta didik kelas V terlibat dalam penerapan produk. Kualitas E-LKPD ditelaah melalui validasi ahli, respons peserta didik, dan tes hasil belajar, dengan data dianalisis secara deskriptif menggunakan persentase. Hasil pengembangan memperlihatkan tingkat validitas 91,49% (sangat valid) dan kepraktisan 94,06% (sangat praktis). Pada penerapan lapangan, 19 dari 21 peserta didik mencapai ketuntasan, menghasilkan ketuntasan klasikal 90,48%. Integrasi enam sintaks Discovery Learning ke dalam aktivitas Liveworksheets memberikan struktur belajar yang memungkinkan peserta didik mengamati, menyelidiki, mengolah informasi, dan membangun pemahaman secara lebih mandiri. E-LKPD yang dihasilkan dengan demikian dapat menjadi alternatif bahan ajar digital untuk pembelajaran IPAS sekolah dasar yang lebih aktif dan berpusat pada peserta didik.

PERSEPSI SIKAP KEPEDULIAN LINGKUNGAN SISWA TUNAGRAHITA: KAJIAN FENOMENOLOGI Nur Ainun; Istorun Ngesti Utami; Mobinta Kusuma
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.v6i4.14141

Environmental care is an important character trait that should be instilled from an early age, including in students with mild intellectual disabilities. This study aimed to describe and analyze in depth the perceptions of students with mild intellectual disabilities in defining environmental care. A qualitative approach with a phenomenological design was employed. The participants consisted of ten students with mild intellectual disabilities as the main informants and one teacher as the supporting informant at SLB Manunggal Slawi, Tegal Regency. Data were collected through semi-structured interviews, observations, and documentation. The data were analyzed using NVivo 15 through coding, theme development, and data interpretation. Data validity was ensured through technique triangulation. The findings revealed that students with mild intellectual disabilities possessed a fairly good perception of environmental care. They interpreted environmental care in simple terms, such as maintaining classroom cleanliness, disposing of waste properly, and caring for plants around the school. However, their perception of more complex concepts, such as organic and inorganic waste segregation, remained highly limited. This perception was subjectively constructed through concrete daily experiences, modeling from surrounding figures, and routine habituation implemented in the school environment. ABSTRAK Kepedulian lingkungan merupakan salah satu karakter penting yang perlu ditanamkan sejak dini, termasuk pada siswa tunagrahita ringan. Penelitian ini bertujuan untuk mendeskripsikan dan menganalisis secara mendalam persepsi siswa tunagrahita ringan dalam memaknai sikap kepedulian lingkungan. Penelitian ini menggunakan pendekatan kualitatif dengan desain fenomenologi. Subjek penelitian terdiri atas 10 siswa tunagrahita ringan sebagai informan utama dan satu guru sebagai informan pendukung di SLB Manunggal Slawi, Kabupaten Tegal. Data dikumpulkan melalui wawancara semi-terstruktur, observasi, dan dokumentasi, kemudian dianalisis menggunakan NVivo 15 melalui proses pengkodean, pengembangan tema, dan interpretasi data. Keabsahan data diuji menggunakan triangulasi teknik. Hasil penelitian menunjukkan bahwa siswa tunagrahita ringan memiliki persepsi yang cukup baik mengenai kepedulian lingkungan. Mereka memaknai kepedulian lingkungan secara sederhana sebagai aktivitas menjaga kebersihan kelas, membuang sampah pada tempatnya, dan merawat tanaman di sekitar sekolah. Meskipun demikian, persepsi mereka terhadap konsep yang lebih kompleks, seperti pemilahan jenis organik dan anorganik, masih sangat terbatas. Persepsi ini terbangun dan dikonstruksikan secara subjektif melalui pengalaman konkret sehari-hari, proses meniru (modeling) figur di sekitarnya, serta pembiasaan rutin yang diterapkan di lingkungan sekolah.

PENGARUH MODEL PEMBELAJARAN KOOPERATIF TIPE TEAMS GAMES TOURNAMENT TERHADAP HASIL BELAJAR IPAS SISWA Isna Lia Royane Tumangger; Rizki Bastanta B Manalu; Lasmaria Agnes Sinaga
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.v6i4.14156

Natural and Social Sciences (IPAS) learning outcomes in primary schools are often constrained by teacher-centered instruction and minimal active student engagement. This study aimed to determine the effect of the Teams Games Tournament (TGT) cooperative learning model on students' learning outcomes in the IPAS subject among fourth-grade students at UPT SD Negeri 060830 Medan Petisah in the 2025/2026 academic year. This study employed an experimental method with a quantitative approach using a one-group pretest-posttest design. The sample comprised 25 students from class IV-C, selected from a total population of 72 students using the purposive sampling technique. Data were gathered through a 25-item multiple-choice cognitive test with established validity and reliability, supported by instructional response questionnaires. The results demonstrated a substantial improvement in learning outcomes, as the students' average score increased from 52.4 in the pretest to 82.72 in the posttest, with the classical mastery rate rising from 40% to 92%. The correlation analysis yielded an r_"count" value of 0.817 (r_"count" ≥r_"table" =0.396). Furthermore, the hypothesis testing using the t-test revealed that the calculated t-value (t_"count" ) was 6.784, which exceeded the critical t-value (t_"table" ) of 2.069 at the 5% significance level (df=23,p=0.000<0.05). Consequently, it can be concluded that the Teams Games Tournament cooperative learning model has a positive and statistically significant effect on elementary school students' IPAS learning outcomes. ABSTRAK Hasil belajar Ilmu Pengetahuan Alam dan Sosial (IPAS) di sekolah dasar kerap mengalami kendala akibat proses instruksional yang cenderung berpusat pada guru (teacher-centered) dan minim partisipasi aktif siswa. Penelitian ini bertujuan untuk mengetahui pengaruh penerapan model pembelajaran kooperatif tipe Teams Games Tournament (TGT) terhadap hasil belajar siswa pada mata pelajaran IPAS kelas IV UPT SD Negeri 060830 Medan Petisah Tahun Ajaran 2025/2026. Metode penelitian yang digunakan adalah eksperimen dengan pendekatan kuantitatif melalui desain one-group pretest-posttest. Subjek penelitian terdiri atas 25 orang siswa kelas IV-C yang dipilih dari total populasi 72 siswa menggunakan teknik purposive sampling. Data dikumpulkan melalui instrumen tes penguasaan konsep berbentuk pilihan ganda sebanyak 25 butir soal yang telah teruji validitas dan reliabilitasnya, serta didukung oleh angket respons pembelajaran. Hasil penelitian menunjukkan adanya peningkatan hasil belajar yang nyata, di mana nilai rata-rata siswa meningkat dari 52,4 pada saat pretest menjadi 82,72 pada saat posttest, dengan tingkat ketuntasan klasikal melesat dari 40% menjadi 92%. Analisis korelasi menghasilkan nilai r_"hitung" sebesar 0,817 (r_"hitung" ≥r_"tabel" =0,396), sedangkan pengujian hipotesis menghasilkan nilai t_"hitung" sebesar 6,784 yang melampaui nilai kritis t_"tabel" sebesar 2,069 pada taraf signifikansi 5% (df=23,p=0,000<0,05). Dengan demikian, disimpulkan bahwa model pembelajaran kooperatif tipe Teams Games Tournament berpengaruh positif dan signifikan terhadap peningkatan hasil belajar IPAS materi kebutuhan manusia pada siswa sekolah dasar.

ANALISIS KESIAPAN TEKNIS DAN MENTAL SISWA TEKNIK KENDARAAN RINGAN OTOMOTIF SMKS AL-AZHAR BATAM DALAM MENGHADAPI TUNTUTAN TEKNOLOGI OTOMOTIF MODERN DI INDUSTRI BATAM Syaiful Bahrizal; Wawan Purwanto
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.v6i4.14177

The rapid disruption of modern automotive technology, such as Electronic Fuel Injection (EFI) systems, electronic control modules, and advanced sensors within Batam's industrial hub, demands a comprehensive link and match alignment regarding vocational graduates' work readiness. This study examined the technical and mental readiness of Automotive Light Vehicle Engineering (TKRO) students at SMKS Al-Azhar Batam in responding to the demands of modern automotive technology within Batam’s industrial environment. A descriptive qualitative approach was employed involving five students, two vocational teachers, and two industry instructors selected purposively. Data were gathered through observation, in-depth interviews, and document analysis, then examined using the Miles and Huberman interactive model. Data credibility was strengthened through source and technique triangulation. The findings revealed that students possessed adequate cognitive foundations in periodic maintenance, basic tool operation, and occupational safety and health (OSH) procedures. Nevertheless, psychomotor competence remained insufficient in operating digital diagnostic devices (scan tools), interpreting fault data (live data stream), utilizing specialized tools (SST), and meeting industrial time standards. In the mental domain, understanding of the 5S work culture had been established, whereas initiative, professional communication, adaptability, and self-confidence (self-efficacy) still required reinforcement. Readiness was supported by intrinsic motivation, teacher assistance, and industrial partnerships. Conversely, limited access to advanced facilities and administratively oriented pre-internship preparation constituted the primary barriers. Therefore, curriculum alignment, broader practical exposure, and integrated mental preparation should be strengthened before students enter professional automotive workplaces. ABSTRAK Pesatnya disrupsi teknologi otomotif modern seperti sistem Electronic Fuel Injection (EFI), modul kendali komputer, dan sensor canggih di kawasan industri Batam menuntut penyepadanan (link and match) kesiapan kerja lulusan SMK secara komprehensif. Riset ini bertujuan menelaah kesiapan teknis dan mental siswa Program Keahlian Teknik Kendaraan Ringan Otomotif (TKRO) SMKS Al-Azhar Batam dalam merespons tuntutan teknologi otomotif modern di lingkungan industri Batam. Pendekatan kualitatif deskriptif digunakan dengan melibatkan lima siswa, dua guru produktif, dan dua instruktur industri yang ditetapkan secara purposif. Data diperoleh melalui observasi, wawancara mendalam, serta studi dokumentasi, kemudian dianalisis memakai model interaktif Miles dan Huberman. Keabsahan informasi diperkuat melalui triangulasi teknik dan sumber. Temuan riset memperlihatkan bahwa landasan kognitif siswa telah cukup memadai dalam pelaksanaan perawatan berkala, penggunaan peralatan dasar, serta penerapan Keselamatan dan Kesehatan Kerja (K3). Meskipun demikian, keterampilan psikomotorik belum sepenuhnya berkembang pada pengoperasian perangkat diagnosis digital (scan tool), penafsiran data gangguan (live data stream), pemanfaatan Special Service Tools (SST), dan pemenuhan standar waktu industri. Pada ranah mental, pemahaman terhadap budaya 5S telah terbentuk, sedangkan prakarsa, komunikasi profesional, adaptabilitas, dan keyakinan diri (self-efficacy) masih memerlukan penguatan. Kesiapan tersebut ditopang oleh motivasi intrinsik, pendampingan guru, dan kemitraan industri. Sebaliknya, keterbatasan sarana mutakhir serta pembekalan pra-PKL yang masih berorientasi administratif menjadi kendala utama. Oleh karena itu, sinkronisasi kurikulum, perluasan pengalaman praktik, dan penguatan mental perlu dilaksanakan secara terpadu sebelum siswa memasuki lingkungan kerja profesional.

PENGARUH MODEL PEMBELAJARAN KOOPERATIF TIPE STUDENT TEAMS ACHIEVEMENT DIVISION DAN MOTIVASI BELAJAR TERHADAP HASIL BELAJAR SISWA KELAS X AKL SMK NEGERI 2 BOYOLANGU TAHUN AJARAN 2025/2026 Indra Tri Kurniawan; Maria Agatha Sri Widyanti
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.v6i4.14209

ABSTRACT Student learning outcomes in vocational education are related to the quality of the learning process and learning conditions that support active student engagement. In Class X of the Accounting and Institutional Finance (AKL) program at SMK Negeri 2 Boyolangu, student involvement in learning is still not optimal, making it necessary to examine its relationship with the implementation of learning models and learning motivation. This study aims to analyze the influence of the Student Teams Achievement Division (STAD) cooperative learning model and learning motivation on the learning outcomes of Class X AKL students in the 2025/2026 academic year. The study employed a quantitative approach using an ex post facto research design. The population and sample consisted of 68 students selected through total sampling. Data were collected using questionnaires and documentation, and subsequently analyzed using multiple linear regression with the assistance of the Statistical Package for the Social Sciences (SPSS). The results showed that STAD had a positive and significant influence on learning outcomes (B = 0.096; p = 0.016), whereas learning motivation showed a significant negative direction (B = −0.109; p = 0.006). Simultaneously, STAD and learning motivation had a significant influence on learning outcomes (F = 4.490; p = 0.015), with an R² value of 0.121. These findings indicate that the implementation of STAD should be accompanied by an understanding of students’ learning motivation characteristics in developing more responsive AKL learning. ABSTRAK Hasil belajar siswa pada pendidikan kejuruan berkaitan dengan kualitas proses pembelajaran serta kondisi belajar yang mendukung keterlibatan siswa secara aktif. Pada kelas X Akuntansi dan Keuangan Lembaga (AKL) SMK Negeri 2 Boyolangu, masih ditemukan keterlibatan siswa dalam pembelajaran yang belum optimal sehingga perlu dikaji keterkaitannya dengan penerapan model pembelajaran dan motivasi belajar. Penelitian ini bertujuan menganalisis pengaruh model pembelajaran kooperatif tipe Student Teams Achievement Division (STAD) dan motivasi belajar terhadap hasil belajar siswa Tahun Ajaran 2025/2026. Penelitian menggunakan pendekatan kuantitatif dengan jenis penelitian ex post facto. Populasi sekaligus sampel berjumlah 68 siswa yang ditentukan melalui teknik total sampling. Data diperoleh melalui angket dan dokumentasi, kemudian dianalisis menggunakan regresi linier berganda dengan bantuan Statistical Package for the Social Sciences (SPSS). Hasil penelitian menunjukkan bahwa STAD berpengaruh positif dan signifikan terhadap hasil belajar (B = 0,096; p = 0,016), sedangkan motivasi belajar menunjukkan pengaruh signifikan dengan arah negatif (B = −0,109; p = 0,006). Secara simultan, STAD dan motivasi belajar berpengaruh signifikan terhadap hasil belajar (F = 4,490; p = 0,015), dengan nilai R² sebesar 0,121. Temuan tersebut mengindikasikan bahwa penerapan STAD perlu disertai pemahaman terhadap karakteristik motivasi belajar siswa dalam mengembangkan pembelajaran AKL yang lebih responsif.

STRATEGI DIRECT INSTRUCTION PADA PEMBELAJARAN IPAS BAGI PESERTA DIDIK HAMBATAN INTELEKTUAL RINGAN Sri Rahayu Kurniawati; Dwi Endah Pertiwi
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.v6i4.14351

Natural and Social Sciences (IPAS) learning for students with mild intellectual disabilities requires structured, concrete instruction suited to individual needs. This study described the implementation of Direct Instruction in IPAS learning for Phase B students with mild intellectual disabilities at SLB BC Murni Bandung, focusing on planning, implementation, evaluation, and supporting and inhibiting factors. A qualitative approach was employed. Participants were one classroom teacher and two students, identified as MR and RR. Data were collected through observation, semi-structured interviews, and documentation, then analyzed through data condensation, data display, and conclusion drawing and verification. Credibility was established through technique and source triangulation. Findings showed that the teacher prepared teaching modules, learning objectives, media, worksheets, and assessment instruments according to students’ characteristics. Instruction followed orientation, presentation, structured practice, guided practice, and independent practice, supported by picture cards, a talking animal book, and an Interactive Digital Board. MR’s ability to recognize animal names increased from three to six, while RR’s increased from four to seven. Supporting factors included teacher competence, concrete media, class size, and school support. The main constraints were limited attention, weak memory, and differences in learning ability. These findings indicate that Direct Instruction supports systematic, adaptive, and meaningful IPAS learning. ABSTRAK Pembelajaran IPAS bagi peserta didik dengan hambatan intelektual ringan memerlukan strategi yang terstruktur, konkret, dan sesuai dengan kebutuhan individual. Penelitian ini bertujuan mendeskripsikan penerapan strategi Direct Instruction pada pembelajaran IPAS bagi peserta didik hambatan intelektual ringan Fase B di SLB BC Murni Kota Bandung, meliputi perencanaan, pelaksanaan, evaluasi, serta faktor pendukung dan penghambat. Penelitian menggunakan pendekatan kualitatif deskriptif. Partisipan terdiri atas satu guru kelas dan dua peserta didik berinisial MR dan RR. Data dikumpulkan melalui observasi, wawancara semi-terstruktur, dan dokumentasi, kemudian dianalisis melalui kondensasi data, penyajian data, serta penarikan dan verifikasi kesimpulan. Kredibilitas data diperiksa melalui triangulasi teknik dan sumber. Hasil penelitian menunjukkan bahwa guru menyusun modul ajar, tujuan pembelajaran, media, LKPD, dan instrumen asesmen sesuai karakteristik peserta didik. Pembelajaran dilaksanakan melalui tahap orientasi, presentasi, latihan terstruktur, latihan terbimbing, dan latihan mandiri dengan dukungan kartu gambar, buku hewan bersuara, dan Papan Interaktif Digital. Kemampuan MR mengenali nama hewan meningkat dari tiga menjadi enam, sedangkan RR meningkat dari empat menjadi tujuh. Faktor pendukung meliputi kompetensi guru, media konkret, jumlah peserta didik yang sedikit, dan dukungan sekolah. Hambatan utama mencakup keterbatasan konsentrasi, daya ingat, dan perbedaan kemampuan belajar. Temuan menunjukkan bahwa Direct Instruction mendukung pembelajaran IPAS yang sistematis, adaptif, dan bermakna.

MODEL PEMBELAJARAN HOMESCHOOLING BLENDED LEARNING BERBASIS DIFERENSIASI KONTEN DAN PROSES Lismawati Lismawati; Sri Handayani
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.v6i4.14352

Homeschooling requires learning that is flexible and responsive to differences in learners’ readiness, interests, and needs. This study aimed to describe the implementation of content- and process-differentiated blended learning at Homeschooling Candrawinata Bandung, including its planning, implementation, evaluation, and supporting and inhibiting factors. The study employed a qualitative approach with a case study design. Participants consisted of one institutional leader, two tutors, and three learners. Data were collected through semi-structured interviews, participant observation, and documentation, then analyzed through data condensation, data display, and conclusion drawing and verification. Data credibility was established through source triangulation, technique triangulation, and member checking. The findings showed that learning planning began with assessments of academic readiness, interests, observations, and learning modality preferences as the basis for developing core, enrichment, and reinforcement materials. Learning was implemented by combining face-to-face activities and Google Classroom through learning stations, flexible grouping, and scaffolding suited to learners’ needs. Evaluation employed Google Forms, exit tickets, daily reflections, and digital portfolios. The model supported more personalized, adaptive, and participatory learning. However, its implementation required adequate planning time, tutor competence, and effective management of learning resources. ABSTRAK Homeschooling membutuhkan pembelajaran yang fleksibel sekaligus responsif terhadap perbedaan kesiapan, minat, dan kebutuhan warga belajar. Penelitian ini bertujuan mendeskripsikan penerapan blended learning berbasis diferensiasi konten dan proses di Homeschooling Candrawinata Bandung, meliputi perencanaan, pelaksanaan, evaluasi, serta faktor pendukung dan penghambat. Penelitian menggunakan pendekatan kualitatif dengan desain studi kasus. Partisipan terdiri atas satu pimpinan lembaga, dua tutor, dan tiga warga belajar. Data dikumpulkan melalui wawancara semi-terstruktur, observasi partisipatif, dan dokumentasi, kemudian dianalisis melalui kondensasi data, penyajian data, serta penarikan dan verifikasi kesimpulan. Kredibilitas data diperiksa melalui triangulasi sumber, triangulasi teknik, dan member checking. Hasil penelitian menunjukkan bahwa perencanaan diawali dengan asesmen kesiapan akademik, minat, observasi, dan preferensi modalitas belajar sebagai dasar penyusunan materi inti, pengayaan, dan penguatan. Pelaksanaan pembelajaran memadukan tatap muka dan Google Classroom melalui learning stations, pengelompokan fleksibel, serta scaffolding sesuai kebutuhan. Evaluasi dilakukan menggunakan Google Form, exit ticket, refleksi harian, dan portofolio digital. Model ini mendukung pembelajaran yang lebih personal, adaptif, dan partisipatif, meskipun membutuhkan waktu perencanaan, kompetensi tutor, dan pengelolaan sumber belajar yang memadai.

IMPLEMENTASI PEMBELAJARAN MENDALAM PASCAPELATIHAN DI SEKOLAH MENENGAH PERTAMA: STUDI KASUS DI SMP NEGERI 2 PARITTIGA KABUPATEN BANGKA BARAT Sulastri Sulastri; Yetty Hastiana; Astrid Sri Wahyuni Sumah
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.v6i3.14389

The implementation of deep learning has become a strategic effort to improve the quality of teaching and learning by fostering critical thinking, problem-solving, reflection, and meaningful learning experiences. The successful implementation of this approach is influenced by teachers' understanding, classroom practices, and the supporting and inhibiting factors encountered in schools. This study aimed to analyze teachers' understanding of the deep learning concept, the implementation of deep learning after professional training, and the factors influencing its implementation at SMP Negeri 2 Parittiga, West Bangka Regency. This study employed a qualitative approach with a case study design. Informants were selected purposively and consisted of the principal, teachers, and other relevant stakeholders. Data were collected through in-depth interviews, observations, and document analysis, and were analyzed using the interactive model of Miles, Huberman, and Saldaña, including data condensation, data display, and conclusion drawing. Data trustworthiness was ensured through source, technique, and time triangulation. The findings revealed that teachers had a good understanding of the deep learning concept and were able to implement the principles of mindful learning, meaningful learning, and joyful learning in classroom practices. The implementation was reflected through student-centered learning, discussion, inquiry, problem-solving, collaborative activities, and reflective learning. Supporting factors included teachers' adaptive competencies, principal leadership, continuous professional development, and professional learning communities. Meanwhile, limited internet access, inadequate infrastructure, and insufficient time for lesson planning were identified as the main barriers. This study concludes that successful implementation of deep learning requires the integration of teacher professional competence, school leadership support, adequate infrastructure, and a collaborative school culture to ensure sustainable and effective learning practices. ABSTRAK Implementasi pembelajaran mendalam (deep learning) menjadi salah satu upaya strategis dalam meningkatkan kualitas pembelajaran melalui pengembangan kemampuan berpikir kritis, pemecahan masalah, refleksi, serta pengalaman belajar yang bermakna. Keberhasilan implementasi pendekatan ini sangat dipengaruhi oleh pemahaman guru, keterlaksanaan proses pembelajaran, serta faktor-faktor yang mendukung maupun menghambat pelaksanaannya di sekolah. Penelitian ini bertujuan menganalisis pemahaman guru terhadap konsep pembelajaran mendalam, keterlaksanaan pembelajaran mendalam pasca pelatihan, serta faktor-faktor pendukung dan penghambat implementasinya di SMP Negeri 2 Parittiga, Kabupaten Bangka Barat. Penelitian menggunakan pendekatan kualitatif dengan desain studi kasus. Informan dipilih secara purposive yang terdiri atas kepala sekolah, guru, dan pihak terkait. Pengumpulan data dilakukan melalui wawancara mendalam, observasi, dan studi dokumentasi, kemudian dianalisis menggunakan model interaktif Miles dan Huberman yang meliputi pengumpulan data, reduksi data, penyajian data, dan penarikan kesimpulan. Keabsahan data diperoleh melalui triangulasi sumber dan teknik. Hasil penelitian menunjukkan bahwa guru telah memiliki pemahaman yang baik mengenai konsep pembelajaran mendalam dan mampu mengimplementasikan prinsip mindful learning, meaningful learning, dan joyful learning dalam proses pembelajaran. Implementasi dilakukan melalui pembelajaran yang berpusat pada peserta didik, diskusi, inkuiri, pemecahan masalah, kolaborasi, serta refleksi pembelajaran. Faktor pendukung implementasi meliputi kompetensi guru yang adaptif, dukungan kepala sekolah, pelatihan berkelanjutan, dan keberadaan komunitas belajar. Sementara itu, keterbatasan akses internet, sarana pendukung, serta waktu perencanaan pembelajaran menjadi faktor penghambat utama. Penelitian ini menyimpulkan bahwa keberhasilan implementasi pembelajaran mendalam memerlukan sinergi antara peningkatan kompetensi guru, dukungan manajemen sekolah, penyediaan infrastruktur, dan penguatan budaya kolaboratif agar pelaksanaannya berlangsung secara optimal dan berkelanjutan.

PENGEMBANGAN MODUL PEMBELAJARAN BERBASIS KOMIK PADA MATERI AMAN DI DUNIA MAYA DI KELAS VI SD NEGERI 075024 DURIA BALAKI Arman Kristopen Zebua; Noibe Halawa; Dernius Hura; Edward Harefa
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.v6i4.14416

ABSTRACT The need for learning materials that are closely connected to students’ experiences has become a consideration in Indonesian language learning on the topic of Staying Safe in the Digital World for sixth-grade students at SD Negeri 075024 Duria Balaki. The limited availability of engaging reading materials encouraged the development of a comic-based module so that information about digital safety could be presented through a combination of text, illustrations, and a more communicative storyline. The product was developed using the Research and Development method with the ADDIE model, consisting of Analysis, Design, Development, Implementation, and Evaluation stages. The quality of the product was reviewed by material, language, and design experts and subsequently tested with 6 students in a small-group trial and 24 students in a field trial. Data were obtained from validation sheets, student response questionnaires, and learning achievement tests and were analyzed descriptively and quantitatively. The final assessment results reached 98% from the material expert, 96% from the language expert, and 100% from the design expert. The product received practicality scores of 83% in the small-group trial and 94% in the field trial, while classical mastery reached 83% and 92%, respectively, based on the KKTP. These findings position the developed module as a feasible and practical supplementary learning material for supporting learning on the topic of Staying Safe in the Digital World. ABSTRAK Kebutuhan akan bahan ajar yang dekat dengan pengalaman peserta didik menjadi perhatian dalam pembelajaran Bahasa Indonesia pada materi Aman di Dunia Maya di kelas VI SD Negeri 075024 Duria Balaki. Keterbatasan bacaan yang menarik mendorong pengembangan modul berbasis komik agar informasi mengenai keamanan di ruang digital dapat disajikan melalui perpaduan teks, ilustrasi, dan alur yang lebih komunikatif. Produk dikembangkan menggunakan metode Research and Development dengan model ADDIE melalui tahapan Analysis, Design, Development, Implementation, dan Evaluation. Kualitas produk ditelaah oleh ahli materi, bahasa, dan desain, kemudian digunakan dalam uji coba terhadap 6 peserta didik pada kelompok kecil dan 24 peserta didik pada uji lapangan. Data bersumber dari lembar validasi, angket respons, serta tes hasil belajar dan diolah secara deskriptif kuantitatif. Penilaian akhir mencapai 98% dari ahli materi, 96% dari ahli bahasa, dan 100% dari ahli desain. Respons penggunaan memperoleh 83% pada kelompok kecil dan meningkat menjadi 94% pada uji lapangan, sedangkan ketuntasan klasikal mencapai 83% dan 92% berdasarkan KKTP. Capaian tersebut menempatkan modul sebagai bahan ajar pendukung yang layak dan praktis untuk membantu pelaksanaan pembelajaran materi Aman di Dunia Maya.

Home Page

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Contact Name
Muhamad Suhardi

Contact Email
jurnalp4i@gmail.com

Phone
+6285239967417

Journal Mail Official
jurnalp4i@gmail.com

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

Location
Unknown,

Unknown

INDONESIA

Abstract

Abstract

Abstract

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Abstract

Abstract

Abstract

Abstract

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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