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PENGARUH MODEL PROJECT BASED LEARNING (PJBL) BERBASIS GALLERY WALK TERHADAP HASIL BELAJAR SISWA PADA MATERI JALUR PERDAGANGAN REMPAH NUSANTARA Valerian Audryliana Putri; Djoko Soelistijo
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.v6i4.14626

ABSTRACT The Spice Trade Routes of the Nusantara provide an opportunity for social studies learning to connect historical understanding with activities involving the creation and communication of student work. This study aimed to analyze the improvement in students’ learning outcomes following the implementation of the Project Based Learning (PjBL) model integrated with Gallery Walk among eighth-grade students at SMPN 13 Malang. The study was conducted from March 31 to May 12, 2026, involving 31 students in the 2025/2026 academic year using a one group pretest-posttest design. The learning experience was developed through question formulation, project planning, product development, work monitoring, presentation of the products through a Gallery Walk, and reflection. Learning outcome data were obtained through a pretest and posttest, while product achievement was assessed through project evaluation covering planning, content, presentation, and creativity. Data were analyzed using descriptive statistics, the Shapiro-Wilk test, N-Gain, and a paired t-test with the assistance of JASP version 0.19.3. The mean score increased from 70.16 to 94.52, while the N-Gain of 0.8303 was categorized as high. The paired t-test yielded t = 18.08 with p < 0.001. These findings indicate a change in learning outcomes following the implementation of the learning sequence and position PjBL integrated with Gallery Walk as an alternative for social studies learning that combines content processing, product creation, and communication of learning outcomes. ABSTRAK Materi Jalur Perdagangan Rempah Nusantara memberi ruang bagi pembelajaran IPS untuk mempertemukan pemahaman sejarah dengan aktivitas menghasilkan dan mengomunikasikan karya. Penelitian ini bertujuan menganalisis peningkatan hasil belajar siswa setelah penerapan model Project Based Learning (PjBL) berbasis Gallery Walk pada siswa kelas VIII SMPN 13 Malang. Penelitian dilaksanakan pada 31 Maret sampai 12 Mei 2026 dengan melibatkan 31 siswa tahun ajaran 2025/2026 melalui desain one group pretest-posttest. Pengalaman belajar dibangun melalui perumusan pertanyaan, perencanaan proyek, pengembangan produk, pemantauan pengerjaan, penyajian karya dalam Gallery Walk, serta refleksi. Data hasil belajar diperoleh melalui pretest dan posttest, sedangkan capaian produk direkam melalui penilaian proyek yang mencakup perencanaan, isi, penyajian, dan kreativitas. Analisis dilakukan menggunakan statistik deskriptif, Shapiro-Wilk, N-Gain, dan paired t-test dengan bantuan JASP versi 0.19.3. Rata-rata skor meningkat dari 70,16 menjadi 94,52, sedangkan N-Gain sebesar 0,8303 berada pada kategori tinggi. Pengujian paired t-test menghasilkan t = 18,08 dengan p < 0,001. Temuan tersebut memperlihatkan perubahan capaian belajar setelah rangkaian pembelajaran diterapkan, sekaligus menempatkan PjBL berbasis Gallery Walk sebagai alternatif pembelajaran IPS yang memadukan pengolahan materi, penciptaan produk, dan komunikasi hasil belajar.

INTERNALISASI NILAI MODERASI BERAGAMA DALAM PENGEMBANGAN BAHAN AJAR ILMU NEGARA BERBASIS OUTCOME-BASED EDUCATION Yusron Munawir; Fahmi Arif; Muhammad Mufti al Anam; Muthmainnah Muthmainnah
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.v6i4.14692

The urgent need for Outcome-Based Education (OBE)-based Theory of State teaching materials and the strengthening of religious moderation in Islamic higher education institutions constituted the primary rationale for conducting this study. This study aims to identify the challenges in teaching Theory of State, internalize the values of religious moderation into Theory of State teaching materials, and develop Outcome-Based Education (OBE)-based teaching materials. The study employed a Research and Development (R&D) approach using the ADDIE model, which was limited to the Analyze, Design, and Development phases. Data were collected through observations, interviews, questionnaires, tests, documentation, and literature review, and were analyzed using descriptive qualitative and descriptive statistical techniques. The findings reveal three major challenges in the learning process: the lack of standardized instructional content, the limited integration of contextual materials, and the absence of OBE-based textbooks. The values of religious moderation were internalized through dedicated moderation sections, contextual discussions, and assessment exercises integrated across ten instructional chapters. Expert validation of the developed syllabus, Semester Learning Plan (RPS), and textbook yielded an average validity score of 83.2% (highly valid). Furthermore, the student readability assessment achieved an average score of 83.4% (excellent category). This study contributes a replicable model for integrating the values of religious moderation into general university courses through an OBE-based ADDIE framework. It also recommends further empirical investigation during the implementation phase. ABSTRAK Urgensi kebutuhan bahan ajar Ilmu Negara berbasis Outcome-Based Education (OBE) dan penguatan moderasi beragama di perguruan tinggi keagamaan menjadi pemantik dilaksanakannya penelitian ini. Riset ini bertujuan mengetahui problem pembelajaran Ilmu Negara, menginternalisasikan nilai-nilai moderasi beragama ke dalam bahan ajar Ilmu Negara, dan mengembangkan bahan ajar berbasis Outcome-Based Education. Penelitian menggunakan pendekatan penelitian dan pengembangan (R&D) dengan model ADDIE yang dibatasi pada tahap Analyze, Design, dan Development.. Data dikumpulkan melalui observasi, wawancara, angket, tes, dokumentasi, dan studi pustaka, kemudian dianalisis secara deskriptif kualitatif dan deskriptif statistik. Hasil penelitian menunjukkan tiga persoalan utama pembelajaran, yaitu ketiadaan keseragaman materi, minimnya muatan kontekstual, dan belum tersedianya bahan ajar berbasis OBE. Nilai moderasi beragama diinternalisasikan melalui kolom moderasi, kajian kontekstual, dan latihan soal yang dipetakan pada sepuluh bab materi.. Validasi ahli terhadap Silabus, RPS, dan Buku Ajar yang dihasilkan memperoleh rata-rata 83,2% (sangat valid), sedangkan uji keterbacaan mahasiswa memperoleh 83,4% (sangat baik). Penelitian ini menyumbangkan model internalisasi nilai moderasi beragama pada mata kuliah umum melalui kerangka ADDIE berbasis OBE yang dapat direplikasi, dan merekomendasikan pengujian empiris lanjutan pada tahap implementasi.

HUBUNGAN PERSEPSI PEMANFAATAN CHATGPT DENGAN PARTISIPASI BELAJAR DALAM PEMBELAJARAN SEJARAH Muhammad Amir Mahmudin; Sri Mastuti Purwaningsih
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.v6i4.14694

The use of Artificial Intelligence (AI), particularly ChatGPT, has increasingly developed as a learning resource with the potential to enhance the quality of education. However, the effectiveness of its implementation is influenced by students' perceptions of its usefulness and ease of use. This study aimed to analyze students' perceptions of ChatGPT utilization, describe their level of learning participation, and examine the relationship between students' perceptions of ChatGPT utilization and learning participation in history classes at SMA Ta'miriyah Surabaya. This study employed a quantitative approach with a correlational research design. The sample consisted of 58 eleventh-grade students selected through purposive sampling. Data were collected using questionnaires as the primary instrument, supported by observation sheets, multiple-choice tests, and interviews with the history teacher. Data were analyzed using descriptive statistics and Pearson Product Moment correlation analysis with the assistance of SPSS software. The findings revealed that students' perceptions of ChatGPT utilization were categorized as high, with an average percentage of 73,66%, while students' learning participation was also categorized as high, with an average percentage of 71,43%. The correlation analysis yielded a coefficient of 0.410 with a significance value of 0.001 (p < 0.05), indicating a positive and statistically significant relationship of moderate strength between students' perceptions of ChatGPT utilization and their learning participation. These findings suggest that more positive perceptions regarding the usefulness and ease of use of ChatGPT are associated with higher levels of student participation in history learning. Therefore, the integration of ChatGPT into history instruction should be accompanied by appropriate teacher guidance to foster active learning participation while promoting students' critical thinking skills. ABSTRAK Pemanfaatan teknologi kecerdasan buatan (Artificial Intelligence), khususnya ChatGPT, semakin berkembang sebagai sumber belajar yang berpotensi meningkatkan kualitas pembelajaran. Namun, efektivitas pemanfaatannya dipengaruhi oleh persepsi siswa terhadap manfaat dan kemudahan penggunaan teknologi tersebut. Penelitian ini bertujuan untuk menganalisis persepsi siswa terhadap pemanfaatan ChatGPT, mendeskripsikan tingkat partisipasi belajar siswa, serta menganalisis hubungan antara persepsi siswa tentang pemanfaatan ChatGPT dengan partisipasi belajar dalam pembelajaran sejarah di SMA Ta'miriyah Surabaya. Penelitian menggunakan pendekatan kuantitatif dengan desain korelasional. Sampel penelitian berjumlah 58 siswa kelas XI yang dipilih menggunakan teknik purposive sampling. Data dikumpulkan melalui angket sebagai instrumen utama yang didukung oleh lembar observasi, tes pilihan ganda, dan wawancara dengan guru sejarah. Analisis data dilakukan secara deskriptif dan inferensial menggunakan uji korelasi Pearson Product Moment dengan bantuan SPSS. Hasil penelitian menunjukkan bahwa persepsi siswa terhadap pemanfaatan ChatGPT berada pada kategori tinggi dengan rata-rata persentase sebesar 73,66%, sedangkan partisipasi belajar siswa juga berada pada kategori tinggi dengan rata-rata sebesar 71,43%. Hasil uji korelasi memperoleh koefisien sebesar 0,410 dengan nilai signifikansi 0,001 (p < 0,05), yang menunjukkan adanya hubungan positif dan signifikan dengan tingkat hubungan sedang antara persepsi siswa tentang pemanfaatan ChatGPT dan partisipasi belajar. Temuan ini menunjukkan bahwa semakin positif persepsi siswa terhadap manfaat dan kemudahan penggunaan ChatGPT, semakin tinggi pula partisipasi mereka dalam pembelajaran sejarah. Oleh karena itu, pemanfaatan ChatGPT perlu diintegrasikan secara terarah dengan pendampingan guru agar mampu mendukung keterlibatan belajar sekaligus mengembangkan kemampuan berpikir kritis siswa.

ANALISIS KESULITAN SISWA DALAM MELAKUKAN GERAKAN ROLL DEPAN DAN ROLL BELAKANG PADA PEMBELAJARAN SENAM LANTAI Alfred Dere Lubur; Hironimur Bao Wolo; Kristoforus Ado Aran
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.v6i4.14734

ABSTRACT Students still experience difficulties in performing forward and backward rolls in floor gymnastics, particularly in technical accuracy, psychological readiness, and movement coordination. This study aimed to analyze the forms of students’ difficulties and their contributing factors in floor gymnastics learning among eighth-grade students at SMP Negeri 1 Larantuka. This study employed a descriptive qualitative approach involving 34 students and one Physical Education teacher. Data were collected through observation, interviews, and documentation, then analyzed through data reduction, data presentation, and conclusion drawing, with data validity ensured through source and technique triangulation. The results showed that students’ difficulties involved cognitive, affective, and psychomotor aspects. Cognitively, students had difficulty understanding the correct techniques and sequence of movements. Affectively, fear, hesitation, and lack of self-confidence were found, particularly during backward rolls. Psychomotor difficulties included coordination, balance, and pushing strength. Contributing factors included physical abilities and psychological conditions, as well as instructional methods, facilities, infrastructure, and the learning environment. These findings highlight the need for gradual and comprehensive instruction that addresses students’ needs and characteristics while ensuring safe practice. ABSTRAK Kesulitan siswa dalam melakukan gerakan roll depan dan roll belakang masih ditemukan dalam pembelajaran senam lantai, terutama pada ketepatan teknik, kesiapan psikologis, dan kemampuan koordinasi gerak. Penelitian ini bertujuan untuk menganalisis bentuk kesulitan siswa serta faktor penyebabnya pada pembelajaran senam lantai kelas VIII E SMP Negeri 1 Larantuka. Penelitian menggunakan pendekatan kualitatif deskriptif dengan subjek 34 siswa dan satu guru PJOK. Data dikumpulkan melalui observasi, wawancara, dan dokumentasi, kemudian dianalisis melalui reduksi data, penyajian data, dan penarikan kesimpulan serta diuji keabsahannya melalui triangulasi sumber dan teknik. Hasil penelitian menunjukkan bahwa kesulitan siswa mencakup aspek kognitif, afektif, dan psikomotorik. Pada aspek kognitif, siswa belum memahami teknik dan urutan gerakan secara tepat. Pada aspek afektif, ditemukan rasa takut, keragu-raguan, dan kurang percaya diri, terutama pada roll belakang. Pada aspek psikomotorik, kesulitan meliputi koordinasi, keseimbangan, serta kekuatan tolakan. Faktor penyebab meliputi kemampuan fisik dan kondisi psikologis, serta metode pembelajaran, sarana prasarana, dan lingkungan belajar. Temuan ini menegaskan perlunya pembelajaran bertahap dan komprehensif sesuai kebutuhan siswa, secara aman, bertahap, sesuai karakteristik siswa.

IMPLEMENTASI GERAKAN 7 KEBIASAAN ANAK INDONESIA HEBAT DALAM PENGUATAN PENDIDIKAN KARAKTER DI SEKOLAH DASAR INKLUSI Endah Surya Ningtias
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.v6i4.14879

ABSTRACT At SDN Sawotratap 2, character development is embedded in the daily rhythm of students’ lives through the Gerakan 7 Kebiasaan Anak Indonesia Hebat (7KAIH). This study examines how the program is implemented in an inclusive elementary school, focusing on habituation strategies, the involvement of the school and parents, and the challenges encountered during its implementation. The study employed a descriptive qualitative approach and was conducted from February 4 to March 10, 2026, with informants selected through purposive sampling, consisting of the principal, a fifth-grade teacher, three parents, and ten fifth-grade students, including one student with mild autism. Data were collected through interviews, observations, and documentation, and were analyzed through data condensation, data presentation, and conclusion drawing and verification. The findings indicate that 7KAIH is integrated into school routines through modeling, reinforcement, guidance, and supervision. Its implementation contributes to the development of discipline, responsibility, independence, social awareness, healthy lifestyles, and more inclusive interactions. However, the continuity of habituation faces challenges because the intensity of family support at home varies, resulting in habits outside school not yet being reinforced consistently and sustainably. These findings suggest that 7KAIH can serve as an adaptive character education strategy when habituation is implemented consistently and the school establishes sustained collaboration with families. ABSTRAK Di SDN Sawotratap 2, pembentukan karakter ditempatkan dalam ritme kehidupan peserta didik melalui Gerakan 7 Kebiasaan Anak Indonesia Hebat (7KAIH). Penelitian ini menelaah bagaimana program tersebut dijalankan di sekolah dasar inklusif, mencakup strategi pembiasaan, keterlibatan sekolah dan orang tua, serta hambatan yang menyertainya. Kajian dilaksanakan secara deskriptif kualitatif pada 4 Februari–10 Maret 2026 dengan informan yang dipilih secara purposive, yaitu kepala sekolah, guru kelas V, tiga orang tua, dan sepuluh peserta didik kelas V, termasuk seorang peserta didik dengan autisme ringan. Informasi dikumpulkan melalui wawancara, observasi, dan dokumentasi, lalu dianalisis melalui kondensasi data, penyajian data, serta penarikan dan verifikasi kesimpulan. Temuan memperlihatkan bahwa 7KAIH menyatu dengan rutinitas sekolah melalui keteladanan, penguatan, pendampingan, dan pengawasan. Pelaksanaannya berkontribusi terhadap pembentukan disiplin, tanggung jawab, kemandirian, kepedulian sosial, pola hidup sehat, dan interaksi yang lebih inklusif. Namun, kesinambungan pembiasaan menghadapi kendala karena intensitas pendampingan keluarga di rumah tidak selalu sama, sehingga penguatan kebiasaan di luar sekolah belum sepenuhnya berlangsung secara seragam dan berkelanjutan. Temuan ini mengarah pada pemahaman bahwa 7KAIH dapat menjadi strategi pendidikan karakter yang adaptif ketika pembiasaan berlangsung konsisten dan sekolah membangun kolaborasi berkelanjutan dengan keluarga.

ANALISIS UPAYA GURU DALAM MENINGKATKAN LITERASI BACA TULIS PESERTA DIDIK KELAS RENDAH Welman Juang Zega; Eka Periaman Zai; Iman Sudi Zega; Dernius Hura
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.v6i4.14970

ABSTRACT Literacy development in reading and writing among lower-grade students takes place through activities that are adapted to the abilities of students at each grade level. This study analyzes teachers’ efforts to improve reading and writing literacy among lower-grade students at UPTD SDN 071031 Nazalou, identifies the challenges encountered during its implementation, and describes the solutions applied. The study employed a descriptive qualitative approach involving teachers of Grades I, II, and III, as well as six students selected through purposive sampling. Data were collected through observation, interviews, and documentation during the research conducted in May 2026. Data analysis involved data reduction, data presentation, and conclusion drawing, with data validity examined through source and technique triangulation. The field findings indicate that literacy activities included a 10–15-minute reading routine, read-aloud activities, shared reading, turn-taking reading, reading comprehension questions and discussions, writing exercises, individual assistance, and the provision of appreciation. In Grade I, activities focused primarily on letters, syllables, and basic writing; Grade II involved short stories and rewriting information; while Grade III included reading comprehension, summarizing, and short story writing. The challenges encountered included differences in students’ abilities, limited reading materials and time, students’ confidence levels, difficulties in reading comprehension, and varying levels of family support. Teachers responded to these conditions through repeated practice, individualized assistance, utilization of available literacy facilities, and communication with parents. ABSTRAK Literasi baca tulis pada kelas rendah berlangsung melalui kegiatan yang mengikuti kemampuan peserta didik pada setiap jenjang kelas. Penelitian ini menganalisis upaya guru meningkatkan literasi baca tulis peserta didik kelas rendah di UPTD SDN 071031 Nazalou, mengidentifikasi kendala pelaksanaannya, dan mendeskripsikan solusi yang diterapkan. Penelitian dilaksanakan dengan pendekatan kualitatif deskriptif pada guru kelas I, II, dan III serta enam peserta didik yang dipilih secara purposive. Data diperoleh melalui observasi, wawancara, dan dokumentasi selama pelaksanaan penelitian pada Mei 2026. Analisis data dilakukan melalui reduksi data, penyajian data, dan penarikan kesimpulan, dengan pemeriksaan keabsahan melalui triangulasi sumber dan teknik. Temuan lapangan memperlihatkan bahwa kegiatan literasi mencakup pembiasaan membaca selama 10–15 menit, membaca nyaring, membaca bersama, membaca bergiliran, tanya jawab isi bacaan, latihan menulis, pendampingan individual, serta pemberian apresiasi. Pada kelas I, kegiatan lebih banyak berkaitan dengan huruf, suku kata, dan penulisan sederhana; kelas II menggunakan cerita pendek dan penulisan kembali informasi; sedangkan kelas III mencakup pemahaman bacaan, rangkuman, dan cerita pendek. Kendala yang ditemukan meliputi perbedaan kemampuan, keterbatasan bahan bacaan dan waktu, kepercayaan diri, pemahaman bacaan, serta dukungan keluarga. Guru merespons kondisi tersebut melalui pengulangan latihan, penyesuaian pendampingan, pemanfaatan fasilitas yang tersedia, dan komunikasi dengan orang tua.

ANALISIS PEMBELAJARAN EKONOMI KONTEKSTUAL TERHADAP LITERASI KEUANGAN SISWA DI SMA NEGERI 1 GUNUNGSITOLI UTARA Asnidar Telaumbanua; Eka Septianti Laoli; Arianto Lahagu; Yearning 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.v6i4.14975

This study was motivated by the importance of financial literacy for high school students and the role of contextual economics instruction in shaping that understanding. The research question is: What is the level of financial literacy and its implications for contextual economics instruction at State High School 1 Gunungsitoli Utara? The study aims to determine the level of financial literacy among students and its relationship to the implementation of contextual economics instruction at the school. The study employs a qualitative approach of a descriptive nature. Data were collected through semi-structured interviews, observations, and documentary analysis involving two economics teachers and eight students from Class X-2 who were purposively selected as informants. Data were analyzed through the stages of data reduction, data presentation, and drawing conclusions. The results of the study indicate that teachers applied the Contextual Teaching and Learning approach by linking economic material to local socioeconomic realities, such as the lives of fishing families and merchants, as well as visits to local financial institutions. Students demonstrated progress in financial literacy from the “less literate” category to “sufficiently literate,” and even approached the “well-literate” level in terms of risk awareness and distinguishing between the functions of savings and investment. This understanding is put into practice through budgeting, tracking expenses, and saving habits supported by the school’s student savings program. The study concluded that contextual economics education serves as a catalyst for developing students’ financial literacy through cognitive, motivational, and institutional pathways simultaneously. ABSTRAK Penelitian ini dilatarbelakangi oleh pentingnya literasi keuangan bagi siswa sekolah menengah atas serta peran pembelajaran ekonomi kontekstual dalam membentuk pemahaman tersebut. Rumusan masalah penelitian adalah bagaimana tingkat literasi keuangan serta implikasinya terhadap pembelajaran ekonomi kontekstual di SMA Negeri 1 Gunungsitoli Utara. Penelitian bertujuan mengetahui tingkat literasi keuangan siswa serta keterkaitannya dengan penerapan pembelajaran ekonomi kontekstual di sekolah tersebut. Penelitian menggunakan pendekatan kualitatif dengan jenis deskriptif. Data dikumpulkan melalui wawancara semi-terstruktur, observasi, dan studi dokumentasi terhadap dua guru ekonomi dan delapan siswa kelas X-2 yang dipilih secara purposif sebagai informan. Data dianalisis melalui tahap reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan guru menerapkan pendekatan Contextual Teaching and Learning dengan mengaitkan materi ekonomi pada realitas sosial-ekonomi lokal, seperti kehidupan keluarga nelayan dan pedagang serta kunjungan ke lembaga keuangan setempat. Siswa menunjukkan perkembangan literasi keuangan dari kategori less literate menuju sufficient literate, bahkan mendekati well literate pada aspek kesadaran risiko dan pembedaan fungsi tabungan-investasi. Pemahaman tersebut diwujudkan dalam praktik nyata berupa penyusunan anggaran, pencatatan pengeluaran, dan kebiasaan menabung yang didukung program tabungan pelajar di sekolah. Penelitian menyimpulkan bahwa pembelajaran ekonomi kontekstual berperan sebagai katalisator pembentukan literasi keuangan siswa melalui jalur kognitif, motivasional, dan institusional secara bersamaan.

PENGARUH LAYANAN PENGUASAAN KONTEN FORMAT KLASIKAL DAN TEKNIK SELF DISCLOSURE TERHADAP PENINGKATAN KARAKTER JUJUR SISWA DI UPTD SMP NEGERI 1 LOLOFITU MOI Frendy Putra Damai Halawa; Famahato Lase; Hosianna Rodearni Damanik; Justin Foera-era Lase
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.v6i4.14976

Fostering honesty in students is a key focus in education, particularly through guidance and counseling services in schools. However, there are still students who exhibit dishonest behavior, such as cheating, lying, and failing to take responsibility for assigned tasks. This situation highlights the need for systematic efforts to foster honesty in students. This study aims to analyze the effect of content mastery services using a classical format and the self-disclosure technique on the improvement of students’ honesty at UPTD SMP Negeri 1 Lolofitu Moi. The study population consisted of all students, and the sample comprised 30 students selected through purposive sampling. Data were collected using questionnaires, observation, and documentation, then analyzed using descriptive and inferential statistics through multiple linear regression, t-tests, F-tests, and the coefficient of determination. The results indicate that content mastery services using a classical format and the self-disclosure technique simultaneously have a significant contribution to students’ honesty. Students’ honesty showed a substantial increase after the intervention, as evidenced by a rise in the average score from 31.87% to 93.73%, representing an increase of 61.87 percentage points. Furthermore, the coefficient of determination of 94.0% indicates that 94.0% of the variation in students’ honesty can be explained jointly by the two variables, while the remaining 6.0% is associated with other factors outside the research model. The findings indicate that the combination of content mastery services using a classical format and the self-disclosure technique has potential to support the development of students’ honesty. ABSTRAK Peningkatan karakter jujur peserta didik menjadi salah satu fokus penting dalam penyelenggaraan pendidikan, khususnya melalui layanan bimbingan dan konseling di sekolah. Namun, masih ditemukan peserta didik yang menunjukkan perilaku kurang jujur, seperti menyontek, berbohong, dan kurang bertanggung jawab terhadap tugas yang diberikan. Kondisi tersebut menunjukkan perlunya upaya yang sistematis untuk meningkatkan karakter jujur peserta didik. Penelitian ini bertujuan untuk menganalisis pengaruh layanan penguasaan konten format klasikal dan teknik Self Disclosure terhadap peningkatan karakter jujur siswa di UPTD SMP Negeri 1 Lolofitu Moi. Populasi penelitian adalah seluruh siswa dan sampel berjumlah 30 siswa yang dipilih secara purposif. Data dikumpulkan menggunakan angket dan dokumentasi, kemudian dianalisis dengan statistik deskriptif dan inferensial melalui regresi linear berganda, uji t, uji F, dan koefisien determinasi. Hasil penelitian menunjukkan bahwa layanan penguasaan konten format klasikal dan teknik Self Disclosure secara simultan berpengaruh signifikan terhadap karakter jujur siswa. Karakter jujur siswa mengalami peningkatan yang sangat signifikan setelah diberikan perlakuan, ditunjukkan oleh peningkatan skor rata-rata dari 31,83% menjadi 93,73%, atau meningkat sebesar 61,87%. Selain itu, nilai koefisien determinasi sebesar 94,0% menunjukkan bahwa variasi karakter jujur siswa dapat dijelaskan secara sangat kuat oleh kedua variabel tersebut, sedangkan 6,0% dipengaruhi oleh faktor lain di luar penelitian. Dengan demikian, layanan penguasaan konten format klasikal dan teknik Self Disclosure terbukti sangat efektif dalam meningkatkan karakter jujur siswa.

PENGARUH LAYANAN BK KLASIKAL DAN TEKNIK ROLE PLAYING TERHADAP PEMBENTUKAN DISIPLIN SISWA DI SMP SWASTA NUPELA Idarnia Lawolo; Famahato Lase; Hosianna Rodearni Damanik; Justin Foera-era Lase
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.v6i4.14977

Discipline is an important character trait that supports order and the effectiveness of the educational process; however, some students still demonstrate undisciplined behavior in the school environment. This study aimed to determine the effect of classical guidance and counseling services and the role playing technique on students' discipline at SMP Swasta Nupela, both simultaneously and partially. The study employed a quantitative approach with a one-group pretest-posttest design. The population consisted of 128 students, with a sample of 25 students from class VIII-A selected through purposive sampling. Data were collected using a Likert-scale questionnaire, structured observation, and documentation, and were analyzed using prerequisite tests, regression analysis, simultaneous and partial tests, and a paired sample t-test. The results showed that classical guidance and counseling services combined with the role playing technique had a significant simultaneous effect on students' discipline, with a contribution of 79.6%. Partially, both classical guidance and counseling services and the role playing technique also had significant effects on students' discipline. The mean discipline score increased from 51.68 in the pretest to 91.12 in the posttest. These findings indicate that integrating classical guidance and counseling services with the role playing technique can serve as an applicable intervention for developing students' disciplinary behavior. Future research is recommended to employ a control group and a longer observation period to obtain stronger evidence regarding the effectiveness of the intervention. ABSTRAK Disiplin merupakan salah satu karakter penting dalam mendukung keteraturan dan keberhasilan proses pendidikan, namun masih ditemukan siswa yang menunjukkan perilaku kurang disiplin dalam kehidupan sekolah. Penelitian ini bertujuan untuk mengetahui pengaruh layanan bimbingan dan konseling (BK) klasikal dan teknik role playing terhadap pembentukan disiplin siswa di SMP Swasta Nupela, baik secara simultan maupun parsial. Penelitian menggunakan pendekatan kuantitatif dengan desain one-group pretest-posttest. Populasi penelitian berjumlah 128 siswa dengan sampel 25 siswa kelas VIII-A yang dipilih melalui purposive sampling. Data dikumpulkan menggunakan angket skala Likert, observasi terstruktur, dan dokumentasi, kemudian dianalisis melalui uji prasyarat, regresi, uji simultan, uji parsial, dan paired sample t-test. Hasil penelitian menunjukkan bahwa layanan BK klasikal dan teknik role playing secara simultan berpengaruh signifikan terhadap pembentukan disiplin siswa dengan kontribusi sebesar 79,6%. Secara parsial, layanan BK klasikal dan teknik role playing juga menunjukkan pengaruh yang signifikan. Rata-rata skor disiplin meningkat dari 51,68 pada pretest menjadi 91,12 pada posttest. Temuan ini menunjukkan bahwa integrasi layanan BK klasikal dan teknik role playing dapat menjadi alternatif intervensi yang aplikatif dalam membantu membentuk perilaku disiplin siswa. Penelitian selanjutnya disarankan menggunakan kelompok kontrol dan periode pengamatan yang lebih panjang untuk memperoleh bukti pengaruh intervensi yang lebih kuat.

IMPLEMENTASI PEMBELAJARAN EKONOMI KONTEKSTUAL BERBASIS KEARIFAN LOKAL UNTUK MENINGKATKAN KETERAMPILAN EKONOMI SISWA KELAS XI DI WILAYAH 3T SMAK ARASTAMAR AWONI LAUSO Joserlyn Mendrofa; Eka Septianti Laoli; Wahyutra Adilman Telaumbanua; Arianto Lahagu
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.v6i4.14978

Economics learning needs to be connected to local conditions and potential so that students not only understand economic concepts but are also able to apply them in everyday life. This study aimed to determine the effect of implementing contextual economics learning based on local wisdom on the economic skills of eleventh-grade students in the 3T region of SMAK Arastamar Awoni Lauso. This study employed a quantitative approach using a Pre-Experimental method with a One-Group Pretest-Posttest design. The subjects consisted of 25 students selected using a saturated sampling technique. Data were collected using an economic skills test that had been tested for validity and reliability. The data were analyzed using a normality test, Paired Samples T-Test, and N-Gain with the assistance of SPSS 26. The Paired Samples T-Test showed a t-value of -17.525, df = 24, and a significance value of 0.000 (p < 0.05), with a mean difference of -41.000. The N-Gain score was 0.855 or 85.50%, which was categorized as high. These results indicate that the implementation of contextual economics learning based on local wisdom can improve students' economic skills. Learning that connects economic materials with local contexts and wisdom can serve as a relevant alternative for students in the 3T region. ABSTRAK Pembelajaran ekonomi perlu dikaitkan dengan kondisi dan potensi lokal agar siswa tidak hanya memahami konsep ekonomi, tetapi juga mampu menerapkannya dalam kehidupan sehari-hari. Penelitian ini bertujuan untuk mengetahui pengaruh implementasi pembelajaran ekonomi kontekstual berbasis kearifan lokal terhadap keterampilan ekonomi siswa kelas XI di wilayah 3T SMAK Arastamar Awoni Lauso. Penelitian ini menggunakan pendekatan kuantitatif dengan metode Pre-Experimental dan desain One-Group Pretest-Posttest. Subjek penelitian berjumlah 25 siswa yang dipilih menggunakan teknik sampling jenuh. Data dikumpulkan menggunakan tes keterampilan ekonomi yang telah diuji validitas dan reliabilitasnya. Data dianalisis menggunakan uji normalitas, Paired Samples T-Test, dan N-Gain dengan bantuan SPSS 26. Hasil uji Paired Samples T-Test menunjukkan nilai t = -17,525, df = 24, dan nilai signifikansi 0,000 (p < 0,05), dengan mean difference sebesar -41,000. Hasil perhitungan N-Gain sebesar 0,855 atau 85,50% berada pada kategori tinggi. Hasil tersebut menunjukkan bahwa implementasi pembelajaran ekonomi kontekstual berbasis kearifan lokal dapat meningkatkan keterampilan ekonomi siswa. Pembelajaran yang mengaitkan materi ekonomi dengan konteks dan kearifan lokal dapat menjadi alternatif pembelajaran yang relevan bagi siswa di wilayah 3T.

Home Page

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Reviewer

Google Scholar

Contact Name
Muhamad Suhardi

Contact Email
jurnalp4i@gmail.com

Phone
+6285239967417

Journal Mail Official
jurnalp4i@gmail.com

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

Location
Unknown,

Unknown

INDONESIA

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name Muhamad Suhardi

Contact Email jurnalp4i@gmail.com

Phone +6285239967417

Journal Mail Official jurnalp4i@gmail.com

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

Location Unknown, Unknown INDONESIA

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Contact Name
Muhamad Suhardi

Contact Email
jurnalp4i@gmail.com

Phone
+6285239967417

Journal Mail Official
jurnalp4i@gmail.com

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

Location
Unknown,

Unknown

INDONESIA