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STRATEGY : Jurnal Inovasi Strategi dan Model Pembelajaran
Published by Pusat Pengembangan Pendidikan dan Penelitian Indonesia
ISSN : 27985725     EISSN : 27985466     DOI : https://doi.org/10.51878/strategi.v1i2.580
Core Subject : Science, Education, Social,
Education Energy Languange, Linguistic, Communication & Media Social Sciences Other
STRATEGY : Jurnal Inovasi Strategi dan Model Pembelajaran contains writings/articles on the results of thoughts and research results written by teachers, lecturers, experts, scientists, practitioners, and reviewers in all disciplines related to Learning Strategies and Models.
Arjuna Subject : Umum - Umum
Articles 233 Documents
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TRANSFORMASI PEDAGOGIS MELALUI DEEP LEARNING DALAM KURIKULUM MERDEKA: STUDI LITERATUR SISTEMATIS Syaifulloh, Rizal Bagus
STRATEGY : Jurnal Inovasi Strategi dan Model Pembelajaran Vol. 6 No. 1 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/strategi.v6i1.8793

Abstract

Global developments in education have prompted a paradigm shift from knowledge transmission–oriented learning toward deep, reflective, and contextual conceptual understanding. In Indonesia, the Deep Learning (DL) approach has been introduced as a pedagogical strategy to strengthen the implementation of the Merdeka Curriculum by fostering 21st-century competencies articulated in the 6Cs framework. However, numerous studies indicate a gap between the ideal conception of DL and its classroom implementation, where it is often narrowly interpreted as the use of digital technology or specific instructional models. This study aims to examine teachers’ understanding, implementation patterns, and systemic challenges related to Deep Learning in Indonesia through a Systematic Literature Review (SLR) guided by the PRISMA protocol. The findings reveal that while teachers generally demonstrate positive perceptions of DL, comprehensive instructional understanding remains limited. Learning practices that integrate meaningful, mindful, and joyful principles have been shown to enhance student engagement and reasoning skills, particularly when supported by strong pedagogical beliefs and a collaborative school culture. Major barriers include limited professional development, infrastructure disparities, and administrative workloads that constrain pedagogical innovation. This study concludes that Deep Learning holds substantial potential as a vehicle for pedagogical transformation and educational equity; however, its sustainability requires systemic change through the strengthening of teacher capacity and the cultivation of a holistic learning culture. ABSTRAKPerkembangan pendidikan global mendorong terjadinya pergeseran paradigma pembelajaran dari sekadar transfer pengetahuan menuju pemahaman konseptual yang mendalam, reflektif, dan kontekstual. Di Indonesia, pendekatan Deep Learning (DL) diperkenalkan sebagai strategi pedagogis untuk memperkuat implementasi Kurikulum Merdeka melalui pengembangan kompetensi abad ke-21 yang dirumuskan dalam kerangka 6Cs. Namun, berbagai studi menunjukkan adanya kesenjangan antara konsep ideal dan praktik di lapangan, di mana DL kerap dipersepsikan sebatas penggunaan teknologi atau model pembelajaran tertentu. Penelitian ini bertujuan untuk menganalisis pemahaman guru, bentuk implementasi, serta hambatan sistemik dalam penerapan Deep Learning di Indonesia melalui metode Systematic Literature Review (SLR) dengan mengacu pada protokol PRISMA. Hasil kajian menunjukkan bahwa meskipun guru umumnya memiliki persepsi positif terhadap DL, tingkat pemahaman instruksional yang komprehensif masih terbatas. Implementasi yang mengintegrasikan prinsip meaningful, mindful, dan joyful learning terbukti meningkatkan keterlibatan serta kemampuan bernalar peserta didik, terutama ketika didukung oleh keyakinan pedagogis guru dan budaya sekolah yang kolaboratif. Hambatan utama meliputi keterbatasan pelatihan, ketimpangan infrastruktur, serta beban administratif yang menghambat inovasi pembelajaran. Penelitian ini menegaskan bahwa Deep Learning berpotensi menjadi instrumen transformasi pedagogis dan keadilan pendidikan, namun keberlanjutannya menuntut perubahan sistemik melalui penguatan kapasitas guru dan pengembangan budaya belajar secara menyeluruh.
STUDENTS’ ATTITUDES TOWARD LEARNING ENGLISH PRONUNCIATION IN PHONETICS AND PHONOLOGY COURSE AT POHUWATO UNIVERSITY Moonti, Gusfin Maulidyawanti; Laonga, Monalysa
STRATEGY : Jurnal Inovasi Strategi dan Model Pembelajaran Vol. 6 No. 1 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/strategi.v6i1.8812

Abstract

ABSTRACT Pronunciation plays a crucial role in effective English communication, particularly for students learning English as a foreign language. This study aims to investigate students’ attitudes toward learning English pronunciation in the Phonetics and Phonology course at Pohuwato University. The focus of the study is on students’ attitudes, which include cognitive, affective, and behavioral aspects in learning English pronunciation. This research employed a descriptive quantitative research design. The sample consisted of 30 students from the English Education Study Program who had completed the Phonetics and Phonology course. Data were collected through a questionnaire using a five-point Likert scale and analyzed using descriptive statistics in the form of mean scores. The results indicate that students generally have a positive attitude toward learning English pronunciation. The cognitive attitude aspect obtained the highest mean score, indicating that students have strong awareness and beliefs about the importance of correct pronunciation in English communication. The behavioral attitude aspect was also categorized as positive, showing that students are willing to practice and accept feedback in pronunciation learning. However, the affective attitude aspect revealed that some students still experience anxiety and lack confidence when practicing pronunciation. Although students demonstrate good understanding and learning behaviors toward English pronunciation, emotional factors remain a challenge. Therefore, it is recommended that lecturers create a supportive learning environment, increase pronunciation practice activities, and utilize learning technology to help reduce anxiety and improve students’ pronunciation skills. ABSTRAK Pengucapan merupakan salah satu aspek penting dalam pembelajaran bahasa Inggris karena berpengaruh langsung terhadap kejelasan dan keberhasilan komunikasi. Penelitian ini bertujuan untuk mengetahui sikap mahasiswa terhadap pembelajaran pengucapan Bahasa Inggris pada Mata Kuliah Phonetics and Phonology di Universitas Pohuwato. Fokus penelitian ini adalah sikap mahasiswa yang meliputi aspek kognitif, afektif, dan perilaku dalam pembelajaran pengucapan bahasa Inggris. Penelitian ini menggunakan desain penelitian deskriptif kuantitatif. Sampel penelitian terdiri dari 30 mahasiswa Program Studi Pendidikan Bahasa Inggris yang telah mengikuti mata kuliah Phonetics and Phonology. Data dikumpulkan melalui kuesioner dengan skala Likert lima tingkat dan dianalisis menggunakan statistik deskriptif berupa nilai mean. Hasil penelitian menunjukkan bahwa mahasiswa secara umum memiliki sikap positif terhadap pembelajaran pengucapan bahasa Inggris. Aspek sikap kognitif memperoleh nilai mean tertinggi, yang menunjukkan bahwa mahasiswa memiliki kesadaran dan keyakinan yang kuat akan pentingnya pengucapan yang benar dalam komunikasi Bahasa Inggris. Aspek sikap perilaku juga berada pada kategori positif, yang menunjukkan bahwa mahasiswa memiliki kemauan untuk berlatih dan menerima umpan balik dalam pembelajaran pengucapan. Namun, aspek sikap afektif menunjukkan bahwa sebagian mahasiswa masih mengalami kecemasan dan kurang percaya diri ketika mempraktikkan pengucapan. Meskipun mahasiswa memiliki pemahaman dan perilaku belajar yang baik terhadap pengucapan bahasa Inggris, faktor emosional masih menjadi tantangan. Oleh karena itu, dosen disarankan untuk menciptakan suasana pembelajaran yang mendukung, meningkatkan aktivitas praktik pengucapan, serta memanfaatkan teknologi pembelajaran untuk membantu mengurangi kecemasan dan meningkatkan kemampuan pengucapan mahasiswa.
STRATEGI PEMBENTUKAN KEPERCAYAAN DIRI REMAJA PASCA MENGHADAPI BULLYING DI YOGYAKARTA Septiani, Icha; Setiyani S, Ratna Yunita
STRATEGY : Jurnal Inovasi Strategi dan Model Pembelajaran Vol. 6 No. 1 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/strategi.v6i1.8832

Abstract

ABSTRACT Bullying is a serious problem that impacts adolescents' self-confidence. This study aims to analyze strategies for building self-confidence in adolescents after experiencing bullying in Yogyakarta. This qualitative research with a case study approach involved one main subject (female, 20 years old) and two significant others (subject's mother, 53 years old; close friend, 21 years old) selected through purposive sampling. Data were collected through in-depth interviews, observation, and documentation, then analyzed using thematic analysis based on Lauster's four aspects of self-confidence: believing in one's abilities, acting independently in decision-making, having a positive self-concept, and being brave in expressing opinions. The results show that the subject successfully rebuilt self-confidence through internal strategies such as positive affirmations, self-reflection, and self-concept reinforcement, as well as external strategies such as social support from family and friends, and the independent decision to change schools. These findings indicate the effectiveness of combining positive affirmations and social support in recovering self-confidence among adolescent bullying victims, with recommendations for implementing group counseling programs and positive affirmation interventions in schools to support psychological recovery. ABSTRAK Bullying adalah masalah serius yang berdampak pada kepercayaan diri remaja. Penelitian ini bertujuan untuk menganalisis strategi membangun kepercayaan diri pada remaja setelah mengalami bullying di Yogyakarta. Penelitian kualitatif ini dengan pendekatan studi kasus melibatkan satu subjek utama (perempuan, 20 tahun) dan dua orang signifikan lainnya (ibu subjek, 53 tahun; teman dekat, 21 tahun) yang dipilih melalui purposive sampling. Data dikumpulkan melalui wawancara mendalam, observasi, dan dokumentasi, kemudian dianalisis menggunakan analisis tematik berdasarkan empat aspek kepercayaan diri Lauster: percaya pada kemampuan sendiri, bertindak mandiri dalam pengambilan keputusan, memiliki konsep diri positif, dan berani mengungkapkan pendapat. Hasil penelitian menunjukkan bahwa subjek berhasil membangun kembali kepercayaan diri melalui strategi internal seperti afirmasi positif, refleksi diri, dan penguatan konsep diri serta strategi eksternal seperti dukungan sosial dari keluarga dan teman, serta keputusan mandiri untuk pindah sekolah. Temuan ini menunjukkan efektifitas kombinasi afirmasi positif dan dukungan sosial dalam pemulihan kepercayaan korban bullying remaja, dengan rekomendasi penerapan program konseling kelompok dan intervensi afirmasi positif di sekolah untuk mendukung pemulihan psikologis.
PENGARUH IMPLEMENTASI CASE METHOD DAN MOTIVASI BELAJAR TERHADAP HASIL BELAJAR MATA KULIAH AKUNTANSI PERPAJAKAN PADA MAHASISWA S1 PENDIDIKAN EKONOMI UNIVERSITAS NEGERI GORONTALO Damiti, Fatmawaty; Koniyo, Rierind
STRATEGY : Jurnal Inovasi Strategi dan Model Pembelajaran Vol. 6 No. 1 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/strategi.v6i1.8959

Abstract

This study aims to determine the effect of Case Method implementation and learning motivation on learning outcomes of tax accounting courses for undergraduate students of Economics Education at Gorontalo State University. The research approach is quantitative and correlational research method. The sample in the study was 58 people. Data collection using interviews, questionnaires, documentation and observation. The data analysis technique used is SEM-PLS. The results showed that (1) The implementation of the Case Method learning method has a positive and significant effect on learning motivation in tax accounting courses for undergraduate students of Economics Education at Gorontalo State University. (2) The implementation of the Case Method learning method has a positive and insignificant effect on the learning outcomes of tax accounting courses for undergraduate students of Economics Education at Gorontalo State University. (3) Learning motivation has a positive and significant effect on the learning outcomes of tax accounting courses for undergraduate students of Economic Education, Gorontalo State University. (4) The implementation of the Case Method learning method through learning motivation has a positive and significant effect on the learning outcomes of tax accounting courses for undergraduate students of Economics Education Gorontalo State University. ABSTRAK Penelitian ini bertujuan untuk mengetahui pengaruh implementasi Case Method dan motivasi belajar terhadap hasil belajar mata kuliah akuntansi perpajakan pada mahasiswa S1 Pendidikan Ekonomi Universitas Negeri Gorontalo. Pendekatan penelitian adalah kuantitatif dan metode penelitian korelasional. Sampel dalam penelitian sebanyak 58 orang. Pengumpulan data menggunakan wawancara, kuisioner, dokumentasi dan observasi. Teknik analisis data yang digunakan yaitu SEM-PLS. Hasil penelitian menunjukan bahwa (1) Implementasi metode pembelajaran Case Method berpengaruh positif dan signifikan terhadap motivasi belajar mata kuliah akuntansi perpajakan pada mahasiswa S1 Pendidikan Ekonomi Universitas Negeri Gorontalo. (2) Implementasi metode pembelajaran Case Method berpengaruh positif tidak signifikan terhadap hasil belajar mata kuliah akuntansi perpajakan pada mahasiswa S1 Pendidikan Ekonomi Universitas Negeri Gorontalo. (3) Motivasi belajar berpengaruh positif dan signifikan terhadap hasil belajar mata kuliah akuntansi perpajakan pada mahasiswa S1 Pendidikan Ekonomi Universitas Negeri Gorontalo. (4) Implementasi metode pembelajaran Case Method melalui motivasi belajar berpengaruh positif dan signifikan terhadap hasil belajar mata kuliah akuntansi perpajakan pada mahasiswa S1 Pendidikan Ekonomi Universitas Negeri Gorontalo.    
PENGEMBANGAN MODEL PEMBELAJARAN TAHFIDZ JUZ 30 MELALUI PENDEKATAN TALQIN UNTUK MENINGKATKAN KEMAMPUAN MENGHAFAL AL-QUR’AN ANAK USIA DINI Rosfita, Dewi; Muchtar, Asmaji; Makhshun , Toha
STRATEGY : Jurnal Inovasi Strategi dan Model Pembelajaran Vol. 6 No. 1 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/strategi.v6i1.8983

Abstract

ABSTRAK Pembelajaran tahfidz Al-Qur’an pada anak usia dini memerlukan model pembelajaran yang dirancang sesuai dengan karakteristik perkembangan anak, terutama pada aspek kognitif, bahasa, dan sosial-emosional. Anak usia dini memiliki kemampuan menghafal yang baik apabila proses pembelajaran dilakukan secara bertahap, berulang, dan menyenangkan. Pendekatan talqin merupakan salah satu pendekatan yang relevan dalam pembelajaran tahfidz karena menekankan pada proses mendengarkan, menirukan, dan mengulang bacaan secara konsisten. Penelitian ini bertujuan untuk mengembangkan model pembelajaran tahfidz Juz 30 berbasis pendekatan talqin bagi anak usia dini di TK Izzatul Ummah Grobogan serta menganalisis tingkat kelayakan, kepraktisan, dan efektivitas model yang dikembangkan. Penelitian ini menggunakan metode penelitian dan pengembangan (Research and Development). Tahapan penelitian meliputi analisis kebutuhan pembelajaran, perancangan model pembelajaran, validasi ahli materi dan ahli pembelajaran, uji coba terbatas, serta revisi produk berdasarkan hasil uji coba. Subjek penelitian adalah anak usia dini kelompok B di TK Izzatul Ummah Grobogan. Teknik pengumpulan data dilakukan melalui observasi, wawancara, angket, dan dokumentasi. Hasil penelitian menunjukkan bahwa model pembelajaran tahfidz Juz 30 berbasis pendekatan talqin dinyatakan layak oleh para ahli, praktis digunakan oleh guru, dan efektif dalam meningkatkan kemampuan hafalan surat-surat Juz 30 pada anak usia dini. Dengan demikian, model pembelajaran yang dikembangkan dapat digunakan sebagai alternatif inovatif dalam pembelajaran tahfidz Al-Qur’an di lembaga pendidikan anak usia dini. ABSTRACT Tahfidz learning for early childhood requires an instructional model that is designed in accordance with children’s developmental characteristics, particularly in cognitive, language, and socio-emotional aspects. Early childhood learners tend to have strong memorization abilities when learning activities are conducted gradually, repeatedly, and in an enjoyable manner. The talqin approach is considered relevant in tahfidz learning as it emphasizes listening, imitation, and consistent repetition of Qur’anic recitation. This study aims to develop a talqin-based tahfidz learning model for Juz 30 for early childhood students at TK Izzatul Ummah Grobogan and to analyze the feasibility, practicality, and effectiveness of the developed model. This research employed a Research and Development method. The research stages included learning needs analysis, instructional model design, validation by material and instructional experts, limited trials, and product revision based on trial results. The research subjects were group B early childhood students at TK Izzatul Ummah Grobogan. Data were collected through observation, interviews, questionnaires, and documentation. The results indicate that the talqin-based tahfidz learning model for Juz 30 is feasible according to expert judgment, practical for teachers to implement, and effective in improving early childhood students’ memorization of Juz 30 surahs. Therefore, the developed learning model can be used as an innovative alternative for tahfidz learning in early childhood education institutions.
PENERAPAN MODEL DISCOVERY LEARNING DALAM MENINGKATKAN KEMAMPUAN SISWA MENGIDENTIFIKASI STRUKTUR ISI TEKS ANEKDOT DI MAN Aminah, Siti; Sujinah, Sujinah
STRATEGY : Jurnal Inovasi Strategi dan Model Pembelajaran Vol. 6 No. 1 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/strategi.v6i1.9008

Abstract

ABSTRACT Text-based Indonesian language learning requires students not only to comprehend textual content but also to systematically analyze the structural elements that construct a text. One type of text studied at the Madrasah Aliyah level is the anecdote text, which is characterized by a specific structure consisting of abstraction, orientation, crisis, reaction, and coda. Classroom realities indicate that students still experience difficulties in accurately identifying these structural components. This study aims to examine the effectiveness of implementing the Discovery Learning model in improving students’ ability to identify the structural elements of anecdote texts. This research employed a quantitative approach using a pre-experimental method with a One Group Pretest–Posttest design. The research subjects were tenth-grade students of MAN 1 Merangin. Data were collected through tests measuring students’ ability to identify text structure, classroom observations, and documentation. The Discovery Learning model was implemented through stages of stimulation, problem identification, data collection and processing, verification, and conclusion drawing. The findings reveal a significant improvement in students’ abilities following the implementation of the Discovery Learning model. Both the mean scores and the percentage of learning mastery increased across all structural aspects of anecdote texts. In addition, students demonstrated higher levels of active engagement in text analysis and a deeper understanding of the function of each structural component. Therefore, the Discovery Learning model is proven to be effective and suitable as an alternative instructional approach for text-based Indonesian language learning at the Madrasah Aliyah level. ABSTRAK Pembelajaran Bahasa Indonesia berbasis teks menuntut kemampuan siswa untuk memahami isi sekaligus menganalisis struktur pembangun teks secara sistematis. Salah satu jenis teks yang dipelajari di Madrasah Aliyah adalah teks anekdot yang memiliki struktur khas, meliputi abstrak, orientasi, krisis, reaksi, dan koda. Kenyataan di lapangan menunjukkan bahwa siswa masih mengalami kesulitan dalam mengidentifikasi struktur tersebut secara tepat. Penelitian ini bertujuan untuk mengkaji efektivitas penerapan model Discovery Learning dalam meningkatkan kemampuan siswa mengidentifikasi struktur isi teks anekdot. Penelitian ini menggunakan pendekatan kuantitatif dengan metode pre-eksperimental melalui desain One Group Pretest–Posttest. Subjek penelitian adalah siswa kelas X MAN 1 Merangin. Pengumpulan data dilakukan melalui tes kemampuan identifikasi struktur teks, observasi aktivitas pembelajaran, dan dokumentasi. Model Discovery Learning diterapkan melalui tahapan pemberian rangsangan, identifikasi masalah, pengumpulan dan pengolahan data, verifikasi, serta penarikan simpulan. Hasil penelitian menunjukkan adanya peningkatan kemampuan siswa yang signifikan setelah penerapan model Discovery Learning. Nilai rata-rata dan persentase ketuntasan belajar siswa mengalami peningkatan pada seluruh aspek struktur teks anekdot. Selain itu, siswa menunjukkan keterlibatan yang lebih aktif dalam menganalisis teks dan memahami fungsi setiap bagian struktur secara mendalam. Dengan demikian, model Discovery Learning terbukti efektif dan layak digunakan sebagai alternatif pembelajaran Bahasa Indonesia berbasis teks di Madrasah Aliyah.
ANALISIS BIBLIOMETRIK TREN PENELITIAN PENDIDIKAN BIOLOGI BERBASIS KEARIFAN LOKAL Astuti, Imelda Puji; Ismail, Agus Yadi
STRATEGY : Jurnal Inovasi Strategi dan Model Pembelajaran Vol. 6 No. 1 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/strategi.v6i1.9071

Abstract

This study aims to examine research trends and thematic patterns in biology education studies that incorporate local wisdom in Indonesia during the 2021–2026 period, as well as to identify the dominant research directions within this field. The study is grounded in the growing concern over declining ecological awareness and the weakening integration of local cultural values in biology learning amid the globalization of science education. A quantitative bibliometric approach was employed using publication data retrieved from Google Scholar. A total of 972 relevant articles were analyzed with the assistance of VOSviewer to visualize keyword networks, thematic clusters, and interrelationships among research topics. The findings indicate that biology education research based on local wisdom primarily focuses on the development of locally grounded learning resources, the integration of project-based learning, and the application of contextual learning approaches to strengthen students’ ecological character. Bibliometric mapping reveals six major interconnected clusters, with local wisdom, learning resources, and environmental education serving as central themes. These results highlight the strategic role of local wisdom in fostering meaningful and sustainable biology learning. Future research is recommended to investigate the effectiveness of local wisdom-based instructional models through experimental approaches across diverse educational settings. ABSTRAKPenelitian ini bertujuan untuk mengidentifikasi kecenderungan dan pola perkembangan kajian pendidikan biologi yang mengintegrasikan kearifan lokal di Indonesia selama periode 2021–2026, serta memetakan tema-tema utama yang mendominasi arah penelitian pada bidang tersebut. Latar belakang penelitian ini didasarkan pada semakin berkurangnya perhatian terhadap kesadaran ekologis dan nilai budaya lokal dalam pembelajaran biologi seiring dengan menguatnya arus globalisasi pendidikan sains. Penelitian menggunakan pendekatan kuantitatif berbasis bibliometrik dengan sumber data publikasi ilmiah yang diperoleh dari Google Scholar. Sebanyak 972 artikel yang relevan dianalisis menggunakan perangkat lunak VOSviewer untuk memvisualisasikan jejaring kata kunci, pemetaan kluster, serta keterkaitan antartema penelitian. Hasil analisis menunjukkan bahwa penelitian pendidikan biologi berbasis kearifan lokal didominasi oleh tema pengembangan sumber belajar berbasis potensi lokal, penerapan pembelajaran berbasis proyek, dan penggunaan pendekatan kontekstual dalam pembelajaran biologi. Visualisasi bibliometrik mengidentifikasi enam kluster utama yang saling terhubung, dengan fokus pada local wisdom, learning resources, dan environmental education. Temuan ini menegaskan bahwa kearifan lokal memiliki peran strategis dalam membangun pembelajaran biologi yang relevan, bermakna, dan berkelanjutan. Penelitian selanjutnya disarankan untuk mengkaji efektivitas implementasi pembelajaran berbasis kearifan lokal melalui pendekatan eksperimental pada berbagai konteks pendidikan.
PENGARUH METODE SNOWBALL THROWING PADA HASIL BELAJAR MATA PELAJARAN KONSTRUKSI BANGUNAN DAN TEKNIK PENGUKURAN TANAH PADA SISWA KELAS X DPIB Sinaga, Jojor Sahat Martua
STRATEGY : Jurnal Inovasi Strategi dan Model Pembelajaran Vol. 6 No. 1 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/strategi.v6i1.9075

Abstract

ABSTRACT The low learning achievement in the subjects of Building Construction and Land Measurement Techniques indicates the existence of learning issues that require attention in vocational education. This study aims to analyze the effect of applying the Snowball Throwing learning method on the learning outcomes of Grade X students in the Building Modeling and Information Design (DPIB) program at SMK Negeri 1 Percut Sei Tuan. A quantitative approach was employed using a quasi-experimental pretest–posttest control group design to compare the learning outcomes of students taught using the Snowball Throwing method and those taught using the Drill method. The study was conducted in the odd semester of the 2022/2023 academic year, with data collected through learning outcome tests that had undergone validity and reliability testing. The collected data were subsequently analyzed using a one-way t-test. The analysis results indicate that the average learning outcomes of students who participated in lessons using the Snowball Throwing method were higher than those of students taught using the Drill method, and there was a significant difference in learning outcomes between the two groups. These findings confirm that the Snowball Throwing method has a positive impact on improving student learning outcomes and can be considered as an alternative learning strategy in vocational subjects. ABSTRAK Rendahnya pencapaian belajar mata pelajaran Konstruksi Bangunan dan Teknik Pengukuran Tanah mengindikasikan adanya permasalahan pembelajaran yang perlu mendapat perhatian di pendidikan kejuruan. Kajian ini bertujuan untuk menganalisis pengaruh penerapan metode pembelajaran Snowball Throwing pada hasil belajar peserta didik kelas X Program Keahlian Desain Pemodelan dan Informasi Bangunan (DPIB) di SMK Negeri 1 Percut Sei Tuan. Pendekatan kuantitatif digunakan dengan desain kuasi-eksperimen pretest–posttest control group untuk membandingkan hasil belajar siswa yang menggunakan metode Snowball Throwing dan metode Drill. Pelaksanaan penelitian dilakukan pada semester ganjil tahun ajaran 2022/2023 dan pengumpulan data melalui tes hasil belajar yang telah memenuhi uji validitas dan reliabilitas. Data yang diperoleh selanjutnya dianalisis menggunakan uji t satu arah. Hasil analisis menunjukkan bahwa rata-rata hasil belajar siswa yang mengikuti pembelajaran menggunakan metode Snowball Throwing lebih tinggi dibandingkan siswa yang diajar menggunakan metode Drill, serta terdapat perbedaan hasil belajar yang signifikan antara kedua kelompok. Temuan ini menegaskan bahwa metode Snowball Throwing memberikan dampak positif pada peningkatan hasil belajar siswa dan dapat dipertimbangkan sebagai alternatif strategi pembelajaran pada mata pelajaran kejuruan.
ADOPSI ASESMEN AUTENTIK PADA PEMBELAJARAN DEEP LEARNING: KAJIAN PERSEPSI GURU BERDASARKAN ATRIBUT INOVASI ROGERS Hidayat, Devi; Logayah, Dina Siti; Ruhimat, Mamat
STRATEGY : Jurnal Inovasi Strategi dan Model Pembelajaran Vol. 6 No. 1 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/strategi.v6i1.9098

Abstract

The implementation of deep learning requires assessment practices that are able to capture learning processes, higher-order thinking skills, and students’ performance in a meaningful way. In this context, authentic assessment is widely regarded as relevant; however, its adoption in schools has not yet been consistently realized. This study aims to explore teachers’ perceptions of authentic assessment adoption in deep learning by examining its characteristics through five innovation attributes: relative advantage, compatibility, complexity, trialability, and observability. A qualitative approach with a single case study design was employed in a public junior high school in Karawang Regency, Indonesia. Ten teachers from diverse subject areas were purposively selected as participants. Data were collected through in-depth interviews, classroom observations, and document analysis, and were analyzed thematically. The findings reveal that teachers perceive authentic assessment as advantageous for assessing learning processes, higher-order thinking skills, and student performance, particularly in practice-oriented subjects. Nevertheless, variations were found in terms of compatibility and observability across subjects, while implementation complexity emerged as a major constraint. Overall, authentic assessment adoption remains at an early stage and requires stronger school-level policy support, more structured assessment instruments, and continuous development of teachers’ assessment competence to ensure sustainable implementation. ABSTRAKPenerapan pembelajaran deep learning menuntut sistem asesmen yang mampu merepresentasikan proses belajar, kemampuan berpikir tingkat tinggi, dan capaian belajar siswa secara bermakna. Dalam konteks ini, asesmen autentik dipandang relevan, namun implementasinya di tingkat sekolah belum berlangsung secara konsisten. Penelitian ini bertujuan untuk mengeksplorasi persepsi guru terhadap adopsi asesmen autentik dalam pembelajaran deep learning dengan menelaah karakteristik adopsinya melalui lima atribut inovasi, yaitu keunggulan relatif, kesesuaian, kompleksitas, kemungkinan dicoba, dan keteramatan. Penelitian menggunakan pendekatan kualitatif dengan desain studi kasus tunggal yang dilaksanakan di salah satu SMP negeri di Kabupaten Karawang. Informan penelitian terdiri atas sepuluh guru dari berbagai mata pelajaran yang dipilih secara purposive. Data diperoleh melalui wawancara mendalam, observasi pembelajaran, dan analisis dokumen, kemudian dianalisis secara tematik. Hasil penelitian menunjukkan bahwa guru memersepsikan asesmen autentik memiliki keunggulan dalam menilai proses belajar, kemampuan berpikir tingkat tinggi, dan unjuk kerja siswa, terutama pada mata pelajaran berbasis praktik. Namun demikian, tingkat kesesuaian dan keteramatannya bervariasi antar mata pelajaran, sementara kompleksitas penerapan menjadi hambatan utama. Secara keseluruhan, adopsi asesmen autentik masih berada pada tahap awal dan memerlukan dukungan kebijakan sekolah, ketersediaan perangkat asesmen yang terstruktur, serta penguatan kompetensi guru agar implementasinya berkelanjutan.
MODUL PEMBELAJARAN MATEMATIKA DIGITAL UNTUK SISWA DISLEKSIA: STUDI PENGEMBANGAN BERBASIS ADDIE Ghassani, Novandra Adzra; Andini, Shayna; Ramadhani, Atsal Fikri; Asa, Raditya Favian; Ashar, Misbahul Luqman; Jannah, Arini Miftahul; Rasyidayanti, Arifah
STRATEGY : Jurnal Inovasi Strategi dan Model Pembelajaran Vol. 6 No. 1 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/strategi.v6i1.9217

Abstract

Students with dyslexia often face significant challenges in learning mathematics, particularly in understanding abstract symbols, lengthy textual instructions, and complex calculation procedures such as in the Three-Variable Linear Equation System (SPLTV) material. This study aims to develop a Digital Book Material specifically designed with dyslexia-friendly principles to facilitate high school students' understanding of mathematical concepts. Using the ADDIE (Analysis, Design, Development, Implementation, Evaluation) development model, this study collected data through in-depth interviews, surveys, participant observation, and product trials involving pre- and post-tests. This digital module integrates multisensory features such as accessible fonts, concrete visualizations, high-contrast color schemes, audio narration, and step-by-step procedural guidance. The evaluation results show that the use of these multimedia features effectively improves students' readability, ease of navigation, and conceptual understanding, as evidenced by positive user responses and improved learning performance. The study's conclusion confirms that the Digital Book Material is a valid and practical learning medium to support the learning needs of dyslexic students in mastering complex mathematical materials. ABSTRAK Siswa penyandang disleksia kerap menghadapi tantangan signifikan dalam pembelajaran matematika, khususnya dalam memahami simbol abstrak, instruksi tekstual yang panjang, dan prosedur perhitungan yang kompleks seperti pada materi Sistem Persamaan Linear Tiga Variabel (SPLTV). Penelitian ini bertujuan untuk mengembangkan Material Digital Book yang dirancang khusus dengan prinsip ramah disleksia guna memfasilitasi pemahaman konsep matematika siswa SMA. Menggunakan model pengembangan ADDIE (Analysis, Design, Development, Implementation, Evaluation), penelitian ini mengumpulkan data melalui wawancara mendalam, survei, observasi partisipatif, serta uji coba produk yang melibatkan pre-test dan post-test. Modul digital ini mengintegrasikan fitur multisensori berupa font aksesibel, visualisasi konkret, skema warna kontras tinggi, narasi audio, serta panduan prosedural bertahap. Hasil evaluasi menunjukkan bahwa penggunaan fitur multimedia tersebut secara efektif meningkatkan keterbacaan, kemudahan navigasi, dan pemahaman konsep siswa, sebagaimana dibuktikan oleh respon positif dari pengguna dan peningkatan performa belajar. Simpulan penelitian menegaskan bahwa Material Digital Book merupakan media pembelajaran yang valid dan praktis untuk mendukung kebutuhan belajar siswa disleksia dalam menguasai materi matematika yang kompleks.

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