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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 375 Documents
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PENERAPAN MODEL PROBLEM BASED LEARNING UNTUK MENINGKATKAN KEMAMPUAN PEMECAHAN MASALAH MATEMATIS PESERTA DIDIK KELAS VIII.1 SMP BABUSSALAM PEKANBARU Della Mutiara; Kartini Kartini; Maimunah Maimunah
STRATEGY : Jurnal Inovasi Strategi dan Model Pembelajaran Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/strategi.v6i3.10532

Abstract

This research seeks to strengthen the mathematical problem-solving competence of eighth-grade (VIII.1) students at SMP Babussalam Pekanbaru during the odd semester of the 2023/2024 academic year, through the implementation of a problem-based learning model focused on the topic of linear equations. The study was designed as a Classroom Action Research carried out across two cycles, each comprising the stages of planning, action, observation, and reflection. The research subjects consisted of 23 students from class VIII.1 at SMP Babussalam Pekanbaru. Data were gathered using two instruments: observation sheets recording teacher and student activities, and problem-solving tests administered as pretests and posttests. The collected data were then analyzed by calculating the N-Gain score derived from the observation and test results. Findings confirm that applying the problem-based learning model enhanced students' problem-solving competence, with success defined as an N-Gain score exceeding 0.3. The N-Gain scores obtained in cycles 1 and 2 were 0.64 and 0.69, respectively, both falling within the moderate-improvement category. These results indicate that the problem-based learning model is effective in refining the teaching process while sharpening students' ability to solve mathematical problems among class VIII.1 students at SMP Babussalam Pekanbaru. ABSTRAK Penelitian ini bertujuan untuk mengoptimalkan kecakapan peserta didik kelas VIII.1 SMP Babussalam Pekanbaru dalam memecahkan persoalan matematika pada semester ganjil tahun ajaran 2023/2024, melalui penerapan model pembelajaran berbasis masalah pada materi persamaan garis lurus. Penelitian ini termasuk kategori Penelitian Tindakan Kelas yang dilaksanakan sebanyak dua siklus, di mana tiap siklusnya mencakup tahapan perencanaan, pelaksanaan tindakan, pengamatan, serta refleksi. Subjek penelitian adalah 23 peserta didik kelas VIII.1 SMP Babussalam Pekanbaru. Pengumpulan data dilakukan melalui dua cara, yakni lembar pengamatan terhadap aktivitas guru dan peserta didik, serta instrumen tes (pretest dan posttest) untuk mengukur kemampuan pemecahan masalah. Data yang terkumpul kemudian dianalisis menggunakan skor N-Gain yang dihitung dari hasil lembar pengamatan dan tes tersebut. Temuan penelitian mengonfirmasi bahwa penerapan pembelajaran berbasis masalah mampu mendongkrak kecakapan peserta didik, dengan patokan keberhasilan berupa perolehan nilai N-Gain di atas 0,3. Pada siklus 1 dan siklus 2, nilai N-Gain yang dicapai berturut-turut sebesar 0,64 dan 0,69, yang tergolong dalam kategori peningkatan sedang. Dengan demikian, dapat disimpulkan bahwa model pembelajaran berbasis masalah efektif dalam memperbaiki kualitas proses pengajaran sekaligus mengasah kemampuan pemecahan masalah matematika peserta didik kelas VIII.1 SMP Babussalam Pekanbaru.
IMPLEMENTASI NILAI-NILAI TRI KAYA PARISUDHA BERBANTUAN MEDIA INTERAKTIF QUIZIZZ DALAM PENGUATAN KARAKTER SISWA KELAS VIII A DI SMP NEGERI 1 TEMBUKU Ni Made Ambrita Dhyana Santhi; Ni Wayan Arini; I Putu Agus Aryatnaya Giri
STRATEGY : Jurnal Inovasi Strategi dan Model Pembelajaran Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/strategi.v6i3.12511

Abstract

ABSTRACT Strengthening students’ character through the implementation of Tri Kaya Parisudha values is an essential effort in Hindu Religious Education to foster moral conduct in thought, speech, and action. This study aims to describe the implementation of Tri Kaya Parisudha values assisted by the Quizizz interactive media, identify the supporting and inhibiting factors affecting its implementation, and analyze its implications for strengthening the character of Grade VIII A students at SMP Negeri 1 Tembuku. This study employed a qualitative descriptive approach. The research subjects consisted of one Hindu Religious Education teacher and 28 Grade VIII A students selected through purposive sampling. Data were collected through observations, structured interviews, documentation, and a literature review, and analyzed using the Miles and Huberman interactive model, which includes data reduction, data display, and conclusion drawing. The findings revealed that the implementation was carried out through three stages: planning, implementation, and evaluation. The successful implementation was supported by the interactive features of Quizizz, students' readiness, teachers' competence, and a supportive school environment. Meanwhile, the main obstacles included limited technological infrastructure, distractions caused by gadget use, and inadequate supporting devices. The implementation had positive implications for students’ character development by enhancing critical thinking, polite communication, honesty, discipline, and responsibility in accordance with the values of Manacika Parisudha, Wacika Parisudha, and Kayika Parisudha. Therefore, Quizizz interactive media can serve as an effective alternative instructional medium in Hindu Religious Education to support students’ character development. ABSTRAK Penguatan karakter melalui implementasi nilai-nilai Tri Kaya Parisudha menjadi salah satu upaya penting dalam pembelajaran Pendidikan Agama Hindu untuk membentuk peserta didik yang memiliki perilaku berpikir, berkata, dan bertindak sesuai nilai-nilai moral. Penelitian ini bertujuan mendeskripsikan implementasi nilai-nilai Tri Kaya Parisudha berbantuan media interaktif Quizizz, mengidentifikasi faktor pendukung dan penghambat implementasinya, serta menganalisis implikasinya terhadap penguatan karakter siswa kelas VIII A SMP Negeri 1 Tembuku. Penelitian menggunakan pendekatan kualitatif dengan desain deskriptif. Subjek penelitian terdiri atas satu guru Pendidikan Agama Hindu dan 28 siswa kelas VIII A yang dipilih secara purposive. Data dikumpulkan melalui observasi, wawancara terstruktur, dokumentasi, dan studi pustaka, kemudian dianalisis menggunakan model interaktif Miles dan Huberman melalui reduksi data, penyajian data, serta penarikan kesimpulan. Hasil penelitian menunjukkan bahwa implementasi pembelajaran dilaksanakan melalui tiga tahapan, yaitu perencanaan, pelaksanaan, dan evaluasi. Keberhasilan implementasi didukung oleh fitur interaktif Quizizz, kesiapan siswa, kompetensi guru, serta dukungan lingkungan sekolah, sedangkan hambatan utama meliputi keterbatasan infrastruktur, potensi distraksi penggunaan gawai, dan keterbatasan perangkat pendukung. Implementasi ini memberikan implikasi positif terhadap penguatan karakter siswa melalui peningkatan kemampuan berpikir kritis, komunikasi yang santun, serta perilaku jujur, disiplin, dan bertanggung jawab sesuai nilai-nilai Manacika Parisudha, Wacika Parisudha, dan Kayika Parisudha. Dengan demikian, media interaktif Quizizz dapat menjadi alternatif pembelajaran Pendidikan Agama Hindu yang efektif dalam mendukung penguatan karakter siswa.
PENGARUH MODEL PEMBELAJARAN FLIPPED CLASSROOM DAN PENGGUNAAN MEDIA PEMBELAJARAN JOBSHEET TERHADAP HASIL BELAJAR SISWA PADA ELEMEN GAMBAR TEKNIK KELAS X Welly Arta; Desy Ratna Arthaningtyas
STRATEGY : Jurnal Inovasi Strategi dan Model Pembelajaran Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/strategi.v6i3.13558

Abstract

Technical Drawing instruction requires both conceptual understanding and practical skills, necessitating a structured learning process that supports students’ independent learning. However, limited classroom instructional time and the need for systematic practical guidance pose challenges to achieving optimal learning outcomes. This study aims to determine the influence of the Flipped Classroom learning model and the use of Jobsheet learning media on student learning outcomes in the Engineering Drawing element of class X DPIB SMKN 2 Bojonegoro. The research uses a quantitative approach with the Quasi Experimental Design method in the form of Non Equivalent Control Group Design. The research sample amounted to 68 students who were divided into experimental classes (n = 33) using the Flipped Classroom learning model and Jobsheet learning media and control classes (n = 35). The research instruments were in the form of learning outcome tests in the form of pre-tests and post-tests, psychomotor assessment sheets using Jobsheets, and student response questionnaires, then analyzed using descriptive statistics and the Mann-Whitney U test. The results showed no significant difference in learning outcomes between the experimental and control classes (p > 0.05). Nevertheless, the use of jobsheet media in the experimental class resulted in a 100% learning mastery rate and received highly positive responses from students. The conclusions of this study show that there is no significant influence of student learning outcomes using the Flipped Classroom learning model assisted by Jobsheet learning media. However, the learning carried o ut becomes more structured, easy to understand and can help the independence of learning and the effectiveness of practicum activities in the subject of Engineering Drawing. ABSTRAK Pembelajaran Gambar Teknik menuntut pemahaman konseptual sekaligus keterampilan praktik yang memerlukan proses pembelajaran terstruktur dan mendukung kemandirian siswa. Namun, keterbatasan waktu pembelajaran di kelas dan kebutuhan akan panduan praktik yang sistematis menjadi tantangan dalam mencapai hasil belajar yang optimal. Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran Flipped Classroom dan penggunaan media pembelajaran Jobsheet terhadap hasil belajar siswa pada elemen Gambar Teknik kelas X DPIB SMKN 2 Bojonegoro. Penelitian menggunakan pendekatan kuantitatif dengan metode Quasi Experimental Design bentuk Non Equivalent Control Group Design. Sampel penelitian berjumlah 68 siswa yang terbagi menjadi kelas eksperimen (n = 33) menggunakan model pembelajaran Flipped Classroom dan media pembelajaran Jobsheet dan kelas kontrol (n = 35). Instrumen penelitian berupa tes hasil belajar berupa pre-test dan post-test, lembar penilaian psikomotorik menggunakan Jobsheet, serta angket respon siswa, kemudian dianalisis menggunakan statistik deskriptif dan uji Mann-Whitney U test. Hasil penelitian menunjukkan bahwa tidak terdapat perbedaan yang signifikan antara hasil belajar kelas eksperimen dan kelas kontrol (p > 0,05). Meskipun demikian, penggunaan media jobsheet pada kelas eksperimen menghasilkan ketuntasan belajar sebesar 100% dan memperoleh respons siswa yang sangat positif. Simpulan dari penelitian ini menunjukkan bahwa tidak ada pengaruh yang signifikan dari hasil belajar siswa menggunakan model pembelajaran Flipped Classroom berbantuan media pembelajaran Jobsheet. Meski demikian, pembelajaran yang dilaksanakan menjadi lebih terstruktur, mudah dipahami dan dapat membantu kemandirian belajar dan efektivitas kegiatan praktikum pada mata pelajaran Gambar Teknik.
ANALISIS BIBLIOMETRIK : PENERAPAN PEMBELAJARAN MENDALAM DAN PENGARUHNYA TERHADAP BERPIKIR KRITIS SISWA Windu Kusmawati; Zaenal Abidin
STRATEGY : Jurnal Inovasi Strategi dan Model Pembelajaran Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/strategi.v6i3.13610

Abstract

21st-century education demands a paradigm shift toward developing higher-order cognitive skills, with critical thinking skills being one of the most crucial competencies. To stimulate this ability, current literature highly emphasizes the importance of a deep learning approach. This study aims to map the scientific publication trends regarding the implementation of deep learning and its relationship with students' critical thinking skills using bibliometric analysis. Data were retrieved from the Google Scholar database using Harzing’s Publish or Perish (PoP) application within the 2024–2026 period, yielding a sample of 15 academic documents. The dataset was then analyzed and visualized using VOSviewer software to map the co-authorship networks and keyword co-occurrences. The quantitative analysis results show dynamic growth in literature, with a significant spike in publications occurring in 2025, reaching 73.33% of the total documents. This surge was a direct impact of national curriculum policy interventions in Indonesia regarding the planned implementation of this approach. The co-authorship network analysis reveals a balanced collaboration with a relatively uniform intensity of contribution among four main authors. Meanwhile, the density-based keyword co-occurrence analysis highlights that the terms "critical thinking" and "deep learning" occupy the main epicentral zone, being the most densely explored by researchers. The overlay temporal map proves a conceptual evolution from the introduction of basic global theories (deep learning) shifting toward testing critical thinking abilities, culminating in the multidimensional integration of "critical and creative thinking" as an emerging trend. The findings of this study provide strategic implications for academics to direct future research focus toward secondary areas that are still rarely published to enrich scientific novelty. ABSTRAK Pendidikan abad ke-21 menuntut pergeseran paradigma menuju pengembangan keterampilan kognitif tingkat tinggi, dengan keterampilan berpikir kritis sebagai salah satu kompetensi yang paling krusial. Untuk menstimulus kemampuan tersebut, literatur terkini sangat menekankan pentingnya pendekatan pembelajaran mendalam atau deep learning. Penelitian ini bertujuan untuk memetakan tren publikasi ilmiah mengenai penerapan pembelajaran mendalam dan hubungannya dengan kemampuan berpikir kritis siswa melalui analisis bibliometrik. Data diperoleh dari database Google Scholar berbantuan aplikasi Harzing’s Publish or Perish (PoP) dalam rentang tahun 2024 hingga 2026, menghasilkan sampel sebanyak 15 dokumen akademik. Dataset tersebut kemudian dianalisis dan divisualisasikan menggunakan software VOSviewer untuk memetakan jaringan kolaborasi penulis (co-authorship) dan kemunculan bersama kata kunci (keyword co-occurrence). Hasil analisis kuantitatif menunjukkan pertumbuhan literatur yang dinamis dengan lonjakan publikasi signifikan terjadi pada tahun 2025 yang mencapai 73,33% dari total dokumen. Lonjakan ini merupakan dampak langsung dari intervensi kebijakan kurikulum nasional di Indonesia terkait rencana implementasi pendekatan tersebut. Analisis jaringan kolaborasi mengungkapkan adanya hubungan kerja sama yang seimbang dengan intensitas kontribusi yang relatif seragam di antara empat penulis utama. Sementara itu, analisis ko-okurensi kata kunci berbasis peta kepadatan (density) menyoroti bahwa istilah "berpikir kritis" dan "pembelajaran mendalam" menduduki zona episentrum utama yang paling padat dieksplorasi oleh para peneliti. Peta temporal (overlay) membuktikan terjadinya evolusi konseptual dari pengenalan teoretis dasar (deep learning) bergeser pada pengujian kemampuan berpikir kritis, hingga memuncak pada integrasi multidimensi berupa kompetensi "berpikir kritis dan kreatif" sebagai tren mutakhir (emerging trend). Hasil penelitian ini berimplikasi strategis bagi akademisi untuk mengarahkan fokus riset selanjutnya ke wilayah sekunder yang masih jarang dipublikasikan guna memperkaya kebaruan ilmiah.
KEPRAKTISAN MODUL IPA BERBASIS PROBLEM BASED LEARNING TERINTEGRASI KOMIK PADA MATERI SIKLUS HUJAN Tati Hartati; Zaenal Abidin; Sulistiyono Sulistiyono
STRATEGY : Jurnal Inovasi Strategi dan Model Pembelajaran Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/strategi.v6i3.13631

Abstract

Low student engagement and the limited availability of appealing teaching materials are among the causes of low scientific literacy among seventh-grade students, so a learning module is needed that is not only valid and effective but also practical for teachers and students to use in daily learning activities. This study aims to describe the practicality of a Problem Based Learning (PBL) based science module integrated with educational comics on the topic of the rain cycle. The study used a Research and Development (R&D) approach with the ADDIE model, and the section reported in this article focuses on the product practicality testing stage. Practicality data were collected through a response questionnaire administered to 30 seventh-grade students of class VII G at SMP Negeri 1 Klangenan, Cirebon Regency, as well as an interview with the science teacher handling the class, and analyzed using the percentage of positive responses. The results show that the module obtained an average positive student response of 91.3%, categorized as Very Practical, with the highest score on interest in the educational comic (96.7%) followed by ease of module use (94.0%). The teacher interview results reinforced these findings, with the teacher stating that the module was easy to use, aligned with the Merdeka Curriculum, and that the PBL syntax embedded in it facilitated the management of problem-based learning. These findings conclude that the PBL-based science module integrated with comics is practically feasible for use in seventh-grade junior high school classrooms and can serve as an alternative teaching material for science teachers to enhance student engagement in the rain cycle topic. ABSTRAK Rendahnya keterlibatan peserta didik dan minimnya bahan ajar yang menarik menjadi salah satu penyebab rendahnya literasi sains peserta didik kelas VII, sehingga diperlukan modul pembelajaran yang tidak hanya valid dan efektif, tetapi juga praktis digunakan oleh guru maupun peserta didik dalam kegiatan pembelajaran sehari-hari. Penelitian ini bertujuan mendeskripsikan tingkat kepraktisan modul pembelajaran IPA berbasis Problem Based Learning (PBL) yang terintegrasi media komik edukatif pada materi siklus hujan. Penelitian menggunakan pendekatan Research and Development (R&D) dengan model ADDIE, dan bagian yang dilaporkan dalam artikel ini difokuskan pada tahap uji kepraktisan produk. Data kepraktisan dikumpulkan melalui angket respons 30 peserta didik kelas VII G SMP Negeri 1 Klangenan, Kabupaten Cirebon, serta wawancara terhadap guru IPA yang mengampu kelas tersebut, kemudian dianalisis menggunakan persentase jawaban positif. Hasil penelitian menunjukkan bahwa modul memperoleh rata-rata respons positif peserta didik sebesar 91,3%, dengan kategori Sangat Praktis, dan skor tertinggi pada aspek ketertarikan terhadap komik edukatif (96,7%) diikuti kemudahan penggunaan modul (94,0%). Hasil wawancara guru memperkuat temuan tersebut, dengan guru menyatakan modul mudah digunakan, sesuai Kurikulum Merdeka, dan sintaks PBL di dalamnya memudahkan pengelolaan pembelajaran berbasis masalah. Temuan ini menyimpulkan bahwa modul IPA berbasis PBL terintegrasi komik layak digunakan secara praktis di kelas VII SMP dan dapat menjadi alternatif bahan ajar bagi guru IPA dalam meningkatkan keterlibatan belajar peserta didik pada materi siklus hujan.
E-MODUL BERBASIS RISET ECOENZIM: UPAYA MENINGKATKAN KETERAMPILAN PROSES SAINS MURID Nurhayati Nurhayati; Zaenal Abidin; Sulistiyono Sulistiyono; Agus Yadi Ismail; Anna Fitri Hindriana
STRATEGY : Jurnal Inovasi Strategi dan Model Pembelajaran Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/strategi.v6i3.13665

Abstract

Science Process Skills (SPS) are important skills for students in the 21st century. However, Indonesian students still show low achievement in SPS. One reason is the lack of contextual, research-based digital teaching materials in Biotechnology. This study aimed to develop an e-module based on ecoenzyme research, oriented toward the Sustainable Development Goals (SDGs), and to test its feasibility and effectiveness in improving nine indicators of SPS among twelfth-grade students. The study used the Research and Development (R&D) method with the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). At the Implementation stage, a Quasi-Experimental Pretest-Posttest Control Group Design was used. The study was conducted at SMAN 1 Cigalontang, Tasikmalaya, with an experimental class (XII-B, n=29) using the e-module and a control class (XII-G, n=31) using textbooks. The results showed that the developed e-module was highly feasible for use based on expert validation and students' responses. Furthermore, the e-module was proven to be effective in improving students' science process skills. Students in the experimental group demonstrated greater improvement in science process skills than those in the Control Group, with a statistically significant difference between the two groups. Across most science process skill indicators, the experimental group achieved better performance, particularly in the observation skill. Therefore, this ecoenzyme-based e-module, oriented toward SDG 12 and SDG 13, is valid, practical, and effective for use in Biotechnology learning, and can serve as an example of contextual learning that connects sustainability education with authentic scientific inquiry. ABSTRAK Keterampilan Proses Sains (KPS) merupakan kemampuan penting yang harus dimiliki murid pada abad ke-21. Namun, murid Indonesia masih memiliki capaian KPS yang rendah. Salah satu penyebabnya adalah kurangnya bahan ajar digital yang kontekstual dan berbasis riset pada materi Bioteknologi. Penelitian ini bertujuan mengembangkan e-modul berbasis riset ECOENZIM yang berorientasi pada Sustainable Development Goals (SDGs), serta menguji kelayakan dan efektivitasnya dalam meningkatkan sembilan indikator KPS murid kelas XII. Penelitian menggunakan metode Research and Development (R&D) dengan model ADDIE (Analysis, Design, Development, Implementation, Evaluation). Pada tahap Implementation, digunakan desain Quasi-Experimental Pretest-Posttest Control Group Design. Penelitian dilakukan di SMAN 1 Cigalontang, Tasikmalaya, dengan kelas eksperimen (XII-B, n=29) yang menggunakan e-modul dan kelas kontrol (XII-G, n=31) yang menggunakan buku teks. Hasil penelitian menunjukkan bahwa e-modul yang dikembangkan dinyatakan sangat layak digunakan berdasarkan penilaian para ahli dan respons peserta didik. Selain itu, e-modul terbukti efektif dalam meningkatkan keterampilan proses sains peserta didik. Peningkatan keterampilan proses sains pada kelas yang menggunakan e-modul lebih baik dibandingkan dengan kelas yang menggunakan pembelajaran konvensional, dengan perbedaan yang signifikan secara statistik. Pada sebagian besar indikator keterampilan proses sains, kelas eksperimen menunjukkan capaian yang lebih tinggi, terutama pada kemampuan mengamati. Dengan demikian, e-modul berbasis riset ECOENZIM yang berorientasi SDG 12 dan SDG 13 ini valid, praktis, dan efektif digunakan dalam pembelajaran Bioteknologi, serta dapat menjadi contoh pembelajaran kontekstual yang menghubungkan pendidikan keberlanjutan dengan kegiatan riset ilmiah.
PEMANFAATAN MEDIA PEMBELAJARAN VISUAL DALAM MENINGKATKAN PEMAHAMAN BELAJAR SISWA ANAK BERKEBUTUHAN KHUSUS DI SLB NEGERI SAMPANG Yusni Vita Erni; Rizki Maulidina; Moh. Yusuf Efendi; Ach. Farqi Zahrillah; Jatim Desiyanto
STRATEGY : Jurnal Inovasi Strategi dan Model Pembelajaran Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/strategi.v6i3.13689

Abstract

ABSTRACT Students with special needs (SSNs) have diverse learning characteristics that require instructional strategies capable of presenting learning materials in a concrete, engaging, and accessible manner. However, classroom instruction that relies predominantly on verbal explanations often fails to accommodate these learning needs. This study aimed to analyze the utilization of visual learning media in improving the learning comprehension of students with special needs at SLB Negeri Sampang. A qualitative approach with a case study design was employed. The study participants were selected using purposive sampling, consisting of students with special needs (SEN) and teachers who were directly involved in the teaching and learning process utilizing visual learning media. Data were collected through classroom observations, teacher interviews, and documentation, and were analyzed using the interactive model of Miles, Huberman, and Saldaña, consisting of data condensation, data display, and conclusion drawing. The findings revealed that the use of visual learning media, including pictures, picture cards, instructional videos, illustrated books, and concrete learning materials, enhanced students’ attention and learning focus, facilitated conceptual understanding through more concrete representations of learning content, and increased students’ learning interest and classroom participation. The effectiveness of visual media was further supported by teachers’ ability to adapt instructional media to individual student characteristics, provide personalized assistance, and reinforce learning through repeated explanations. Nevertheless, several challenges remained, including differences in students’ levels of concentration and comprehension, as well as limited availability of instructional media. These findings indicate that visual learning media function not only as instructional aids but also as an adaptive teaching strategy that promotes more inclusive, meaningful, and learner-centered educational practices for students with special needs. ABSTRAK Siswa anak berkebutuhan khusus (ABK) memiliki karakteristik belajar yang beragam sehingga memerlukan strategi pembelajaran yang mampu menyajikan materi secara konkret, menarik, dan mudah dipahami. Namun, penyampaian materi yang masih didominasi penjelasan verbal sering kali belum mampu mengakomodasi kebutuhan belajar tersebut. Penelitian ini bertujuan menganalisis pemanfaatan media pembelajaran visual dalam meningkatkan pemahaman belajar siswa ABK di SLB Negeri Sampang. Penelitian menggunakan pendekatan kualitatif dengan desain studi kasus. Subjek penelitian dipilih menggunakan teknik purposive sampling, yaitu siswa anak berkebutuhan khusus (ABK) dan guru yang terlibat secara langsung dalam proses pembelajaran yang memanfaatkan media pembelajaran visual. Data dikumpulkan melalui observasi, wawancara dengan guru, dan dokumentasi, kemudian dianalisis menggunakan model interaktif Miles, Huberman, dan Saldaña yang meliputi kondensasi data, penyajian data, serta penarikan kesimpulan. Hasil penelitian menunjukkan bahwa pemanfaatan media visual berupa gambar, kartu bergambar, video pembelajaran, buku bergambar, dan media konkret mampu meningkatkan perhatian dan fokus belajar siswa, mempermudah pemahaman konsep melalui penyajian materi yang lebih konkret, serta mendorong meningkatnya minat dan keaktifan siswa selama proses pembelajaran. Efektivitas penggunaan media visual didukung oleh peran guru dalam menyesuaikan media dengan karakteristik siswa, memberikan pendampingan individual, serta mengulang penjelasan sesuai kebutuhan. Meskipun demikian, penerapan media visual masih menghadapi kendala berupa perbedaan tingkat konsentrasi dan pemahaman siswa serta keterbatasan ketersediaan media pembelajaran. Temuan penelitian menunjukkan bahwa media pembelajaran visual tidak hanya berfungsi sebagai alat bantu penyampaian materi, tetapi juga merupakan bentuk adaptasi pembelajaran yang mendukung terciptanya proses pembelajaran yang lebih inklusif, bermakna, dan sesuai dengan karakteristik belajar siswa ABK.
ANALISIS STRATEGI PENGEMBANGAN POTENSI ANAK BERBAKAT DALAM PROSES PEMBELAJARAN DI SMPN 1 PANGARENGAN Muessah Muessah; Fatimah Dwi Rahmayani; Erlina Damayanti; Mohammad Al Farisi; Jatim Desiyanto
STRATEGY : Jurnal Inovasi Strategi dan Model Pembelajaran Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/strategi.v6i3.13692

Abstract

ABSTRACT Gifted children possess intellectual abilities, creativity, and learning potential that are above average compared to their peers, requiring educational services that are aligned with their needs and characteristics. However, learning in schools is still often conducted through conventional classroom instruction, which does not fully accommodate differences in students’ abilities, resulting in the potential of gifted children not being optimally developed. This study focuses on strategies for developing the potential of gifted children during the learning process at SMPN 1 Pangarengan, including the learning strategies implemented by teachers, the role of teachers, the forms of potential developed, as well as the challenges encountered and efforts to overcome them. This study employed a qualitative approach with a case study design conducted in Class VII-A of SMPN 1 Pangarengan, involving a subject teacher as the research participant. Data were collected through observation, in-depth interviews, and documentation, and were analyzed through data reduction, data presentation, and conclusion drawing. Data validity was ensured through source and technique triangulation. The findings indicate that teachers implemented differentiated instruction, Project-Based Learning (PjBL), inquiry-based learning, enrichment programs, and peer tutoring, which contributed to developing gifted students’ creativity, critical thinking, learning engagement, and deeper understanding of learning materials. Teachers also served as motivators, mentors, and facilitators. Despite challenges such as differences in students’ abilities, limited instructional time, inadequate learning facilities, and the absence of specialized programs for gifted students, teachers addressed these challenges through adaptive and innovative learning strategies. Therefore, student-centered learning tailored to students’ characteristics plays an important role in optimizing the academic and non-academic potential of gifted children. ABSTRAK Anak berbakat memiliki kemampuan intelektual, kreativitas, dan potensi belajar di atas rata-rata teman sebayanya sehingga memerlukan layanan pembelajaran yang sesuai dengan kebutuhan dan karakteristiknya. Namun, pembelajaran di sekolah masih cenderung dilaksanakan secara klasikal sehingga perbedaan kemampuan peserta didik belum sepenuhnya terakomodasi dan potensi anak berbakat belum berkembang secara optimal. Penelitian ini berfokus pada strategi pengembangan potensi anak berbakat dalam proses pembelajaran di SMPN 1 Pangarengan, meliputi strategi pembelajaran yang diterapkan guru, peran guru, bentuk potensi yang dikembangkan, serta hambatan dan upaya mengatasinya. Penelitian ini menggunakan pendekatan kualitatif dengan desain studi kasus yang dilaksanakan di kelas VII-A SMPN 1 Pangarengan dengan subjek seorang guru mata pelajaran. Data dikumpulkan melalui observasi, wawancara mendalam, dan dokumentasi, kemudian dianalisis melalui tahap reduksi data, penyajian data, dan penarikan kesimpulan. Keabsahan data diuji melalui triangulasi sumber dan teknik. Hasil penelitian menunjukkan bahwa guru menerapkan pembelajaran berdiferensiasi, Project-Based Learning (PjBL), pembelajaran berbasis inkuiri, program pengayaan, dan tutor sebaya yang berkontribusi terhadap pengembangan kreativitas, berpikir kritis, keaktifan belajar, dan pemahaman materi siswa berbakat. Guru berperan sebagai motivator, pembimbing, dan fasilitator. Meskipun terdapat hambatan berupa perbedaan kemampuan siswa, keterbatasan waktu, sarana pembelajaran, dan belum tersedianya program khusus, guru mengatasinya melalui strategi pembelajaran yang adaptif dan inovatif. Dengan demikian, pembelajaran yang berpusat pada siswa dan disesuaikan dengan karakteristik peserta didik berperan penting dalam mengoptimalkan potensi anak berbakat pada aspek akademik maupun nonakademik.
ANALISIS KESULITAN BELAJAR SISWA DALAM PROSES PEMBELAJARAN DI SMPN 1 TORJUN Asmaul Husna; Nila Faradis; St. Nor Haliza Aprilianti; Jatim Desiyanto
STRATEGY : Jurnal Inovasi Strategi dan Model Pembelajaran Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/strategi.v6i3.13693

Abstract

ABSTRAK An effective learning process is an essential factor in improving students' learning outcomes. However, in practice, many students still experience learning difficulties that hinder the achievement of learning objectives. Therefore, this study aims to analyze students' learning difficulties during the learning process at SMPN 1 Torjun and identify the factors contributing to these difficulties. This study employed a descriptive qualitative approach involving teachers and students selected through purposive sampling. Data were collected through observation, interviews, and documentation and were analyzed using the stages of data reduction, data display, and conclusion drawing and verification. The findings revealed that the learning process at SMPN 1 Torjun generally proceeded well and in a conducive manner through the implementation of the Problem Based Learning (PBL) method, the use of instructional media, and the creation of a comfortable classroom environment. Nevertheless, some students still experienced learning difficulties, particularly in Mathematics, English, Social Studies, and Cultural Arts. These difficulties were influenced by internal factors, such as limited understanding of the learning materials and lack of concentration, as well as external factors, including monotonous teaching methods and an unconducive classroom environment. To overcome these difficulties, students engaged in independent learning, asked questions to their teachers, and participated in peer discussions, while teachers provided motivation, additional assignments, and regular evaluations. The study concludes that the implementation of interactive learning methods, supported by a conducive learning environment and active collaboration between teachers and students, plays an important role in reducing students' learning difficulties and improving their learning outcomes. ABSTRAK Proses pembelajaran yang efektif merupakan salah satu faktor penting dalam meningkatkan hasil belajar siswa, namun pada praktiknya masih terdapat berbagai kesulitan belajar yang dialami siswa sehingga dapat menghambat pencapaian tujuan pembelajaran. Oleh karena itu, penelitian ini bertujuan untuk menganalisis kesulitan belajar siswa dalam proses pembelajaran di SMPN 1 Torjun serta mengidentifikasi faktor-faktor yang menyebabkan kesulitan tersebut. Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan subjek penelitian yang terdiri atas siswa dan guru yang dipilih menggunakan teknik purposive sampling. Data dikumpulkan melalui observasi, wawancara, dan dokumentasi, kemudian dianalisis melalui tahapan reduksi data, penyajian data, serta penarikan dan verifikasi kesimpulan. Hasil penelitian menunjukkan bahwa proses pembelajaran di SMPN 1 Torjun secara umum berlangsung dengan baik dan kondusif melalui penerapan metode Problem Based Learning (PBL), pemanfaatan media pembelajaran, serta penciptaan suasana kelas yang nyaman. Meskipun demikian, beberapa siswa masih mengalami kesulitan belajar, terutama pada mata pelajaran Matematika, Bahasa Inggris, Ilmu Pengetahuan Sosial (IPS), dan Seni Budaya. Kesulitan tersebut dipengaruhi oleh faktor internal, seperti rendahnya pemahaman materi dan kurangnya konsentrasi, serta faktor eksternal, seperti metode pembelajaran yang monoton dan lingkungan kelas yang kurang kondusif. Upaya yang dilakukan untuk mengatasi kesulitan belajar meliputi belajar mandiri, bertanya kepada guru, berdiskusi dengan teman sebaya, serta pemberian motivasi, tugas tambahan, dan evaluasi secara berkala oleh guru. Penelitian ini menyimpulkan bahwa penerapan metode pembelajaran yang interaktif, didukung lingkungan belajar yang kondusif serta kolaborasi aktif antara guru dan siswa, berperan penting dalam mengurangi kesulitan belajar dan meningkatkan hasil belajar siswa.
KONSEPTUAL RPP AKIDAH AKHLAK BERBASIS DEEP LEARNING DAN KURIKULUM BERBASIS CINTA (KBC) Candra Adlani; Sitie Khadizah; Patimah Patimah; Abdullah Abdullah
STRATEGY : Jurnal Inovasi Strategi dan Model Pembelajaran Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/strategi.v6i3.13695

Abstract

ABSTRACT The development of Akidah Akhlak learning devices still faces challenges in integrating cognitive, affective, and spiritual aspects in a balanced manner. Most lesson plans (RPP) remain focused on administrative planning aspects, thus requiring the development of a learning design that is more meaningful, humanistic, and oriented toward students’ character formation. This study aims to examine and formulate a concept for developing a Lesson Plan (RPP) for the Akidah Akhlak subject by integrating the Deep Learning approach and the Love-Based Curriculum (Kurikulum Berbasis Cinta/KBC). This research employed a qualitative approach using a library research method. Data were obtained from scientific articles indexed in Google Scholar, DOAJ, and Portal Garuda published during the 2016–2026 period, as well as policy documents from the Ministry of Religious Affairs, particularly the Decree of the Minister of Religious Affairs (KMA) Number 1503 of 2025. Data were analyzed using content analysis techniques through the processes of data reduction, categorization, synthesis, and conclusion drawing to develop a conceptual framework for RPP development. The findings indicate that the integration of the Deep Learning approach, which includes mindful learning, meaningful learning, and joyful learning, with the principles of KBC emphasizing compassion, respect for students’ dignity, and character development, can produce a more holistic RPP design. The integration of these two approaches results in a conceptual RPP framework that includes the formulation of learning objectives, learning strategies, learning experiences, assessment, and reflection oriented toward meaningful, humanistic, and student-centered learning. The contribution of this study lies in formulating a conceptual framework that integrates Deep Learning and KBC in the development of Akidah Akhlak RPP, which can serve as a reference for developing Islamic Religious Education learning devices in accordance with the direction of current curriculum implementation. ABSTRAK Pengembangan perangkat pembelajaran Akidah Akhlak masih menghadapi tantangan dalam mengintegrasikan aspek kognitif, afektif, dan spiritual secara seimbang. Sebagian besar RPP masih berfokus pada aspek perencanaan administratif, sehingga diperlukan pengembangan desain pembelajaran yang lebih bermakna, humanis, dan berorientasi pada pembentukan karakter peserta didik. Penelitian ini bertujuan mengkaji dan merumuskan konsep pengembangan Rencana Pelaksanaan Pembelajaran (RPP) mata pelajaran Akidah Akhlak yang mengintegrasikan pendekatan Deep Learning dan Kurikulum Berbasis Cinta (KBC). Penelitian menggunakan pendekatan kualitatif dengan metode studi pustaka (library research). Data diperoleh dari artikel ilmiah yang terindeks pada Google Scholar, DOAJ, dan Portal Garuda periode 2016–2026 serta dokumen kebijakan Kementerian Agama, khususnya KMA Nomor 1503 Tahun 2025. Data dianalisis menggunakan teknik analisis isi (content analysis) melalui proses reduksi, kategorisasi, sintesis, dan penarikan kesimpulan untuk menghasilkan kerangka konseptual pengembangan RPP. Hasil kajian menunjukkan bahwa integrasi pendekatan Deep Learning yang meliputi mindful learning, meaningful learning, dan joyful learning dengan prinsip KBC yang menekankan kasih sayang, penghargaan terhadap martabat peserta didik, serta pembentukan karakter mampu menghasilkan desain RPP yang lebih holistik. Integrasi kedua pendekatan tersebut menghasilkan kerangka konseptual RPP yang mencakup perumusan tujuan pembelajaran, strategi pembelajaran, pengalaman belajar, asesmen, dan refleksi yang berorientasi pada pembelajaran bermakna, humanis, dan berpusat pada peserta didik. Kontribusi penelitian ini terletak pada perumusan kerangka konseptual integrasi Deep Learning dan KBC dalam pengembangan RPP Akidah Akhlak yang dapat menjadi acuan pengembangan perangkat pembelajaran Pendidikan Agama Islam sesuai dengan arah implementasi kurikulum terkini.

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