cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Muhamad Suhardi
Contact Email
jurnal.P4I@gmail.com
Phone
+6289681071805
Journal Mail Official
jurnal.P4I@gmail.com
Editorial Address
Lingkungan Handayanai, Kel. Leneng, Kec. Praya, Kab. Lombok Tengah
Location
Unknown,
Unknown
INDONESIA
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 412 Documents
 38   39   40   41   42 
HUBUNGAN KREATIVITAS GURU DENGAN MINAT BELAJAR SISWA DALAM PEMBELAJARAN BAHASA INDONESIA Marsia Jumitri; Rini Agustina; Mai Yuliastri Simarmata
STRATEGY : Jurnal Inovasi Strategi dan Model Pembelajaran Vol. 6 No. 4 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/strategi.v6i4.15742

Abstract

ABSTRACT This study examines the relationship between teacher creativity and students’ learning interest in Indonesian language learning at SMAN 1 Noyan. The study employed a descriptive correlational approach through a correlational study involving 38 eleventh-grade students selected as the sample using a saturated sampling technique. Data were collected through a closed-ended questionnaire measuring teacher creativity and students’ learning interest and were subsequently analyzed using the Product Moment correlation. The analysis yielded a correlation coefficient of r = 0.504 with a significance value of 0.001 < 0.05. This coefficient indicates a positive relationship with a moderate degree of association between teacher creativity and students’ learning interest. The finding suggests that students who perceive higher levels of creativity in the learning process tend to demonstrate greater learning interest within the context of this study. At the same time, variations in learning interest cannot be understood solely through a single aspect of instruction, as various other conditions may also be associated with students’ engagement. Accordingly, teacher creativity can be regarded as one relevant pedagogical aspect to consider when developing more engaging and participatory Indonesian language learning experiences. This study may serve as a basis for future research to examine other variables and broader school contexts. ABSTRAK Penelitian ini mengkaji keterkaitan kreativitas guru dengan minat belajar siswa dalam pembelajaran Bahasa Indonesia di SMAN 1 Noyan. Kajian dilakukan dengan pendekatan deskriptif korelasional melalui studi korelasi yang melibatkan 38 siswa kelas XI sebagai sampel menggunakan teknik sampling jenuh. Informasi penelitian diperoleh melalui angket tertutup yang mengukur kreativitas guru dan minat belajar siswa, kemudian dianalisis menggunakan korelasi Product Moment. Pengujian menghasilkan koefisien korelasi sebesar r = 0,504 dengan nilai signifikansi 0,001 < 0,05. Koefisien tersebut menunjukkan adanya hubungan positif dengan tingkat keeratan sedang antara kreativitas guru dan minat belajar siswa. Temuan ini mengindikasikan bahwa siswa yang memberikan penilaian lebih baik terhadap kreativitas pembelajaran cenderung memiliki minat belajar yang lebih tinggi dalam konteks penelitian. Hasil tersebut sekaligus memperlihatkan bahwa variasi minat belajar tidak dapat dipahami hanya melalui satu aspek pembelajaran, karena terdapat berbagai kondisi lain yang mungkin turut berkaitan dengan keterlibatan siswa. Dengan demikian, kreativitas guru dapat dipandang sebagai salah satu aspek pedagogis yang relevan untuk diperhatikan dalam pengembangan pengalaman belajar Bahasa Indonesia yang lebih menarik dan partisipatif. Penelitian ini dapat menjadi pijakan bagi kajian berikutnya untuk mempertimbangkan variabel lain dan konteks sekolah yang lebih beragam.
MODUL IPA BERBASIS PROBLEM BASED LEARNING TERINTEGRASI KOMIK UNTUK MENINGKATKAN LITERASI SAINS Tati Hartati; Zaenal Abidin; Agus Yadi Ismail
STRATEGY : Jurnal Inovasi Strategi dan Model Pembelajaran Vol. 6 No. 4 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/strategi.v6i4.15962

Abstract

Science literacy is an important aspect of science learning, yet students continue to face challenges in developing this competency. This condition is reflected in the initial science literacy test results of seventh-grade students at SMPN 1 Klangenan, Cirebon Regency, which showed an average score of 59.1, with a mastery rate of only 28.5%, below the minimum mastery criterion of 70. One effort to address this issue is to develop teaching materials that integrate problem-based learning with engaging and contextual visual media. This study aimed to develop and examine the validity, practicality, and effectiveness of a Problem Based Learning (PBL) science module integrated with an educational comic on the rain cycle theme to improve the science literacy of seventh-grade students. The study employed a mixed-methods approach using the ADDIE (Analysis, Design, Development, Implementation, Evaluation) development model. The educational comic was developed with the assistance of artificial intelligence technology and Canva. The results showed that the developed module was highly valid, with an average validity score of 90.5%, and highly practical, with 91.3% positive student responses. The module was also effective in improving science literacy, as indicated by an N-Gain of 0.64 in the experimental class, higher than 0.36 in the control class. The difference in science literacy improvement was statistically significant based on the Mann-Whitney U test (p = 0.002), with a large effect size (Cohen’s d = 0.94). The highest improvement occurred in the indicator of identifying scientific issues, with an N-Gain of 0.69. Thus, the AI-assisted, comic-integrated PBL module is a valid, practical, and effective science teaching material for improving junior high school students’ science literacy. ABSTRAK Kemampuan literasi sains peserta didik merupakan salah satu aspek penting dalam pembelajaran IPA, tetapi masih menghadapi berbagai tantangan. Kondisi tersebut tercermin dari hasil tes awal literasi sains peserta didik kelas VII SMPN 1 Klangenan, Kabupaten Cirebon, yang menunjukkan rata-rata nilai 59,1 dengan ketuntasan belajar sebesar 28,5%, masih di bawah KKM 70. Salah satu upaya untuk mengatasi permasalahan tersebut adalah mengembangkan bahan ajar yang mampu mengintegrasikan pembelajaran berbasis masalah dengan media visual yang menarik dan kontekstual. Penelitian ini bertujuan mengembangkan, menguji kevalidan, kepraktisan, dan keefektifan modul pembelajaran IPA berbasis Problem Based Learning (PBL) yang diintegrasikan dengan komik edukatif bertema siklus hujan untuk meningkatkan literasi sains peserta didik kelas VII. Penelitian menggunakan pendekatan mixed methods dengan model pengembangan ADDIE (Analysis, Design, Development, Implementation, Evaluation). Komik edukatif dikembangkan dengan bantuan teknologi kecerdasan buatan dan Canva. Hasil penelitian menunjukkan bahwa modul yang dikembangkan sangat valid dengan rata-rata kevalidan 90,5% dan sangat praktis dengan respons positif peserta didik sebesar 91,3%. Modul juga terbukti efektif meningkatkan literasi sains, ditunjukkan oleh N-Gain kelas eksperimen sebesar 0,64, lebih tinggi dibandingkan kelas kontrol sebesar 0,36. Perbedaan peningkatan literasi sains kedua kelas signifikan berdasarkan uji Mann-Whitney U (p = 0,002) dengan effect size besar (Cohen’s d = 0,94). Peningkatan tertinggi terjadi pada indikator mengidentifikasi isu ilmiah dengan N-Gain sebesar 0,69. Dengan demikian, modul PBL terintegrasi komik berbasis AI merupakan bahan ajar IPA yang valid, praktis, dan efektif untuk meningkatkan literasi sains peserta didik SMP.
PENINGKATAN KETERAMPILAN MEMBACA LANCAR LEVEL 1 MENGGUNAKAN MODEL PICTURE WORD INDUVTIVE (PWI) UNTUK PESERTA DIDIK KELAS 2 SD Ade Aryani Manurung
STRATEGY : Jurnal Inovasi Strategi dan Model Pembelajaran Vol. 6 No. 4 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/strategi.v6i4.15984

Abstract

ABSTRACT Reading difficulties among early-grade elementary school students remain a challenge in literacy instruction because they involve reading fluency, spelling, initial-sound recognition, vocabulary development, listening comprehension, and dictation. These conditions indicate the need for concrete, systematic, and developmentally appropriate reading instruction. This study aimed to improve the reading fluency of second-grade students through the implementation of the Picture Word Inductive (PWI) model. The study employed a Classroom Action Research design conducted in two cycles involving 27 second-grade students at SD Pembangunan Laboratorium UNP. Data were collected through observation, process assessment, and reading skill assessment and were analyzed descriptively based on changes across cycles. The indicators of action success were demonstrated by improvement in reading fluency from Cycle I to Cycle II and the achievement of a very good qualification at the end of the action. The findings showed that teacher and student activities increased from 87.49 to 95.83, representing an 8.34-point increase, while reading fluency increased from 75.81 to 93.37, representing a 17.56-point increase, with the qualification changing from sufficient to very good. Thus, the implementation of PWI through picture observation, word identification, guided reading, and evaluation supported improvements in reading fluency instruction among early-grade students. ABSTRAK Kesulitan membaca pada peserta didik kelas awal sekolah dasar masih menjadi persoalan dalam pembelajaran literasi karena berkaitan dengan kelancaran membaca, pengejaan, pengenalan bunyi, penguasaan kosakata, pemahaman informasi lisan, dan dikte. Kondisi tersebut menunjukkan perlunya pembelajaran membaca yang konkret, bertahap, dan sesuai dengan karakteristik peserta didik. Penelitian ini bertujuan untuk meningkatkan keterampilan membaca lancar peserta didik kelas 2 melalui penerapan model Picture Word Inductive (PWI). Penelitian menggunakan desain Penelitian Tindakan Kelas yang dilaksanakan dalam dua siklus pada 27 peserta didik kelas 2 SD Pembangunan Laboratorium UNP. Data dikumpulkan melalui observasi, penilaian proses, dan penilaian keterampilan membaca, kemudian dianalisis secara deskriptif berdasarkan perubahan antarsiklus. Indikator keberhasilan tindakan ditunjukkan melalui peningkatan keterampilan membaca lancar dari siklus I ke siklus II dan tercapainya kualifikasi sangat baik pada akhir tindakan. Hasil penelitian menunjukkan bahwa aktivitas guru dan peserta didik meningkat dari 87,49 menjadi 95,83 atau sebesar 8,34 poin, sedangkan keterampilan membaca lancar meningkat dari 75,81 menjadi 93,37 atau sebesar 17,56 poin, dengan perubahan kualifikasi dari cukup menjadi sangat baik. Dengan demikian, penerapan PWI melalui kegiatan pengamatan gambar, pengenalan kata, membaca terbimbing, dan evaluasi dapat mendukung perbaikan pembelajaran membaca lancar peserta didik kelas awal.
PENGEMBANGAN MODUL MUATAN LOKAL BERBASIS KEARIFAN LOKAL DALAM MENINGKATKAN MOTIVASI BELAJAR PESERTA DIDIK KELAS V SD NEGERI 071059 HILIBADALU Ellen Margaretha Halawa; Dernius Hura; Eka Periaman Zai; Anugerah Tatema Harefa
STRATEGY : Jurnal Inovasi Strategi dan Model Pembelajaran Vol. 6 No. 4 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/strategi.v6i4.15473

Abstract

The declining recognition of Nias local culture among elementary school students highlights the need for contextual local content teaching materials that reflect students' cultural environments. This study aims to develop a local content module based on Nias local wisdom and examine its validity, practicality, and effectiveness in improving the learning motivation of fifth-grade students at SD Negeri 071059 Hilibadalu. This study employed a Research and Development (R&D) approach using the 4D development model (Define, Design, Develop, and Disseminate). The research subjects consisted of 23 fifth-grade students. Data were collected through observations, interviews, expert validation questionnaires, practicality questionnaires, and learning motivation questionnaires administered before and after the module implementation. Data were analyzed using qualitative and quantitative descriptive techniques, percentage calculations, and the Normalized Gain (N-Gain) test. The results indicated that the module achieved validation scores of 96.4% for content, 91.6% for language, and 95.8% for design, all categorized as highly feasible. Practicality assessments from students and teachers also indicated positive results. Learning motivation increased from 56.10% to 100%, with an average N-Gain of 1.00, categorized as high. Therefore, the developed module is suitable as contextual teaching material to enhance students' learning motivation while supporting the preservation of Nias local culture. ABSTRAK Menurunnya pengenalan budaya lokal Nias di kalangan peserta didik sekolah dasar menunjukkan perlunya bahan ajar muatan lokal yang kontekstual dan sesuai dengan lingkungan budaya peserta didik. Penelitian ini bertujuan mengembangkan modul muatan lokal berbasis kearifan lokal Nias serta menganalisis validitas, kepraktisan, dan efektivitasnya dalam meningkatkan motivasi belajar peserta didik kelas V SD Negeri 071059 Hilibadalu. Penelitian ini menggunakan metode Research and Development (R&D) dengan model pengembangan 4D (Define, Design, Develop, dan Disseminate). Subjek penelitian berjumlah 23 peserta didik kelas V. Data dikumpulkan melalui observasi, wawancara, angket validasi ahli, angket kepraktisan, dan angket motivasi belajar sebelum dan sesudah penggunaan modul. Analisis data dilakukan secara deskriptif kualitatif dan kuantitatif menggunakan persentase serta uji Normalized Gain (N-Gain). Hasil penelitian menunjukkan bahwa modul memperoleh penilaian validasi ahli materi sebesar 96,4%, ahli bahasa 91,6%, dan ahli desain 95,8%, dengan kategori sangat layak. Kepraktisan berdasarkan penilaian peserta didik dan guru juga menunjukkan hasil positif. Motivasi belajar meningkat dari 56,10% menjadi 100%, dengan N-Gain sebesar 1,00 berkategori tinggi. Dengan demikian, modul yang dikembangkan layak digunakan sebagai bahan ajar kontekstual untuk meningkatkan motivasi belajar sekaligus mendukung pelestarian budaya Nias.
ANALISIS IMPLEMENTASI INSTRUMEN PENILAIAN UNTUK MENGUKUR SIKAP KEDISIPLINAN PESERTA DIDIK DI SEKOLAH DASAR NEGERI 071206 TALUZUSUA Intan Permata Hati Zebua; Trisman Harefa; Dernius Hura; Elwin Piarawan Zebua
STRATEGY : Jurnal Inovasi Strategi dan Model Pembelajaran Vol. 6 No. 4 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/strategi.v6i4.15474

Abstract

Discipline assessment in elementary schools is essential for systematically monitoring students’ character development and providing a basis for continuous guidance. However, effective assessment depends not only on the availability of instruments but also on consistent implementation and the appropriate use of assessment results. This study aimed to describe the implementation of discipline attitude assessment instruments and the disciplinary behavior of students at SD Negeri 071206 Taluzusua. The study employed a qualitative approach with a descriptive method. The informants consisted of two homeroom teachers and one subject teacher selected purposively based on their direct involvement in teaching and attitude assessment. Data were collected through in-depth interviews, observations, and documentation, then analyzed through data reduction, data display, and conclusion drawing. Data credibility was strengthened through source, technique, and time triangulation. The findings indicated that instrument implementation involved three stages: planning, assessment, and utilization of results. Teachers used observation sheets and attitude assessment journals to assess punctuality, compliance with rules, and responsibility for completing assignments. Students generally demonstrated fairly good discipline, although their behavior was not yet consistent across all indicators. Assessment results were used to provide reminders, guidance, reinforcement, and continuous character development. These findings highlight the importance of systematic assessment and appropriate follow-up in fostering discipline in elementary schools. ABSTRAK Penilaian sikap kedisiplinan penting dilakukan di sekolah dasar untuk memantau perkembangan karakter peserta didik secara sistematis dan menjadi dasar pembinaan yang berkelanjutan. Namun, keberhasilan penilaian tidak hanya ditentukan oleh ketersediaan instrumen, tetapi juga oleh konsistensi penggunaannya dan pemanfaatan hasilnya. Penelitian ini bertujuan mendeskripsikan implementasi instrumen penilaian sikap kedisiplinan dan gambaran kedisiplinan peserta didik di SD Negeri 071206 Taluzusua. Penelitian menggunakan pendekatan kualitatif dengan metode deskriptif. Informan terdiri atas dua wali kelas dan satu guru mata pelajaran yang dipilih secara purposive. Data dikumpulkan melalui wawancara mendalam, observasi, dan dokumentasi, kemudian dianalisis melalui reduksi data, penyajian data, dan penarikan kesimpulan. Keabsahan data diperkuat melalui triangulasi sumber, teknik, dan waktu. Hasil penelitian menunjukkan bahwa implementasi instrumen meliputi perencanaan, pelaksanaan penilaian, dan pemanfaatan hasil. Guru menggunakan lembar observasi dan jurnal penilaian untuk menilai ketepatan waktu, kepatuhan terhadap aturan, dan tanggung jawab dalam menyelesaikan tugas. Kedisiplinan peserta didik secara umum cukup baik, tetapi belum konsisten. Hasil penilaian dimanfaatkan untuk memberikan pengingat, arahan, penguatan, dan pembinaan karakter secara berkelanjutan.
PENGEMBANGAN BUKU CERITA ANAK BERBASIS KEARIFAN LOKAL PADA MATA PELAJARAN BAHASA INDONESIA KELAS V UPTD SD NEGERI 074044 DAHANA BAWODESOLO Rukun Iman Harefa; Riana Riana; Dernius Hura; Arisman Telaumbanua
STRATEGY : Jurnal Inovasi Strategi dan Model Pembelajaran Vol. 6 No. 4 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/strategi.v6i4.15478

Abstract

The availability of contextual learning materials grounded in local wisdom is essential for supporting literacy and introducing cultural identity to elementary school students. This study aimed to develop a local wisdom-based children's storybook for Grade V Indonesian language learning at UPTD SD Negeri 074044 Dahana Bawodesolo and to evaluate its validity, practicality, and students' learning outcomes after using the product. This study employed a Research and Development (R&D) approach using the 4D model (Define, Design, Develop, and Disseminate). The participants were 20 fifth-grade students, comprising six students in a small-group trial and 14 students in a field trial. Data were collected through observations, interviews, expert validation questionnaires, student response questionnaires, and learning outcome tests. The data were analyzed using descriptive quantitative techniques. Following revision, the book received validation scores of 100% for content, language, and design/media, all categorized as highly valid. Student responses reached 81% in the small-group trial and 97% in the field trial, indicating practical and highly practical levels, respectively. The average learning outcome scores were 79 in the small-group trial and 87 in the field trial, with 100% of students in both groups meeting the Minimum Competency Criterion (KKM) of 75. In conclusion, the developed children's storybook met the established validity and practicality criteria and has the potential to serve as supplementary learning material for integrating local wisdom into Indonesian language instruction. ABSTRAK Ketersediaan bahan ajar yang kontekstual dan berbasis kearifan lokal diperlukan untuk mendukung literasi sekaligus memperkenalkan identitas budaya kepada peserta didik sekolah dasar. Penelitian ini bertujuan untuk mengembangkan buku cerita anak berbasis kearifan lokal pada mata pelajaran Bahasa Indonesia kelas V UPTD SD Negeri 074044 Dahana Bawodesolo serta menganalisis validitas, kepraktisan, dan hasil belajar siswa setelah menggunakan produk. Penelitian ini menggunakan metode Research and Development (R&D) dengan model 4D (Define, Design, Develop, dan Disseminate). Subjek penelitian terdiri atas 20 siswa kelas V, dengan enam siswa pada uji coba kelompok kecil dan 14 siswa pada uji coba lapangan. Data dikumpulkan melalui observasi, wawancara, angket validasi ahli, angket respons siswa, dan tes hasil belajar, kemudian dianalisis secara deskriptif kuantitatif. Hasil validasi setelah revisi menunjukkan skor 100% pada aspek materi, bahasa, dan desain/media, dengan kategori sangat valid. Respons siswa mencapai 81% pada uji coba kelompok kecil dan 97% pada uji coba lapangan, masing-masing berkategori praktis dan sangat praktis. Rata-rata hasil belajar mencapai 79 pada kelompok kecil dan 87 pada uji coba lapangan, dengan ketuntasan belajar sebesar 100% pada kedua kelompok berdasarkan Kriteria Ketuntasan Minimal (KKM) 75. Dengan demikian, buku cerita anak yang dikembangkan memenuhi kriteria validitas dan kepraktisan serta berpotensi digunakan sebagai bahan ajar pendamping dalam pembelajaran Bahasa Indonesia yang mengintegrasikan kearifan lokal.
PERAN GURU PPKN DALAM MENANAMKAN NILAI-NILAI MORAL MELALUI MATA PELAJARAN PENDIDIKAN PANCASILA DAN KEWARGANEGARAAN DI SMP NEGERI 2 HILIDUHO Faudu Atulo Bu’ulolo; Anugerah Tatema Harefa; Syukur Kasieli Hulu; Berkat Persada Lase
STRATEGY : Jurnal Inovasi Strategi dan Model Pembelajaran Vol. 6 No. 4 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/strategi.v6i4.15629

Abstract

ABSTRACT This research was motivated by the fact that the instilling of moral values ​​has not yet proceeded optimally. The study aims to determine the role of the Pancasila and Civic Education (PPKn) teacher in instilling moral values ​​through the subject, identify the obstacles faced by the teacher in this process, and examine the efforts made to overcome these obstacles at SMP Negeri 2 Hiliduho. A qualitative approach with a descriptive research design was employed. The research informants consisted of the school principal, one PPKn teacher, and three students from SMP Negeri 2 Hiliduho. Data collection techniques included observation, interviews, and documentation. Data analysis involved data collection, data reduction, data presentation, and conclusion drawing. The results indicate that: (1) the PPKn teacher plays a role in instilling moral values ​​by providing understanding, advice, role modeling, habituation, guidance, and reprimands to students. The moral values ​​instilled include honesty, responsibility, discipline, politeness, respect for others, cooperation, and adherence to school rules; (2) obstacles faced by the PPKn teacher include differences in student character and background, a lack of discipline, difficulties with self-control, and the influence of peer environments and social media; (3) efforts to overcome these obstacles include continuous guidance, the provision of advice and reprimands, direct engagement with students, the enforcement of school regulations, and coordination among teachers, homeroom teachers, school administration, and parents. Thus, the instilling of moral values ​​through the PPKn subject is carried out continuously via instruction, role modeling, habituation, and guidance to enable students to understand and apply these moral values ​​in their daily lives. ABSTRAK Penelitian ini dilatar belakangi karena penanaman nilai-nilai moral belum berjalan secara optimal. Penelitian ini bertujuan untuk mengetahui peran guru PPKn dalam menanamkan nilai-nilai moral melalui mata pelajaran Pendidikan Pancasila dan Kewarganegaraan, mengetahui kendala guru PPKn dalam menanamkan nilai-nilai moral, serta mengetahui upaya yang dilakukan untuk mengatasi kendala tersebut di SMP Negeri 2 Hiliduho. Penelitian ini menggunakan pendekatan kualitatif dengan jenis penelitian deskriptif. Informan penelitian terdiri atas kepala sekolah, 1 orang guru PPKn, dan 3 orang peserta didik SMP Negeri 2 Hiliduho. Teknik pengumpulan data dilakukan melalui observasi, wawancara, dan dokumentasi. Teknik analisis data meliputi pengumpulan data, reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa: (1) guru PPKn memiliki peran dalam menanamkan nilai-nilai moral melalui pemberian pemahaman, nasihat, keteladanan, pembiasaan, arahan, dan teguran kepada peserta didik. Nilai-nilai moral yang ditanamkan meliputi kejujuran, tanggung jawab, kedisiplinan, sopan santun, menghargai orang lain, bekerja sama, serta menaati aturan sekolah, (2) kendala yang dihadapi guru PPKn meliputi perbedaan karakter dan latar belakang peserta didik, kurangnya kedisiplinan, kesulitan dalam mengendalikan diri, pengaruh lingkungan pergaulan, serta pengaruh media sosial. (3) upaya yang dilakukan untuk mengatasi kendala tersebut yaitu melalui pembinaan secara terus-menerus, pemberian nasihat dan teguran, pendekatan secara langsung kepada peserta didik, penerapan tata tertib, serta koordinasi antara guru, wali kelas, pihak sekolah, dan orang tua. Dengan demikian, penanaman nilai-nilai moral melalui mata pelajaran PPKn dilakukan secara berkelanjutan melalui pembelajaran, keteladanan, pembiasaan, dan pembinaan agar peserta didik mampu memahami dan menerapkan nilai-nilai moral dalam kehidupan sehari-hari.
PENERAPAN MODEL PEMBELAJARAN PROBLEM BASED LEARNING UNTUK MENINGKATKAN HASIL BELAJAR PENDIDIKAN PANCASILA SISWA KELAS IV UPTD SD NEGERI 075062 DOLI-DOLI Family Kristiani Gulo; Indah Wijaya Lase; Netti Kariani Mendrofa; Adrianus Bawamenewi
STRATEGY : Jurnal Inovasi Strategi dan Model Pembelajaran Vol. 6 No. 4 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/strategi.v6i4.15638

Abstract

This study was motivated by the low learning outcomes of fourth-grade students in Pancasila Education at UPTD SD Negeri 075062 Doli-Doli. In the pre-cycle assessment, only 4 of 19 students (21.05%) met the Learning Objective Achievement Criteria (KKTP). This study aimed to describe the implementation of the Problem-Based Learning (PBL) model and improve students’ learning outcomes through its application. The study employed classroom action research based on the Kemmis and McTaggart model and was conducted in two cycles. Each cycle consisted of planning, action, observation, and reflection. The participants were 19 fourth-grade students. Data were collected through observation, learning outcome tests, and documentation, then analyzed descriptively. The results showed that the average teacher activity score increased from 56.73% in Cycle I to 79.81% in Cycle II, while student activity increased from 59.71% to 80.59%. The average learning outcome score rose from 48.16 in the pre-cycle to 65.26 in Cycle I and 87.37 in Cycle II. Classical learning mastery also increased from 21.05% to 52.63% and 89.47%, respectively. Therefore, implementing PBL can improve the learning process and learning outcomes in Pancasila Education among fourth-grade students. ABSTRAK Penelitian ini dilatarbelakangi oleh rendahnya hasil belajar Pendidikan Pancasila siswa kelas IV UPTD SD Negeri 075062 Doli-Doli. Pada tahap pra-siklus, hanya 4 dari 19 siswa (21,05%) yang mencapai Kriteria Ketercapaian Tujuan Pembelajaran (KKTP). Penelitian ini bertujuan mendeskripsikan penerapan model Problem Based Learning (PBL) dan meningkatkan hasil belajar siswa melalui penerapan model tersebut. Penelitian menggunakan metode Penelitian Tindakan Kelas (PTK) berdasarkan model Kemmis dan McTaggart yang dilaksanakan dalam dua siklus. Setiap siklus meliputi perencanaan, pelaksanaan tindakan, observasi, dan refleksi. Subjek penelitian berjumlah 19 siswa kelas IV. Data dikumpulkan melalui observasi, tes hasil belajar, dan dokumentasi, kemudian dianalisis secara deskriptif. Hasil penelitian menunjukkan bahwa rata-rata aktivitas guru meningkat dari 56,73% pada Siklus I menjadi 79,81% pada Siklus II, sedangkan aktivitas siswa meningkat dari 59,71% menjadi 80,59%. Nilai rata-rata hasil belajar meningkat dari 48,16 pada pra-siklus menjadi 65,26 pada Siklus I dan 87,37 pada Siklus II. Ketuntasan klasikal juga meningkat dari 21,05% menjadi 52,63% dan 89,47%. Dengan demikian, penerapan PBL dapat meningkatkan proses pembelajaran dan hasil belajar Pendidikan Pancasila siswa kelas IV.
ANALISIS PERSEPSI GURU TERHADAP EFEKTIVITAS INSTRUMEN PENILAIAN FORMATIF DALAM PEMBELAJARAN PENDIDIKAN PANCASILA KELAS V SD NEGERI 071202 HELEZALULU Evi Lestari Hulu; Berkat Persada Lase; Indah Wijaya Lase; Afore Tahir Harefa
STRATEGY : Jurnal Inovasi Strategi dan Model Pembelajaran Vol. 6 No. 4 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/strategi.v6i4.15642

Abstract

The urgency of this research lies in the importance of formative assessment for monitoring students’ learning progress and improving Pancasila Education in elementary schools. However, its implementation still faces challenges, including limited time, administrative workload, insufficient instrument variety, and suboptimal use of feedback. This study aims to analyze teachers’ perceptions of the effectiveness of formative assessment instruments, identify implementation barriers, and describe teachers’ efforts to overcome these challenges in Grade V at SD Negeri 071202 Helezalulu. This research employed a descriptive qualitative approach involving two Grade V teachers, one school principal, and four students as informants. Data were collected through observation, semi-structured interviews, and documentation, then analyzed using open coding, axial coding, and selective coding. Data trustworthiness was examined through source and technique triangulation. The findings indicate that teachers perceived formative assessment instruments positively because they helped monitor students’ understanding, identify learning difficulties, provide feedback, and determine instructional follow-up. The identified barriers were addressed through instrument simplification, careful planning, staged assessment, reflection, and teacher collaboration. The study concludes that formative assessment effectiveness depends not only on instrument quality but also on teacher competence, student characteristics, and school support. ABSTRAK Urgensi penelitian ini terletak pada pentingnya penilaian formatif untuk memantau perkembangan belajar siswa dan memperbaiki pembelajaran Pendidikan Pancasila di sekolah dasar. Namun, penerapannya masih menghadapi kendala berupa keterbatasan waktu, beban administrasi, variasi instrumen, dan pemanfaatan umpan balik yang belum optimal. Penelitian ini bertujuan menganalisis persepsi guru terhadap efektivitas instrumen penilaian formatif, mengidentifikasi hambatan penerapannya, serta mendeskripsikan upaya guru dalam mengatasi hambatan tersebut di kelas V SD Negeri 071202 Helezalulu. Penelitian menggunakan pendekatan deskriptif kualitatif dengan melibatkan dua guru kelas V, satu kepala sekolah, dan empat siswa sebagai informan. Data dikumpulkan melalui observasi, wawancara semi-terstruktur, dan dokumentasi, kemudian dianalisis melalui open coding, axial coding, dan selective coding. Keabsahan data diperiksa melalui triangulasi sumber dan teknik. Hasil penelitian menunjukkan bahwa guru memiliki persepsi positif terhadap efektivitas instrumen penilaian formatif dalam memantau pemahaman siswa, mengidentifikasi kesulitan belajar, memberikan umpan balik, dan menentukan tindak lanjut pembelajaran. Kendala diatasi melalui penyederhanaan instrumen, perencanaan, penilaian bertahap, refleksi, dan kolaborasi antarguru. Penelitian menyimpulkan bahwa efektivitas penilaian formatif bergantung pada kualitas instrumen, kompetensi guru, karakteristik siswa, dan dukungan sekolah.
PENERAPAN MODEL PEMBELAJARAN ROLE PLAYING TERHADAP HASIL BELAJAR PESERTA DIDIK PADA MATERI EKSPRESI DIRI MELALUI HOBI KELAS V DI SD NEGERI 078524 BOBOZIOLI LOLOANA’A Mitra Juwita Tafonao; Dernius Hura; Famahato Lase; Sadiana Lase
STRATEGY : Jurnal Inovasi Strategi dan Model Pembelajaran Vol. 6 No. 4 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/strategi.v6i4.15763

Abstract

ABSTRACT Students’ learning outcomes in Indonesian language lessons on Self-Expression Through Hobbies in Grade V at SD Negeri 078524 Bobozioli Loloana’a were still low, as indicated by a classical mastery rate of 40% in the pre-cycle stage, with only 8 out of 20 students achieving mastery. This condition was associated with a learning process that was still dominated by lectures and assignments, resulting in suboptimal student engagement. This study aimed to improve students’ learning outcomes through the implementation of the Role Playing learning model. The study employed Classroom Action Research (CAR) based on the Kemmis and McTaggart model and was conducted in two cycles, each consisting of planning, action implementation, observation, and reflection. The research subjects were 20 fifth-grade students at SD Negeri 078524 Bobozioli Loloana’a in the 2025/2026 academic year. Data were collected through observation, learning outcome tests, and documentation, and were analyzed descriptively based on changes in the results of each cycle. The Role Playing model was implemented through role assignment, scenario provision, role-playing practice, and evaluation to connect the learning material with students’ experiences. The results showed that the implementation of the Role Playing model improved students’ learning outcomes. The mean learning outcome increased from 63.05 in Cycle I, with a classical mastery rate of 50%, to 80.45 in Cycle II, with a classical mastery rate of 85%. Student engagement increased from 58.12% in the first meeting of Cycle I to 90.62% in the second meeting of Cycle II. Thus, the implementation of the Role Playing learning model can improve students’ learning outcomes and engagement in Indonesian language lessons on Self-Expression Through Hobbies in Grade V at SD Negeri 078524 Bobozioli Loloana’a. ABSTRAK Hasil belajar peserta didik pada mata pelajaran Bahasa Indonesia materi Ekspresi Diri Melalui Hobi di kelas V SD Negeri 078524 Bobozioli Loloana’a masih rendah, dengan ketuntasan klasikal pra-siklus sebesar 40% atau 8 dari 20 peserta didik. Kondisi tersebut berkaitan dengan pembelajaran yang masih didominasi metode ceramah dan penugasan sehingga keaktifan peserta didik belum optimal. Penelitian ini bertujuan meningkatkan hasil belajar peserta didik melalui penerapan model pembelajaran Role Playing. Penelitian menggunakan metode Penelitian Tindakan Kelas (PTK) model Kemmis dan McTaggart yang dilaksanakan dalam dua siklus melalui tahap perencanaan, pelaksanaan tindakan, observasi, dan refleksi. Subjek penelitian berjumlah 20 peserta didik kelas V SD Negeri 078524 Bobozioli Loloana’a Tahun Pelajaran 2025/2026. Data dikumpulkan melalui observasi, tes hasil belajar, dan dokumentasi, kemudian dianalisis secara deskriptif berdasarkan perkembangan hasil pada setiap siklus. Hasil penelitian menunjukkan peningkatan hasil belajar yang ditandai dengan kenaikan nilai rata-rata dari 63,05 pada Siklus I menjadi 80,45 pada Siklus II, sedangkan ketuntasan klasikal meningkat dari 50% menjadi 85%. Keaktifan peserta didik juga meningkat dari 58,12% pada pertemuan pertama Siklus I menjadi 90,62% pada pertemuan kedua Siklus II. Peningkatan tersebut menunjukkan bahwa penerapan Role Playing dapat mendukung peningkatan hasil belajar sekaligus keaktifan peserta didik pada pembelajaran Bahasa Indonesia materi Ekspresi Diri Melalui Hobi.

Page 40 of 42 | Total Record : 412

 38   39   40   41   42 

Filter by Year

2021 2026


Reset
Filter By Issues
All Issue Vol. 7 No. 1 (2027) Vol. 6 No. 4 (2026) Vol. 6 No. 3 (2026) Vol. 6 No. 2 (2026) Vol. 6 No. 1 (2026) Vol. 5 No. 4 (2025) Vol. 5 No. 3 (2025) Vol. 5 No. 2 (2025) Vol. 5 No. 1 (2025) Vol. 4 No. 4 (2024) Vol. 4 No. 3 (2024) Vol. 4 No. 2 (2024) Vol. 4 No. 1 (2024) Vol. 3 No. 4 (2023) Vol. 3 No. 3 (2023) Vol. 3 No. 2 (2023) Vol. 3 No. 1 (2023) Vol. 2 No. 4 (2022) Vol. 2 No. 3 (2022) Vol. 2 No. 2 (2022) Vol. 2 No. 1 (2022) Vol. 1 No. 2 (2021) Vol. 1 No. 1 (2021) More Issue