Garuda - Garba Rujukan Digital

PERAN GURU PPKN DALAM MENINGKATKAN LITERASI DIGITAL UNTUK MENUMBUHKAN KEMAMPUAN BERPIKIR KRITIS DI SMK NEGERI 2 ALASA Yunelis Zalukhu; Syukur Kasieli Hulu; Hendrikus Otniel Nasozaro Harefa; 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.v6i4.15947

ABSTRACT In the era of digital information overload, digital literacy is essential to help students access, understand, and evaluate information accurately. This ability needs to be supported by critical thinking skills so that students can distinguish accurate and credible information. This study aims to examine the role of Civic Education (PPKn) teachers in improving digital literacy to foster students’ critical thinking skills, the challenges encountered, and the efforts made to overcome them. This study employed a qualitative method with a descriptive approach. The informants consisted of one school principal, one Civic Education teacher, and five students at SMK Negeri 2 Alasa, selected using purposive sampling. Data were collected through observation, interviews, and documentation, then analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings indicate that the teacher’s role was implemented through the use of digital learning media and resources, guidance in independent information seeking, selection of credible sources, presentation of findings, and discussions. The challenges included differences in students’ technological abilities, internet use for entertainment, low motivation to read and analyze information, difficulties in assessing information credibility, and limited internet connectivity, data quotas, and devices. The efforts undertaken included adapting teaching methods, providing alternative learning materials, guiding students in evaluating information, demonstrating how to select reliable sources, and conducting discussions. Thus, integrating digital literacy into Civic Education learning is one approach to supporting the development of students’ critical thinking skills. ABSTRAK Pada era banjir informasi digital, literasi digital penting untuk membantu peserta didik mengakses, memahami, dan mengevaluasi informasi secara tepat. Kemampuan tersebut perlu didukung oleh keterampilan berpikir kritis agar peserta didik mampu membedakan informasi yang benar dan dapat dipercaya. Penelitian ini bertujuan untuk mengetahui peran Guru Pendidikan Pancasila dan Kewarganegaraan (PPKn) dalam meningkatkan literasi digital untuk menumbuhkan kemampuan berpikir kritis peserta didik, kendala yang dihadapi, serta upaya untuk mengatasinya. Penelitian ini menggunakan metode kualitatif dengan pendekatan deskriptif. Informan penelitian terdiri atas satu kepala sekolah, satu guru PPKn, dan lima siswa SMK Negeri 2 Alasa yang dipilih menggunakan teknik purposive sampling. Data dikumpulkan melalui observasi, wawancara, dan dokumentasi, kemudian dianalisis menggunakan model interaktif Miles, Huberman, dan Saldaña. Hasil penelitian menunjukkan bahwa peran Guru PPKn diwujudkan melalui pemanfaatan media dan sumber belajar digital, pengarahan pencarian informasi secara mandiri, pemilihan sumber kredibel, penyampaian hasil temuan, dan diskusi. Kendala yang dihadapi meliputi perbedaan kemampuan menggunakan teknologi, penggunaan internet untuk hiburan, rendahnya motivasi membaca dan menganalisis informasi, kesulitan menilai kredibilitas informasi, serta keterbatasan jaringan internet, kuota, dan perangkat. Upaya yang dilakukan mencakup penyesuaian metode pembelajaran, penyediaan materi alternatif, pendampingan evaluasi informasi, pemberian contoh pemilihan sumber terpercaya, dan pelaksanaan diskusi. Dengan demikian, integrasi literasi digital dalam pembelajaran PPKn menjadi salah satu upaya untuk mendukung tumbuhnya kemampuan berpikir kritis peserta didik.

STRATEGI GURU PENDIDIKAN PANCASILA DALAM MENINGKATKAN MORALITAS SOSIAL SISWA DI SMP NEGERI 1 TUHEMBERUA Erniwati Gea; Fatiani Lase; Adrianus Bawamenewi; Hendrikus Otniel Nasozaro 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.v6i4.15948

ABSTRACT The decline in social morality among adolescents poses a challenge in education, as it may be reflected in a lack of discipline, low levels of responsibility, and insufficient respect for others. Through Pancasila Education, schools play a role in shaping students’ character and improving their social morality. This study aims to describe the strategies employed by Pancasila Education teachers to improve students’ social morality and to identify the supporting and inhibiting factors at SMP Negeri 1 Tuhemberua. This study employed a qualitative approach with a descriptive research design. The informants consisted of the school principal, a Pancasila Education teacher, and seventh-grade students at SMP Negeri 1 Tuhemberua, with a total of five informants. Data were collected through interviews, observations, and documentation, and analyzed through data reduction, data display, and conclusion drawing. The findings indicate that teachers’ strategies for improving students’ social morality include role modeling, the habituation of positive behaviors, the use of varied teaching methods, and positive reinforcement through appreciation of students’ behavior and achievements. The inhibiting factors include differences in students’ characteristics, the influence of family and community environments, and low intrinsic motivation among some students. Efforts to overcome these challenges include character development through religious activities, linking learning materials to real-life moral issues, and fostering collaboration among schools, parents, and the community. This study emphasizes that improving students’ social morality requires the consistent implementation of character education strategies and sustained support from their surrounding environments. ABSTRAK Penurunan moralitas sosial di kalangan remaja menjadi tantangan dalam dunia pendidikan karena dapat tercermin melalui perilaku kurang disiplin, rendahnya tanggung jawab, dan kurangnya sikap saling menghargai. Sekolah melalui pembelajaran Pendidikan Pancasila memiliki peran dalam membentuk karakter dan meningkatkan moralitas sosial siswa. Penelitian ini bertujuan untuk mendeskripsikan strategi guru Pendidikan Pancasila dalam meningkatkan moralitas sosial siswa serta mengidentifikasi faktor pendukung dan penghambatnya di SMP Negeri 1 Tuhemberua. Penelitian ini menggunakan pendekatan kualitatif dengan jenis deskriptif. Informan penelitian terdiri atas kepala sekolah, guru PPKn, dan siswa kelas VII SMP Negeri 1 Tuhemberua, dengan jumlah keseluruhan 5 orang. Data dikumpulkan melalui wawancara, observasi, dan dokumentasi, kemudian dianalisis melalui reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa strategi guru dalam meningkatkan moralitas sosial siswa dilakukan melalui keteladanan, pembiasaan perilaku positif, penggunaan metode pembelajaran yang bervariasi, serta pemberian penguatan positif berupa apresiasi terhadap perilaku dan pencapaian siswa. Faktor penghambat meliputi perbedaan karakter siswa, pengaruh lingkungan keluarga dan masyarakat, serta rendahnya motivasi internal sebagian siswa. Upaya mengatasi kendala tersebut dilakukan melalui pembinaan karakter dalam kegiatan keagamaan, pengaitan materi pembelajaran dengan kasus moral dalam kehidupan sehari-hari, serta kerja sama antara sekolah, orang tua, dan masyarakat. Penelitian ini menegaskan bahwa peningkatan moralitas sosial siswa memerlukan penerapan strategi pendidikan karakter secara konsisten dan dukungan lingkungan yang berkesinambungan.

PROGRAM TA’HIL SEBAGAI UPAYA PENGEMBANGAN KUALITAS PENGAJAR DI PONDOK PESANTREN FADLILLAH Muhammad Nur Isnansyah; Istikomah Istikomah
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.v6i4.16084

ABSTRACT Limited teacher readiness before conducting learning activities is one of the challenges in developing teacher quality in pesantren settings. This condition indicates the need for internal development programs that provide teachers with subject knowledge, mentoring, and practical experience before they undertake teaching responsibilities. This study aims to describe the implementation of the Ta’hil Program at Fadlillah Islamic Boarding School, the forms of teacher development provided, supporting and inhibiting factors, and its role in teacher quality development. This study employed a descriptive qualitative approach. Data were collected through observation, interviews, and documentation and analyzed using the interactive model of Miles, Huberman, and Saldaña through data condensation, data display, and conclusion drawing and verification. The findings show that the Ta’hil Program serves as a preparatory stage for teachers before teaching for one semester through material provision and deepening, guidance, mentoring, and knowledge and experience transfer from senior teachers. Supporting factors include clear objectives, prepared materials, senior teacher involvement, experience transfer, and preparation time, while inhibiting factors include limited teachers with expertise in Science, Mathematics, and Islamic Astronomy. The program supports teacher preparation and professional development through collaborative learning and stronger subject mastery before classroom instruction. ABSTRAK Keterbatasan kesiapan pengajar sebelum melaksanakan pembelajaran menjadi salah satu persoalan dalam pengembangan kualitas pengajar di lingkungan pesantren. Kondisi tersebut menunjukkan perlunya pembinaan internal yang memberikan bekal materi, pendampingan, dan pengalaman kepada pengajar sebelum menjalankan tugas mengajar. Penelitian ini bertujuan mendeskripsikan pelaksanaan Program Ta’hil di Pondok Pesantren Fadlillah, bentuk pembinaan, faktor pendukung dan penghambat, serta perannya dalam pengembangan kualitas pengajar. Penelitian menggunakan pendekatan kualitatif deskriptif. Data diperoleh melalui observasi, wawancara, dan dokumentasi, kemudian dianalisis menggunakan model interaktif Miles, Huberman, dan Saldaña melalui kondensasi data, penyajian data, serta penarikan dan verifikasi kesimpulan. Hasil penelitian menunjukkan bahwa Program Ta’hil dilaksanakan sebagai tahap persiapan pengajar sebelum mengajar selama satu semester melalui pemberian dan pendalaman materi, pengarahan, pendampingan, serta transfer pengetahuan dan pengalaman dari pengajar senior. Faktor pendukung meliputi kejelasan tujuan, kesiapan materi, keterlibatan pengajar senior, transfer pengalaman, dan waktu persiapan, sedangkan penghambatnya adalah keterbatasan pengajar pada bidang IPA, Matematika, dan Ilmu Falak. Program Ta’hil berperan dalam mempersiapkan pengajar dan mendukung pengembangan profesional melalui budaya belajar antarpengajar serta memperkuat penguasaan materi sebelum pembelajaran di kelas.

PENERAPAN MODEL PEMBELAJARAN VALUE CLARIFICATION TECHNIQUE UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS SISWA PADA MATA PELAJARAN PENDIDIKAN KEWARGANEGARAAN DI SMA NEGERI 1 LAHEWA Noverlin Lase; Anugerah Tatema Harefa; Adrianus Bawamenewi; Fatiani 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.v6i4.16173

ABSTRACT This study was motivated by the low critical thinking skills of students in Civics Education at SMA Negeri 1 Lahewa, which was attributed to a learning process still dominated by lecture-based methods. This study aimed to determine the implementation of the Value Clarification Technique (VCT) learning model and students’ critical thinking skills following its implementation. The study was conducted in Class X-1 at SMA Negeri 1 Lahewa during the first semester of the 2026/2027 academic year, involving 36 students. The research employed a Classroom Action Research (CAR) method, with observation sheets, questionnaires, and documentation used as research instruments and data collection techniques. The results showed that implementing the VCT learning model improved learning activities and students’ critical thinking skills. The average teacher activity score increased from 61.53% in Cycle I to 80.76% in Cycle II, while the average student activity score increased from 63.96% to 82.22%. Improvements in critical thinking skills were reflected in students’ abilities to understand and analyze problems, express opinions supported by logical reasoning, propose solutions, respect others’ opinions, and draw conclusions based on discussion outcomes. Furthermore, the questionnaire results in Cycle II reached an average of 83.96%, categorized as very good, indicating positive student responses to the implementation of the VCT learning model. Therefore, the VCT learning model can serve as an alternative approach to improving students’ critical thinking skills in Civics Education. ABSTRAK Penelitian ini dilatarbelakangi oleh rendahnya kemampuan berpikir kritis siswa pada mata pelajaran Pendidikan Kewarganegaraan di SMA Negeri 1 Lahewa akibat pembelajaran yang masih didominasi metode ceramah. Penelitian ini bertujuan untuk mengetahui penerapan model pembelajaran Value Clarification Technique (VCT) dan kemampuan berpikir kritis siswa setelah penerapan model tersebut. Penelitian dilaksanakan di kelas X-1 SMA Negeri 1 Lahewa pada semester ganjil Tahun Pelajaran 2026/2027 dengan subjek sebanyak 36 siswa. Metode yang digunakan adalah Penelitian Tindakan Kelas (PTK), dengan instrumen dan teknik pengumpulan data berupa observasi, angket, dan dokumentasi. Hasil penelitian menunjukkan bahwa penerapan model pembelajaran VCT dapat meningkatkan aktivitas pembelajaran dan kemampuan berpikir kritis siswa. Rata-rata aktivitas guru meningkat dari 61,53% pada Siklus I menjadi 80,76% pada Siklus II, sedangkan aktivitas siswa meningkat dari 63,96% menjadi 82,22%. Peningkatan kemampuan berpikir kritis terlihat dari kemampuan siswa dalam memahami dan menganalisis permasalahan, mengemukakan pendapat disertai alasan logis, memberikan solusi, menghargai pendapat orang lain, serta menarik kesimpulan berdasarkan hasil diskusi. Selain itu, hasil angket pada Siklus II mencapai rata-rata 83,96% dengan kategori baik sekali, yang menunjukkan tanggapan positif siswa terhadap penerapan model pembelajaran VCT. Dengan demikian, model pembelajaran VCT dapat menjadi alternatif untuk meningkatkan kemampuan berpikir kritis siswa pada mata pelajaran Pendidikan Kewarganegaraan.

STRATEGI GURU DALAM MENINGKATKAN KEMAMPUAN HAFALAN ANAK USIA DINI MELALUI PEMBELAJARAN YANG MENYENANGKAN PADA ANAK USIA 5-6 TAHUN DI TKIT AR-RISALAH SAMARINDA Dwi Ramadhani; Kautsar Eka Wardana
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.v6i4.16189

Quranic memorization learning in early childhood often faces challenges such as short attention spans and boredom caused by monotonous repetition methods, leading to mood fluctuations and low memory retention. Recognizing the importance of laying a solid memorization foundation early on, an instructional strategy that bridges recitation accuracy with children's psychological traits is urgently required. This study aims to analyze teachers’ strategies for integrating the talaqqi/musyāfahah method with a joyful learning approach to improve Qur’an memorization skills among children aged 5–6 years at TKIT Ar-Risalah Samarinda. This descriptive qualitative study employs a teacher-researcher design, in which the researcher independently serves as the sole teacher as well as the primary data collector. The research subjects consisted of 1 main teacher and 16 Class B3 students. Data were collected through direct observation, self-reflection journals, audio-visual recordings, and documentation of mutaba'ah book recapitulations. Data analysis was conducted interactively (reduction, presentation, and conclusion drawing), and its validity was tested through triangulation of techniques and sources. The results showed that memorization planning was arranged gradually (1–2 verses per day) based on differentiation. The learning implementation combined auditory modeling (talaqqi) with game-based learning, kinetic ice-breaking, and positive reinforcement. This integrative strategy was proven to have a significant influence on three indicators: (1) improving the accuracy of makhraj pronunciation and basic tajwid in real-time; (2) fostering children’s confidence and independence in reciting their memorization; and (3) strengthening memorization retention through multisensory engagement without triggering cognitive fatigue. Obstacles in the form of short attention spans and fluctuating moods were successfully eliminated through break time and interactive games. This study concludes that accuracy in Qur’an memorization rules among pre-literacy children is best achieved when aligned with children’s positive emotional regulation needs. ABSTRAK Pembelajaran hafalan Al-Qur'an pada anak usia dini sering kali menghadapi kendala seperti rentang perhatian yang singkat dan kejenuhan akibat metode pengulangan yang monoton, yang memicu fluktuasi mood serta rendahnya retensi ingatan anak. Mengingat pentingnya penanaman fondasi hafalan sejak dini, diperlukan strategi pembelajaran yang mampu menjembatani presisi kaidah bacaan dengan karakteristik psikologis anak. Penelitian ini bertujuan untuk menganalisis strategi guru dalam mengintegrasikan metode talaqqi/musyāfahah dengan pendekatan pembelajaran yang menyenangkan (joyful learning) guna meningkatkan kemampuan hafalan Al-Qur’an anak usia 5–6 tahun di TKIT Ar-Risalah Samarinda. Penelitian kualitatif deskriptif ini menggunakan desain teacher researcher, di mana peneliti bertindak mandiri sebagai pengajar tunggal sekaligus pengumpul data utama. Subjek penelitian meliputi 1 orang guru utama dan 16 peserta didik Kelas B3. Data dikumpulkan melalui observasi langsung, jurnal refleksi diri, rekaman audio-visual, dan dokumentasi rekapitulasi buku mutaba'ah. Analisis data dilakukan secara interaktif (reduksi, penyajian, dan penarikan kesimpulan) serta diuji keabsahannya melalui triangulasi teknik dan sumber. Hasil penelitian menunjukkan bahwa perencanaan hafalan disusun secara bertahap (1–2 ayat per hari) berbasis diferensiasi. Pelaksanaan pembelajaran memadukan pemodelan auditori (talaqqi) dengan game-based learning, ice breaking kinetik, dan positive reinforcement. Strategi integratif ini terbukti memberikan pengaruh signifikan terhadap tiga indikator: (1) meningkatkan akurasi pelafalan makhraj dan tajwid dasar secara real-time; (2) menumbuhkan keberanian serta kemandirian anak dalam menyetorkan hafalan; dan (3) memperkuat retensi daya rekat hafalan melalui keterlibatan multisensorik tanpa memicu kelelahan kognitif. Hambatan berupa rentang perhatian yang singkat dan mood fluktuatif berhasil dieliminasi melalui pemberian jeda (break time) dan permainan interaktif. Penelitian ini menyimpulkan bahwa ketepatan kaidah hafalan Al-Qur’an pada anak usia pra-literasi dapat dicapai secara optimal apabila diselaraskan dengan kebutuhan regulasi emosi positif anak.

PENGUATAN LITERASI DIGITAL GENERASI MUDA DALAM MENGHADAPI DISINFORMASI LINGKUNGAN SEBAGAI UPAYA MENINGKATKAN TRANSISI ENERGI BERKELANJUTAN Kayla Orchardine; Putri Anjani Manan; Naba Alifia Puraga; Dina Oktavia; Rita Markus Idulfilastri
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.v6i4.16205

ABSTRACT High exposure to digital information among young people does not automatically ensure their ability to assess the accuracy of information, including information concerning environmental and energy issues. This condition presents a challenge because disinformation can influence public understanding and decision-making regarding sustainability issues. This study aims to map the challenges faced by young people in consuming and evaluating environmental and energy information, formulate an interactive gamification-based digital literacy intervention, and design an integration framework within educational and community ecosystems. The study employed a descriptive qualitative approach involving four participants aged 17–25 years who were interviewed online and analyzed using six-phase thematic analysis. The findings show that participants employed diverse verification strategies, but the depth and consistency of verification varied. Their experiences with environmental disinformation were also diverse, while substantive understanding of energy and environmental issues remained uneven. The findings informed an intervention combining verification practice, environmental and energy knowledge, and decision-making through gamification, integrated into learning and community settings. The proposed intervention aims to foster habits of verifying and responsibly sharing information. Its effectiveness has not yet been empirically tested and requires further validation. ABSTRAK Paparan informasi digital yang tinggi pada generasi muda tidak otomatis menjamin kemampuan menilai kebenaran informasi, termasuk informasi mengenai isu lingkungan dan energi. Kondisi ini menjadi tantangan karena disinformasi dapat memengaruhi pemahaman dan keputusan publik terkait isu keberlanjutan. Penelitian ini bertujuan memetakan tantangan generasi muda dalam mengonsumsi dan mengevaluasi informasi lingkungan dan energi, merumuskan intervensi literasi digital berbasis gamifikasi interaktif, serta mendesain kerangka integrasinya dalam ekosistem pendidikan dan kemasyarakatan. Penelitian menggunakan pendekatan kualitatif deskriptif dengan empat partisipan berusia 17–25 tahun yang diwawancarai secara daring dan dianalisis menggunakan analisis tematik enam tahap. Hasil menunjukkan bahwa partisipan memiliki strategi verifikasi yang beragam, tetapi kedalaman pemeriksaan dan konsistensinya berbeda. Pengalaman menghadapi disinformasi lingkungan juga tidak seragam, sementara pemahaman substantif mengenai energi dan lingkungan masih beragam. Temuan merumuskan kebutuhan intervensi yang memadukan latihan verifikasi, pemahaman isu lingkungan-energi, dan pengambilan keputusan melalui gamifikasi, serta integrasinya dalam pembelajaran dan komunitas. Intervensi tersebut diarahkan untuk membentuk kebiasaan memverifikasi dan menyebarkan informasi secara bertanggung jawab. Rancangan ini belum diuji efektivitasnya sehingga memerlukan validasi empiris pada penelitian selanjutnya lebih lanjut.

PENGARUH GAYA KOMUNIKASI GURU TERHADAP HASIL BELAJAR IPS SISWA SMP Fitransyah Van Gobel; Meyko Panigoro; Ardiansyah Ardiansyah; Roy Hasiru; Maya Novrita Dama
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.v6i4.16223

The learning process in schools requires effective communication between teachers and students to support the achievement of optimal learning outcomes. This study aimed to analyze the effect of teachers’ communication styles on students’ learning outcomes in Social Studies (IPS) at SMP Negeri 11 Bolaang Mongondow Utara. This study employed a quantitative approach involving 52 students from Grades VII, VIII, and IX, selected using a total sampling technique. Data were collected using a Likert-scale questionnaire to measure teachers’ communication styles, final semester examination scores from the second semester of the 2025/2026 academic year to measure Social Studies learning outcomes, and observation and documentation as supporting data collection techniques. The data were analyzed using simple linear regression with the assistance of SPSS software. The results showed that teachers’ communication styles had a positive and statistically significant effect on students’ Social Studies learning outcomes, with a t-value of 3.884 and a p-value of less than 0.001. The coefficient of determination (R²) of 0.232 indicated that teachers’ communication styles explained 23.2% of the variation in students’ learning outcomes, while the remaining 76.8% was associated with other factors outside the research model. Therefore, more effective teacher communication styles were associated with better Social Studies learning outcomes.

STRATEGI COPING GURU PAUD DENGAN PENDEKATAN PENGAJIAN Nina Nurvitasari; Mochammad Ramli Akbar; Rina Wijayanti
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.v6i4.16254

ABSTRACT Early Childhood Education (PAUD) teachers face complex and multidimensional work pressures, including pedagogical demands in managing children's behavior, heavy administrative burdens, and high demands that are often disproportionate to financial rewards. These conditions have the potential to trigger continuous stress and burnout which negatively impact teaching quality. This study aims to identify and describe the implementation of the 'pengajian' (Islamic religious gathering) approach as a coping strategy for PAUD teachers in dealing with work stress. This study used a descriptive qualitative design. The research participants were four female PAUD teachers aged 30–40 years in Ngajum District, Malang Regency, with 7–12 years of teaching experience and actively participating in pengajian at least once a week. Data collection was carried out through in-depth observation, semi-structured interviews, and documentation studies. The data were analyzed using the Miles and Huberman interactive model, and validity was tested by source triangulation. The results showed that pengajian (which includes dhikr, tahlilan, sholawatan, and tausiyah) functions as a highly effective emotion-focused and religious/spiritual coping strategy. Through pengajian, PAUD teachers are able to instill the concepts of patience and sincerity, regulate negative emotions, and achieve inner peace. This directly has a positive impact on the teachers' ability to control their emotions when dealing with difficult children and improves social relationships in the school environment. ABSTRAK Guru Pendidikan Anak Usia Dini (PAUD) menghadapi tekanan kerja yang kompleks dan bersifat multidimensi, meliputi tuntutan pedagogis dalam mengelola perilaku anak, beban administratif yang padat, serta tingginya tuntutan yang kerap tidak sebanding dengan imbalan finansial. Kondisi ini berpotensi memicu stres berkelanjutan dan burnout yang berdampak negatif pada kualitas pengajaran. Penelitian ini bertujuan untuk mengidentifikasi dan mendeskripsikan implementasi pendekatan pengajian sebagai strategi coping bagi guru PAUD dalam menghadapi stres kerja. Penelitian ini menggunakan desain kualitatif deskriptif. Partisipan penelitian adalah empat orang guru PAUD perempuan berusia 30–40 tahun di Kecamatan Ngajum, Kabupaten Malang, dengan pengalaman mengajar 7–12 tahun dan aktif mengikuti pengajian minimal seminggu sekali. Pengumpulan data dilakukan melalui observasi mendalam, wawancara semi-terstruktur, dan studi dokumentasi. Data dianalisis menggunakan model interaktif Miles dan Huberman, serta keabsahannya diuji dengan triangulasi sumber. Hasil penelitian menunjukkan bahwa pengajian (yang mencakup kegiatan dzikir, tahlilan, sholawatan, dan kajian tausiyah) berfungsi sebagai emotion-focused coping dan religious/spiritual coping yang sangat efektif. Melalui pengajian, guru PAUD mampu menanamkan konsep sabar dan ikhlas, meregulasi emosi negatif, dan mendapatkan ketenangan batin. Hal ini secara langsung berdampak positif pada kemampuan guru dalam mengontrol emosi saat menghadapi anak didik yang sulit diatur dan memperbaiki hubungan sosial di lingkungan sekolah.

PENERAPAN MODEL KOOPERATIF TIPE NUMBERED HEAD TOGETHER DALAM MENINGKATKAN HASIL BELAJAR PENDIDIKAN PANCASILA MURID KELAS IV Arni Putri Zendrato; Yakin Niat Telaumbanua; Berkat Persada Lase; Adieli Laoli
STRATEGY : Jurnal Inovasi Strategi dan Model Pembelajaran Vol. 7 No. 1 (2027)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/strategi.v7i1.16365

The learning outcomes of fourth-grade students in Pancasila Education at UPTD SD Negeri 074048 Luaha Bouso were still low because previous learning tended to be teacher-centered, resulting in limited student activity, collaboration, and participation. This study aimed to describe the implementation of the Numbered Head Together (NHT) cooperative learning model and to determine the improvement of students' learning outcomes in Pancasila Education after its implementation. The study employed Classroom Action Research using the Kemmis and McTaggart model and was conducted in two cycles. Each cycle consisted of planning, action, observation, and reflection, with two meetings in each cycle. The subjects were 19 fourth-grade students in the 2025/2026 academic year. Data were collected through observations of teacher and student activities, learning outcome tests, documentation, and field notes, and were analyzed descriptively using qualitative and quantitative approaches. The NHT implementation involved heterogeneous group formation, assigning numbers to group members, presenting questions or tasks, group discussion, random number calling, presentation of answers, and reinforcement. The findings showed that teacher activity increased from 58% in Cycle I Meeting I to 90% in Cycle II Meeting II, while student activity increased from 57.69% to 94.23%. Learning outcomes also improved, as indicated by an increase in the mean score from 62.68 in Cycle I to 80.63 in Cycle II and classical mastery from 47.37% to 84.21%. Therefore, the implementation of NHT improved student participation and learning outcomes in Pancasila Education.

IMPLEMENTASI MODEL PEMBELAJARAN MAKE A MATCH DALAM MENINGKATKAN HASIL BELAJAR PENDIDIKAN PANCASILA KELAS II SD Bobi Firman Zega; Sadiana Lase; Okniel Zebua; Anugrah Tatema Harefa
STRATEGY : Jurnal Inovasi Strategi dan Model Pembelajaran Vol. 7 No. 1 (2027)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/strategi.v7i1.16366

Low learning outcomes in Pancasila Education among second-grade students at UPTD SD Negeri 076674 Orahili Tanoseo indicated the need for a more active and engaging learning process. This study aimed to describe the implementation of the Make a Match learning model and the improvement of students’ learning outcomes on the topic “I Care for the Environment.” The study employed Classroom Action Research based on the Kemmis and McTaggart model and was conducted in two cycles. The participants were 14 second-grade students, consisting of 6 boys and 8 girls. Data were collected through observations of teacher and student activities, learning achievement tests, and field notes. The data were analyzed using qualitative and quantitative descriptive techniques. The results showed an increase in teacher activity from 51% in the first meeting of Cycle I to 92% in the second meeting of Cycle II. Student activity increased from 58% to 95% across the same meetings. Learning outcomes also improved: the mean score in Cycle I was 67.7, with 36% mastery or 5 of 14 students, while Cycle II reached a mean score of 81.6, with 85% mastery or 12 students. The classical mastery therefore exceeded the predetermined success indicator of 75%. Thus, the Make a Match learning model can be used as an alternative approach to increase student engagement and learning outcomes in Pancasila Education at the elementary school level.

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Muhamad Suhardi

Contact Email
jurnal.P4I@gmail.com

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+6289681071805

Journal Mail Official
jurnal.P4I@gmail.com

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

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Unknown

INDONESIA

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name Muhamad Suhardi

Contact Email 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

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

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