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PENGARUH MODEL PROBLEM-BASED LEARNING TERHADAP KEMAMPUAN NUMERASI DAN SELF-EFFICACY MURID KELAS V DI SD NEGERI 14 TIBAWA Alfiana Rahman; Masrid Pikoli; Irvin Novita Arifin; Wiwy Trianty Pulukadang; Isnanto Isnanto
ACADEMIA: Jurnal Inovasi Riset Akademik 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/academia.v6i3.11616

ABSTRACT This study was motivated by the low levels of numeracy skills and self-efficacy among elementary school students, which may hinder success in mathematics learning, particularly in the topic of angle measurement. Numeracy skills and self-efficacy are important aspects that support students’ ability to understand mathematical concepts, solve problems, and develop confidence in learning. This study aimed to determine the effect of the Problem-Based Learning (PBL) model on the numeracy skills and self-efficacy of fifth-grade students at SD Negeri 14 Tibawa. The study employed a quasi-experimental method using a nonequivalent pretest-posttest control group design involving an experimental class and a control class. The research sample consisted of 36 students, with 18 students in the experimental class and 18 students in the control class. Data were collected through a numeracy skills test and a self-efficacy questionnaire and were analyzed using inferential statistics. The results showed that students who participated in learning through the Problem-Based Learning model achieved higher numeracy skills and self-efficacy than those who received conventional instruction. Statistical testing indicated a significant effect of the Problem-Based Learning model on both numeracy skills and self-efficacy, both partially and simultaneously. Therefore, it can be concluded that the Problem-Based Learning model is effective in improving the numeracy skills and self-efficacy of fifth-grade students in mathematics learning at SD Negeri 14 Tibawa. ABSTRAK Penelitian ini dilatarbelakangi oleh rendahnya kemampuan numerasi dan self-efficacy murid sekolah dasar yang berpotensi menghambat keberhasilan pembelajaran matematika, khususnya pada materi pengukuran sudut. Kemampuan numerasi dan self-efficacy merupakan aspek penting yang mendukung kemampuan murid dalam memahami konsep matematika, menyelesaikan masalah, serta membangun kepercayaan diri dalam belajar. Penelitian ini bertujuan untuk mengetahui pengaruh model Problem-Based Learning (PBL) terhadap kemampuan numerasi dan self-efficacy murid kelas V di SD Negeri 14 Tibawa. Penelitian ini menggunakan metode kuasi eksperimen dengan desain nonequivalent pretest-posttest control group design yang melibatkan kelas eksperimen dan kelas kontrol. Sampel penelitian berjumlah 36 murid yang terdiri atas 18 murid pada kelas eksperimen dan 18 murid pada kelas kontrol. Data dikumpulkan melalui tes kemampuan numerasi dan angket self-efficacy, kemudian dianalisis menggunakan statistik inferensial. Hasil penelitian menunjukkan bahwa murid yang mengikuti pembelajaran dengan model Problem-Based Learning memperoleh kemampuan numerasi dan self-efficacy yang lebih tinggi dibandingkan murid yang belajar dengan pembelajaran konvensional. Hasil pengujian menunjukkan adanya pengaruh signifikan model Problem-Based Learning terhadap kemampuan numerasi dan self-efficacy, baik secara parsial maupun simultan. Dengan demikian, dapat disimpulkan bahwa model Problem-Based Learning efektif dalam meningkatkan kemampuan numerasi dan self-efficacy murid kelas V pada pembelajaran matematika di SD Negeri 14 Tibawa.

ANALISIS PERAN GURU DALAM INTEGRASI LITERASI FINANSIAL SEBAGAI INOVASI KURIKULUM PADA PEMBELAJARAN IPAS DI SEKOLAH DASAR Lilis Maulidiah Astuti; Rina Haruani; Effy Mulyasari
ACADEMIA: Jurnal Inovasi Riset Akademik 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/academia.v6i3.11686

ABSTRACT This study was motivated by the importance of strengthening financial literacy at the elementary school level as part of preparing students to face the challenges of the twenty-first century. However, the implementation of financial literacy in classroom learning still faces various challenges, particularly regarding teachers’ ability to integrate financial literacy into instructional practices. This study aimed to analyze the role of teachers in integrating financial literacy into Science and Social Studies (IPAS) learning as a form of curriculum innovation at SDIT Citra Winaya. The study employed a descriptive qualitative approach with a comparative case study design involving Grade IVA and Grade IVB teachers as research subjects. Data were collected through observations, interviews, documentation, and supporting data analysis from the Minimum Competency Assessment (AKM) and Computer-Based National Assessment (ANBK). The findings revealed that teachers with higher professional competence, adequate training experience, and active participation in professional learning communities were able to integrate financial literacy systematically through authentic projects, innovative learning media, and contextual learning activities. In contrast, teachers with limited training experience tended to integrate financial literacy only incidentally. The study concludes that teacher competence plays a crucial role in the successful integration of financial literacy into IPAS learning. Therefore, continuous professional development programs, integrated teaching modules, and supportive school policies are needed to strengthen the implementation of financial literacy in elementary schools. ABSTRAK Penelitian ini dilatarbelakangi oleh pentingnya penguatan literasi finansial pada jenjang sekolah dasar sebagai bagian dari upaya menyiapkan peserta didik menghadapi tantangan kehidupan abad ke-21. Namun, implementasi literasi finansial dalam pembelajaran masih menghadapi berbagai kendala, terutama terkait kompetensi guru dalam mengintegrasikannya ke dalam proses pembelajaran. Penelitian ini bertujuan untuk menganalisis peran guru dalam mengintegrasikan literasi finansial ke dalam pembelajaran Ilmu Pengetahuan Alam dan Sosial (IPAS) sebagai wujud inovasi kurikulum di SDIT Citra Winaya. Penelitian menggunakan pendekatan kualitatif deskriptif dengan desain studi kasus komparatif yang melibatkan guru kelas IVA dan IVB sebagai subjek penelitian. Data dikumpulkan melalui observasi, wawancara, dokumentasi, serta analisis data pendukung berupa hasil Asesmen Kompetensi Minimum (AKM) dan Asesmen Nasional Berbasis Komputer (ANBK). Hasil penelitian menunjukkan bahwa guru yang memiliki kompetensi profesional lebih tinggi, pengalaman pelatihan yang memadai, dan keterlibatan aktif dalam komunitas belajar mampu mengintegrasikan literasi finansial secara sistematis melalui proyek autentik, media pembelajaran inovatif, dan aktivitas kontekstual. Sebaliknya, guru dengan pengalaman pelatihan yang terbatas cenderung menerapkan literasi finansial secara insidental. Penelitian ini menyimpulkan bahwa kompetensi guru berperan penting dalam keberhasilan integrasi literasi finansial dalam pembelajaran IPAS. Oleh karena itu, diperlukan program pelatihan berkelanjutan, pengembangan modul ajar terintegrasi, dan dukungan kebijakan sekolah untuk memperkuat implementasi literasi finansial di sekolah dasar.

IMPLEMENTASI PROBLEM BASED LEARNING BERBANTUAN BASE TEN BLOCKS DALAM MEMBANGUN PEMAHAMAN KONSEP PENJUMLAHAN DAN PENGURANGAN BILANGAN DI KELAS 2 SD Evi Purnamasari; Mardiyana Mardiyana; Supianto Supianto
ACADEMIA: Jurnal Inovasi Riset Akademik 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/academia.v6i3.10858

This study aims to analyse the influence of learning models and media on the understanding of addition and subtraction concepts among Year 2 primary school pupils. The study employed a quantitative approach using a quasi-experimental method and a 2×2 factorial design. The sample comprised 65 pupils divided into four groups: Problem-Based Learning (PBL) supported by Base Ten Blocks, PBL supported by visual aids, direct instruction supported by Base Ten Blocks, and direct instruction supported by visual aids. Cluster random sampling was used. Data were collected through cognitive aspect concept comprehension tests and analysed using a two-way ANOVA at a significance level of 0.05. The results indicated that the learning model had a significant effect on concept comprehension (F(1,136)=143.08; p<0.05), with PBL outperforming direct instruction. The learning media also had a significant effect (F(1,136)=92.54; p<0.05), with Base Ten Blocks proving more effective than visual aids. Furthermore, there was a significant interaction between the learning model and the media (F(1,136)=47.97; p<0.05), indicating that the effectiveness of the model was influenced by the type of media used. The combination of PBL and Base Ten Blocks proved to be the most effective in improving conceptual understanding; therefore, the integration of models and concrete media is important for supporting meaningful mathematics learning in primary schools. ABSTRAK Penelitian ini bertujuan menganalisis pengaruh model dan media pembelajaran terhadap pemahaman konsep penjumlahan dan pengurangan peserta didik kelas II sekolah dasar. Penelitian menggunakan pendekatan kuantitatif dengan metode eksperimen semu dan desain faktorial 2×2. Subjek berjumlah 65 peserta didik yang terbagi ke dalam empat kelompok: Problem Based Learning (PBL) berbantuan Base Ten Blocks, PBL berbantuan media gambar, pembelajaran langsung berbantuan Base Ten Blocks, dan pembelajaran langsung berbantuan media gambar. Teknik sampling menggunakan cluster random sampling. Data dikumpulkan melalui tes pemahaman konsep aspek kognitif dan dianalisis menggunakan ANAVA dua jalur pada taraf signifikansi 0,05. Hasil penelitian menunjukkan bahwa model pembelajaran berpengaruh signifikan terhadap pemahaman konsep (F(1,136)=143,08; p<0,05), dengan PBL lebih unggul dibandingkan pembelajaran langsung. Media pembelajaran juga berpengaruh signifikan (F(1,136)=92,54; p<0,05), di mana Base Ten Blocks lebih efektif daripada media gambar. Selain itu, terdapat interaksi signifikan antara model dan media pembelajaran (F(1,136)=47,97; p<0,05), yang menunjukkan bahwa efektivitas model dipengaruhi oleh jenis media yang digunakan. Kombinasi PBL dan Base Ten Blocks terbukti paling efektif dalam meningkatkan pemahaman konsep, sehingga integrasi model dan media konkret penting untuk mendukung pembelajaran matematika yang bermakna di sekolah dasar.

PENGARUH LINGKUNGAN SEKOLAH DAN KESADARAN DIRI (SELF AWARENESS) TERHADAP DISIPLIN BELAJAR SISWA PADA MATA PELAJARAN PENDIDIKAN AGAMA ISLAM DI SEKOLAH MENENGAH PERTAMA Nur Aprilda Mardatillah; Meimunah S Moenada; Mhd. Subhan
ACADEMIA: Jurnal Inovasi Riset Akademik 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/academia.v6i3.10882

This study aims to examine the effect of the school environment on students’ learning discipline in Islamic Religious Education subjects at SMP Negeri 1 Pangkalan Kuras, Pelalawan Regency, Riau Province; to analyze the effect of self-awareness on students’ learning discipline in Islamic Religious Education subjects; and to investigate the simultaneous effect of the school environment and self-awareness on students’ learning discipline in Islamic Religious Education subjects at SMP Negeri 1 Pangkalan Kuras, Pelalawan Regency, Riau Province. This research employed a quantitative approach. The population consisted of 738 students. The sample was determined using the Slovin formula with a 5% margin of error, resulting in 259 students selected through proportionate stratified random sampling. Data were collected using questionnaires, and data analysis techniques included simple linear regression and multiple linear regression analyses. The findings revealed a significant effect of the school environment on students’ learning discipline (significance value = 0.000 < 0.05). Self-awareness was also found to have a significant effect on students’ learning discipline (significance value = 0.000 < 0.05). Furthermore, the school environment and self-awareness simultaneously had a significant effect on students’ learning discipline (significance value = 0.000 < 0.05), contributing 53.1% to the variance in learning discipline. These findings indicate that a supportive school environment and strong self-awareness synergistically enhance students’ learning discipline in Islamic Religious Education subjects. ABSTRAK Penelitian ini bertujuan untuk menguji pengaruh lingkungan sekolah terhadap disiplin belajar siswa pada mata pelajaran Pendidikan Agama Islam di SMPN 1 Pangkalan Kuras Kabupaten Pelalawan Provinsi Riau, menguji pengaruh kesadaran diri (self awareness) terhadap disiplin belajar siswa pada mata pelajaran Pendidikan Agama Islam di SMPN 1 Pangkalan Kuras Kabupaten Pelalawan Provinsi Riau, dan menguji pengaruh lingkungan sekolah dan kesadaran diri (self awareness) secara simultan terhadap disiplin belajar siswa pada mata pelajaran Pendidikan Agama Islam di SMPN 1 Pangkalan Kuras Kabupaten Pelalawan Provinsi Riau. Penelitian ini menggunakan pendekatan kuantitatif. Populasi dalam penelitian ini berjumlah 738 siswa. Penentuan sampel menggunakan rumus Slovin dengan tingkat kesalahan 5% sehingga diperoleh sampel sebanyak 259 siswa yang diambil menggunakan teknik proportionate stratified random sampling. Teknik pengumpulan data menggunakan angket dan teknik analisis data yang digunakan adalah uji regresi linear sederhana dan regresi linear berganda. Hasil penelitian menunjukkan bahwa terdapat pengaruh yang signifikan lingkungan sekolah terhadap disiplin belajar siswa (nilai signifikan= 0,000 < 0,05). Terdapat pengaruh yang signifikan kesadaran diri (self awareness) terhadap disiplin belajar siswa (nilai signifikan= 0,000 < 0,05). Terdapat pengaruh yang signifikan antara lingkungan sekolah dan kesadaran diri (self awareness) secara simultan terhadap disiplin belajar siswa (nilai signifikan= 0,000 < 0,05) memperoleh nilai kontribusi sebesar 53,1%. Temuan ini menunjukkan bahwa lingkungan sekolah dan kesadaran diri yang baik bersinergi dalam meningkatkan disiplin belajar siswa pada mata pelajaran Pendidikan Agama Islam.

SISTEM KONTROL SIKAP DAN SISTEM TELEMETRI, PELACAK, KOMANDO, DAN JARAK Marsun Marsun; Muhamad Arif; Eko Kustiawan; Dian Utami; Suwandi Suwandi; Nurman Yakin
ACADEMIA: Jurnal Inovasi Riset Akademik 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/academia.v6i3.10900

ABSTRACT The growing demand for systems capable of maintaining motion stability while ensuring continuous data exchange has become increasingly evident with the advancement of robotics, intelligent navigation technologies, and unmanned vehicles. This challenge has encouraged the development of an architecture that not only emphasizes accurate attitude control but also supports sustainable data communication within a unified operational environment. This study explores the integration of an attitude control system and a wireless telemetry system through the combination of accelerometer and gyroscope sensors, actuators, and a 433 MHz radio module implemented on a robotics-based mobile platform. System performance was evaluated through a series of tests focusing on orientation accuracy, measurement error, control response, communication delay, and data transmission success rate. The results indicate that the system was able to maintain orientation errors within a range of 0.5°–1.3%, with an average response time of less than one second. From the telemetry perspective, the data transmission success rate remained at 91% over a distance of 250 meters, despite an increase in communication delay as the transmission range expanded. These findings demonstrate that orientation control and data communication can be effectively integrated into a single real-time operational system. The main contribution of this study lies in the integration of control and telemetry functions into a unified operational framework capable of supporting simultaneous monitoring and control requirements across various modern robotics and Internet of Things (IoT) applications. ABSTRAK Kebutuhan akan sistem yang mampu mempertahankan kestabilan gerak sekaligus menjamin kontinuitas pertukaran data semakin meningkat seiring berkembangnya teknologi robotika, navigasi cerdas, dan kendaraan tanpa awak. Tantangan tersebut mendorong pengembangan suatu arsitektur yang tidak hanya berfokus pada ketepatan pengendalian orientasi, tetapi juga pada kemampuan komunikasi data yang berlangsung secara berkelanjutan dalam satu lingkungan operasional. Penelitian ini mengeksplorasi integrasi sistem kontrol sikap dan telemetri berbasis komunikasi nirkabel melalui penggabungan sensor akselerometer, giroskop, aktuator, serta modul radio 433 MHz yang diimplementasikan pada perangkat bergerak berbasis robotika. Kinerja sistem dievaluasi melalui serangkaian pengujian yang menitikberatkan pada akurasi orientasi, tingkat kesalahan pembacaan, respons pengendalian, keterlambatan komunikasi, dan keberhasilan transmisi data. Hasil pengujian menunjukkan bahwa sistem mampu mempertahankan error orientasi pada rentang 0,5°–1,3° dengan waktu respons rata-rata kurang dari satu detik. Pada aspek telemetri, keberhasilan pengiriman data masih mencapai 91% pada jarak 250 meter meskipun terjadi peningkatan delay komunikasi seiring bertambahnya jarak transmisi. Temuan tersebut memperlihatkan bahwa pengendalian orientasi dan komunikasi data dapat diintegrasikan secara efektif dalam satu sistem yang bekerja secara real-time. Kontribusi penelitian ini terletak pada penyatuan fungsi kendali dan telemetri dalam satu rancangan operasional yang mampu mendukung kebutuhan pemantauan dan pengendalian secara simultan pada berbagai aplikasi berbasis robotika modern dan Internet of Things (IoT).

COMPARATIVE ANALYSIS OF TEACHER-CENTERED AND STUDENT-CENTERED APPROACHES IN ELEMENTARY SOCIAL STUDIES LEARNING Wina Apriana; Trinda Farhan Satria; Rona Rossa
ACADEMIA: Jurnal Inovasi Riset Akademik Vol. 5 No. 4 (2025)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/academia.v5i4.10915

The shift in the 21st-century educational paradigm requires the implementation of student-centered learning to foster critical thinking, collaboration, and creativity among learners. This study aims to analyze the comparison between the implementation of Teacher-Centered Learning (TCL) and Student-Centered Learning (SCL) approaches in Social Studies learning at elementary schools. The research employed a descriptive qualitative approach combined with a survey method. The participants consisted of 30 elementary school Social Studies teachers in Padang City. Data were collected through interviews and documentation of students’ learning outcomes and analyzed using the Miles and Huberman interactive model, including data collection, data reduction, data display, and conclusion drawing. The findings revealed that the SCL approach, implemented through Problem-Based Learning, Discovery Learning, and Cooperative Learning models, provided more positive impacts than the TCL approach. SCL improved students’ cognitive achievement, encouraged active, collaborative, and confident attitudes, and enhanced psychomotor skills. In contrast, TCL tended to result in lower learning engagement, limited participation, and less optimal learning outcomes. These findings indicate that student-centered learning is more effective in supporting the achievement of Social Studies learning objectives in elementary schools. ABSTRAK Perubahan paradigma pendidikan abad ke-21 menuntut penerapan pembelajaran yang berpusat pada peserta didik guna mengembangkan kemampuan berpikir kritis, kolaboratif, dan kreatif. Penelitian ini bertujuan menganalisis perbandingan penerapan pendekatan Teacher-Centered Learning (TCL) dan Student-Centered Learning (SCL) dalam pembelajaran Ilmu Pengetahuan Sosial (IPS) di sekolah dasar. Penelitian menggunakan pendekatan kualitatif deskriptif yang dipadukan dengan metode survei. Subjek penelitian terdiri atas 30 guru IPS sekolah dasar di Kota Padang. Data dikumpulkan melalui wawancara dan dokumentasi hasil belajar peserta didik, kemudian dianalisis menggunakan teknik analisis data Miles dan Huberman yang meliputi pengumpulan data, reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa pendekatan SCL yang diterapkan melalui model Problem Based Learning, Discovery Learning, dan Cooperative Learning memberikan dampak yang lebih positif dibandingkan TCL. Pendekatan SCL mampu meningkatkan hasil belajar kognitif, mendorong sikap aktif, kolaboratif, dan percaya diri, serta mengoptimalkan keterampilan psikomotor peserta didik. Sebaliknya, pendekatan TCL cenderung menghasilkan keterlibatan belajar yang lebih rendah, partisipasi yang terbatas, dan capaian belajar yang kurang optimal. Temuan ini menunjukkan bahwa penerapan pembelajaran yang berpusat pada peserta didik lebih efektif dalam mendukung pencapaian tujuan pembelajaran IPS di sekolah dasar.

EFFECTS OF INQUIRY LEARNING MODEL ON STUDENTS' CRITICAL THINKING AND SCIENCE ACHIEVEMENT Yani Novita Sari; Hendrizal Hendrizal; Siti Aisyah
ACADEMIA: Jurnal Inovasi Riset Akademik Vol. 5 No. 4 (2025)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/academia.v5i4.10916

The purpose of this study was to analyze the effect of the inquiry learning model on critical thinking skills and learning outcomes of fourth-grade elementary school students. The research employed a quantitative approach with a quasi-experimental method using a nonequivalent control group pretest–posttest design. The population consisted of all fourth-grade students of SDIT Adzkia 1 and SDIT Adzkia 2 Padang, with a sample of 51 students selected through simple random sampling, comprising 24 students in the experimental class and 27 students in the control class. The research instrument was an essay test that had been validated in terms of validity, reliability, discrimination index, and difficulty level. Data analysis was conducted using descriptive and inferential statistics, including prerequisite tests of normality (Shapiro–Wilk) and homogeneity (Levene), followed by hypothesis testing using MANOVA at a significance level of 0.05. The results showed that the average posttest scores of critical thinking skills and learning outcomes in the experimental class (83) were higher than those of the control class (73). The MANOVA test yielded a significance value of 0.000 < 0.05, indicating that the inquiry learning model had a significant effect on students’ critical thinking skills and learning outcomes simultaneously. These findings indicate that inquiry-based learning effectively enhances students’ active engagement, analytical ability, and conceptual understanding. Therefore, the inquiry learning model is recommended as an innovative pedagogical strategy to improve the quality of science learning while fostering higher-order thinking skills in elementary school students. ABSTRAK Penelitian ini bertujuan untuk menganalisis pengaruh model pembelajaran inkuiri terhadap kemampuan berpikir kritis dan hasil belajar siswa kelas IV sekolah dasar. Penelitian menggunakan pendekatan kuantitatif dengan metode eksperimen semu (quasi experiment) melalui desain nonequivalent control group pretest–posttest. Populasi penelitian meliputi seluruh siswa kelas IV SDIT Adzkia 1 dan SDIT Adzkia 2 Padang, dengan sampel sebanyak 51 siswa yang ditentukan menggunakan teknik simple random sampling, terdiri atas 24 siswa kelas eksperimen dan 27 siswa kelas kontrol. Instrumen penelitian berupa tes esai yang telah diuji validitas, reliabilitas, daya pembeda, dan tingkat kesukaran. Analisis data dilakukan melalui statistik deskriptif dan inferensial dengan uji prasyarat normalitas (Shapiro–Wilk) dan homogenitas (Levene), serta uji hipotesis menggunakan MANOVA pada taraf signifikansi 0,05. Hasil penelitian menunjukkan bahwa rata-rata nilai posttest kemampuan berpikir kritis dan hasil belajar kelas eksperimen (83) lebih tinggi dibandingkan kelas kontrol (73). Hasil uji MANOVA menunjukkan nilai signifikansi 0,000 < 0,05, yang berarti model pembelajaran inkuiri berpengaruh signifikan terhadap kemampuan berpikir kritis dan hasil belajar siswa secara simultan. Temuan ini menunjukkan bahwa pembelajaran berbasis inkuiri efektif meningkatkan keterlibatan aktif, kemampuan analitis, dan pemahaman konseptual siswa. Model pembelajaran inkuiri direkomendasikan sebagai strategi pedagogis inovatif untuk meningkatkan kualitas pembelajaran IPA sekaligus mengembangkan kompetensi berpikir tingkat tinggi siswa sekolah dasar.

PENINGKATAN PROSES PENALARAN DAN PEMBUKTIAN MATEMATIS SISWA KELAS RENDAH MELALUI PENDEKATAN KONKRIT-GAMBAR-ABSTRAK DI SEKOLAH DASAR Sarimah Sarimah; Rizalul Fiqry; Adi Apriadi Adiansha; Nanang Diana; Mariamah Mariamah
ACADEMIA: Jurnal Inovasi Riset Akademik 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/academia.v6i3.11005

This study aims to: (1) analyze the effectiveness of the Concrete-Image-Abstract (KGA) approach in improving the mathematical reasoning and proof process of second-grade students of SDN 001 Bentiar Besar; and (2) measure the magnitude of the increase in mathematical reasoning through KGA compared to conventional learning. A quasi-experimental Non-Equivalent Control Group design was applied with 60 students (n = 30 per class). Data were collected using a validated mathematical reasoning and proof test (10 items, maximum score 100) and analyzed through the Shapiro-Wilk, Levene, independent t-test, N-Gain, and Cohen's tests. The results showed: (1) there was a significant difference in post-test scores between the experimental and control classes (t = 9.72; p < 0.001); (2) the N-Gain of the experimental class g = 0.62 (medium-high category) compared to the control g = 0.26 (low category); and (3) large effect size (d = 1.47). The conclusion of the study confirms that the KGA approach which integrates concrete manipulatives, pictorial representations, and symbolic abstractions substantially and fairly improves the mathematical reasoning and proof of lower grade students in elementary schools in remote areas. ABSTRAK Penelitian ini bertujuan: (1) menganalisis efektivitas pendekatan Konkrit-Gambar-Abstrak (KGA) dalam meningkatkan proses penalaran dan pembuktian matematis siswa kelas II SDN 001 Bentiar Besar; dan (2) mengukur besaran peningkatan penalaran matematis melalui KGA dibandingkan pembelajaran konvensional. Desain kuasi-eksperimen Non-Equivalent Control Group diterapkan dengan 60 siswa (n = 30 per kelas). Data dikumpulkan menggunakan tes penalaran dan pembuktian matematis tervalidasi (10 butir, skor maksimum 100) dan dianalisis melalui uji Shapiro-Wilk, Levene, uji-t independen, N-Gain, dan Cohen's. Hasil penelitian menunjukkan: (1) terdapat perbedaan signifikan skor postes antara kelas eksperimen dan kontrol (t = 9,72; p < 0,001); (2) N-Gain kelas eksperimen g = 0,62 (kategori sedang-tinggi) dibandingkan kontrol g = 0,26 (kategori rendah); dan (3) effect size besar (d = 1,47). Simpulan penelitian menegaskan bahwa pendekatan KGA yang mengintegrasikan manipulatif konkret, representasi piktoral, dan abstraksi simbolik secara substansial dan berkeadilan meningkatkan penalaran dan pembuktian matematis siswa kelas rendah di sekolah dasar daerah terpencil.

THE INFLUENCE OF PRINCIPAL’S TRANSFORMATIONAL LEADERSHIP ON IMPROVING TEACHERS’ DIGITAL PERFORMANCE AT SMA NEGERI 1 TELUKJAMBE Ilma Novelia Winata; Maman Suryaman
ACADEMIA: Jurnal Inovasi Riset Akademik 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/academia.v6i3.11019

ABSTRACT The Industrial Revolution 4.0 and digital transformation have reshaped education, demanding strong digital competencies from teachers. However, many teachers still underutilize digital tools, creating a gap between expectations and reality. Principals play a strategic role in bridging this gap through effective leadership. This study aims to analyze the influence of the principal’s transformational leadership on teachers’ digital performance at SMA Negeri 1 Telukjambe. A quantitative correlational design was employed with a population of 52 teachers and a sample of 50 selected through simple random sampling. Data were collected using validated questionnaires measuring transformational leadership (idealized influence, inspirational motivation, intellectual stimulation, individualized consideration) and digital performance (LMS usage, digital content creation, digital media utilization, digital communication, grade data management). Multiple linear regression analysis using SPSS showed that transformational leadership significantly influences digital performance (R² = 0.672). Inspirational motivation and intellectual stimulation were the strongest predictors. The study concludes that principals should strengthen individualized consideration through structured mentoring, while policymakers should support digital training and infrastructure. ABSTRAK Revolusi Industri 4.0 dan transformasi digital telah mengubah lanskap pendidikan, menuntut guru memiliki kompetensi digital yang kuat. Namun, banyak guru masih kurang memanfaatkan alat digital sehingga terjadi kesenjangan antara harapan dan realitas. Kepala sekolah berperan strategis untuk menjembatani kesenjangan ini melalui kepemimpinan yang efektif. Penelitian ini bertujuan menganalisis pengaruh kepemimpinan transformasional kepala sekolah terhadap kinerja digital guru di SMA Negeri 1 Telukjambe. Pendekatan kuantitatif dengan desain korelasional digunakan pada populasi 52 guru dengan sampel 50 guru yang dipilih secara acak sederhana. Data dikumpulkan menggunakan kuesioner yang divalidasi untuk mengukur kepemimpinan transformasional (pengaruh ideal, motivasi inspiratif, stimulasi intelektual, perhatian individual) dan kinerja digital (penggunaan LMS, pembuatan konten digital, pemanfaatan media digital, komunikasi digital, pengelolaan nilai). Analisis regresi linear berganda dengan SPSS menunjukkan bahwa kepemimpinan transformasional berpengaruh signifikan terhadap kinerja digital (R² = 0,672). Motivasi inspiratif dan stimulasi intelektual merupakan prediktor terkuat. Simpulannya, kepala sekolah perlu memperkuat perhatian individual melalui mentoring terstruktur, sementara pembuat kebijakan perlu mendukung pelatihan digital dan infrastruktur.

OUTCOME-BASED EDUCATION IN HIGHER EDUCATION CURRICULUM ADMINISTRATION: A SYSTEMATIC LITERATURE REVIEW Siti Rahmah; Yayah Asiah Nurpadilah; Uus Kustiana; Maman Suryaman
ACADEMIA: Jurnal Inovasi Riset Akademik 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/academia.v6i3.11190

ABSTRACT This study aims to synthesize empirical and conceptual literature on the implementation of Outcome-Based Education (OBE) in higher education curriculum administration, with a focus on implementation practices, challenges, success factors, and implications for curriculum quality and accreditation. A Systematic Literature Review (SLR) guided by PRISMA 2020 was conducted using Scopus, Web of Science, ERIC, and Google Scholar/Sinta databases. From 920 identified records, 38 articles met the eligibility criteria and were included in the review. The findings indicate that OBE is commonly implemented through outcome hierarchies, curriculum mapping, and constructive alignment supported by Continuous Quality Improvement (CQI) processes. Major implementation challenges include resistance to change, limited staff capacity, and compliance-oriented practices. Successful implementation is associated with leadership commitment, stakeholder involvement, and effective use of learning management systems. Based on the synthesis, this study proposes Institutional Constructive Alignment (ICA) as a conceptual extension of constructive alignment that integrates curriculum design, quality assurance, and institutional governance. The study highlights the importance of aligning OBE implementation with curriculum management, accreditation requirements, and continuous quality improvement strategies in higher education. These findings provide practical guidance for university leaders, curriculum developers, and policymakers seeking sustainable OBE-based educational transformation. ABSTRAK Penelitian ini bertujuan untuk mensintesis literatur empiris dan konseptual mengenai implementasi Outcome-Based Education (OBE) dalam administrasi kurikulum pendidikan tinggi, dengan fokus pada praktik implementasi, tantangan, faktor keberhasilan, serta implikasinya terhadap mutu kurikulum dan akreditasi. Systematic Literature Review (SLR) yang dipandu oleh PRISMA 2020 dilakukan menggunakan basis data Scopus, Web of Science, ERIC, dan Google Scholar/Sinta. Dari 920 artikel yang teridentifikasi, sebanyak 38 artikel memenuhi kriteria kelayakan dan dimasukkan dalam kajian. Hasil penelitian menunjukkan bahwa OBE umumnya diimplementasikan melalui hierarki capaian pembelajaran, pemetaan kurikulum, dan constructive alignment yang didukung oleh proses Continuous Quality Improvement (CQI). Tantangan utama implementasi meliputi resistensi terhadap perubahan, keterbatasan kapasitas sumber daya manusia, serta praktik yang berorientasi pada pemenuhan administratif semata. Implementasi yang berhasil berkaitan dengan komitmen kepemimpinan, keterlibatan pemangku kepentingan, dan pemanfaatan Learning Management System (LMS) secara efektif. Berdasarkan sintesis yang dilakukan, penelitian ini mengusulkan Institutional Constructive Alignment (ICA) sebagai pengembangan konseptual dari constructive alignment yang mengintegrasikan desain kurikulum, penjaminan mutu, dan tata kelola institusi. Penelitian ini menegaskan pentingnya penyelarasan implementasi OBE dengan manajemen kurikulum, persyaratan akreditasi, dan strategi peningkatan mutu berkelanjutan di pendidikan tinggi. Temuan ini memberikan panduan praktis bagi pimpinan perguruan tinggi, pengembang kurikulum, dan pembuat kebijakan dalam mewujudkan transformasi pendidikan berbasis OBE yang berkelanjutan.

Home Page

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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

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