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EFEKTIVITAS MODUL BERBASIS CONTEXTUAL TEACHING AND LEARNING (CTL) TERHADAP PEMAHAMAN NILAI PANCASILA SISWA KELAS IV SD Ni Putu Ventari Astini; Ihsan Ihsan; Roni Andri Pramita
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.v6i3.13627

ABSTRACT The limited use of contextual learning materials and the low level of elementary school students' understanding of Pancasila values remain significant challenges in Pancasila Education. This study aimed to examine the effectiveness of a Contextual Teaching and Learning (CTL)-based module in improving fourth-grade students' understanding of Pancasila values. The research employed a quantitative approach using an experimental method with a pretest-posttest control group design. The participants consisted of fourth-grade students assigned to an experimental class and a control class. Data were collected through comprehension tests, classroom observations, and documentation, and were analyzed using statistical tests to determine differences in learning outcomes between the two groups. The findings revealed that the CTL-based module had a positive effect on students' understanding of Pancasila values. This was indicated by the higher posttest mean score achieved by the experimental group compared with the control group, accompanied by increased student participation, learning enthusiasm, and the ability to relate learning materials to real-life experiences. These findings demonstrate that the CTL-based module promotes more meaningful and contextual learning, thereby supporting the achievement of Pancasila Education objectives. Therefore, the CTL-based module can be recommended as an innovative instructional material to enhance elementary school students' understanding of Pancasila values. ABSTRAK Rendahnya pemahaman siswa sekolah dasar terhadap nilai-nilai Pancasila serta terbatasnya penggunaan bahan ajar yang kontekstual menjadi salah satu tantangan dalam pembelajaran Pendidikan Pancasila. Penelitian ini bertujuan untuk menganalisis efektivitas modul berbasis Contextual Teaching and Learning (CTL) dalam meningkatkan pemahaman nilai-nilai Pancasila pada siswa kelas IV sekolah dasar. Penelitian menggunakan pendekatan kuantitatif dengan metode eksperimen dan desain pretest-posttest control group design. Subjek penelitian terdiri atas siswa kelas IV yang dibagi ke dalam kelas eksperimen dan kelas kontrol. Pengumpulan data dilakukan melalui tes pemahaman, observasi, dan dokumentasi, kemudian dianalisis menggunakan uji statistik untuk mengetahui perbedaan hasil belajar antara kedua kelompok. Hasil penelitian menunjukkan bahwa penggunaan modul berbasis CTL memberikan pengaruh positif terhadap pemahaman nilai-nilai Pancasila. Hal tersebut ditunjukkan oleh rata-rata nilai posttest kelas eksperimen yang lebih tinggi dibandingkan kelas kontrol, disertai peningkatan keaktifan, antusiasme, serta kemampuan siswa dalam mengaitkan materi pembelajaran dengan pengalaman nyata dalam kehidupan sehari-hari. Temuan ini menunjukkan bahwa penerapan modul berbasis CTL mampu menciptakan pembelajaran yang lebih bermakna dan kontekstual sehingga mendukung pencapaian tujuan pembelajaran Pendidikan Pancasila. Dengan demikian, modul berbasis CTL layak dijadikan sebagai alternatif bahan ajar inovatif untuk meningkatkan pemahaman nilai-nilai Pancasila pada siswa sekolah dasar.

PENGEMBANGAN MEDIA SUKAMO BERBASIS DEEP LEARNING UNTUK MENINGKATKAN MEMBACA PERMULAAN SISWA SD Aisyah Nur Afifah Maulidiyyah; Setya Yuwana Sudikan; Wahyu Sukartiningsih; Nurul Istiq'faroh; M. Bambang Edi Siswanto; Hendratno Hendratno
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.v6i3.13738

The low level of early reading skills among elementary school students remains a challenge in early literacy instruction. This study aims to develop the Montessori Syllable (SUKAMO) teaching material using a valid, practical, and effective Deep Learning approach to improve the early reading skills of first-grade elementary school students. The novelty of this study lies in the integration of Montessori principles with the characteristics of Deep Learning through manipulative, exploratory, collaborative, and reflective activities, thereby creating a conscious, meaningful, and enjoyable learning experience. The study employed the Research and Development (R&D) method using a modified 4-D development model consisting of three stages: define, design, and develop. The “disseminate” stage was not implemented due to time and budget constraints. The study combined quantitative and qualitative data through expert validation, observation, interviews, questionnaires, and early reading proficiency tests. The research subjects consisted of 64 first-grade students at Al Islah Elementary School in Surabaya, divided into an experimental class and a control class, each comprising 32 students. The results showed that the SUKAMO teaching material met validity criteria based on assessments by subject matter experts, media experts, and language experts. The material was also deemed practical based on teachers’ feedback that it was highly practical, positive student responses, and students’ active engagement during lessons. The results of the Analysis of Covariance (ANCOVA) demonstrated that the use of SUKAMO had a significant effect on students' beginning reading skills after controlling for their initial reading ability. The improvement in beginning reading skills achieved by the experimental group was greater than that of the control group, indicating that integrating Montessori-based media with the Deep Learning approach effectively enhanced students' ability to recognize letters, read syllables, and read simple words. Therefore, the SUKAMO media is considered appropriate for use in beginning reading instruction at the elementary school level and contributes to the development of Montessori-based literacy media that supports student-centered, mindful, meaningful, and joyful learning. ABSTRAK Rendahnya kemampuan membaca permulaan siswa sekolah dasar masih menjadi tantangan dalam pembelajaran literasi awal. Penelitian ini bertujuan mengembangkan media Suku Kata Montessori (SUKAMO) melalui pendekatan Pembelajaran Mendalam (Deep Learning) yang valid, praktis, dan efektif untuk meningkatkan kemampuan membaca permulaan siswa kelas I sekolah dasar. Kebaruan penelitian ini terletak pada integrasi prinsip Montessori dengan karakteristik Pembelajaran Mendalam melalui aktivitas manipulatif, eksploratif, kolaboratif, dan reflektif sehingga menciptakan pengalaman belajar yang berkesadaran, bermakna, dan menggembirakan. Penelitian menggunakan metode Research and Development (R&D) dengan model pengembangan 4-D yang dimodifikasi menjadi tiga tahap, yaitu define, design, dan develop. Tahap disseminate tidak dilaksanakan karena keterbatasan waktu dan biaya penelitian. Penelitian mengombinasikan data kuantitatif dan kualitatif melalui validasi ahli, observasi, wawancara, angket, serta tes kemampuan membaca permulaan. Subjek penelitian terdiri atas 64 siswa kelas I SD Al Islah Surabaya yang terbagi ke dalam kelas eksperimen dan kelas kontrol, masing-masing berjumlah 32 siswa. Hasil penelitian menunjukkan bahwa media SUKAMO memenuhi kriteria valid berdasarkan penilaian ahli materi, ahli media, dan ahli bahasa. Media juga dinyatakan praktis berdasarkan respons guru yang sangat praktis, respons siswa yang positif, serta aktivitas belajar siswa yang aktif selama pembelajaran. Hasil uji Analysis of Covariance (ANCOVA) menunjukkan bahwa penggunaan media SUKAMO memberikan pengaruh yang signifikan terhadap kemampuan membaca permulaan setelah kemampuan awal siswa dikendalikan. Peningkatan kemampuan membaca pada kelas eksperimen lebih tinggi dibandingkan kelas kontrol, yang menunjukkan bahwa integrasi media Montessori dengan Pembelajaran Mendalam mampu mengoptimalkan kemampuan mengenal huruf, membaca suku kata, dan membaca kata sederhana. Dengan demikian, media SUKAMO layak digunakan sebagai media pembelajaran membaca permulaan di sekolah dasar serta berkontribusi dalam pengembangan media literasi yang mendukung pembelajaran berpusat pada siswa, berkesadaran, bermakna, dan menggembirakan.

ANALISIS KEMAMPUAN TEKNIK DASAR FUTSAL PADA PEMAIN KLUB PAPA PRAYA Iqbal Maulana; Herman Syah; Sri Erny Muliyani
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.v6i3.13759

ABSTRACT Futsal is a team sport that requires mastery of fundamental techniques as a key factor in achieving optimal performance. The main problem faced by Papa Praya Futsal Club is the absence of objective data regarding players' basic technical abilities, as evaluations have primarily relied on direct observation by coaches. This study aimed to analyze the profile of players' fundamental futsal skills as a basis for designing more effective training programs. A quantitative descriptive approach with a survey method based on skill testing and measurement was employed. The study involved all 15 active players of Papa Praya Futsal Club using a total sampling technique. Data were collected through a standardized futsal basic skills test covering passing, controlling, and shooting, and were analyzed using descriptive statistics, including T-scores, percentages, and frequency distributions. The findings revealed that most players demonstrated a moderate level of basic technical ability, with 9 players (60.0%) classified as moderate, 3 players (20.0%) as very good, 2 players (13.3%) as good, and 1 player (6.7%) as very poor. These results indicate considerable variation in players' technical performance, highlighting the need for individualized training programs. Therefore, the findings provide objective evidence that can assist coaches in developing systematic, targeted, and evidence-based training programs to improve individual performance and overall team achievement. ABSTRAK Futsal merupakan cabang olahraga beregu yang menuntut penguasaan teknik dasar sebagai faktor utama dalam mendukung keberhasilan permainan. Permasalahan yang dihadapi Klub Papa Praya adalah belum tersedianya data objektif mengenai kemampuan teknik dasar pemain karena proses evaluasi selama ini hanya dilakukan melalui pengamatan pelatih. Penelitian ini bertujuan untuk menganalisis profil kemampuan teknik dasar futsal pemain Klub Papa Praya sebagai dasar penyusunan program latihan yang lebih terarah. Penelitian menggunakan pendekatan deskriptif kuantitatif dengan metode survei berbasis tes dan pengukuran. Populasi penelitian terdiri atas seluruh pemain aktif Klub Papa Praya yang berjumlah 15 orang dan seluruhnya dijadikan sampel melalui teknik total sampling. Pengumpulan data dilakukan menggunakan instrumen tes kemampuan teknik dasar futsal yang mencakup aspek passing, controlling, dan shooting, kemudian dianalisis menggunakan statistik deskriptif berupa skor T, persentase, dan distribusi frekuensi. Hasil penelitian menunjukkan bahwa kemampuan teknik dasar pemain secara umum berada pada kategori cukup, dengan 9 pemain (60,0%) berkategori cukup, 3 pemain (20,0%) berkategori sangat baik, 2 pemain (13,3%) berkategori baik, dan 1 pemain (6,7%) berkategori sangat kurang. Temuan tersebut menunjukkan adanya variasi kemampuan teknik dasar antarpemain yang masih cukup lebar sehingga diperlukan program latihan yang disesuaikan dengan kebutuhan individu. Dengan demikian, hasil penelitian ini dapat menjadi dasar objektif bagi pelatih dalam merancang program latihan

PENGEMBANGAN E-MODUL SULAMAN FANTASI ELEMEN EKSPERIMEN TEKSTIL DAN DESAIN HIASAN PADA SISWA KELAS XI TATA BUSANA SMKN 3 SUNGAI PENUH Nadia Imelda; Vina Oktaviani; Yusmerita; Weni Nelmira
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.v6i3.13765

ABSTRACT This study was motivated by the low achievement of learning objectives in the Textile Experiment and Decorative Design subject, particularly the fantasy embroidery component, among eleventh-grade Fashion Design students at SMK Negeri 3 Sungai Penuh. The problem was attributed to the limited learning media available to support students' independent practical learning. This study aimed to develop a valid and practical fantasy embroidery e-module as a learning medium. The research employed the Research and Development (R&D) method using the Four-D (4D) model, consisting of the define, design, and develop stages. The research subjects included 22 eleventh-grade Fashion Design students, five validators consisting of media and subject-matter experts, and one subject teacher. Data were collected through observation, interviews, and validity and practicality questionnaires and were analyzed using descriptive quantitative techniques. The results showed that the fantasy embroidery e-module was successfully developed as an interactive electronic learning medium containing instructional materials, images, videos, and learning activities across four instructional units. The validity test yielded an average score of 87.31%, indicating a very valid category. Meanwhile, the practicality test resulted in scores of 96.44% from the teacher, 91.73% from the small-group trial, and 85.76% from the large-group trial, all of which were categorized as very practical. These findings indicate that the developed fantasy embroidery e-module is feasible for use as an independent learning medium and has the potential to support more effective learning in the vocational school. ABSTRAK Penelitian ini dilatarbelakangi oleh permasalahan pembelajaran pada mata pelajaran Penelitian ini dilatarbelakangi oleh rendahnya ketercapaian tujuan pembelajaran pada mata pelajaran Eksperimen Tekstil dan Desain Hiasan elemen sulaman fantasi di kelas XI Tata Busana SMK Negeri 3 Sungai Penuh yang disebabkan oleh keterbatasan media pembelajaran dalam mendukung praktik belajar secara mandiri. Penelitian ini bertujuan mengembangkan e-modul sulaman fantasi yang valid dan praktis sebagai media pembelajaran bagi siswa. Penelitian menggunakan metode Research and Development (R&D) dengan model Four-D (4D) yang meliputi tahap define, design, dan develop. Subjek penelitian terdiri atas 22 siswa kelas XI Tata Busana, lima validator yang terdiri atas ahli media dan ahli materi, serta seorang guru mata pelajaran. Data dikumpulkan melalui observasi, wawancara, serta angket validitas dan praktikalitas, kemudian dianalisis menggunakan teknik deskriptif kuantitatif. Hasil penelitian menunjukkan bahwa e-modul sulaman fantasi berhasil dikembangkan dalam bentuk media pembelajaran elektronik interaktif yang memuat materi, gambar, video pembelajaran, dan latihan pada empat kegiatan pembelajaran. Hasil uji validitas memperoleh rata-rata skor sebesar 87,31% dengan kategori sangat valid. Sementara itu, hasil uji praktikalitas memperoleh skor sebesar 96,44% oleh guru, 91,73% pada uji kelompok kecil, dan 85,76% pada uji kelompok besar, yang seluruhnya berada pada kategori sangat praktis. Temuan tersebut menunjukkan bahwa e-modul sulaman fantasi memenuhi kriteria kelayakan untuk digunakan sebagai media pembelajaran mandiri sehingga dapat mendukung proses pembelajaran yang lebih efektif pada elemen eksperimen tekstil dan desain hiasan di SMK.

ANALISIS LOYALITAS PELANGGAN TOMORO COFFEE SURABAYA DENGAN KEPUASAN SEBAGAI VARIABEL MEDIASI PADA GENERASI “Z” Rosy Hanun Ambarwati; Dhani Ichsanuddin Nur; Nanik Haryana
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.v6i3.13776

ABSTRACT The increasingly competitive coffee shop industry requires businesses to maintain customer loyalty, particularly among Generation Z, which represents Tomoro Coffee's largest market segment and is more likely to switch brands. This study aims to examine the effects of product quality, price fairness, and electronic word of mouth (e-WOM) on customer loyalty, with customer satisfaction serving as a mediating variable among Tomoro Coffee customers in Surabaya. A quantitative approach employing an explanatory research design was used. The study involved 120 respondents selected through purposive sampling, consisting of Generation Z customers who had purchased Tomoro Coffee at least twice and had been exposed to online reviews of the brand. Data were collected using a Likert-scale questionnaire and analyzed through Partial Least Squares Structural Equation Modeling (PLS-SEM) using SmartPLS 4. The findings indicate that product quality and price fairness have positive and significant effects on both customer satisfaction and customer loyalty. Customer satisfaction also has a positive and significant effect on customer loyalty. In contrast, e-WOM does not significantly influence either customer satisfaction or customer loyalty. Furthermore, customer satisfaction does not mediate the relationships between product quality, price fairness, or e-WOM and customer loyalty. These findings suggest that Generation Z customer loyalty is driven more by direct experiences with product quality and price fairness than by information obtained through digital media. Therefore, Tomoro Coffee should prioritize improving product quality and maintaining appropriate pricing strategies to strengthen long-term customer loyalty. ABSTRAK Persaingan industri coffee shop yang semakin kompetitif menuntut perusahaan untuk mempertahankan loyalitas pelanggan, terutama Generasi Z yang memiliki kecenderungan mudah berpindah merek. Penelitian ini bertujuan menganalisis pengaruh kualitas produk, kesesuaian harga, dan electronic word of mouth (e-WOM) terhadap loyalitas pelanggan dengan kepuasan pelanggan sebagai variabel mediasi pada pelanggan Tomoro Coffee di Surabaya. Penelitian menggunakan pendekatan kuantitatif dengan metode explanatory research. Sampel penelitian terdiri atas 120 responden yang dipilih menggunakan teknik purposive sampling, yaitu pelanggan Generasi Z yang telah melakukan pembelian Tomoro Coffee minimal dua kali dan pernah melihat ulasan mengenai Tomoro Coffee melalui media digital. Data dikumpulkan menggunakan kuesioner berskala Likert dan dianalisis menggunakan Structural Equation Modeling (SEM) berbasis Partial Least Squares (PLS) melalui SmartPLS 4. Hasil penelitian menunjukkan bahwa kualitas produk dan kesesuaian harga berpengaruh positif dan signifikan terhadap kepuasan pelanggan maupun loyalitas pelanggan. Kepuasan pelanggan juga terbukti berpengaruh positif dan signifikan terhadap loyalitas pelanggan. Sebaliknya, e-WOM tidak berpengaruh signifikan terhadap kepuasan maupun loyalitas pelanggan. Selain itu, kepuasan pelanggan tidak mampu memediasi pengaruh kualitas produk, kesesuaian harga, maupun e-WOM terhadap loyalitas pelanggan. Temuan ini menunjukkan bahwa loyalitas pelanggan Generasi Z lebih dipengaruhi oleh pengalaman langsung terhadap kualitas produk dan kesesuaian harga dibandingkan informasi dari media digital. Oleh karena itu, Tomoro Coffee perlu memprioritaskan peningkatan kualitas produk dan penetapan harga yang sesuai sebagai strategi utama dalam mempertahankan loyalitas pelanggan.

PENINGKATAN HASIL BELAJAR PENYAJIAN DATA MENGGUNAKAN PROBLEM BASED LEARNING DI KELAS V SEKOLAH DASAR NEGERI 14 GADUT KAPUBATEN AGAM Ridha Nabila; Melva Zainil; Refiona Andika; ranti Meizatri
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.v6i3.13778

The mathematics learning outcomes of fifth-grade students at SDN 14 Gadut, Agam Regency, on the topic of data representation were still unsatisfactory. Only 9 out of 16 students (56,25%) achieved the Minimum Learning Achievement Criteria (KKTP) of 75. This condition indicated the need for a learning model that actively engages students and promotes contextual problem-solving. This study aimed to improve the mathematics learning outcomes of fifth-grade students on the topic of data representation through the implementation of the Problem Based Learning (PBL) model integrated with the Deep Learning approach. This research employed a Classroom Action Research (CAR) design based on the Kemmis and McTaggart model, conducted in two cycles. The participants consisted of all 16 fifth-grade students, including 10 girls and 6 boys. Data were collected through students' learning outcomes from worksheets (LKPD) and achievement tests, periodic practice exercises, as well as attitude and skills assessment questionnaires. Quantitative data were analyzed using mean scores and learning mastery percentages, while qualitative data were examined through data reduction, data presentation, and conclusion drawing. The findings revealed that learning mastery improved from 50% at the initial stage to 93.75% in Cycle I Meeting I and remained relatively stable at 87.50% until the end of Cycle II. The average cognitive achievement increased from 84.42 to 88.99 during Cycle I but slightly declined to 84.23 in Cycle II. In contrast, students' skills demonstrated consistent improvement, increasing from 71.88 to 76.33. Overall, the results indicate that integrating the Problem Based Learning (PBL) model with the Deep Learning approach contributed positively to improving students' mathematics learning outcomes on the topic of data representation, although the improvement in cognitive achievement was not consistently sustained across all cycles. ABSTRAK Hasil belajar matematika siswa kelas V SDN 14 Gadut Kabupaten Agam pada topik penyajian data masih rendah, terbukti hanya 9 dari 16 siswa (56,25%), yang mencapai Kriteria Ketercapaian Tujuan Pembelajaran (KKTP) sebesar 75, sehingga dibutuhkan model pembelajaran yang mendorong keterlibatan aktif dan penyelesaian masalah kontekstual. Penelitian ini bertujuan untuk menghasilkan peningkatan hasil belajar matematika murid kelas V SDN 14 Gadut. pada topik penyajian data melalui penggunaan model Problem Based Learning (PBL) yang diperkuat pendekatan Deep Learning. Penelitian Tindakan Kelas (PTK) berdasarkan model Kemmis dan McTaggart, dilakukan dalam dua siklus, dengan subjek seluruh murid kelas V berjumlah 16 orang (10 perempuan, 6 laki-laki). Data diperoleh melalui hasil belajar (LKPD dan evaluasi), latihan soal berkala, serta angket sikap dan keterampilan, dianalisis secara kuantitatif berupa persentase ketuntasan dan rata-rata serta kualitatif berdasarkan pengelompokan data, pemaparan data, dan penyimpulan. Berdasarkan hasil penelitian menunjukkan ketuntasan belajar meningkat dari 50% dari tahap awal menjadi 93,75% pada siklus I pertemuan I, kemudian relative stabil pada 87,5% hinga siklus II. Rata-rata pengetahuan meningkat dari 84,42 menjadi 88,99 selama siklus I, namun menurun menjadi 84,23 pada siklus II, sementara keterampilan meningkat konsisten dari 71,88 menjadi 76. Simpulan menunjukkan bahwa implementasi PBL terintegrasi Deep Learning berkontribusi dalam meningkatkan capaian belajar matematika siswa pada topik penyajian data, meskipun capaian pengetahuan belum konsisten meningkat pada seluruh siklus.

EFEKTIVITAS INTERVENSI REPEATED READING DENGAN STRATEGI SELF-MONITORING TERHADAP KELANCARAN MEMBACA SISWA KELAS 6 SD Eka Rosita; Indriyana Rachmawati
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.v6i3.13837

Reading fluency remains a challenge for some elementary school students and may hinder reading comprehension and overall academic achievement. Although repeated reading and self-monitoring have been widely investigated separately, studies integrating both strategies using a Single Subject Research (SSR) approach in elementary school settings remain limited. This study aimed to examine the effectiveness of repeated reading combined with a self-monitoring strategy in improving the reading fluency of sixth-grade elementary school students. The study employed a Single Subject Research approach using an A–B–A design involving two sixth-grade students at SDI Al-Irsyadiah Sangkulirang who experienced reading fluency difficulties. Data were collected through oral reading tests and structured observations using Correct Words Per Minute (CWPM) as the indicator of reading fluency. Data were analyzed descriptively using visual analysis within and across conditions. The results indicated that both participants demonstrated improved reading fluency following the intervention. Participant M improved from 27–34 CWPM during the baseline-1 phase to 33–51 CWPM during the intervention and maintained 44–51 CWPM during baseline-2. Participant RF improved from 77–84 CWPM to 77–118 CWPM during the intervention and maintained 111–120 CWPM during baseline-2. The Percentage of Non-overlapping Data (PND) was 100% for participant M and 75% for participant RF, indicating that the intervention was effective. These findings suggest that repeated reading combined with a self-monitoring strategy is effective in improving reading fluency among sixth-grade elementary school students. ABSTRAK Rendahnya kelancaran membaca masih menjadi kendala yang dialami sebagian siswa sekolah dasar dan dapat menghambat pemahaman bacaan serta keberhasilan belajar. Meskipun strategi repeated reading maupun self-monitoring telah banyak diteliti secara terpisah, kajian yang mengintegrasikan kedua strategi tersebut pada siswa sekolah dasar dengan pendekatan Single Subject Research (SSR) masih terbatas. Penelitian ini bertujuan menganalisis efektivitas intervensi repeated reading yang dipadukan dengan strategi self-monitoring terhadap kelancaran membaca siswa kelas VI SD. Penelitian menggunakan pendekatan Single Subject Research dengan desain A–B–A yang melibatkan dua siswa kelas VI SDI Al-Irsyadiah Sangkulirang yang mengalami hambatan kelancaran membaca. Data dikumpulkan melalui tes membaca nyaring dan observasi menggunakan indikator jumlah kata benar yang dibaca per menit (Correct Words Per Minute). Analisis data dilakukan secara deskriptif melalui analisis visual dalam kondisi dan antar kondisi. Hasil penelitian menunjukkan bahwa kedua subjek mengalami peningkatan kelancaran membaca setelah diberikan intervensi. Subjek M meningkat dari 27–34 kata benar per menit pada fase baseline-1 menjadi 33–51 kata benar per menit selama intervensi dan bertahan pada 44–51 kata benar per menit pada fase baseline-2. Subjek RF meningkat dari 77–84 kata benar per menit menjadi 77–118 kata benar per menit selama intervensi dan bertahan pada 111–120 kata benar per menit pada fase baseline-2. Nilai Percentage of Non-overlapping Data (PND) sebesar 100% pada subjek M dan 75% pada subjek RF menunjukkan bahwa intervensi tergolong efektif. Dengan demikian, repeated reading yang dipadukan dengan strategi self-monitoring efektif meningkatkan kelancaran membaca siswa kelas VI sekolah dasar.

PENINGKATAN KETERAMPILAN BERBICARA PADA SISWA DENGAN SPEECH DELAY KELAS 1 MELALUI METODE PRAKTIK BERBASIS KONTEKSTUAL DI SDN Kurnia; Rendy Roos Handoyo
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.v6i3.13838

This study aimed to examine the effectiveness of a contextual practice-based learning method using the Contextual Teaching and Learning (CTL) approach in improving the speaking skills of first-grade students with speech delay at SDN 002 Sangatta Selatan. The study was motivated by the limited articulation, vocabulary, and verbal communication skills of three students, which resulted in passive classroom participation. This Classroom Action Research (CAR) was conducted in two cycles, each consisting of planning, implementation, observation, and reflection. The participants were three first-grade students with speech delay. Data were collected through classroom observations, oral speaking tests, and documentation, and were analyzed using descriptive quantitative and qualitative techniques. The findings demonstrated that the contextual practice-based method effectively improved students' speaking skills. The average speaking performance increased from 69% in Cycle I to 80% in Cycle II. At the end of the intervention, student AH achieved 93% (Very Well Developed), MNA 82% (Developed as Expected), and RA 79% (Developed as Expected). The CTL components, particularly modelling and inquiry, encouraged students to speak more actively, expand their vocabulary, improve articulation, and develop greater confidence in classroom interactions. ABSTRAK Penelitian ini bertujuan menganalisis efektivitas penerapan metode praktik berbasis Contextual Teaching and Learning (CTL) dalam meningkatkan keterampilan berbicara anak dengan speech delay kelas I di SDN 002 Sangatta Selatan. Penelitian dilatarbelakangi oleh rendahnya kemampuan artikulasi, kosakata, dan komunikasi verbal pada tiga siswa sehingga mereka cenderung pasif dalam pembelajaran. Penelitian menggunakan metode Penelitian Tindakan Kelas (PTK) yang dilaksanakan dalam dua siklus, masing-masing meliputi tahap perencanaan, pelaksanaan, observasi, dan refleksi. Subjek penelitian terdiri atas tiga siswa dengan speech delay. Data dikumpulkan melalui observasi, tes lisan kemampuan berbicara, dan dokumentasi, kemudian dianalisis secara deskriptif kuantitatif dan kualitatif. Hasil penelitian menunjukkan bahwa metode praktik berbasis CTL efektif meningkatkan keterampilan berbicara siswa. Persentase kemampuan berbicara meningkat dari 69% pada Siklus I menjadi 80% pada Siklus II. Pada akhir penelitian, AH mencapai 93% (Berkembang Sangat Baik), MNA 82% (Berkembang Sesuai Harapan), dan RA 79% (Berkembang Sesuai Harapan). Penerapan sintaks CTL, terutama modelling dan inquiry, mendorong siswa lebih aktif berbicara, memperkaya kosakata, meningkatkan kejelasan artikulasi, serta memperkuat kepercayaan diri dalam berinteraksi di kelas.

STRATEGI GURU PAI DAN BUDI PEKERTI DALAM AKOMODASI PEMBELAJARAN HAFALAN DOA SEHARI-HARI SISWA DENGAN HAMBATAN BELAJAR DI SEKOLAH DASAR Dwi Anandyah Purnama Anasputri; Nur Azizah
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.v6i3.13839

Learning to memorize daily prayers for students with learning disabilities requires adaptive instructional strategies that accommodate their diverse learning needs. This study aimed to describe the strategies employed by Islamic Religious Education and Character Education teachers in accommodating daily prayer memorization for students with learning disabilities in elementary schools in Muara Ancalong District. This study employed a descriptive qualitative approach. Data were collected from primary and secondary sources through in-depth interviews, observations, and document analysis. The research focused on instructional approaches, prayer memorization techniques, learning media and resources, as well as the challenges and solutions encountered during the learning process. Data were analyzed using the interactive model of Miles and Huberman, consisting of data reduction, data display, and conclusion drawing. The findings revealed that teachers implemented various instructional accommodation strategies tailored to students' learning characteristics, including flexible teaching approaches, repetitive memorization (drilling), individualized memorization targets, one-on-one guidance, and the use of visual media such as prayer posters placed in relevant locations. Teachers also addressed learning challenges through individualized support, simplified learning materials, gradual instruction, and continuous motivation. These strategies contributed to supporting the learning of daily prayer memorization for students with learning disabilities while fostering a more inclusive learning environment in Islamic Religious Education and Character Education classes. ABSTRAK Pembelajaran hafalan doa sehari-hari bagi siswa dengan hambatan belajar memerlukan strategi pembelajaran yang adaptif agar kebutuhan belajar setiap peserta didik dapat terakomodasi secara optimal. Penelitian ini bertujuan untuk mendeskripsikan strategi guru Pendidikan Agama Islam dan Budi Pekerti dalam mengakomodasi pembelajaran hafalan doa sehari-hari bagi siswa dengan hambatan belajar di sekolah dasar di Kecamatan Muara Ancalong. Penelitian ini menggunakan pendekatan kualitatif dengan jenis deskriptif. Data diperoleh dari sumber primer dan sekunder melalui wawancara mendalam, observasi, dan studi dokumentasi. Fokus penelitian meliputi strategi pendekatan pembelajaran, teknik hafalan doa, penggunaan media dan sumber belajar, serta problematika dan solusi dalam pelaksanaan pembelajaran. Analisis data menggunakan model interaktif Miles dan Huberman yang meliputi reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa guru menerapkan berbagai strategi akomodasi pembelajaran yang disesuaikan dengan karakteristik siswa, meliputi penggunaan pendekatan pembelajaran yang fleksibel, teknik hafalan melalui pengulangan (drilling), penetapan target hafalan sesuai kemampuan siswa, pendampingan secara individual, serta pemanfaatan media visual berupa poster doa pada lokasi yang relevan. Guru juga mengatasi berbagai kendala melalui pendekatan personal, penyederhanaan materi, pembelajaran bertahap, dan pemberian motivasi secara berkelanjutan. Strategi tersebut berkontribusi dalam mendukung pembelajaran hafalan doa sehari-hari bagi siswa dengan hambatan belajar sekaligus mendorong terwujudnya pembelajaran Pendidikan Agama Islam dan Budi Pekerti yang lebih inklusif.

PENINGKATAN KOMPETENSI PEDAGOGIK GURU UNTUK MENDUKUNG PEMBELAJARAN ANAK KETERLAMBATAN BERBICARA DI TAMAN KANAK - KANAK Mulyani; Latip Diat Prasojo
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.v6i3.13840

The implementation of inclusive education in kindergartens requires teachers to possess adequate pedagogical competence to design, implement, and evaluate learning that accommodates diverse student needs. However, many teachers still require continuous professional development to strengthen these competencies. This study aimed to improve teachers' pedagogical competence in supporting inclusive learning through training, mentoring, reflection, and individual coaching within a School Action Research (SAR) framework. The novelty of this study lies in integrating these four professional development strategies into a systematic intervention model for improving teachers' pedagogical competence in early childhood education settings. This study employed School Action Research based on the Kemmis and McTaggart model, consisting of planning, action, observation, and reflection. The participants were teachers at TK Negeri 1, Rantau Pulung District. Data were collected through observations, interviews, and documentation and analyzed using descriptive comparative analysis across cycles. The findings revealed a gradual improvement in teachers' pedagogical competence in each cycle. The average pedagogical competence increased from 60.00% in the preliminary stage to 76.00% in Cycle I and 86.67% in Cycle II, achieving the predetermined success indicators. Improvements were evident in teachers' ability to understand learners' characteristics, design differentiated instruction, implement inclusive classroom practices, and conduct appropriate learning assessments. These findings indicate that integrating training, mentoring, reflection, and individual coaching is effective in enhancing teachers' pedagogical competence to support inclusive learning in kindergarten. ABSTRAK Implementasi pendidikan inklusif di taman kanak-kanak menuntut guru memiliki kompetensi pedagogik yang memadai agar mampu merancang, melaksanakan, dan mengevaluasi pembelajaran sesuai dengan kebutuhan belajar peserta didik yang beragam. Namun, kompetensi pedagogik guru dalam pembelajaran inklusif masih perlu ditingkatkan melalui program pengembangan profesional yang berkelanjutan. Penelitian ini bertujuan untuk meningkatkan kompetensi pedagogik guru dalam mendukung pembelajaran inklusif melalui pelatihan, pendampingan, refleksi, dan individual coaching dalam kerangka Penelitian Tindakan Sekolah (PTS). Kebaruan penelitian ini terletak pada penerapan model pengembangan kompetensi yang mengintegrasikan keempat strategi tersebut secara sistematis dalam satu siklus tindakan untuk meningkatkan kompetensi pedagogik guru pada satuan pendidikan anak usia dini. Penelitian menggunakan pendekatan Penelitian Tindakan Sekolah dengan model Kemmis dan McTaggart yang meliputi tahap perencanaan, tindakan, observasi, dan refleksi. Subjek penelitian adalah guru di TK Negeri 1 Kecamatan Rantau Pulung. Data dikumpulkan melalui observasi, wawancara, dan dokumentasi, kemudian dianalisis secara deskriptif komparatif antar siklus. Hasil penelitian menunjukkan bahwa kompetensi pedagogik guru meningkat secara bertahap pada setiap siklus. Rata-rata kompetensi pedagogik meningkat dari 60,00% pada kondisi awal menjadi 76,00% pada Siklus I dan 86,67% pada Siklus II, sehingga telah mencapai indikator keberhasilan yang ditetapkan. Peningkatan tersebut tampak pada kemampuan guru dalam memahami karakteristik peserta didik, merancang pembelajaran diferensiatif, melaksanakan pembelajaran yang inklusif, serta melakukan evaluasi sesuai kebutuhan belajar peserta didik. Temuan ini menunjukkan bahwa pelatihan yang dipadukan dengan pendampingan, refleksi, dan individual coaching efektif meningkatkan kompetensi pedagogik guru dalam mendukung pembelajaran inklusif di taman kanak-kanak.

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

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