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ALACRITY : Journal Of Education
Published by Lembaga Peduli Pengembangan Pendidikan Indonesia
ISSN : -     EISSN : 27754138     DOI : https://doi.org/10.52121/alacrity.v1i3
Core Subject : Education,
Education Other
ALACRITY : Journal Of Education is an interdisciplinary publication of original research and writings on education that publishes articles in journal form to an international audience of educational researchers. This journal aims to provide a forum for scientific understanding of the fields of education, social and management and play an important role in promoting the accumulation of knowledge, values, and skills that are transmitted from one generation to another; and to make the methods and content of evaluation and research in education available to teachers, administrators, students, faculty and research workers. This journal covers a wide range of topics,Learning, including, social, curriculum, management science, educational philosophy and educational approaches.
Arjuna Subject : Umum - Umum
Articles 51 Documents
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Search results for , issue "Volume 5 Nomor 2 Juni 2025" : 51 Documents clear
Studi Komparatif: Menilik Perbedaan dan Persamaan Pendidikan di Indonesia dan Jepang Gusriani, Amelia; Ash-Shiddiqy, Ahmad Rifqy; Dahniar, Dahniar; Hastuti, Dini Dwi; Agustina, Elly; Ester, Ester; Nur, Fauziah
ALACRITY : Journal of Education Volume 5 Nomor 2 Juni 2025 | IN PRESS
Publisher : LPPPI Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52121/alacrity.v5i2.771

Abstract

Penelitian ini bertujuan untuk membandingkan struktur kurikulum pendidikan dasar dan menengah di Indonesia dan Jepang guna mengidentifikasi keunggulan, tantangan, serta potensi adopsi praktik baik dari masing-masing negara. Metode penelitian yang digunakan adalah studi literatur dengan pendekatan deskriptif-komparatif, yang mengkaji berbagai sumber ilmiah, kebijakan pendidikan nasional, serta dokumen kurikulum resmi yang diterbitkan dalam lima tahun terakhir. Hasil analisis menunjukkan bahwa kurikulum Jepang memiliki struktur yang lebih terstandarisasi, dengan penekanan kuat pada pembentukan karakter, penguatan nilai-nilai moral, dan pengembangan kompetensi abad ke-21 seperti berpikir kritis, kolaborasi, dan literasi digital. Kurikulum Jepang juga dirancang secara terintegrasi antara pusat dan daerah dengan dukungan kebijakan yang konsisten serta pelatihan guru yang berkelanjutan. Sementara itu, kurikulum di Indonesia, seperti Kurikulum 2013 dan Kurikulum Merdeka, menawarkan fleksibilitas dalam penerapan di tingkat satuan pendidikan, memungkinkan penyesuaian dengan konteks lokal. Namun, implementasinya seringkali dihadapkan pada tantangan seperti kesenjangan kualitas antar wilayah, keterbatasan sumber daya, serta kurangnya pelatihan dan pendampingan bagi pendidik. Studi ini menyimpulkan bahwa pengembangan kurikulum di Indonesia perlu diarahkan pada peningkatan konsistensi pelaksanaan, penguatan peran guru sebagai fasilitator, serta peningkatan kualitas evaluasi pendidikan. Dengan mengadopsi beberapa pendekatan dari sistem Jepang yang sudah teruji, Indonesia berpotensi membangun kurikulum yang tidak hanya adaptif dan relevan secara global, tetapi juga berkeadilan dan kontekstual. Penelitian ini diharapkan dapat menjadi kontribusi bagi perumusan kebijakan pendidikan yang lebih progresif dan berkelanjutan di masa depan.
Peran Orang Tua dan Terbatasnya Alat Peraga dalam Implementasi Kurikulum Merdeka di SDN Mawar 4 Amalia, Dini; Norrahmah, Farisha; Fitriah, Fitriah; Shopia, Zahra; Aslamiah, Aslamiah; Pratiwi , Diani Ayu
ALACRITY : Journal of Education Volume 5 Nomor 2 Juni 2025 | IN PRESS
Publisher : LPPPI Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52121/alacrity.v5i2.781

Abstract

Kurikulum Merdeka merupakan program dari Kementerian Pendidikan yang memberi keleluasaan kepada sekolah untuk mengatur pembelajaran sesuai dengan kebutuhan peserta didik dan kondisi lingkungan setempat. Penelitian ini bertujuan untuk mengetahui bagaimana peran orang tua dan keterbatasan alat peraga memengaruhi implementasi Kurikulum Merdeka di SDN Mawar 4. Penelitian ini menggunakan metode kualitatif dengan pendekatan deskriptif. Data diperoleh melalui wawancara dengan kepala sekolah di SDN Mawar 4 dan dianalisis secara mendalam. Hasilnya menunjukkan bahwa orang tua masih belum sepenuhnya memahami tujuan dari Kurikulum Merdeka, terutama bahwa keberhasilan peserta didik tidak hanya dilihat dari nilai, tetapi juga dari sikap, karakter, dan keterampilan peserta didik. Peran serta orang tua yang kurang aktif menjadi tantangan tersendiri dalam mendukung proses pembelajaran. Selain itu, keterbatasan alat peraga juga menjadi hambatan dalam kegiatan belajar mengajar, meskipun guru telah berupaya mengatasinya dengan menggunakan media digital seperti video pembelajaran dan sumber daya yang tersedia. Meskipun menghadapi berbagai tantangan, guru dan sekolah tetap berusaha menjalankan Kurikulum Merdeka dengan menyesuaikan kondisi dan kemampuan yang ada, serta terus berupaya meningkatkan kualitas pembelajaran secara bertahap.
Unlocking Better Reading Skills: How Multimedia and Interactive Tools Make a Difference Nurhasanah, Indri; Firdaus, Masagus
ALACRITY : Journal of Education Volume 5 Nomor 2 Juni 2025 | IN PRESS
Publisher : LPPPI Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52121/alacrity.v5i2.782

Abstract

Using multimedia and interactive tools in reading instruction has become more popular as a way to improve student engagement and understanding in an increasingly digital educational environment. The effectiveness of these digital resources which include interactive apps, educational games, and e-books in enhancing reading abilities across a range of learner profiles is investigated in this paper. This study synthesizes information from 35 peer-reviewed articles published between 2020 and 2024 using a qualitative research methodology. The review demonstrates the potential of multimedia technologies to create a more dynamic learning environment by highlighting important advantages including improved motivation, comprehension, and differentiation of instruction. The study does, however, also address some significant shortcomings, such as teacher readiness, content quality, equity concerns, cognitive overload, and reliance on technology. In order to optimize learning outcomes, these criteria highlight the need for thorough educator training and fair access to digital resources. This article offers insightful information for educators and government official who want to incorporate technology in a way that promotes reading development by outlining both its advantages and disadvantages. The results imply that although multimedia tools have the potential to revolutionize literacy instruction, their application needs to be carefully considered to guarantee the best possible learning outcomes.
Efektivitas Penggunaan LMS (Learning Management System) dalam Diklat Daring untuk Meningkatkan Pedagogik Guru Iriani, Umi; Hestivik, Chelsi; Fadila, Yosi; Sindo, Pablo; Afriza, Afriza
ALACRITY : Journal of Education Volume 5 Nomor 2 Juni 2025 | IN PRESS
Publisher : LPPPI Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52121/alacrity.v5i2.784

Abstract

This study investigates the effectiveness of Learning Management Systems (LMS) in enhancing the pedagogical skills of teachers through online training. In the context of increasing globalization and the need for quality education, the research aims to identify how LMS can bridge the gap in access to professional development, particularly for educators in remote areas. Utilizing a qualitative approach with phenomenological case studies, data were collected through semi-structured interviews and document analysis involving six teachers from UPT SMP Negeri 6 Siak Hulu. The findings reveal that LMS significantly facilitates structured learning by providing easy access to educational resources, tasks, and assessments. Teachers reported positive experiences, highlighting improved organization and interaction in their teaching practices. However, challenges such as unstable internet connectivity and the need for adaptation to new technology were also identified. The study underscores the importance of ongoing support and training for educators to maximize the benefits of LMS. These findings contribute to the broader discourse on integrating technology in education, emphasizing that effective implementation of LMS can enhance teaching quality and student outcomes. Overall, this research advocates for continued investment in technological resources and training to foster an effective learning environment in modern education.
Dampak Pelatihan Guru dalam Mendukung Implementasi Kurikulum Merdeka di Kelas Yudistira, Srikandi; Iriani, Umi; Hestivik, Chelsi; Andriani, Tuti
ALACRITY : Journal of Education Volume 5 Nomor 2 Juni 2025 | IN PRESS
Publisher : LPPPI Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52121/alacrity.v5i2.785

Abstract

Education in Indonesia has advanced rapidly through curriculum reform, including the implementation of the Merdeka Curriculum. This study aims to explore the impact of teacher training in supporting the implementation of this curriculum in classrooms. The method used is a literature review with a qualitative and descriptive approach, analyzing data from various relevant literature and academic journals. The findings indicate that teacher training plays a crucial role in enhancing pedagogical and professional competencies, as well as addressing challenges that arise during curriculum implementation. Trained teachers are better equipped to create adaptive and inclusive learning environments that support student character development. Furthermore, ongoing training helps teachers integrate technology into their teaching, thereby increasing student engagement. These findings suggest that targeted professional development efforts can significantly influence educational quality and the successful implementation of the Merdeka Curriculum.
Penerapan Layanan Konseling Kelompok Teknik Realitas dalam Mengatasi Kepercayaan Diri pada Siswa SMP Negeri 29 Medan Sari, Indah Putri; Lesmana, Gusman; Aguslina, Aguslina
ALACRITY : Journal of Education Volume 5 Nomor 2 Juni 2025 | IN PRESS
Publisher : LPPPI Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52121/alacrity.v5i2.799

Abstract

This classroom action research investigates the application of group counselling using Reality Therapy to address low self-confidence among ninth-grade students at SMP Negeri 29 Medan. Employing a descriptive qualitative approach through two action-reflection cycles, the intervention involved planning, implementation, observation, and reflective stages. Data were gathered via observations, checklists, field notes, and student reflections, then analysed following Miles and Huberman’s model of data reduction, data display, and conclusion drawing. Findings reveal that after the Reality Therapy sessions, at least 75% of participants demonstrated significant gains in self-confidence, active classroom participation, and perceived ability to manage academic challenges. Limitations include time constraints for deeper intervention and external factors such as family support. Overall, Reality Therapy in group counselling proved effective in enhancing students’ self-confidence and offers a replicable model for school counselling programs.
Efektifitas Layanan Bimbingan Kelompok Teknik Psikodrama Dalam Mengatasi Sikap Gugup Dalam Belajar pada Siswa Maisarah, Cut; Lesmana, Gusman; Aguslina, Aguslina
ALACRITY : Journal of Education Volume 5 Nomor 2 Juni 2025 | IN PRESS
Publisher : LPPPI Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52121/alacrity.v5i2.800

Abstract

The Influence of Increased Understanding Through Direct Interaction Strategies on Class XI Students in Reading Instruction at SMK Telkom 2 Medan Tamilan, Susmita; Pangaribuan, Darman
ALACRITY : Journal of Education Volume 5 Nomor 2 Juni 2025 | IN PRESS
Publisher : LPPPI Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52121/alacrity.v5i2.801

Abstract

This study investigates the effect of Direct Interaction Strategy on enhancing reading comprehension among Grade XI students at SMK Telkom 2 Medan. Reading comprehension is a fundamental skill in vocational education, yet many students continue to struggle with understanding texts due to low motivation and the use of passive instructional strategies. To address this issue, this research applies the Direct Interaction Strategy, which promotes structured, student-centered learning through active engagement, peer collaboration, and continuous feedback. A quasi-experimental quantitative design was employed, involving two groups: an experimental class taught using the Direct Interaction Strategy, and a control class taught with traditional methods. Pre-tests and post-tests were administered to assess students' comprehension before and after the intervention. The findings reveal a significant improvement in the reading scores of students in the experimental group, with an average increase of 31.92 points, compared to only 4.4 points in the control group. The results of the t-test analysis (t =5.40) confirm that the improvement was statistically significant. These findings suggest that the Direct Interaction Strategy is an effective instructional method for improving students’ reading comprehension. This study contributes theoretically by strengthening the understanding of interactive teaching methods and offers practical implications for educators seeking to improve literacy outcomes in vocational school settings.
Strategi Guru Pendidikan Agama Islam dalam Mengantisipasi Kekerasan Verbal Melalui Pendidikan Anti Bullying di Sekolah Menengah Atas Negeri 1 Sibabangun Siregar, Mulatua; Zulhammi, Zulhammi; Hasibuan, Zainal Efendi
ALACRITY : Journal of Education Volume 5 Nomor 2 Juni 2025 | IN PRESS
Publisher : LPPPI Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52121/alacrity.v5i2.802

Abstract

Many student problems often trigger bullying behavior, usually driven by the desire to gain attention or feel valued among peers. When students fail to find a supportive social circle, they may act out by mocking or disturbing others. Such behavior often appears as showing off, teasing, mischief, or unnecessary interruptions during lessons. Addressing these issues requires collaboration among homeroom teachers, BK (guidance counselors), Islamic Religious Education (PAI) teachers, and parents. However, this effort is not easy and needs continuous socialization and awareness programs involving both school staff and families. Bullying has wide-ranging effects, especially for victims who face increased risks of physical and mental health problems such as depression, anxiety, sleep disorders, and physical complaints like headaches and stomachaches. Victims may also lose motivation to learn and feel unsafe at school. This study used a qualitative method to explore social issues like bullying. Findings show that bullying is still prevalent among Indonesian high school students, largely due to poor parental attention and negative peer influence. Therefore, the role of teachers, especially PAI and BK teachers, is vital in providing consistent guidance and intervention to prevent and reduce bullying behavior within the school environment.
Pengalaman Guru dalam Menilai Sikap Religius Siswa pada Pembelajaran Matematika: Studi Kualitatif Berbasis Nilai Islam Jamiat, Ahmad; Remiswal, Remiswal; Khadijah, Khadijah
ALACRITY : Journal of Education Volume 5 Nomor 2 Juni 2025 | IN PRESS
Publisher : LPPPI Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52121/alacrity.v5i2.803

Abstract

This study aims to explore the experiences of mathematics teachers in assessing students’ religious attitudes at SMPN 25 Padang. The research focuses on how teachers understand, implement, and evaluate religious values in mathematics instruction, as well as the challenges they face. A qualitative approach with a phenomenological method was employed. Primary data were collected through in-depth interviews, observations, and documentation, involving Grade VII mathematics teachers as key informants. The findings reveal that teachers possess a strong understanding of religious values such as honesty, responsibility, patience, and discipline, and actively integrate these values into their teaching practices. Assessment is conducted through daily observation, student reflection journals, attitude rubrics, and both self- and peer-assessment. However, teachers encounter challenges related to limited time, subjective judgments, and a lack of standardized instruments. These findings highlight the need for continuous training, peer collaboration, and support from both the school and parents. The study offers important implications for the development of character education based on Islamic values that can be effectively embedded within mathematics instruction.

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