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NUSRA: Jurnal Penelitian dan Ilmu Pendidikan
Published by Institut Pendidikan Nusantara Global
ISSN : 2715114X     EISSN : 27234649     DOI : -
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Mathematics Other
Development and implementation of educational curriculum. Learning and education services. Educational evaluation in general, including educational processes and outcomes. Education policy, management and financing. Quality, certification and accreditation of education Utilization of information and communication technology in education
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 647 Documents
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Conceptual Integration of Industry Scenario Cards and Hazard Card in Machining Engineering Learning: A Literature Review On Osh-Oriented Technical Education Lutfia Santika Dewi; Rubbayyi Shaffiyyah; Khoirun Nikmatul Laili; Adibah Bahrak; Nila Rahmawati
NUSRA : Jurnal Penelitian dan Ilmu Pendidikan Vol. 7 No. 3 (2026): NUSRA: Jurnal Penelitian dan Ilmu Pendidikan, Agustus 2026
Publisher : LPPM Institut Pendidikan Nusantara Global

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55681/nusra.v7i3.6368

Abstract

Machining engineering learning in higher education faces challenges in balancing technical competency development with occupational safety and health (OSH) awareness. Existing instructional practices in machining workshops are still predominantly product-oriented and procedural, resulting in limited integration of systematic hazard identification and risk analysis during practical activities. This study aims to conceptually examine the integration of industry scenario cards and hazard cards as contextual learning media to support OSH-oriented technical education in machining engineering. This study employed a systematic literature review approach using databases published between 2015 - 2025. The search used keywords including “scenario-based learning”, “hazard card”, “occupational safety and health”, “machining education”, and “engineering education”. The findings indicate that scenario-based learning effectively improves critical thinking, contextual problem solving, and work readiness, while hazard-based visual media strengthen students’ abilities in hazard identification, risk assessment, and safety decision-making. However, previous studies generally implemented both approaches separately and rarely integrated contextual industrial scenarios with systematic workplace hazard analysis in machining education. Therefore, this study proposes a conceptual integration model combining industry scenario cards and hazard cards to support holistic learning involving cognitive, psychomotor, and affective domains. The proposed model contributes theoretically to contextual OSH-oriented vocational pedagogy and practically provides an alternative instructional framework for machining engineering courses in higher education.
Pengaruh Project Based Learning Terhadap Keterampilan Abad 21 Pada Siswa Kelas XI TITL SMKN 1 Jakarta Anissa Nurul Pratiwi; Atep Iman; Irwanto
NUSRA : Jurnal Penelitian dan Ilmu Pendidikan Vol. 7 No. 3 (2026): NUSRA: Jurnal Penelitian dan Ilmu Pendidikan, Agustus 2026
Publisher : LPPM Institut Pendidikan Nusantara Global

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55681/nusra.v7i3.6312

Abstract

This study aims to determine the effect of implementing the PjBL model on the 21st-century skills of 11th-grade TITL students at SMKN 1 Jakarta in the subject of Electrical Lighting Installation. The study was conducted at SMKN 1 Jakarta during the 2025–2026 academic year using a quasi-experimental design, specifically a nonequivalent control group design. The study population consisted of 101 11th-grade TITL students, with a saturated purposive sampling technique resulting in two classes: 11th-grade TITL 2 (33 students) as the experimental group 1 and 11th-grade TITL 1 (33 students) as the control group. Based on the results of the study, it can be concluded that the implementation of the PjBL model has a significant effect on improving students’ 21st-century skills (4Cs), which include critical thinking, creativity, collaboration, and communication. This is indicated by a higher average score in the experimental class compared to the control class, where the experimental class showed an increase of 13.46 points, while the control class only increased by 8.03 points. Furthermore, the results of the hypothesis test using an independent samples t-test showed a significance value (two-tailed) of 0.027 (< 0.05), leading to the rejection of H₀ and the acceptance of Ha.
Keefektifan Model Problem Based Learning Berbantuan Media Blooket Terhadap Kemampuan Pemecahan Masalah Siswa Kelas V Sekolah Dasar Garini Lituhayu; Noening Andrijati
NUSRA : Jurnal Penelitian dan Ilmu Pendidikan Vol. 7 No. 3 (2026): NUSRA: Jurnal Penelitian dan Ilmu Pendidikan, Agustus 2026
Publisher : LPPM Institut Pendidikan Nusantara Global

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55681/nusra.v7i3.6369

Abstract

This study aims to to examine how students’ problem-solving skills related to LCM and GCD are influenced by the implementation of a problem-based learning model supported by the Blooket platform. This study employed a non-equivalent control group design and a quantitative quasi-experimental method. All fifth-grade students in the Wijaya Kusuma Cluster constituted the study population, and 28 students were selected as the sample for the control and experimental groups. Tests and documentation were some of the methods used to collect data. The independent samples t-test, N-Gain test, homogeneity test, and normality test were used to analyze the data. With a significance value  of 0.000 (< 0.05), the study's findings show that students' problem-solving abilities are significantly impacted by the use of the Problem-Based Learning paradigm with the help of the Blooket platform. In addition, the N-Gain score of 0.70 indicates that the students' skills have improved significantly. Therefore, it has been shown that the Blooket platform-supported Problem-Based Learning model is superior to traditional learning in improving students' problem-solving abilities.
Inventarisasi dan Kajian Objek Pemajuan Kebudayaan dan Cagar Budaya Di Kabupaten Pacitan Agoes Hendriyanto; Bakti Sutopo; Sri Iriyanti; Muhammad Rafid Musyaffa
NUSRA : Jurnal Penelitian dan Ilmu Pendidikan Vol. 7 No. 3 (2026): NUSRA: Jurnal Penelitian dan Ilmu Pendidikan, Agustus 2026
Publisher : LPPM Institut Pendidikan Nusantara Global

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55681/nusra.v7i3.6377

Abstract

This study aims to inventory and assess Cultural Advancement Objects (Objek Pemajuan Kebudayaan/OPK) and cultural heritage in Pacitan Regency within the framework of the Indonesiana 2025 Program. This research employed a descriptive qualitative approach conducted across 12 sub-districts in Pacitan Regency, East Java Province. Data were collected through field observations, in-depth interviews with cultural practitioners, community leaders, traditional custodians, and local historians, documentation, and historical studies. The collected data were analyzed using the interactive model of Miles and Huberman, including data reduction, data display, and conclusion drawing. The findings reveal that Pacitan Regency possesses abundant cultural resources, encompassing prehistoric archaeological sites, early socio-political systems, ritual traditions, performing arts, oral traditions, traditional knowledge, and colonial heritage that continue to exist today. These findings demonstrate the continuity of civilization and cultural acculturation that shape the cultural identity of the Pacitan community. This study provides a comprehensive scientific inventory that can serve as a reference for cultural preservation policies and supports sustainable cultural advancement in accordance with Law Number 5 of 2017 concerning Cultural Advancement.
Pengaruh Model Stad Berbantuan Peta Konsep Digital Canva Terhadap Pemahaman Konsep IPS Siswa Sahrul Hidayat; Nurdiansyah Nurdiansyah; Tiara Yogiarni
NUSRA : Jurnal Penelitian dan Ilmu Pendidikan Vol. 7 No. 3 (2026): NUSRA: Jurnal Penelitian dan Ilmu Pendidikan, Agustus 2026
Publisher : LPPM Institut Pendidikan Nusantara Global

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55681/nusra.v7i3.6386

Abstract

Conceptual understanding in social studies is an essential competency for elementary school students to comprehend social phenomena meaningfully. However, many students still demonstrate low conceptual understanding due to teacher-centered learning and limited use of innovative instructional media. This study aims to analyze the effect of the Student Teams Achievement Division (STAD) model assisted by Canva-based digital concept maps on students' conceptual understanding in social studies. This research employed a quasi-experimental approach with a nonequivalent control group design. The subjects were fourth-grade students of SDN 9 Nagrikaler, divided into experimental (34 students) and control groups (32 students). The instrument consisted of 20 multiple-choice questions analyzed using IBM SPSS version 29. The results showed a significant difference between groups with a posttest significance value of 0.011 < 0.05. The mean posttest score of the experimental group was 83.09, higher than the control group at 72.81. The N-Gain score of the experimental group was 53.46 (moderate), higher than the control group at 38.00 (moderate). Regression analysis showed F = 64.415 (p < 0.001) with R² = 0.502, indicating STAD contributed 50.2% to the improvement of social studies conceptual understanding. These findings indicate that the STAD model assisted by Canva digital concept maps has a positive and significant effect.
Implementation of Green Curriculum in Vocational Education: A Preliminary Study in Vocational High Schools (SMK) in Malang City Novia Nailatun Nufus; Purnomo Purnomo; Eddi Sutadji
NUSRA : Jurnal Penelitian dan Ilmu Pendidikan Vol. 7 No. 3 (2026): NUSRA: Jurnal Penelitian dan Ilmu Pendidikan, Agustus 2026
Publisher : LPPM Institut Pendidikan Nusantara Global

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55681/nusra.v7i3.6388

Abstract

The increasing demand for sustainability-oriented competencies has encouraged vocational education institutions to integrate green curriculum principles into teaching and learning practices. This study aims to examine the implementation of the green curriculum in vocational education and identify institutional challenges in supporting sustainability integration. A descriptive quantitative approach with an exploratory design was employed. Data were collected using a 15-item Likert-scale questionnaire administered to four Heads of Fashion Design Study Programs from four vocational high schools (SMKs) in Malang City, Indonesia. The findings indicate that green curriculum implementation is generally at a high level, particularly in curriculum integration, instructional practices, and facilities supporting sustainability. However, teacher capacity development, alignment with green industry requirements, and evaluation systems remain only moderately implemented, indicating an implementation gap between pedagogical practices and institutional readiness. The study contributes to the literature by conceptualizing green curriculum implementation as a multidimensional institutional process rather than merely a pedagogical innovation. Nevertheless, the findings should be interpreted with caution because the study involved only four participants and was designed as an exploratory investigation, limiting the generalizability of the results. Future studies are recommended to involve larger samples and diverse vocational education sectors to strengthen empirical evidence.
Pengaruh Model Problem Based Learning (PBL) Berbantuan Media Kartu Soal Berbasis Canva Terhadap Kemampuan Berpikir Kritis Siswa SD Jidan Fauzi; Sofyan Iskandar; Tiara Yogiarni
NUSRA : Jurnal Penelitian dan Ilmu Pendidikan Vol. 7 No. 3 (2026): NUSRA: Jurnal Penelitian dan Ilmu Pendidikan, Agustus 2026
Publisher : LPPM Institut Pendidikan Nusantara Global

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55681/nusra.v7i3.6389

Abstract

Critical thinking skills play an essential role in elementary education; however, students' critical thinking abilities remain relatively low. This study aimed to: (1) examine the effect of the Problem-Based Learning (PBL) model assisted by Canva-based question card media on elementary students' critical thinking skills, and (2) compare the improvement in critical thinking skills between students taught using the PBL model and those taught using the Discovery Learning model. This study employed a quasi-experimental method with a nonequivalent control group design involving 50 fourth-grade students, consisting of 25 students in the experimental class and 25 students in the control class. Data were collected using pre-test and post-test critical thinking tests and analyzed through normality, homogeneity, independent sample t-test, and simple linear regression. The findings revealed that the PBL model assisted by Canva-based question card media had a significant positive effect on students' critical thinking skills. Furthermore, students in the experimental class demonstrated significantly higher improvement than those in the control class. Therefore, the PBL model assisted by Canva-based question card media can serve as an effective alternative learning strategy to enhance elementary students' critical thinking skills.
Cerita Siswa Tentang Membaca: Refleksi Pendekatan Humanistik Dalam Membangun Minat Baca Anak Safina Kapriyati
NUSRA : Jurnal Penelitian dan Ilmu Pendidikan Vol. 7 No. 3 (2026): NUSRA: Jurnal Penelitian dan Ilmu Pendidikan, Agustus 2026
Publisher : LPPM Institut Pendidikan Nusantara Global

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55681/nusra.v7i3.6396

Abstract

Students' reading interest at the elementary school level remains low in the digital era due to excessive exposure to digital devices, limited intrinsic motivation, and reading activities that are often perceived as compulsory academic tasks rather than enjoyable experiences. This condition highlights the need for an instructional approach that not only develops reading skills but also addresses students' emotional needs and psychological well-being. Therefore, a humanistic approach was adopted because it emphasizes respect for students' interests, needs, and individual potential, thereby fostering intrinsic motivation to read. This study aimed to explore students' subjective experiences and describe the implementation of a humanistic approach in promoting reading interest through authentic student narratives. A qualitative descriptive design was employed. Thirty-two fourth-grade students completed an initial questionnaire, after which four students and one classroom teacher were purposively selected for in-depth interviews and classroom observations. Data credibility was ensured through methodological triangulation and analyzed using the Miles and Huberman interactive model. The findings revealed that the humanistic approach enhanced students' intrinsic reading interest through five key elements: autonomy in selecting reading materials, a comfortable reading environment, teachers as reading role models, empathetic guidance, and unconditional appreciation of students' progress. The study concludes that the humanistic approach transforms reading into a meaningful and enjoyable learning experience that effectively strengthens students' intrinsic motivation to read.
Kontribusi Inovasi Kurikulum Terhadap Kinerja Guru Sekolah Dasar: Tinjauan Literatur Sistematis Shafa Nisa Al-Iman; Effy Mulyasari
NUSRA : Jurnal Penelitian dan Ilmu Pendidikan Vol. 7 No. 3 (2026): NUSRA: Jurnal Penelitian dan Ilmu Pendidikan, Agustus 2026
Publisher : LPPM Institut Pendidikan Nusantara Global

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55681/nusra.v7i3.6397

Abstract

Curriculum changes in elementary education require effective innovation management to improve teacher performance. Although previous studies have examined the relationship between curriculum management and teacher performance, their findings remain fragmented and primarily focus on direct effects without providing an integrated understanding of the underlying mechanisms and emerging research trends. This study addresses this gap by synthesizing existing evidence to develop a comprehensive conceptual understanding of how curriculum innovation management contributes to teacher performance. A Systematic Literature Review (SLR) was conducted following the framework proposed by Xiao and Watson, including problem formulation, review protocol development, literature search, study screening, quality assessment, data extraction, data synthesis, and reporting. Literature published between 2015 and 2026 was retrieved from Google Scholar. Following the PRISMA selection process, 30 studies met the inclusion criteria and were analyzed. The findings indicate that curriculum innovation management enhances teacher performance by strengthening pedagogical competence, instructional creativity, adaptability to curriculum reform, and collaborative professional culture. The review further identifies teacher motivation, organizational commitment, and pedagogical competence as key mediating factors, while principal leadership, professional development, educational policy, and school facilities function as moderating factors. The novelty of this review lies in the development of an integrated conceptual synthesis that explains the interaction between direct, mediating, and moderating factors while identifying current research trends and future research directions. These findings provide evidence-based insights for strengthening curriculum innovation management to improve teacher professionalism and the quality of elementary education.
Community Empowerment Strategy Through Non-Formal Education in Increasing Participation in Tourism Village Management in Ogan Komering Ulu Regency Zelpi Sapriana; Yudan Hermawan
NUSRA : Jurnal Penelitian dan Ilmu Pendidikan Vol. 7 No. 3 (2026): NUSRA: Jurnal Penelitian dan Ilmu Pendidikan, Agustus 2026
Publisher : LPPM Institut Pendidikan Nusantara Global

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55681/nusra.v7i3.6399

Abstract

This study aims to examine community empowerment strategies through non-formal education to increase community participation in the management of tourism villages in Kelumpang Village, Ogan Komering Ulu Regency. The researchers used a qualitative, descriptive approach. Data collection techniques were conducted through interviews, observation, and documentation, involving the community, tourism managers, and related parties as informants. The results of the study indicate that community empowerment strategies are implemented through skills training, outreach, mentoring, the use of digital technology, and strengthening community institutions. These strategies are participatory, contextual, and sustainable, thus increasing community capacity in terms of knowledge, skills, and attitudes. Community participation has increased, as demonstrated by involvement in the planning, implementation, and evaluation stages of tourism village management, although not evenly distributed. Supporting factors include natural resource potential, economic opportunities, and community social support, while inhibiting factors include low awareness among some communities, limited human resource capacity, and suboptimal institutional arrangements. Thus, non-formal education plays a strategic role in encouraging increased community participation in the sustainable management of tourism villages.

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