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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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Teori dan Konsep Literasi Budaya Ridha Amalia; Andi Nurfadillah; Anri Anggraeni Iqbal; Abdul Muis; Muhammad Nawir
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.v7i3.6448

Abstract

Cultural literacy is one of the essential competencies required in the twenty-first century to strengthen students' cultural identity, foster tolerance, and develop responsible citizenship in multicultural societies. This study aims to synthesize theories, concepts, principles, implementation strategies, and the educational significance of cultural literacy in elementary schools through a qualitative library research approach. Data were collected from books, scientific journals, policy documents, and other relevant academic sources, and analyzed using descriptive qualitative techniques involving data reduction, data display, and conclusion drawing. The review reveals that cultural literacy extends beyond understanding cultural diversity by serving as a foundation for character education, strengthening the Profile of Pancasila Students, preserving local wisdom, and enhancing citizenship literacy. The findings further indicate that effective implementation is achieved through the integration of cultural values into classroom instruction, the School Literacy Movement (GLS), School Literacy Teams (TLS), reading corners, local languages, traditional games, and collaboration among schools, families, communities, and government. Nevertheless, the review also identifies persistent challenges, including limited cultural learning resources, insufficient teacher competence, and inadequate stakeholder support. This study concludes that strengthening cultural literacy requires systematic collaboration and the integration of local cultural values into elementary education to develop culturally aware, tolerant, and globally competent learners.
Integrasi Nilai Pendidikan Ramah Lingkungan Dalam Kurikulum Pembelajaran Sejarah Indonesia: Kajian Literatur Terhadap Pendekatan Ecopedagogy Ratu Rahmini; Miftahuddin Miftahuddin; Danu Eko Agustinova
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.v7i3.6476

Abstract

The escalating global ecological crisis has urged a fundamental reorientation of education systems toward cultivating environmental awareness among younger generations. In the Indonesian context, history learning has remained predominantly focused on socio-political dimensions, leaving environmental education values largely unintegrated in a systematic and structured manner. This study aims to analyze the integration of environmentally friendly education values into the Indonesian history learning curriculum through the ecopedagogy approach, while simultaneously identifying conceptual models capable of supporting the realization of environmentally conscious history learning on a sustainable basis. A systematic literature review with a qualitative approach was employed, drawing on 12 indexed scientific journal articles selected through purposive sampling and analyzed using the Miles, Huberman, and Saldaña model. Three principal findings emerged: first, ecopedagogy possesses a robust theoretical foundation and can be integrated into several Basic Competencies of history subjects; second, local wisdom and green history serve as authentic mediums that reinforce ecopedagogy implementation through the representation of ecological values in textbooks and local traditions; third, implementation challenges including limited learning resources and insufficient teacher capacity require sustained policy support. Further empirical research is recommended to validate this conceptual framework through direct field-based studies.
Systematic Literature Review: Pengaplikasian Metode Pembelajaran Dalam Pembelajaran Bahasa Indonesia Di Pendidikan Dasar Dalam Meningkatkan Hasil Belajar Siswa Ni Putu Diah Setiarini; Putu Vina Aryadnyani; I Gusti Agung Ayu Putu Listyana; Ni Kadek Krisnadewi; Ketut Novitayanti; I Made Krisna Bayu; Ida Bagus Putrayasa; Ni Ketut Desia Tristiantari
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.v7i3.6489

Abstract

This study examines the effectiveness of various instructional methods in improving Indonesian language learning outcomes among elementary school students. Despite the implementation of diverse teaching approaches, findings on their effectiveness remain fragmented, necessitating a systematic review. The research employed the Systematic Literature Review (SLR) method based on PRISMA guidelines, including identification, screening, eligibility assessment, and study inclusion stages. Data were collected from Google Scholar, SINTA, and accredited national journals. From 45 initially identified articles, 10 studies meeting the inclusion criteria were selected for analysis. Data collection used document analysis with a literature extraction sheet, while analysis was conducted through descriptive and comparative content analysis techniques. The findings reveal that instructional methods such as role playing, project-based learning, problem-based learning, storytelling, demonstration, and jigsaw cooperative learning consistently improve students’ learning outcomes. These improvements include cognitive achievement, speaking skills, learning motivation, participation, and engagement in the learning process. The study concludes that selecting instructional methods suited to students’ characteristics and learning materials is essential for enhancing the quality of Indonesian language instruction in elementary schools.
Implementation of Deep Learning Approach In Arabic Language Instruction At Man 3 Sleman Imam Hizbullah; Margana Margana; Sudarmaji Sudarmaji
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.v7i3.6504

Abstract

This study aims to analyze and evaluate the implementation of a deep learning approach in Arabic language instruction at MAN 3 Sleman, focusing on lesson planning, instructional implementation, learning assessment, and the challenges encountered by teachers. This study employed a qualitative approach with an evaluative case study design. Data were collected through in-depth interviews, classroom observations, and document analysis involving the school principal, vice principal for curriculum, Arabic language teachers, and Grade XII-D students. Data were analyzed using data reduction, data display, and conclusion drawing, while trustworthiness was ensured through source and methodological triangulation. The findings reveal that deep learning principles were substantially integrated into Arabic language instruction. Mindful learning was implemented by activating students’ prior knowledge, monitoring their learning progress, encouraging questioning, and facilitating reflection through self- and peer-assessment. Meaningful learning was achieved by connecting Arabic vocabulary and grammar with authentic classroom objects, daily life contexts, sentence construction, and dialogue activities that enabled students to apply language in real situations. Joyful learning was fostered through interactive teaching strategies, simple games, visual media, spontaneous quizzes, and a supportive classroom atmosphere that promoted active participation and motivation. Learning assessment integrated diagnostic, formative, and summative assessments to evaluate cognitive, affective, and psychomotor domains. However, several challenges remain, including limited variation in instructional technology, teachers’ incomplete understanding of the deep learning approach, and the continued use of standardized MGMP lesson plan formats. The study recommends strengthening teacher professional development and improving instructional design to optimize the implementation of deep learning in Arabic language education.
Pengembangan Game Edukatif Berbasis Pendekatan Etnomatematika Pada Kebudayaan Jawa Timur Andini Safitri; Sumartono Sumartono; Windi Setiawan
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.v7i3.6505

Abstract

Mathematics learning in Indonesia continues to face challenges, particularly in improving students' learning motivation. This study aimed to develop an educational game based on an ethnomathematics approach using East Javanese culture and to evaluate its feasibility and effectiveness in increasing elementary students' learning motivation. This research employed a Research and Development (R&D) method using the ADDIE model, consisting of Analyze, Design, Development, Implementation, and Evaluation stages. The product was implemented with 26 fourth-grade students at UPT SD Negeri 327 Gresik. Data were collected through expert validation, learning motivation questionnaires, and pretest–posttest instruments, then analyzed using descriptive statistics, normality tests, and paired-sample t-tests. The developed game was categorized as highly feasible based on expert validation. The statistical analysis indicated a significant difference between pretest and posttest scores (p = 0.001 < 0.05), demonstrating that the educational game effectively improved students' learning motivation. Therefore, the ethnomathematics-based educational game can serve as an innovative and culturally relevant mathematics learning medium to support elementary school learning.
Evaluasi Model CIPP terhadap Metode Pembelajaran Mentoring pada Mata Pelajaran Pemesinan Bubut Dasar di SMK PGRI 3 Kota Malang Ikhtarul Bagus Hylmiawan; Didik Nurhadi
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.v7i3.6366

Abstract

This study was motivated by the challenge of transferring precise technical skills in the Basic Lathe Machining course at vocational high schools. The purpose of this study was to evaluate the effectiveness of the mentoring learning method at SMK PGRI 3 in Malang using the CIPP (Context, Input, Process, Product) evaluation model. The methodology employed was quantitative descriptive with an evaluative design, involving the entire population of 96 10th-grade Machining Technology students through saturated sampling. The research instrument consisted of a validated Likert-scale questionnaire, analyzed using descriptive statistics. The results indicate that all evaluation dimensions fall into the “highly effective” category, with average scores ranging from 3.48 to 3.55. The most critical finding lies in the product dimension, where the indicator of student independence in using machinery recorded the highest score (3.56), demonstrating the mentoring method’s success in fostering practical autonomy. However, in the process dimension, there is a need to optimize access to mentor consultations to level the playing field regarding students’ learning pace. In conclusion, the mentoring method is an adaptive and accelerative pedagogical strategy for enhancing students’ manufacturing competencies. This study recommends standardizing the mentor-student ratio to ensure more consistent and equitable technical monitoring quality in line with industry standards.
Hubungan Tingkat Pemahaman Perkembangan Kurikulum di Indonesia dengan Self-Regulated Learning Mahasiswa S2 Pendidikan Dasar Hafsah Anas; Atep Sujana; 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.v7i3.6458

Abstract

This study aimed to determine the relationship between the level of understanding of curriculum development in Indonesia and self-regulated learning among master’s students in elementary education. The study employed a quantitative correlational method. The sample consisted of master’s students selected through purposive sampling. Data were collected using questionnaires and analyzed with Pearson Product Moment correlation. The results showed a positive and significant relationship between understanding curriculum development and self-regulated learning (r = 0.598; p < 0.05). The higher the students’ understanding of curriculum development, the better their ability to regulate their learning independently.

Page 65 of 65 | Total Record : 647

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