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PENGARUH METODE PEER TUTORING TERHADAP KEMAMPUAN DESAIN BUSANA SISWA KELAS XI TATA BUSANA SMKN 8 PADANG Alin Saqila; Nurul Inayah Hutasuhut; Ernawati Ernawati; Yulia Aryati
EDUCATOR : Jurnal Inovasi Tenaga Pendidik dan Kependidikan Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/educator.v6i3.15133

ABSTRACT Fashion design skills are an important competency in Fashion Design learning. However, learning that is still dominated by conventional methods may limit student engagement and opportunities to receive direct guidance. This study aimed to analyze the effect of the peer tutoring method on the fashion design skills of Grade XI Fashion Design students at SMKN 8 Padang. This study employed a quantitative approach using a quasi-experimental method with a nonequivalent control group design. The sample consisted of 36 students selected through total sampling, comprising an experimental class and a control class. Data were collected through pretests, posttests, practical design assessments, and observations of learning implementation. The data were analyzed using descriptive statistics, N-Gain, prerequisite tests, and an Independent Samples t-Test. The results showed that students who participated in learning using the peer tutoring method demonstrated greater improvement in fashion design skills than those who participated in conventional learning. This improvement was indicated by a significant difference in final learning outcomes between the experimental and control groups. The implementation of peer tutoring was also categorized as very good. These findings indicate that the peer tutoring method can create more active learning through peer interaction, peer guidance, collaborative practice, and direct feedback. Therefore, peer tutoring can serve as an alternative learning method to support the development of students' fashion design skills in vocational education. ABSTRAK Kemampuan desain busana merupakan salah satu kompetensi penting dalam pembelajaran Tata Busana. Namun, pembelajaran yang masih didominasi metode konvensional dapat membatasi keterlibatan siswa dan kesempatan memperoleh bimbingan secara langsung. Penelitian ini bertujuan menganalisis pengaruh metode peer tutoring terhadap kemampuan desain busana siswa kelas XI Tata Busana SMKN 8 Padang. Penelitian menggunakan pendekatan kuantitatif dengan metode quasi experiment dan desain nonequivalent control group. Sampel penelitian berjumlah 36 siswa yang dipilih melalui total sampling, terdiri atas kelas eksperimen dan kelas kontrol. Pengumpulan data dilakukan melalui pretest, posttest, penilaian praktik desain, dan observasi keterlaksanaan pembelajaran. Data dianalisis menggunakan statistik deskriptif, N-Gain, uji prasyarat, dan Independent Samples t-Test. Hasil penelitian menunjukkan bahwa kemampuan desain busana siswa yang mengikuti pembelajaran dengan metode peer tutoring mengalami peningkatan yang lebih baik dibandingkan siswa yang mengikuti pembelajaran konvensional. Peningkatan tersebut ditunjukkan oleh perbedaan hasil belajar akhir yang signifikan antara kelas eksperimen dan kelas kontrol. Keterlaksanaan pembelajaran peer tutoring juga berada pada kategori sangat baik. Temuan tersebut menunjukkan bahwa metode peer tutoring dapat menciptakan pembelajaran yang lebih aktif melalui interaksi antarsiswa, bimbingan teman sebaya, latihan kolaboratif, dan pemberian umpan balik secara langsung. Dengan demikian, metode peer tutoring dapat menjadi alternatif pembelajaran untuk mendukung peningkatan kemampuan desain busana siswa pada pendidikan kejuruan.

PERAN KOMUNITAS BELAJAR GURU DALAM MENINGKATKAN KEMAMPUAN BERPIKIR KREATIF SISWA DI SD 3 INPRES BIROBULI KOTA Jumardin Jumardin; Nurdin Nurdin; Adawiyah Adawiyah
EDUCATOR : Jurnal Inovasi Tenaga Pendidik dan Kependidikan Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/educator.v6i3.15178

ABSTRACT This study was motivated by the importance of supporting the development of students’ creative thinking skills through active, contextual, and innovative learning, as well as the need for professional teacher collaboration in designing such learning. This study aimed to describe the role of teacher learning communities (Kombel) in supporting the development of students’ creative thinking skills at SD 3 Inpres Birobuli, Palu City, identify the forms of Kombel activities that support creative learning, and analyze the supporting and inhibiting factors in their implementation. This study employed a descriptive qualitative approach. Data were collected through observation, interviews, and documentation, with the principal and teachers serving as the primary data sources regarding the implementation of Kombel and its application in classroom learning. Data were analyzed through data reduction, data presentation, and conclusion drawing, while data validity was examined through triangulation. The findings indicate that Kombel serves as a professional collaboration forum for teachers through experience sharing, discussion of learning problems, reflection, lesson planning, sharing of good practices, and the development of creative learning media and activities. These practices support learning environments that provide students with opportunities to generate ideas, try various problem-solving strategies, and develop ideas fluently, flexibly, originally, and elaboratively. Supporting factors include teacher commitment, principal support, a collaborative culture, and openness in sharing practices, while inhibiting factors include limited time, differences in teachers’ abilities and experiences, and inadequate learning facilities. The contribution of this study lies in providing an empirical description of how teacher learning communities function as a collaborative mechanism for supporting creative-learning practices oriented toward the development of students’ creative thinking skills at the elementary school level. This study does not quantitatively measure an increase in students’ creative thinking skills but identifies the contribution of Kombel based on observed learning practices and information obtained from the research participants. ABSTRAK Penelitian ini dilatarbelakangi oleh pentingnya pengembangan kemampuan berpikir kreatif siswa melalui pembelajaran yang aktif, kontekstual, dan inovatif serta perlunya kolaborasi profesional guru dalam merancang pembelajaran tersebut. Penelitian ini bertujuan untuk mendeskripsikan peran komunitas belajar (Kombel) guru dalam mendukung pengembangan kemampuan berpikir kreatif siswa di SD 3 Inpres Birobuli Kota Palu, mengidentifikasi bentuk kegiatan Kombel yang mendukung pembelajaran kreatif, serta menganalisis faktor pendukung dan penghambat pelaksanaannya. Penelitian ini menggunakan pendekatan kualitatif deskriptif. Data diperoleh melalui observasi, wawancara, dan dokumentasi dengan kepala sekolah dan guru sebagai sumber data utama, yang memberikan informasi mengenai pelaksanaan Kombel dan penerapannya dalam pembelajaran. Analisis data dilakukan melalui tahapan reduksi data, penyajian data, dan penarikan kesimpulan, sedangkan keabsahan data diperiksa melalui triangulasi. Hasil penelitian menunjukkan bahwa Kombel berperan sebagai wadah kolaborasi profesional guru melalui kegiatan berbagi pengalaman, diskusi permasalahan pembelajaran, refleksi, perencanaan pembelajaran, berbagi praktik baik, serta pengembangan media dan aktivitas pembelajaran kreatif. Praktik tersebut mendukung terciptanya pembelajaran yang memberikan ruang kepada siswa untuk menghasilkan gagasan, mencoba berbagai cara penyelesaian, dan mengembangkan ide secara lancar, luwes, orisinal, dan elaboratif. Faktor pendukung meliputi komitmen guru, dukungan kepala sekolah, budaya kolaborasi, dan keterbukaan dalam berbagi praktik, sedangkan faktor penghambat meliputi keterbatasan waktu, perbedaan kemampuan dan pengalaman guru, serta keterbatasan sarana pembelajaran. Kontribusi penelitian ini terletak pada deskripsi empiris mengenai bagaimana komunitas belajar guru digunakan sebagai mekanisme kolaboratif untuk mendukung pengembangan pembelajaran yang berorientasi pada kemampuan berpikir kreatif di tingkat sekolah dasar. Penelitian ini tidak mengukur peningkatan kemampuan berpikir kreatif siswa secara kuantitatif, tetapi mengidentifikasi kontribusi Kombel berdasarkan praktik pembelajaran dan informasi yang diperoleh dari sumber data penelitian.

IMPLEMENTASI APLIKASI DISCORD SEBAGAI MEDIA BLENDED LEARNING TERHADAP KEMAMPUAN LITERASI NUMERASI MATEMATIKA SISWA SMP Ahmad Nur Shodiq; Luluk Faridah; Abdur Rohim
EDUCATOR : Jurnal Inovasi Tenaga Pendidik dan Kependidikan Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/educator.v6i3.15193

Numeracy literacy is an essential competency that students need to develop in order to understand and apply mathematical concepts in various everyday situations. However, students' numeracy literacy skills still need to be strengthened through learning that encourages active engagement and the use of digital technology. This study aims to describe the implementation of Discord as a blended learning medium and the changes in students' mathematical numeracy literacy skills on the topic of exponents and roots. This study employed a descriptive qualitative approach involving 15 eighth-grade students at MTs Al-Hidayah Padenganploso. Data were collected through observations of teacher and student activities, a student response questionnaire, and pretest and posttest of mathematical numeracy literacy. The data were analyzed descriptively to describe the implementation of learning, student responses, and changes in numeracy literacy skills before and after the learning process. The results showed that the implementation of Discord in blended learning was categorized as positive, with teacher activity obtaining an average percentage of 73.53% and student activity reaching 75%. Student responses to the use of Discord were also positive, with an average percentage of 71%. Meanwhile, the test results showed an increase in the average mathematical numeracy literacy score from 35.6 in the pretest to 83.6 in the posttest. The changes were observed in students' abilities to formulate problems (formulate), apply mathematical concepts (employ), and interpret and evaluate solutions (interpret and evaluate). Therefore, the implementation of Discord as a supporting medium for blended learning can provide a more interactive and flexible learning environment and support changes in students' mathematical numeracy literacy skills on the topic of exponents and roots. ABSTRAK Literasi numerasi merupakan salah satu kompetensi penting yang perlu dikuasai siswa untuk memahami dan menerapkan konsep matematika dalam berbagai situasi kehidupan sehari-hari. Namun, kemampuan literasi numerasi siswa masih memerlukan penguatan melalui pembelajaran yang mendorong keterlibatan aktif dan pemanfaatan teknologi digital. Penelitian ini bertujuan mendeskripsikan implementasi aplikasi Discord sebagai media pembelajaran blended learning serta perubahan kemampuan literasi numerasi matematika siswa pada materi bilangan berpangkat dan bentuk akar. Penelitian ini menggunakan pendekatan deskriptif kualitatif dengan subjek 15 siswa kelas VIII MTs Al-Hidayah Padenganploso. Data dikumpulkan melalui observasi aktivitas guru dan siswa, angket respons siswa, serta tes pretest dan posttest kemampuan literasi numerasi matematika. Data dianalisis secara deskriptif untuk menggambarkan keterlaksanaan pembelajaran, respons siswa, dan perubahan kemampuan literasi numerasi sebelum dan sesudah pembelajaran. Hasil penelitian menunjukkan bahwa implementasi Discord dalam pembelajaran blended learning terlaksana dalam kategori positif, dengan aktivitas guru memperoleh rata-rata persentase sebesar 73,53% dan aktivitas siswa sebesar 75%. Respons siswa terhadap penggunaan Discord juga berada pada kategori positif dengan rata-rata persentase sebesar 71%. Sementara itu, hasil tes menunjukkan adanya peningkatan rata-rata skor kemampuan literasi numerasi matematika dari 35,6 pada pretest menjadi 83,6 pada posttest. Perubahan tersebut terlihat pada kemampuan siswa dalam merumuskan masalah (formulate), menerapkan konsep matematika (employ), serta menafsirkan dan mengevaluasi hasil (interpret and evaluate). Dengan demikian, implementasi Discord sebagai media pendukung blended learning dapat menciptakan pembelajaran yang lebih interaktif dan fleksibel serta mendukung perubahan kemampuan literasi numerasi matematika siswa pada materi bilangan berpangkat dan bentuk akar.

MELAMPAUI RITUAL: PENDIDIKAN KARAKTER BERBASIS IMTAQ PADA SEKOLAH MENENGAH PERTAMA ISLAM DI INDONESIA Mohamad Hairul Azhari; M. Halqi; Lalu Parhanuddin
EDUCATOR : Jurnal Inovasi Tenaga Pendidik dan Kependidikan Vol. 5 No. 4 (2025)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/educator.v5i4.15240

ABSTRACT Character education in Islamic schools should not be limited to ritual activities but should connect religious values with habituation and everyday behavior. This study aimed to analyze the concept, implementation, and strengthening of the Faith and Piety (IMTAQ) program in developing students’ character at Al-Chalil Integrated Islamic Junior High School, East Lombok. This qualitative study employed a case study design. Data were collected through moderate participant observation, semi-structured interviews, and documentation involving the principal, teachers, IMTAQ facilitators, and students. Data were analyzed through data condensation, data display, theme development, and conclusion drawing and verification using source and technique triangulation. The findings showed that IMTAQ was implemented through scheduled religious activities with active student participation and teacher support. The program was associated with religious habituation, discipline, responsibility, politeness, respect, tolerance, and social concern. Strengthening the program requires integration with learning, teacher modeling, school culture, and systematic behavioral evaluation. The findings suggest that IMTAQ can move beyond ritual when religious values are translated into meaningful participation, habituation, and character-related behavior. ABSTRAK Pendidikan karakter di sekolah Islam tidak cukup diwujudkan melalui kegiatan ritual, tetapi perlu menghubungkan nilai religius dengan pembiasaan dan perilaku sehari-hari. Penelitian ini bertujuan menganalisis konsep, implementasi, dan penguatan program Iman dan Taqwa (IMTAQ) dalam pembentukan karakter siswa di SMP Islam Terpadu Al-Chalil Tontong Suit, Lombok Timur. Penelitian menggunakan pendekatan kualitatif dengan desain studi kasus. Data dikumpulkan melalui observasi partisipatif moderat, wawancara semi-terstruktur, dan dokumentasi dengan melibatkan kepala sekolah, guru, pembina IMTAQ, dan siswa. Analisis dilakukan melalui kondensasi data, penyajian data, pengembangan tema, serta penarikan dan verifikasi kesimpulan melalui triangulasi sumber dan teknik. Hasil penelitian menunjukkan bahwa IMTAQ dilaksanakan secara terjadwal melalui kegiatan keagamaan, dengan keterlibatan aktif siswa dan dukungan guru. Program berkaitan dengan pembiasaan religius, disiplin, tanggung jawab, kesopanan, penghormatan, toleransi, dan kepedulian sosial. Penguatan program memerlukan integrasi dengan pembelajaran, keteladanan guru, budaya sekolah, dan evaluasi perilaku yang sistematis. Temuan menegaskan bahwa IMTAQ dapat melampaui ritual ketika nilai religius diwujudkan melalui partisipasi, pembiasaan, dan perilaku karakter.

EVALUASI KRITIS BUKU AJAR IPS DALAM MENDUKUNG KOMPETENSI ABAD KE-21 DAN PROFIL PELAJAR PANCASILA: ANALISIS ISI PADA IMPLEMENTASI KURIKULUM MERDEKA Heri Heri; Badarudin Badarudin; Furtasih Furtasih
EDUCATOR : Jurnal Inovasi Tenaga Pendidik dan Kependidikan Vol. 5 No. 4 (2025)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/educator.v5i4.15241

ABSTRACT The implementation of the Merdeka Curriculum requires Social Studies (IPS) textbooks to provide learning experiences that develop 21st-century competencies and the Pancasila Student Profile. However, textbook content does not always translate these demands into meaningful learning activities, assessments, and authentic student participation in classroom practice. This study aimed to evaluate the extent to which a Grade VIII Social Studies textbook used at SMPN 1 Kempo supports these competencies. A descriptive qualitative approach was employed through textbook content analysis, semi-structured interviews with an IPS teacher, and non-participant classroom observation. The analysis examined critical thinking, creativity, communication, collaboration, the Pancasila Student Profile, student-centered learning, and Higher-Order Thinking Skills (HOTS). Results showed that all indicators were categorized as low, ranging from 33.3% to 45.0%. HOTS obtained the lowest score (33.3%), while communication and student-centered learning reached 45.0%. Classroom observation showed that lecturing dominated 65% of learning time, while 4C activities remained limited. The findings indicate a gap between textbook affordances and curriculum demands, requiring stronger analytical, creative, collaborative, reflective, and HOTS-oriented learning activities. ABSTRAK Implementasi Kurikulum Merdeka menuntut buku ajar IPS menyediakan pengalaman belajar yang mengembangkan kompetensi abad ke-21 dan Profil Pelajar Pancasila. Namun, isi buku belum selalu menerjemahkan tuntutan tersebut ke dalam aktivitas pembelajaran, asesmen, dan keterlibatan peserta didik secara bermakna. Penelitian ini bertujuan mengevaluasi sejauh mana buku ajar IPS kelas VIII yang digunakan di SMPN 1 Kempo mendukung kompetensi tersebut. Penelitian menggunakan pendekatan kualitatif deskriptif melalui analisis isi buku, wawancara semi-terstruktur dengan guru IPS, dan observasi non-partisipatif pembelajaran. Analisis mencakup critical thinking, creativity, communication, collaboration, Profil Pelajar Pancasila, student-centered learning, dan Higher-Order Thinking Skills (HOTS). Hasil menunjukkan seluruh indikator berada pada kategori kurang, dengan persentase 33,3–45,0%. HOTS memperoleh skor terendah (33,3%), sedangkan communication dan student-centered learning mencapai 45,0%. Observasi menunjukkan pembelajaran didominasi ceramah sebesar 65%, sementara aktivitas 4C masih terbatas. Temuan menunjukkan adanya kesenjangan antara affordance buku dan tuntutan kurikulum, sehingga diperlukan penguatan aktivitas analitis, kreatif, kolaboratif, reflektif, serta asesmen berbasis HOTS dan Profil Pelajar Pancasila.

INTEGRASI KEARIFAN LOKAL DAN NILAI ISLAM UNTUK MEMBENTUK KEWARGAAN EKOLOGIS DI MADRASAH Johri Johri; Hary Murcahyanto; Baiq Rismarini Nursaly
EDUCATOR : Jurnal Inovasi Tenaga Pendidik dan Kependidikan Vol. 5 No. 4 (2025)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/educator.v5i4.15242

ABSTRACT Ecological education in madrasahs needs to connect environmental knowledge with students’ values, experiences, responsibilities, and actions. This study aims to understand the integration of Sembalun local wisdom and Islamic/NWDI values in ecological learning and the development of ecological literacy, ecological values, environmental responsibility, ecological agency, and ecological citizenship at MTs Pangsor Gunung NWDI Sembalun Bumbung. This qualitative study employed a single embedded case study design. Data were collected through in-depth interviews, participatory observation, and documentation involving purposively selected informants and were analyzed using reflexive thematic analysis. The findings show that Ngasuh Gunung, terraced farming, Mangan, Sangkep, and Gili-gili provide sources of ecological and social knowledge, while khalifah, amanah, mizan, tawazun, and rahmatan lil alamin provide ethical orientations. Contextual learning has connected subject matter with students’ environments and experiences, but its implementation remains sporadic. Ecological literacy remains basic, while ecological values and environmental responsibility develop through habituation, ecological agency is beginning to emerge, and ecological citizenship has not yet been institutionally sustained. The findings indicate that ecological citizenship does not develop linearly but through interactions among knowledge, values, responsibility, agency, and participation. Local wisdom provides ecological context and identity, Islamic values provide ethical orientation, and contextual learning serves as a pedagogical mechanism toward ecological citizenship. ABSTRAK Pendidikan ekologis pada madrasah perlu menghubungkan pengetahuan lingkungan dengan nilai, pengalaman, tanggung jawab, dan tindakan peserta didik. Penelitian ini bertujuan memahami integrasi kearifan lokal Sembalun dan nilai Islam/NWDI dalam pembelajaran ekologis serta pembentukan ecological literacy, ecological values, environmental responsibility, ecological agency, dan ecological citizenship di MTs Pangsor Gunung NWDI Sembalun Bumbung. Penelitian menggunakan pendekatan kualitatif dengan desain studi kasus tunggal terpancang. Data diperoleh melalui wawancara mendalam, observasi partisipatif, dan dokumentasi dari informan yang dipilih secara purposive, kemudian dianalisis menggunakan reflexive thematic analysis. Temuan menunjukkan bahwa Ngasuh Gunung, terasering, Mangan, Sangkep, dan Gili-gili menyediakan sumber pengetahuan ekologis dan sosial, sedangkan khalifah, amanah, mizan, tawazun, dan rahmatan lil alamin memberikan orientasi etis. Pembelajaran kontekstual telah menghubungkan materi dengan lingkungan dan pengalaman peserta didik, tetapi masih sporadis. Ecological literacy masih dasar, values dan responsibility berkembang melalui pembiasaan, agency mulai muncul, sedangkan citizenship belum terlembaga secara berkelanjutan. Temuan menegaskan bahwa ecological citizenship tidak berkembang secara linear, tetapi melalui interaksi pengetahuan, nilai, tanggung jawab, agency, dan partisipasi. Kearifan lokal berfungsi sebagai konteks dan identitas ekologis, nilai Islam sebagai orientasi etis, sedangkan pembelajaran kontekstual menjadi mekanisme pedagogis menuju kewargaan ekologis.

PENGEMBANGAN MODEL PEMBELAJARAN BAHASA INGGRIS KOMUNIKATIF BERBASIS ENGLISH SOCIETY UNTUK MENINGKATKAN KOMPETENSI BERKOMUNIKASI SISWA SMA Misnawati Misnawati; Muh. Fahrurrozi; Hary Murcahyanto
EDUCATOR : Jurnal Inovasi Tenaga Pendidik dan Kependidikan Vol. 5 No. 4 (2025)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/educator.v5i4.15243

ABSTRACT English language learning in senior high schools still faces limitations in providing students with sufficient opportunities to use English communicatively in authentic situations. Learning practices that tend to emphasize content mastery and written assessment restrict students’ opportunities to practice speaking and engage in meaningful interaction. This study aimed to develop a communicative English learning model based on an English Society and examine the feasibility of the product for first-year senior high school students. The study employed development research using Degeng’s development model, comprising analysis of instructional objectives and content characteristics, learning resources, student characteristics, learning objectives and content, content organization, delivery strategies, learning management, and assessment procedures. The product was developed as a topic-based syllabus integrated with Daily Activity, Weekly Activity, English Society Meeting, and supporting facilities. Validation involved a subject-matter expert, an instructional design expert, and an English teacher using questionnaires and feedback sheets. The results indicated that the product was feasible in terms of content, instructional design, practicality, and applicability. The model provides an alternative for expanding students’ opportunities to use English inside and outside the classroom, although its effectiveness requires further empirical testing. ABSTRAK Pembelajaran Bahasa Inggris di SMA masih menghadapi keterbatasan dalam memberikan kesempatan kepada siswa untuk menggunakan bahasa secara komunikatif dalam situasi nyata. Pembelajaran yang cenderung berorientasi pada penguasaan materi dan evaluasi tertulis menyebabkan ruang praktik berbicara dan interaksi siswa menjadi terbatas. Penelitian ini bertujuan mengembangkan model pembelajaran Bahasa Inggris komunikatif berbasis English Society serta menguji kelayakan produk bagi siswa kelas 1 SMA. Penelitian menggunakan metode development research dengan model pengembangan Degeng yang meliputi analisis tujuan dan karakteristik isi, sumber belajar, karakteristik siswa, penetapan tujuan dan isi, strategi pengorganisasian, penyampaian, pengelolaan pembelajaran, serta pengembangan prosedur pengukuran. Produk dikembangkan dalam bentuk topic-based syllabus yang terintegrasi dengan Daily Activity, Weekly Activity, English Society Meeting, dan fasilitas pendukung. Validasi melibatkan ahli isi, ahli rancangan pembelajaran, dan guru Bahasa Inggris menggunakan angket dan lembar saran. Hasil menunjukkan bahwa produk dinilai layak dari aspek isi, rancangan, kepraktisan, dan keterterapan. Model ini memberikan alternatif pembelajaran komunikatif yang memperluas kesempatan penggunaan Bahasa Inggris di dalam dan luar kelas, meskipun efektivitasnya masih memerlukan pengujian empiris.

PENGEMBANGAN BAHAN AJAR BAHASA INGGRIS BERBASIS KEARIFAN LOKAL SASAK DI SMP Muhammad Anwar; Muhzana Muhzana; Muh. Jaelani Al Fansuri
EDUCATOR : Jurnal Inovasi Tenaga Pendidik dan Kependidikan Vol. 5 No. 4 (2025)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/educator.v5i4.15244

ABSTRACT English language learning at the junior high school level still faces challenges related to limited contextual teaching materials and the lack of integration between learning content and students’ cultural environment. This condition indicates the need for teaching materials that can connect English learning with local contexts that are familiar to students. This study aimed to develop English teaching materials based on Sasak local wisdom that are feasible, practical, and effective in improving the learning outcomes of eighth-grade students at SMPN 2 Keruak. The study employed a Research and Development (R&D) method using the ADDIE model, consisting of Analysis, Design, Development, Implementation, and Evaluation. The research subjects were eighth-grade students at SMPN 2 Keruak. Data were collected through observation, interviews, questionnaires, documentation, and pretests and posttests. The data were analyzed descriptively and using N-Gain calculations. The results showed that the teaching materials were rated as very good by the material expert and as good by the language and design experts. Student and teacher responses to the teaching materials were both categorized as very good. The effectiveness test showed improvements in students’ learning outcomes, with N-Gain percentages of 65.62% and 67.99% in the two experimental classes, with N-Gain scores of 0.66 and 0.67, respectively. Thus, the developed English teaching materials based on Sasak local wisdom were feasible, practical, and effective for use in English learning and can support the introduction and strengthening of Sasak local culture. ABSTRAK Pembelajaran Bahasa Inggris di tingkat SMP masih menghadapi permasalahan berupa keterbatasan bahan ajar yang kontekstual dan belum optimalnya keterkaitan materi dengan kehidupan serta lingkungan budaya siswa. Kondisi tersebut menunjukkan perlunya bahan ajar yang dapat menghubungkan pembelajaran Bahasa Inggris dengan konteks lokal yang dekat dengan pengalaman peserta didik. Penelitian ini bertujuan mengembangkan bahan ajar Bahasa Inggris berbasis kearifan lokal Sasak yang layak, praktis, dan efektif untuk meningkatkan hasil belajar siswa kelas VIII SMPN 2 Keruak. Penelitian menggunakan metode Research and Development (R&D) dengan model ADDIE yang meliputi Analysis, Design, Development, Implementation, dan Evaluation. Subjek penelitian adalah siswa kelas VIII SMPN 2 Keruak dengan pengumpulan data melalui observasi, wawancara, angket, dokumentasi, serta pretest dan posttest. Data dianalisis secara deskriptif dan menggunakan perhitungan N-Gain. Hasil penelitian menunjukkan bahwa bahan ajar memperoleh kategori sangat baik dari ahli materi dan kategori baik dari ahli bahasa serta ahli tampilan. Respons siswa dan guru terhadap bahan ajar masing-masing berada pada kategori sangat baik. Uji efektivitas menunjukkan peningkatan hasil belajar siswa dengan persentase N-Gain sebesar 65,62% dan 67,99% pada dua kelas uji coba, dengan skor N-Gain masing-masing 0,66 dan 0,67. Dengan demikian, bahan ajar Bahasa Inggris berbasis kearifan lokal Sasak yang dikembangkan dinyatakan layak, praktis, dan efektif digunakan dalam pembelajaran serta dapat mendukung pengenalan dan penguatan budaya lokal Sasak.

PENGEMBANGAN BAHAN BACAAN BERGAMBAR BERBASIS BUDAYA SEKOLAH UNTUK MENINGKATKAN LITERASI BAHASA INGGRIS Siti Sarah Maulida; Padlurrahman Padlurrahman; Baiq Rismarini Nursaly
EDUCATOR : Jurnal Inovasi Tenaga Pendidik dan Kependidikan Vol. 5 No. 4 (2025)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/educator.v5i4.15245

ABSTRACT English literacy activities in elementary schools still face limitations in the availability of engaging, contextual reading materials that suit students’ characteristics. Existing materials rarely integrate school activities and culture as part of students’ learning experiences. This study aimed to develop illustrated English reading materials based on school culture that are valid, practical, and effective in supporting reading instruction. This study employed a Research and Development (R&D) method using the ADDIE model, consisting of analysis, design, development, implementation, and evaluation stages. The product was developed based on a needs analysis through observation, interviews, and document analysis. Validation was conducted by material, media, and language experts, while implementation involved fourth-grade students at SD Unggulan Hamzanwadi and SD Negeri 3 Pancor. Data were collected through validation sheets, observations, response questionnaires, and reading tests administered before and after product use. Data were analyzed descriptively and quantitatively using Normalized Gain (N-Gain). The results showed an eligibility score of 88.67%, categorized as very good, positive user responses, and moderate improvement in reading ability. The product is therefore suitable as supplementary material for English reading instruction and literacy activities in elementary schools. ABSTRAK Kegiatan literasi bahasa Inggris di sekolah dasar masih menghadapi keterbatasan bahan bacaan yang menarik, kontekstual, dan sesuai dengan karakteristik peserta didik. Bahan bacaan yang tersedia belum banyak mengintegrasikan aktivitas dan budaya sekolah sebagai bagian dari pengalaman belajar. Penelitian ini bertujuan mengembangkan bahan bacaan bahasa Inggris bergambar berbasis budaya sekolah yang valid, praktis, dan efektif sebagai pendukung pembelajaran membaca. Penelitian menggunakan metode Research and Development (R&D) dengan model ADDIE yang meliputi analysis, design, development, implementation, dan evaluation. Produk dikembangkan berdasarkan analisis kebutuhan melalui observasi, wawancara, dan studi dokumentasi. Validasi dilakukan oleh ahli materi, media, dan bahasa, sedangkan implementasi melibatkan peserta didik kelas IV SD Unggulan Hamzanwadi dan SD Negeri 3 Pancor. Data dikumpulkan melalui lembar validasi, observasi, angket respons, dan tes membaca sebelum serta sesudah penggunaan produk. Analisis dilakukan secara deskriptif kuantitatif dan menggunakan Normalized Gain (N-Gain). Hasil menunjukkan tingkat kelayakan sebesar 88,67% dengan kategori sangat baik, respons pengguna positif, dan peningkatan kemampuan membaca pada kategori sedang. Produk layak digunakan sebagai bahan pendukung pembelajaran membaca dan literasi bahasa Inggris di sekolah dasar.

PERBEDAAN PENGARUH MODEL PROJECT-BASED LEARNING DAN PROBLEM-BASED LEARNING TERHADAP KEMAMPUAN BERPIKIR KRITIS DAN KOMUNIKASI SISWA SMP Sulfatuh Ummah; Edy Waluyo; Sri Supiyati
EDUCATOR : Jurnal Inovasi Tenaga Pendidik dan Kependidikan Vol. 5 No. 4 (2025)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/educator.v5i4.15246

ABSTRACT Critical thinking and communication are essential 21st-century competencies that need to be developed among junior high school students, yet both remain challenging to develop through classroom learning. This study aimed to analyze differences in the effects of Project-Based Learning (PjBL) and Problem-Based Learning (PBL) on students’ critical thinking and communication skills, both simultaneously and partially. The study employed a quantitative approach with a quasi-experimental non-equivalent control group design. The sample consisted of 60 eighth-grade students at SMP Negeri 1 Pringgasela, divided into PjBL and PBL groups, with 30 students in each group. Data were collected using an essay test to assess critical thinking and a performance test to assess communication skills, both of which underwent validity and reliability testing. Data were analyzed using Multivariate Analysis of Variance (MANOVA) at a significance level of 0.05. The results showed a significant simultaneous difference between PjBL and PBL in students’ critical thinking and communication skills (Pillai’s Trace = 0.878; F = 205.702; p < 0.05). Partially, PBL was more effective in developing critical thinking, whereas PjBL was more effective in developing communication skills. These findings indicate that learning model selection should be aligned with the competencies targeted in instruction. ABSTRAK Kemampuan berpikir kritis dan komunikasi merupakan kompetensi abad ke-21 yang penting dikembangkan pada siswa SMP, tetapi keduanya masih menghadapi kendala dalam pembelajaran. Penelitian ini bertujuan menganalisis perbedaan pengaruh model Project-Based Learning (PjBL) dan Problem-Based Learning (PBL) terhadap kemampuan berpikir kritis dan komunikasi siswa secara simultan maupun parsial. Penelitian menggunakan pendekatan kuantitatif dengan desain quasi-experimental non-equivalent control group. Sampel terdiri atas 60 siswa kelas VIII SMP Negeri 1 Pringgasela yang terbagi dalam kelompok PjBL dan PBL, masing-masing 30 siswa. Data dikumpulkan melalui tes uraian kemampuan berpikir kritis dan tes unjuk kerja kemampuan komunikasi yang telah melalui validasi dan uji reliabilitas. Data dianalisis menggunakan Multivariate Analysis of Variance (MANOVA) pada taraf signifikansi 0,05. Hasil penelitian menunjukkan terdapat perbedaan pengaruh signifikan secara simultan antara PjBL dan PBL terhadap kemampuan berpikir kritis dan komunikasi siswa (Pillai’s Trace = 0,878; F = 205,702; p < 0,05). Secara parsial, PBL lebih unggul dalam kemampuan berpikir kritis, sedangkan PjBL lebih unggul dalam kemampuan komunikasi. Temuan ini menunjukkan bahwa pemilihan model pembelajaran perlu disesuaikan dengan kompetensi yang menjadi tujuan pembelajaran.

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Abstract

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Abstract

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Abstract

Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name -

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
-

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