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INDONESIA
Jurnal Pendidikan dan Pembelajaran
Published by Yayasan Pendidikan Penelitian Pengabdian Algero
ISSN : 28100786     EISSN : 28100417     DOI : https://doi.org/10.54259/diajar
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Mathematics Other
DIAJAR merupakan Jurnal Pendidikan dan Pembelajaran terbit empat kali dalam setahun pada bulan Januari, April, Juli dan Oktober oleh Yayasan Pendidikan Penelitian Pengabdian Algero. Fokus dan scope penelitian DIAJAR merupakan hasil tinjauan teoritis atau tinjauan konseptual dalam bidang pendidikan dan pengajaran pada semua tingkat pendidikan, seperti berbagai topik pada bidang pendidikan dan pengajaran di sekolah dasar, sekolah menengah, dan pendidikan tinggi, namun juga tidak terbatas pada riset di bidang pendidikan yang relevan.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 316 Documents
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Pengembangan Media Pembelajaran Menggunakan Scribus pada Materi Karya Fiksi Zahra Firlia; Ansori, Ansori
DIAJAR: Jurnal Pendidikan dan Pembelajaran Vol. 5 No. 1 (2026): Januari 2026
Publisher : Yayasan Pendidikan Penelitian Pengabdian Algero

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54259/diajar.v5i1.6146

Abstract

Learning media must be developed into various types because there are limitations in the use and selection of appropriate media for learning. This study aims to produce learning media products using Scribus based on works of fiction in class VIII at SMP Negeri 4 Palembang. This research is a development study utilizing a modification of the ADDIE and Alessi & Trollip models. The stages of this research are analysis, design, and development. The data collected in this study comprises both quantitative data, in the form of questionnaires, and qualitative data, in the form of interviews. The results of the learner needs analysis are 80.51% (very high need), and the teacher needs analysis is 69.64% (need). Then, the results of media validation achieve a percentage of 96.92% (very feasible), the results of material validation accomplish a percentage of 83.07% (also very possible), and the results of language validation achieve a rate of 89.09% (also very feasible). From the results of this study, it can be concluded that the learning media developed fall into a very feasible category and can be used for teaching and learning activities on works of fiction.
Pengaruh Perencanaan Pembelajaran Berbasis Proyek dan Motivasi Belajar terhadap Kemampuan Berpikir Kritis Mahasiswa Gita Febrina Samosir; Ambarita, Charles Fransiscus; Adelia Apulisa
DIAJAR: Jurnal Pendidikan dan Pembelajaran Vol. 5 No. 1 (2026): Januari 2026
Publisher : Yayasan Pendidikan Penelitian Pengabdian Algero

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54259/diajar.v5i1.6173

Abstract

This study aims to analyze the influence of project-based learning planning and learning motivation on students' critical thinking skills. The study used a quantitative approach with a correlational design and involved 101 students from several study programs at Medan State University. Data were obtained through a Likert-scale questionnaire that had been tested for validity and reliability, with Cronbach's Alpha values ​​of 0.916 for learning planning, 0.868 for learning motivation, and 0.926 for critical thinking skills, respectively. All data were then analyzed through classical assumption tests, including normality, multicollinearity, and simple and multiple regression analyses. The results showed that project-based learning planning had a positive and significant effect on students' critical thinking skills, indicated by a regression coefficient of 0.412 with a significance of 0.000. Learning motivation also had a significant positive effect with a coefficient of 0.507 and a significance of 0.000, and had a stronger contribution than learning planning. Simultaneously, both variables had a significant effect on critical thinking skills, evidenced by an F value of 71.025 with a significance of 0.000. This research model was able to explain 63.1% of the variation in students' critical thinking skills. This finding emphasizes the importance of quality learning planning and optimal learning motivation in fostering the development of higher-order thinking skills.
Pengaruh Perspektif Agama dan Suku Bagi Pemberdayaan Toleransi Mahasiswa Kristen Papua di Politeknik Amamapare Timika Jimmy Rungkat; Puspita, Theresia Yunie
DIAJAR: Jurnal Pendidikan dan Pembelajaran Vol. 5 No. 1 (2026): Januari 2026
Publisher : Yayasan Pendidikan Penelitian Pengabdian Algero

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54259/diajar.v5i1.6182

Abstract

The purpose of this article is to reveal a more comprehensive dimension of tolerance among Papuan Christian students at Amamapare Polytechnic in Timika, especially through the lens of religious and ethnic perspectives. A qualitative method with descriptive analysis is applied in this study. The result of this study highlights that, from a religious perspective, students are generally more open in practicing religious tolerance on campus. This act is influenced by Christian teachings that students received through Religious Studies classes, church sermons, and parental guidance. From the ethnicity standpoint, students tend to act with lower level of interethnic tolerance. Even though, they can build friendships with peers from different ethnic groups, they are more loyal to friends with the same ethnicity. As Indigenous Papuans students, some of them also feel uncomfortable and perceive inequity particularly regarding the lack of support from government and customary institutions in safeguarding equal access to educational scholarships. Furthermore, the local wisdom in Mimika Regency that concern about the strengthening of tolerance still not be able to significantly influence students’ attitudes. The result of this study suggests that efforts to enhance tolerance among Papuan Christian students should focus more on interethnic rather than interreligious tolerance, alongside with promoting student dialogue that fosters understanding of other religions’ practices and diverse ethnic traditions, which is critical for cultivating holistic tolerance.
Implementasi Model Pembelajaran Berbasis Project (PjBL) pada Mata Kuliah Manajemen Pendidikan Eva Nirtha; Pure, Ermelinda Agnes Gunu; Mahuze, Faustina Ngali; Sinaga, Serlina Boru; Marpaung, Roberto W.
DIAJAR: Jurnal Pendidikan dan Pembelajaran Vol. 4 No. 4 (2025): Oktober 2025
Publisher : Yayasan Pendidikan Penelitian Pengabdian Algero

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54259/diajar.v4i4.6185

Abstract

This study aimed to analyze the implementation of the project-based learning model (PjBL) in the Education Management course and identify its impact on student engagement, concept understanding, and critical thinking skills. The research approach used a qualitative descriptive method with data collection techniques used observation, in-depth interviews with lecturers and students, and analysis of project assignment documents. The results of the study show that the implementation of PjBL is able to increase active student participation, encourage collaboration in groups, and strengthen students' ability to integrate education management theory with real practice through the resulting project products. PjBL has been proven to increase student motivation and responsibility for the learning process. However, the study also found several obstacles such as variations in teamwork skills, time constraints, the need for intensive guidance from lecturers. However, this challenge does not reduce the effectiveness of PjBL, in fact it shows that the success of this model depends heavily on careful planning, consistent mentoring, and project design that is relevant to the needs of students. Overall, the implementation of PjBL in the Education Management course is considered effective and relevant to develop the professional competence of prospective teachers.
Identifikasi Kecerdasan Interpersonal Anak melalui Kemampuan Kerja Sama di RA Muslimat NU Masyitoh 13 Sokaraja Khomsatun Hidayatussolihah; Asef Umar Fakhruddin
DIAJAR: Jurnal Pendidikan dan Pembelajaran Vol. 5 No. 1 (2026): Januari 2026
Publisher : Yayasan Pendidikan Penelitian Pengabdian Algero

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54259/diajar.v5i1.6320

Abstract

This study aims to identify the development of interpersonal intelligence in early childhood through cooperative skills in learning activities at RA Muslimat NU Masyitoh 13 Sokaraja. A descriptive qualitative approach was employed to explore how children’s social interactions reflect the dimensions of interpersonal intelligence within a natural classroom setting. Data were collected through in-depth observations of children’s activities, semi-structured interviews with teachers, and documentation of learning processes. Data analysis was conducted using an interactive model consisting of data reduction, data display, and conclusion drawing. The findings indicate that children’s interpersonal intelligence develops through meaningful social experiences, particularly in collaborative play and group-based learning activities. Interpersonal intelligence is manifested in children’s ability to understand peers’ emotions, respond empathetically, communicate verbally and nonverbally, establish positive social relationships, and cooperate effectively in group settings. Cooperative activities such as constructive play, role-playing, and collaborative art projects provide effective contexts for fostering empathy, communication skills, role-sharing, and simple conflict resolution. The study also reveals variations in the development of interpersonal intelligence influenced by individual characteristics, including self-confidence, attention span, and social readiness. Furthermore, the teacher’s role is crucial as a facilitator in creating an emotionally safe learning environment, modeling prosocial behavior, providing positive reinforcement, and designing structured cooperative learning activities. Overall, this study emphasizes that interpersonal intelligence in early childhood develops through continuous social interaction and can be strengthened through well-planned and purposeful learning experiences.
Analisis Kemampuan Kognitif Siswa Berdasarkan Taksonomi SOLO pada Materi Sistem Pencernaan Manusia Dewi Alimah Alya Nabila; Siti Afiah; Nezla Haelila Ainurohmah; Naila Malca Amadia Yusa; Usman Usman
DIAJAR: Jurnal Pendidikan dan Pembelajaran Vol. 5 No. 1 (2026): Januari 2026
Publisher : Yayasan Pendidikan Penelitian Pengabdian Algero

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54259/diajar.v5i1.6449

Abstract

This study aims to analyze students' cognitive ability achievement based on the Solo (Structure of the Observed Learning Outcome) taxonomy of digestive system material in class XI. The study used a quantitative descriptive approach with a subject of 28 students. Data collection is done through systematically developed lift instruments to represent five levels of SOLO taxonomy, namely Prestructural, Unistructural, Multistructural, Relational, and Extended Abstract. The data analysis was conducted using descriptive statistics in terms of percentage of achievement, average value, and standard deviation. Research results show that the average student's achievement is high at all levels of SOLO taxonomy, with the highest percentage at the Prestructural level (91.07%) and the lowest at the Relational level (82.14%). Increasing the standard deviation value at a higher cognitive level indicates the heterogeneity of students' ability to integrate and relate concepts coherently. Another interesting finding is the achievement at an Extended Abstract level higher than the Multistructural and Relational levels, indicating the influence of instrument design and problem characteristics on measurement results. Conceptually, the research results show that the mastery of the student's factual knowledge has not been fully accompanied by deep relational understanding. Therefore, this study emphasized the importance of applying constructivist learning approaches, providing conceptual scaffolding, and developing valid and proportional assessment instruments to encourage students' transition to relational and abstract understanding in accordance with the taxonomic hierarchy of SOLO.
Analisis Empiris Pengaruh Implementasi Pendidikan Agama Islam terhadap Moderasi Beragama dan Karakter Mahasiswa di Perguruan Tinggi Islam M. Miftakhul Huda
DIAJAR: Jurnal Pendidikan dan Pembelajaran Vol. 4 No. 4 (2025): Oktober 2025
Publisher : Yayasan Pendidikan Penelitian Pengabdian Algero

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54259/diajar.v4i4.6531

Abstract

Islamic Religious Education plays a strategic role in strengthening religious moderation and student character within the context of religious universities, especially in addressing the challenges of extremism, social polarization, and the moral degradation of the younger generation. Theoretical studies show that the structured implementation of Islamic Religious Education is capable of strengthening the values of tolerance, social ethics, and personal integrity. This research aims to analyze the implementation of Islamic Religious Education in strengthening religious moderation and student character at IAI Al-Fatimah Bojonegoro, focusing on pedagogical strategies, value internalization, and student learning experiences. The research method uses a quantitative-descriptive approach with the population being all active students, while the sample consists of 162 students selected using proportional random sampling. The research instrument was a Likert-scale questionnaire that had been tested for validity (r = 0.612–0.834) and reliability (α = 0.912). Data analysis included descriptive statistics and linear regression. The research results indicate that the implementation of Islamic Religious Education significantly influences religious moderation (β = 0.547; t = 8.214; p = 0.000) and student character (β = 0.603; t = 9.011; p = 0.000). The research model has strong explanatory power with an R² value of 0.299 for religious moderation and 0.364 for student character. The research conclusion confirms that Islamic Religious Education functions as an effective transformative pedagogical framework in strengthening religious moderation and shaping student character in Islamic higher education institutions.
Penerapan Pendekatan PDIA dalam Meningkatkan Efektivitas PKL pada Konsentrasi Keahlian TKJ di SMK: Sebuah Kajian Teoretis Indra Nova Saputra; Luthfiyah Nurlaela; Rommy Mochamad Ramdhani; Theodorus Wiyanto Wibowo; I Gusti Putu Asto Buditjahjanto
DIAJAR: Jurnal Pendidikan dan Pembelajaran Vol. 5 No. 1 (2026): Januari 2026
Publisher : Yayasan Pendidikan Penelitian Pengabdian Algero

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54259/diajar.v5i1.6547

Abstract

Practical Work Placement (Praktik Kerja Lapangan/PKL) is positioned as a core subject in the Merdeka Curriculum and plays a strategic role in vocational education, particularly for students in the Computer and Network Engineering (TKJ) specialization at vocational high schools. Through PKL, students are expected to internalize work culture, strengthen technical competencies, and gain an authentic understanding of real workplace practices. Nevertheless, various studies indicate that the implementation of PKL often faces persistent challenges, such as mismatches between students’ competencies and workplace assignments, inconsistent mentoring quality, and limited evaluation mechanisms, which may hinder the achievement of learning outcomes. This article presents a theoretical review that explores the potential application of the Problem Driven Iterative Adaptation (PDIA) approach as a managerial framework to enhance the effectiveness of PKL. A literature review method was employed to examine policy documents, curriculum guidelines, and academic studies related to PKL, vocational education management, and adaptive change approaches over the last decade. This method was selected to allow a comprehensive synthesis of concepts and practices without relying on field data, focusing instead on understanding structural and managerial issues in PKL implementation. The analysis suggests that PDIA offers a flexible and context-sensitive framework for identifying root problems, implementing incremental improvements, and fostering continuous learning through collaboration between schools and industry partners. Overall, this study highlights that PDIA can support more adaptive PKL management and contribute to improving the relevance and quality of vocational learning experiences for TKJ students.
Transformasi Profesionalisme Tenaga Pendidik melalui Kegiatan Field Study di Era Disrupsion Amalia Desy Wahyuni; Muin, Abdul
DIAJAR: Jurnal Pendidikan dan Pembelajaran Vol. 5 No. 1 (2026): Januari 2026
Publisher : Yayasan Pendidikan Penelitian Pengabdian Algero

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54259/diajar.v5i1.6562

Abstract

The era of digital disruption has brought significant changes to the world of education, requiring educators to adapt to technological dynamics and changes in learning paradigms. Teacher professionalism is no longer measured solely by pedagogical skills and personality, but also by innovative, reflective, and adaptive capacities in response to the changing times. This study aims to examine the role of field study activities as a strategy in transforming the professionalism of educators in the era of disruption. The research method used is library research by analyzing various relevant literature, scientific journals, and previous research results. Data were collected through an in-depth review of scientific sources and interpreted descriptively and analytically. The results of the study show that Field Study has a significant contribution in developing the professionalism of educators because it provides contextual learning experiences that connect theory with real-world practice in the field. Through Field Study, educators have the opportunity to engage in critical reflection, improve their professional competencies, and build collaborative networks. However, the analysis also found a gap between the ideal and the reality in the field. Many Field Study implementations are still formalities without strengthening reflection and follow-up based on digital innovation. Therefore, an implementation model for Field Study that is more integrated with technology and institutional support oriented towards continuous professional development is needed.
Penerapan Pembelajaran Deep Learning pada Pendidikan Kesetaraan Paket C di SPNF SKB Kota Semarang Kanzabella Dewi Savera; Mintarsih Arbarini
DIAJAR: Jurnal Pendidikan dan Pembelajaran Vol. 5 No. 1 (2026): Januari 2026
Publisher : Yayasan Pendidikan Penelitian Pengabdian Algero

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54259/diajar.v5i1.6597

Abstract

This study aims to describe the implementation of Deep Learning that integrates the dimensions of mindful, meaningful, and joyful learning in Package C equivalent education at SPNF SKB Semarang City. The research uses a descriptive qualitative approach with data collection techniques through observation, interviews, and documentation studies. The research subjects included tutors, learners, and the head of the institution. The results show that the implementation of the three deep learning stages was effective. Mindful learning was reflected in the learners' awareness of learning objectives and reflection practices facilitated by tutors. Meaningful learning was achieved by linking the material to the learners' life experiences, making learning more contextual and meaningful. Meanwhile, joyful learning was created through a comfortable classroom atmosphere, varied activities, and the active involvement and enthusiasm of the learners. Overall, this approach had a positive impact on increasing learning awareness, meaningfulness, engagement, and an enjoyable learning experience for adult learners. This study concludes that the deep learning framework is relevant and transformative for improving the quality of contextual learning in equivalent education, and provides practical implications such as the need for tutor training, development of contextual teaching materials, and a sustainable support system.

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