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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 335 Documents
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Implementasi Kultur Sekolah dan Praktik Pembelajaran Vokasional: Studi Etnografi di SMK Negeri 5 Sidrap Suardi Zain; Mubaroq, Muhammad Dirga; Fadhil, Muh; Yaltaji Ilallah; Nur Batoa, Zakiah
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.v4i4.5873

Abstract

Vocational education plays a strategic role in preparing human resources who are both technically competent and strong in character. This study aims to analyze the implementation of school culture and vocational learning practices at SMK Negeri 5 Sidrap, as well as to identify supporting and inhibiting factors affecting learning effectiveness. Employing an educational ethnography approach, data were collected through participant observation, in-depth interviews, and documentation, then analyzed using the Miles & Huberman model through data condensation, display, and verification stages. The results indicate that a school culture rooted in religious values and discipline successfully shapes students’ character, although its implementation remains uneven across classes. Learning practices integrate student-centered approaches with digital technology use but face constraints such as limited practice equipment ratios and student ability heterogeneity resulting from the zoning policy. Teachers’ adaptive efforts through differentiated instruction, peer tutoring, and personal mentoring help reduce learning disparities. This study highlights the importance of synergy among school culture, pedagogical innovation, and transformative leadership to realize vocational education that produces not only technically skilled graduates but also individuals with strong character and readiness for the global workforce.
Peningkatan Pemahaman Konsep Bilangan dan Pengukuran melalui Media Konkret Buah Pumpkin pada Siswa Kelas 2 SD Suwarni, Suwarni; Diah Selviani; Suranti, Dewi
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.v4i4.5958

Abstract

This study aims to improve the understanding of the concept of numbers and measurement through concrete media of pumpkins in grade 2 elementary school students and analyze the process and results of exploration of the concept of measurement and counting carried out by Shelton Elementary School students.. Mathematics education at the Elementary School (ES) level requires concrete media to bridge abstract concepts toward real understanding. The method used is descriptive qualitative, which focuses on in-depth observation and interpretation of phenomena in their natural setting. The pumpkin medium was chosen due to its abundant availability and its relevance to the local autumn context in Colorado, making it a familiar and engaging object for students. This medium was integrated into learning to visualize number concepts (counting seeds), measurement (circumference and weight), and simple arithmetic operations (addition and subtraction). This descriptive qualitative research involved 18 Grade 2 students and 7 parents as volunteers at Shelton Elementary School, Golden, Colorado, USA, on Wednesday, October 22, 2025. Data were collected through participatory observation and field notes on group activities where students performed measurements of the pumpkin's circumference, height, weight, and counted the number of seeds. The results show that the use of the pumpkin medium successfully created a fun and contextual learning atmosphere, increased student motivation, and trained their estimation and actual measurement skills. Interaction with the pumpkin and collaboration with parent volunteers also strengthened students' understanding of number and unit concepts.
Multimodal and Reflective Pedagogies in Enhancing EFL Academic Presentation Skills: A Case Study Rika Andayani; Hanip Pujiati; Imas Wahyu Agustina
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.v5i1.6916

Abstract

Academic presentation skills are crucial components of academic literacy in English as a Foreign Language (EFL) context, yet many students continue to experience challenges in delivering effective academic presentations. This study explores how EFL students’ academic presentation skills are enhanced through classroom-based instructional practices. Employing a qualitative case study design, the research was conducted in an undergraduate EFL classroom at English Education Study Program, Universitas Negeri Jakarta, Indonesia. Data were collected through classroom observations, students’ academic presentation videos, reflective journals, and semi-structured interviews. The data were analyzed thematically to identify patterns related to students’ skill enhancement over the course of the instructional process. The findings reveal that students’ academic presentation skills were enhanced through iterative presentation practice, explicit instruction on presentation structure and language use, and reflective activities that encouraged self-awareness and peer feedback. In addition, the integration of visual and verbal resources supported students’ confidence and clarity in presenting academic content. This study highlights the importance of pedagogically structured support and reflective learning in enhancing EFL students’ academic presentation skills. The findings offer practical insights for EFL lecturers seeking to design effective academic presentation instruction and contribute to the growing body of qualitative research on academic literacy development in higher education.
Students’ Trust in AI Feedback and Its Effect on Critical Reading In EFL Seva Silfia Andriani; Washlurachim Safitri; Kiagus Baluqiah
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.v5i1.7051

Abstract

The use of artificial intelligence (AI) in English as a Foreign Language (EFL) instruction has increased, particularly through AI-generated feedback to support reading activities. However, research on students’ trust in AI feedback and its relationship with critical reading ability remains limited. This study investigates EFL students’ trust in AI-generated feedback and examines its relationship with critical reading performance. Using a quantitative correlational design, the study involved 17 undergraduate EFL students at Universitas Muhammadiyah Bengkulu, Indonesia. Data were collected through a five-item Likert-scale questionnaire measuring trust in AI feedback and a five-item critical reading test. Descriptive statistics and Spearman’s rank correlation analysis were applied. The results show that students demonstrated a moderate level of trust in AI-generated feedback (M = 3.40 per item) and moderate to relatively high critical reading performance (M = 3.35 out of 5). The correlation analysis revealed a positive but weak relationship between trust in AI feedback and critical reading performance (ρ = 0.28, p = .27), indicating no statistically significant correlation. These findings suggest that although students generally trust AI-generated feedback, such trust alone does not significantly enhance critical reading ability, highlighting the importance of integrating AI feedback with teacher guidance in EFL reading instruction.
Efektivitas Game Edukasi “Transform.It” untuk Meningkatkan Kemampuan Pemecahan Masalah Siswa pada Materi Transformasi Geometri Dewa Made Wikan Jayanteka Hardika; I Gusti Putu Sudiarta; I Nyoman Budayana
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.v5i1.7053

Abstract

This study developed an educational game named Transform.It using the ADDIE development model. The game aims to provide an optimal learning environment to enhance students’ problem-solving skills on the topic of geometric transformations for Grade IX. Transform.It was developed using Construct 3 and underwent validity and practicality evaluations, resulting in an educational game that is feasible for implementation in learning activities. To examine the effectiveness of the game, formative evaluations in the form of pre-tests and post-tests containing problem-solving questions were administered. The results were analyzed using the N-Gain test with a minimum improvement criterion of g ≥ 0.30. The pre-test results showed an average problem-solving score of 33.23, while the post-test results indicated an increase in the average score to 77.38. Based on the N-Gain analysis, Transform.It achieved a gain score of 0.64, which falls within the moderate category and exceeds the minimum criterion. These findings indicate that Transform.It is effective in improving students’ problem-solving skills in geometric transformation material for Grade IX.
The Effectiveness of Using Wordwall as Medium to Improve Students’ Writing Skill of Grade VIII Farisa Fatimatuzzahro; Aprilia Riyana Putri
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.v5i1.7087

Abstract

This study investigates the effectiveness of using Wordwall as a learning medium to improve the writing skills of eighth-grade students. Writing is one of the most essential yet challenging skills in English learning, as many students struggle to develop ideas, organize their thoughts, and apply correct grammar and vocabulary. To address this problem, the research employed a pre-experimental design with one group pretest and posttest. The participants were eighth-grade students of MTS Walisongo Pecangaan, selected through purposive sampling. Data were collected using writing tests administered before and after the treatment. The findings show a significant improvement in students’ writing achievement, with the mean score increasing from 53.17 in the pretest to 82.67 in the posttest. The paired sample t-test result indicated a significance value of 0.000 < 0.05, while the N-gain score was 0.71 (71.13%), categorized as high. These results confirm that Wordwall is an effective medium to enhance students’ writing ability and foster better learning outcomes.
Upaya Orang Tua dalam Meningkatkan Motivasi Belajar Siswa Kelas VII SMP Negeri 4 Biak Barat Nasri Indra Padang
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.v5i1.7124

Abstract

This research is motivated by the lack of learning motivation among seventh-grade students at SMP Negeri 4 Biak Barat. The purpose of this study is to describe and analyze the efforts made by parents to increase the learning motivation of seventh-grade students at SMP Negeri 4 Biak Barat. Ten informants were interviewed, consisting of five parents and five seventh-grade students at SMP Negeri 4 Biak Barat. The data used were primary and secondary data. The data collection techniques used were non-participant observation, in-depth interviews, and document study. Data analysis consisted of data condensation, data presentation, and conclusion drawing. The results show that: parental efforts to increase learning motivation include several aspects, such as: (1) providing emotional support in the form of attention, affection, and understanding; (2) time management, parental presence during study time, playing with students during breaks; (3) appreciation and rewards, both verbal and material, as a form of positive reinforcement for student performance; and (4) facilities provided by parents at home, which are crucial factors in supporting student learning motivation.
Pengembangan Kompetensi Calon Guru SD: Desain Modul Praktikum IPA Berbasis STEM Terintegrasi Alat Peraga PjBL Risky Richlos Sarapung
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.v5i1.7137

Abstract

Motivated by the need for learning tools that can enhance science process skills and conceptual understanding of prospective elementary school teachers. Science practicum activities that have been carried out so far are still limited to conventional modules and have not been fully integrated with teaching aids produced through Project-Based Learning (PjBL). This study aims to develop a STEM-based science practicum module through PjBL-produced teaching aids that are valid, practical, and effective for prospective elementary school teachers. The research employed a research and development (R&D) approach with the ADDIE model, which includes the stages of analysis, design, development, implementation, and evaluation. The research subjects were fourth-semester students of the Elementary School Teacher Education (PGSD) program at a university in North Maluku, with a total of 80 participants. Research instruments included expert validation sheets, practicality questionnaires, science process skills observation sheets, and learning outcome tests (pretest–posttest). Data were analyzed using descriptive quantitative, qualitative, and inferential methods with gain scores and paired t-tests. The results showed that the STEM-based science practicum module received a very good category from expert validators (average score 4.55), was rated practical by students (average score 4.35), and was effective in improving science process skills and learning outcomes with gain scores ranging from 0.51 to 0.62, categorized as moderate to high. It can be concluded that the developed practicum module is feasible to be used as a science learning tool in PGSD/FKIP and can help equip prospective teachers with scientific and pedagogical competencies relevant to the demands of the 21st century.
Literature Review: Pengaruh Penerapan Model Problem-Based Learning (PBL) terhadap Keterampilan Kolaborasi Siswa Arni Ramadhani; Marsella Evintaras Br Sebayang; Elsa Rima Prahesti; Huzaimah, Huzaimah; Nevilia Pramesti Irawan
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.v5i1.4861

Abstract

Education today demands collaboration skills as one of the essential competencies to support the success of the learning process. However, students’ collaboration skills remain a challenge in classroom practice. One instructional model considered effective in enhancing students’ collaboration skills is Problem-Based Learning (PBL). This study aims to analyze the effect of implementing the Problem-Based Learning (PBL) model on students’ collaboration skills based on findings from previous studies.This study employs a literature review method with a systematic review approach guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework. Article searches were conducted using Publish or Perish through the Google Scholar database with relevant keywords. Articles were selected based on predefined inclusion and exclusion criteria and then screened through the stages of identification, screening, eligibility, and inclusion, resulting in 12 articles for further analysis.The results of the review indicate that the implementation of the Problem-Based Learning (PBL) model has a positive effect on improving students’ collaboration skills, particularly in terms of teamwork, communication, responsibility, and active participation in learning. These findings suggest that the PBL model is effective as an alternative instructional approach to support the development of students’ collaboration skills.
Analisis Miskonsepsi Guru dalam Penerapan Profesionalisme dan Etika Pembelajaran Ninda Amelia Rozana; Uswatun Khasanah; Aqilla Daffa Azzahra; Nita Yuli Astuti
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.v5i1.6190

Abstract

This article analyzes teachers' misconceptions in interpreting professionalism and learning ethics and their impact on the quality of the learning process. This study evaluates how misunderstandings about professionalism are often reduced to mere administrative compliance and certification acquisition, as well as misconceptions about ethics that are narrowed down to mere politeness without considering moral responsibility, fairness, and objectivity in learning interactions. Through a literature review approach, this study examines various scientific literature to show how these misconceptions affect the effectiveness of knowledge transfer and the development of teachers' pedagogical competencies. The findings show that misunderstandings occur not only among students but also among teachers, even those who are certified, because certification is not yet fully capable of changing mindsets and pedagogical practices. This situation points to the importance of strategies to strengthen professionalism through improving academic standards, implementing training or Continuing Professional Development (CPD), active involvement in professional organizations, and the application of mentoring and coaching. Overall, this analysis confirms that strengthening teacher professionalism and ethics is an urgent need to realize meaningful and fair learning.

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