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Romindo
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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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Analisis Psikologi Tokoh Bahar dalam Novel Janji Karya Tere Liye Irfan Rahadian Vieri; Jumiati, Jumiati; Muhammad Hanafi; Suhartini Khalik
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.v5i1.6369

Abstract

The purpose of this study is to analyze the psychological aspects experienced by the character Bahar in Tere Liye's novel Janji using a qualitative descriptive method to describe the data in the form of stimuli, responses, and reinforcements experienced by the character. The research data consists of quotes that show the presence of stimuli, responses, and forms of reinforcement that appear throughout Bahar's journey in the story. The data source comes entirely from Tere Liye's novel Janji. The data collection techniques used include coding techniques to mark relevant quotes and close reading techniques to read and understand the text in depth. Data analysis was carried out by reading the entire novel to understand the context of the events involving Bahar, and then coding each finding related to stimuli, responses, and reinforcements. Next, the findings were analyzed using B. F. Skinner's behaviorism theory to examine the relationship between the character's received stimuli, the responses they exhibited, and the reinforcements that influenced their behavioral changes. Based on the research findings, it was discovered that Bahar's behavior is highly influenced by environmental factors, including interactions with those around him, which elicit various specific responses. These responses then undergo changes or reinforcement based on the experiences he has, indicating that Bahar's behavior is shaped by a combination of external and internal influences.
Efektivitas Pembelajaran Berbantuan AI terhadap Hasil Belajar Siswa pada Materi Keamanan Jaringan di SMKN 1 Purwakarta Aura Roschalina Putri; Dian Permata Sari
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.v5i1.6488

Abstract

This study investigated the comparative effectiveness of Artificial Intelligence (AI)- assisted instruction versus conventional teaching methods in enhancing students' cognitive learning outcomes regarding Network Security material. The research was conducted at State Vocational High School (SMK) 1 Purwakarta. A quantitative quasi-experimental design, specifically the Nonequivalent Control Group Design, was employed, involving 70 eleventh-grade students from the TJKT (Computer and Network Engineering) department. The research instruments comprised pretest and posttest cognitive tests. Data analysis was performed using the non-parametric Wilcoxon Signed-Rank Test to observe changes within groups, and an Independent Samples t-test on the Delta scores to compare outcomes between groups. The findings indicate that the experimental group, which received the AI-assisted intervention, experiences a substantially higher mean improvement in learning outcomes (M = 24.46) compared to the control group (M= 6.11). Furthermore, the Wilcoxon test confirms a significant enhancement in the experimental group, whereas the control group shows no statistically significant difference. The comparative analysis of Delta scores reveals a significant difference between the two groups (p < 0.05), consequently leading to the rejection of the null hypothesis (H0). These results explicitly demonstrate that the implementation of AI-assisted learning is more effective in facilitating the enhancement of students' cognitive competence in Network Security than conventional teaching methodologies.
Implementasi Kurikulum Merdeka Pendekatan “Deep Learning” dalam Pembelajaran Ilustrasi Digital di SMA Emil Tegar Salas Efendi; Yanuartuti, Setyo; Suryandoko, Welly; Sabri, Indar
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.v5i1.6570

Abstract

The Merdeka Curriculum at this time has carried a new approach, namely deep learning that focuses on three principles: full of awareness, meaningful, and encouraging. This paper aims to describe the implementation of the Independent Curriculum with a Deep Learning approach on digital illustration drawing materials at SMA Kemala Bhayangkari 1 Surabaya. The focus of the study is directed to the planning, learning process, and assessment applied by fine arts teachers in grade XII phase F. Writing uses a qualitative method with a case study approach through interview, observation, and documentation techniques. The results of the writing show that teachers have been able to translate the in-depth learning framework that includes the dimensions of graduate profiles, learning principles, learning experiences, and learning frameworks into digital illustration learning activities in a systematic manner. The learning plan is prepared through the determination of the element of "creating", with the selection of materials that are relevant to the needs of the times, and has been integrated with digital media in the form of the Ibis Paint application. The learning process takes place through seven stages ranging from introduction, materials, concept design, sketching, digitization, printing, to reflection. Each stage demonstrates the application of the principles of deep learning: mindful, meaningful, and exhilarating. Assessments are carried out authentically through initial, formative, and summative assessments that emphasize the process and progress of student learning.
Pengembangan Bahan Ajar Berbasis Kearifan Lokal Padang Lawas untuk Meningkatkan Kemampuan Pemecahan Masalah Matematika Siswa Kelas IV SD Muhammad Khoiron Nasution; Sukmawarti, Sukmawarti; Hidayat, Hidayat
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.v5i1.6611

Abstract

This study aims to develop Local Wisdom-Based Teaching Materials for Grade IV Elementary School Students in Padang Lawas. This study is a research and development (Research and Development) using the ADDIE development procedure consisting of 5 stages: Analysis, Design, Development, Implementation, and Evaluation. The instrument used to collect data is a questionnaire given to several expert reviewers, namely material expert reviewers, teaching material expert reviewers, teacher responses and student responses. The validation score obtained from the material expert reviewer is 90. Open material experts are 91. Teacher responses are 95.7 and student responses are 96.3. From these scores, it can be said that the Local Wisdom-Based Teaching Materials for Padang Lawas that have been developed are "Very Valid" for use in the learning process. From the results of the implementation, it is known that there has been an increase in the learning outcomes of grade IV elementary school students after using the developed teaching materials. The overall score of students' grades after using Padang Lawas Local Wisdom-Based Teaching Materials is 82. At the evaluation stage, the average score obtained from all experts is 93.25. From this score, it can be said that the Padang Lawas Local Wisdom-Based Teaching Materials for Grade IV Elementary School that were developed are "Very Valid" for use in the learning process
Model Empat Pilar Inovasi dalam Sinergitas Kurikulum Pesantren dan Perguruan Tinggi: Studi Kasus Pesantren Luhur Sabilussalam Moh. Iqbal Maulidy; Suharto, Babun; Wahyu Wibowo
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.v5i1.6884

Abstract

This study is motivated by the limited familiarity of students in Islamic Higher Education Institutions (PTKI) with kitab kuning (classical Islamic texts) and the urgent need to reform pesantren systems in order to remain relevant within the dynamics of modern education. The main issue addressed is how to build effective synergy between pesantren curricula and university academic curricula to reduce this intellectual competency gap. Using a qualitative approach with a case study method at Pesantren Luhur Sabilussalam, data were collected through observation, in-depth interviews, and documentation. The findings indicate that the implementation of the “Four Pillars of Innovation” includes four main components, namely (1) the hybrid identity of mahasantri (student-santri), (2) an integrated curriculum based on the Semester Credit System (SKS), (3) hybrid pedagogy through the integration of bandongan and discussion-based learning, and (4) an egalitarian leadership ecosystem. These components have proven effective in improving academic achievement and enhancing mastery of kitab kuning. The distinctive feature of this model lies in the dual role of the kiai as both pesantren leader and university academic. In conclusion, the student pesantren model offers a strategic solution to strengthen intellectual competence and character development within Islamic higher education. This study recommends the adoption of a flexible yet structured curriculum integration model for Islamic university students more broadly.This study is motivated by the limited familiarity of students in Islamic Higher Education Institutions (PTKI) with kitab kuning (classical Islamic texts) and the urgent need to reform pesantren systems in order to remain relevant within the dynamics of modern education. The main issue addressed is how to build effective synergy between pesantren curricula and university academic curricula to reduce this intellectual competency gap. Using a qualitative approach with a case study method at Pesantren Luhur Sabilussalam, data were collected through observation, in-depth interviews, and documentation. The findings indicate that the implementation of the “Four Pillars of Innovation” includes four main components, namely (1) the hybrid identity of mahasantri (student-santri), (2) an integrated curriculum based on the Semester Credit System (SKS), (3) hybrid pedagogy through the integration of bandongan and discussion-based learning, and (4) an egalitarian leadership ecosystem. These components have proven effective in improving academic achievement and enhancing mastery of kitab kuning. The distinctive feature of this model lies in the dual role of the kiai as both pesantren leader and university academic. In conclusion, the student pesantren model offers a strategic solution to strengthen intellectual competence and character development within Islamic higher education. This study recommends the adoption of a flexible yet structured curriculum integration model for Islamic university students more broadly.

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