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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 382 Documents
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Efforts to Enhance Character of Responsibility and Self-Confidence in Numeracy Learning Eva Nirtha; Ermelinda Agnes Gunu Pure; Arfiani Arfiani; Gunawan Gunawan
DIAJAR: Jurnal Pendidikan dan Pembelajaran Vol. 5 No. 2 (2026): April 2026
Publisher : Yayasan Pendidikan Penelitian Pengabdian Algero

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54259/diajar.v5i2.7562

Abstract

This research aimed to improve the character of responsibility and confidence of students in numeracy learning in the Elementary School Teacher Education Study Program (PGSD). The problems found in the numeracy learning process show that some students still lack a sense of responsibility for academic tasks and lack confidence in coming up with ideas and solving numeracy problems. This research uses the Classroom Action Research (PTK) approach which is carried out in two cycles which include the planning, action implementation, observation, and reflection stages. The research subjects were PGSD students who took numeracy learning courses. Data collection techniques are carried out through observation, documentation and reflection. Meanwhile, data analysis uses quantitative and qualitative descriptive analysis. The results of the study show that the application of active, creative and reflective numeracy learning strategies intervention is able to increase students' character of responsibility and confidence. This can be seen from the increase in student participation in discussions, accuracy in completing assignments, and the courage to express opinions during the learning process. The percentage of students' character responsibility and confidence increased with each research cycle. Thus, it can be concluded that the implementation of numeracy learning that is actively designed, creative and reflective, can increase the character of responsibility and confidence of PGSD students.
Pengembangan Instrumen Tes Literasi Sains Berdasarkan Framework PISA 2025 untuk Siswa SMA Maya Mustika; Fatchiyatun Ni’mah; Ennike Gusti Rahmi; Saulim DT Hutahaean
DIAJAR: Jurnal Pendidikan dan Pembelajaran Vol. 5 No. 2 (2026): April 2026
Publisher : Yayasan Pendidikan Penelitian Pengabdian Algero

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54259/diajar.v5i2.7618

Abstract

The achievement of Indonesian students' scientific literacy in PISA is still low, requiring the development of valid and contextual assessment instruments. This study aims to develop a scientific literacy instrument based on the PISA 2025 Framework with the unique use of the local context of Kalimantan for high school students that is valid and reliable in the subjects of Physics, Chemistry, and Biology. The research method uses a Research and Development (R&D) approach with an adapted 4D development model (Define, Design, Develop, Dissemination). In this study, the implementation of the 4D development model only reaches the development stage. The results of the instrument validation test by 3 validators showed an average score of 3.72 with a very good category. The instrument trial involved 241 grade 10th and 11th high school students in Palangka Raya. The empirical test results produced 18 valid physics questions with a reliability value of 0.784 (high), 19 valid chemistry questions with a reliability value of 0.814 (very high), and 15 valid biology questions with a reliability value of 0.735 (high). Thus, the scientific literacy instrument developed based on the PISA 2025 Framework has proven valid and reliable for measuring students' scientific competencies. This instrument can be used by teachers as a formative assessment tool in the classroom, a reference for developing contextual science questions aligned with international standards for high school students, and is expected to improve Indonesian students' scientific literacy achievements in accordance with PISA standards.

Page 39 of 39 | Total Record : 382

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