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Scolae: Journal of Pedagogy
Published by Sekolah Tinggi Keguruan dan Ilmu Pendidikan Dampal Selatan
ISSN : -     EISSN : 26226790     DOI : https://10.56488/scolae.
Core Subject : Religion, Education,
Religion Education Languange, Linguistic, Communication & Media Mathematics Other
Scolae is a scientific-oriented Journal that focuses on publishing research result and conceptual findings in Education Field.
Arjuna Subject : Umum - Umum
Articles 83 Documents
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PENGARUH METODE BERCERITA TERHADAP PERKEMBANGAN BAHASA ANAK DI KELOMPOK B2 TK ADHYAKSA XXII PALU Nur Rahma; Intan Permatasari
Scolae: Journal of Pedagogy Vol 9 No 1 (2026): Volume 9 (1) Juni 2026
Publisher : Sekolah Tinggi Keguruan dan Ilmu Pendidikan (STKIP) Dampal Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56488/scolae.v9i1.181

Abstract

This study is a child's language development has not developed as expected. The aim is to determine the effect of the storytelling method on children's language development. The research method used is a quantitative approach method and an experimental research type. The subjects of this study were children in Group B2 of Adhyaksa XXII Palu Kindergarten, totaling 21 children. Data collection techniques were carried out through observation, interviews, and documentation. Data processing was carried out using percentage techniques and t-tests (paired sample t-test). Data from the recapitulation of observations of children's language development before being given treatment in the form of storytelling methods, in the three aspects that have been observed, there were 0% in the BSB category, 12.70% in the BSH category, 52.38% in the MB category, and 34.92% in the BB category. After being given treatment in the form of storytelling methods, from the results of the recapitulation of observations of children's language development in the three aspects that have been observed, an average of 55.55% was obtained in the BSB category, 22.22% in the BSH category, 22.23% in the MB category, and 0% in the BB category. Based on the results of the t-test calculation data, the value of ttug> ttable (20,088> 1,724) was obtained, and the significance value was 0.000 <0.05. It can be concluded that Ho is rejected and H1 is accepted, which means that there is an influence of the storytelling method on children's language development in Group B2 of Adhyaksa XXII Kindergarten, Palu.
PENGARUH MODEL PEMBELAJARAN KOOPERATIF TIPE INQUIRING MINDS WANT TO KNOW TERHADAP MOTIVASI BELAJAR SISWA PADA MATA PELAJARAN PAIKELAS VIII DI SMP AMAL BAKTI Rizky Amanda Nasution; Ali Imran Sinaga; Miswar Miswar
Scolae: Journal of Pedagogy Vol 9 No 1 (2026): Volume 9 (1) Juni 2026
Publisher : Sekolah Tinggi Keguruan dan Ilmu Pendidikan (STKIP) Dampal Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56488/scolae.v9i1.183

Abstract

Pelaksanaan penelitian yang telah dilakukan bertujuan untuk dapat mengetahui pengaruh penggunaan dari strategi kooperatif tipe inquiring minds want to know untuk dapat meningkatkan motivasi belajar dari siswa kelas VII di SMP Amal Bakti. Penelitian menggunakan metode penelitian kuantitatif. Adapun yang menjadi populasi dalam penelitian yakni seluruh dari peserta didik dengan latar belakang beragama Islam di kelas VII dan VIII. sampel penelitian yang diambil menggunakan teknik dari purposive sampling dengan kelas control yakni siswa yang duduk di kelas VIII dan untuk kelas eksperimen siswa yang duduk di bangku kelas VII. Data penelitian dikumpulkan dengan cara penggunaan tes dan angket untuk dapat mengetahui motivasi belajar yang kemudian dianalisis dengan adanya penggunaan Uji t dengan jenis independen sample t test. Hasil penelitian memberikan penjelasan terkait bahwa terdapat adanya pengaruh yang signifikan dari penggunaan strategi inquiring minds want to know, terhadap motivasi belajar dalam pembelajaran Pendidikan Agama Islam dengan materi iman kepada malaikat di kelas VII SMP Amal Bakti. Hal Hal ini dapat dibuktikan dengan adanya uji t yang menunjukkan bahwa nilai signifikansi yang didapatkan melalui hasil instrumen tes angket lebih kecil dari 0.05. Penelitian memberikan hasil implikasi yang penting terhadap Guru PAI untuk nantinya membantu melakukan peningkatan motivasi belajar siswa terkhusus pada materi iman kepada malaikat.
STRATEGI ADAPTIF GURU MENGHADAPI TRANSFORMASI PEMBELAJARAN DI ERA SOCIETY 5.0 DI SMP NEGERI 1 LORE BARAT Indah Suarni; Intan Permatasari
Scolae: Journal of Pedagogy Vol 9 No 1 (2026): Volume 9 (1) Juni 2026
Publisher : Sekolah Tinggi Keguruan dan Ilmu Pendidikan (STKIP) Dampal Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56488/scolae.v9i1.185

Abstract

The transformation of learning in the Society 5.0 era requires teachers to integrate digital technology with pedagogical approaches to create innovative, adaptive, and student-centered learning environments. However, its implementation in rural schools continues to face significant challenges, particularly in terms of digital infrastructure and teachers' digital competencies. This study aimed to analyze the challenges encountered by teachers and identify the strategies they employ in adapting to learning transformation in the Society 5.0 era at SMP Negeri 1 Lore Barat. This research employed a quantitative descriptive approach. The population consisted of all 13 teachers at SMP Negeri 1 Lore Barat, and a total sampling technique was applied, whereby all teachers were included as research participants. Data were collected using a structured questionnaire based on a five-point Likert scale and analyzed through descriptive statistics, including mean scores and standard deviations, using IBM SPSS Statistics Version 26. The findings revealed that the level of challenges faced by teachers was categorized as moderate, with a mean score of 3.40, while teachers' strategies in responding to learning transformation were categorized as high, with a mean score of 4.18. The primary challenges included limited internet connectivity, inadequate technological facilities, and insufficient professional development opportunities related to digital competencies. Meanwhile, the dominant strategies involved continuous professional development through training, self-directed learning, the development of digital learning media, and collaborative practices among teachers. The study concludes that the successful implementation of learning transformation in the Society 5.0 era depends not only on the availability of digital technology but also on teachers' professional readiness, institutional support, and educational policies that strengthen digital infrastructure and teachers' competencies.

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