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INDONESIA
Jurnal Profesi Pendidikan (JPP)
Published by IKIP Siliwangi
ISSN : ''''     EISSN : 28288831     DOI : 10.22460
Core Subject : Education,
Education
Jurnal Profesi Pendidikan (JPP) menerbitkan penelitian orisinal atau makalah teoritis tentang belajar mengajar yang berkaitan dengan isu-isu terkini. Kami merekomendasikan penelitian tindakan kelas, kualitatif, deskriptif, atau kuantitatif. Kami dapat memproses naskah penelitian pengembangan didaktik (DDR) atau penelitian dan pengembangan (RnD). Publikasi kami dapat berupa penelitian tentang pengajaran, pembelajaran dan pengajaran, pengembangan kurikulum, lingkungan belajar, pendidikan guru, pendidikan, teknologi, dan pengembangan pendidikan.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 103 Documents
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Pengaruh Model Pembelajaran Talking Stick terhadap Kemampuan Menulis Pantun Siswa Kelas Vii Smp Trampil Jakarta Abd Rozak; Ade Siti Haryanti; Yayan Sudrajat
Jurnal Profesi Pendidikan Vol. 4 No. 2 (2025): December
Publisher : PPG IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jpp.v4i2.27371

Abstract

Tujuan penelitian ini adalah untuk mengetahui pengaruh penggunaan model pembelajaran Talking Stick terhadap kemampuan menulis pantun siswa kelas VII SMP Trampil Jakarta. Metode penelitian yang digunakan adalah metode eksperimen dengan desain penelitian post-test only control group design. Populasi berjumlah 102 siswa, jumlah sampel yang digunakan pada penelitian ini adalah 56 siswa, dengan menggunakan teknik sample random sampling, instrumen yang digunakan penelitian ini adalah lembar penilaian. Hasil penelitian ini menunjukkan bahwa berdasarkan perhitungan SPSS versi 25 bahwa nilai p < 0,001 atau nilai p < 0,05 maka H0 ditolak dan H1 diterima, artinya terdapat pengaruh signifikan dalam penggunaan model pembelajaran Talking Stick terhadap kemampuan menulis pantun siswa kelas VII SMP Trampil Jakarta, karena dengan model pembelajaran tersebut menghasilkan nilai rata-rata lebih tinggi sebesar 81 dibandingkan dengan nilai rata-rata hasil pembelajaran yang menggunakan model pembelajaran Jigsaw sebesar 68.
Application of STAD Approach in Differentiated Learning Assisted by Chromebooks to Improve Science Learning Outcomes in Class VI Juli Putra Sinambela; Ryan Dwi Puspita
Jurnal Profesi Pendidikan Vol. 4 No. 2 (2025): December
Publisher : PPG IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jpp.v4i2.27401

Abstract

This study is motivated by the need to improve the quality of teaching and student learning outcomes in elementary schools in the context of rapid technological development. The research aims to analyze the impact of implementing the Student Teams Achievement Divisions (STAD) approach in differentiated learning assisted by Chromebooks on the science learning outcomes of sixthgrade students at SD Negeri 2 Harian, Samosir. The STAD approach emphasizes cooperative learning and shared achievement, while differentiated learning accommodates students’ diverse needs in terms of content, process, and assessment. Chromebooks were utilized to support learning flexibility and access to digital resources. This study employed a descriptive qualitative method with a case study design. Data were collected through participatory observation, in-depth interviews, and analysis of students’ learning outcome documents. The research involved seven sixth-grade students with diverse learning characteristics. The results indicate that the integration of the STAD approach with Chromebookassisted differentiated learning increased student engagement, collaboration, and interaction during learning. Quantitative data showed that 85.7% of students achieved scores above the Minimum Completeness Criteria. In addition, qualitative findings revealed improvements in students’ critical thinking, problemsolving abilities, and digital literacy. In conclusion, integrating the STAD approach with Chromebooks creates a collaborative, adaptive, and effective learning environment that enhances science learning outcomes while fostering essential social and technological skills in elementary education.
Application of Problem-Based Learning Model Based on Humanistic Theory in Developing Students' Learning Motivation in Grade III MI Al-Azkiya Pengalihan Harsiah
Jurnal Profesi Pendidikan Vol. 4 No. 2 (2025): December
Publisher : PPG IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jpp.v4i2.27430

Abstract

Learning motivation plays a crucial role in determining students’ learning success at the elementary level, as this stage shapes attitudes, interests, and learning character for future development. However, learning in many Madrasah Ibtidaiyah is still dominated by teacher-centered approaches that limit students’ active participation. This study aims to describe the planning, implementation, and outcomes of applying a problem-based learning model grounded in humanistic theory to enhance the learning motivation of Grade III students at MI Al-Azkiya Pengalihan. The study employed a qualitative approach using a fixed case study design, involving 20 Grade III students as research subjects. Data were collected through observation, documentation, and assessment of learning activities and motivation indicators. Data analysis followed the stages of data reduction, data display, and conclusion drawing. The findings indicate that learning planning was conducted effectively in accordance with the principles of problem-based learning and humanistic theory. The implementation of learning successfully encouraged active student participation. Students’ learning motivation increased, as reflected in high levels of curiosity (90%), activeness in asking questions (75%), enthusiasm for reading and learning (80%), courage to express opinions (85%), and initiative in discussion (70%). These results demonstrate that a humanistic theory-based problem-based learning model is effective in fostering students’ learning motivation.
Implementation of Humanistic Approach in Differentiated Social Studies Learning for Grade V Students of SDN 1 Mesuji Timur Rasmaita Rasmaita
Jurnal Profesi Pendidikan Vol. 4 No. 2 (2025): December
Publisher : PPG IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jpp.v4i2.27483

Abstract

This study aims to analyze how the humanistic approach is applied in differentiated learning in elementary schools. The study found that there are similarities in concept between the differentiated learning approach and the humanistic approach, both of which emphasize the importance of appreciating the uniqueness of each individual. Conducted at SDN 1 MESUJI TIMUR, this study is a type of qualitative descriptive research with a case study approach. The researcher aims to identify natural patterns that emerge when applying the humanistic approach in differentiated learning. Observations were made on the planning, implementation, and evaluation of learning. Data collection techniques involve diagnostics, observation, performance, and final tests. The subjects of the study consisted of 15 fifth grade students of SDN 1 MESUJI TIMUR, consisting of 8 boys and 7 girls in the 2024/2025 academic year. The findings of the study indicate that the application of the humanistic approach in differentiated learning has a positive impact on creativity and student learning outcomes.
Implementation of the Canva-Based Picture and Picture Learning Model in Social Studies Learning for Grade V Students of SD Negeri 22 Lubuklinggau Helia Fitra; Tio Gusti Satria; Tidi Maharani
Jurnal Profesi Pendidikan Vol. 4 No. 2 (2025): December
Publisher : PPG IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jpp.v4i2.28064

Abstract

This study aims to determine the completeness of social science (IPS) learning outcomes of fifth-grade students of SD Negeri 22 Lubuklinggau, after the implementation of the Canva-based picture and picture learning model. The background of this study is based on the low criteria for achieving learning objectives (KKTP) of students as indicated by the results of many tests that are still below standard. This study uses quantitative with a pre-experimental design of one-group pre-test and post-test. The population in this study were all fifth-grade students of SD Negeri 22 Lubuklinggau and the research sample was class V.A, totaling 22 students. The instrument used was a multiple-choice test that had gone through a validation process and reliability testing. The results of data analysis showed a significant increase in learning outcomes after the implementation of the Canva-based picture and picture learning model, with a significance level of α = 5% obtained t count = 4.31 and t table = 1.720 (t count < t table). These findings demonstrate that the use of interactive learning models, such as Canva-based picture and picture, can help students understand and motivate them in social studies. Therefore, it can be concluded that after implementing the Canva-based picture and picture learning model, significant improvements were achieved.
The Implementation of Smart Box Media on The Learning Outcomes of Social Sciences Students in Grade IV of State Elementary School 31 Lubuklinggau Putri Melati; Tio Gusti Satria; Sujarwo
Jurnal Profesi Pendidikan Vol. 4 No. 2 (2025): December
Publisher : PPG IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jpp.v4i2.28931

Abstract

This study aims to determine how the learning outcomes of fourth-grade students of SD Negeri 31 Lubuklinggau social studies after the implementation of smart box learning media significantly completed. The research method uses a pre-experimental research method that only involves one class as an experimental class without a control class with a one-group pretest-posttest design, in this design there is a pre-test before treatment and a post-test after treatment so that the conditions after treatment can be compared. The population in this study is fourth grade totaling 42 students. The sampling technique used is a purposive sampling technique, a sampling technique used if the author has certain considerations in sampling or determining samples for certain purposes. Data collection techniques use interview sheets, observation sheets, and written tests. Data analysis techniques use data normality tests and hypothesis tests. The instrument used by the author is in the form of essay questions totaling 10 questions and then after being analyzed, 8 (eight) valid questions are obtained. The data is analyzed using the "t" test. Based on the results of the t-test analysis, t count = 5.08 and ttable 1.73. So tcount (5.08) > ttable (1.72) with this, Ha is accepted and Ho is rejected. Thus, it is concluded that the results of social studies learning of grade IV students of SD Negeri 31 Lubuklinggau after the application
Integrating Local Culture into Digital Learning Media for Elementary School Students in Border Regions Tri Syamsijulianto; Alvira Pranata
Jurnal Profesi Pendidikan Vol. 4 No. 2 (2025): December
Publisher : PPG IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jpp.v4i2.29824

Abstract

This study aims to integrate local cultural values into digital learning media for elementary school students in border areas, to enhance artistic and civic literacy. The development used the Design and Development Research (DDR) approach with the ADDIE model: Analysis, Design, Development, Implementation, and Evaluation. The study was conducted in Entikong District, West Kalimantan, involving fourth-grade teachers and students from four elementary schools. Data were collected through observations, interviews, questionnaires, validation sheets, and Focus Group Discussions (FGD). The result shows that the integration of local culture into the “Go Buya” digital learning media effectively enhances students’ understanding of local traditions, cultural diversity, and civic values. The media demonstrated high feasibility in terms of content, design, and user engagement. Learning outcomes increased significantly after using the media, as indicated by improved post-test results and positive responses from students and teachers. The findings suggest that incorporating local culture into digital learning media can foster meaningful learning experiences, particularly for border-area students who face limited access to culturally relevant educational materials.
Improving Creative Thinking Skills with the STEM Learning Model for Fifth Grade Elementary School Students Rika Putri Yanti; Jajang Bayu Kelana
Jurnal Profesi Pendidikan Vol. 4 No. 2 (2025): December
Publisher : PPG IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jpp.v4i2.29951

Abstract

The purpose of this study was to determine the improvement of creative thinking skills using the STEM (Science, Technology, Engineering and Mathematics) model. This study used a pre-experimental design. The research method used was a quantitative design with One group pretest-posttest. The sample population in this study was 29 students from grade V in elementary school. The results of the pretest and posttest were analyzed using SPSS. To determine the improvement of creative thinking skills, descriptive analysis, normality test, hypothesis test, N-gain test were carried out. From the test, the descriptive statistical results showed that there was an average increase with a difference of 37.07, the results of the normality test of the pretest value were 0.232> 0.05 while the posttest value was 0.93> 0.05. Furthermore, the results of the hypothesis test obtained sig. (2-tailed) of 0.000 <0.05 so Ha was accepted. Then the results of the N-gain value were 0.58 with a fairly effective category. From these results, it can be concluded that the application of the STEM (Science, Technology, Engineering and Mathematics) model can improve the creative thinking skills of fifth grade elementary school students, which has a positive impact on learning.
Understanding the concept of the deep learning approach in using storytelling methods in elementary schools Susilawati; Yeni Hadianti; Risma Nuriyanti
Jurnal Profesi Pendidikan Vol. 5 No. 1 (2026): June
Publisher : PPG IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jpp.v5i1.27467

Abstract

Deep learning in the educational context emphasizes not only theoretical mastery of learning materials but also meaningful learning that involves experiences and real-life situations. This approach encourages students to think critically and creatively and to solve problems through exploratory and interactive activities, such as storytelling. The storytelling method was chosen because it creates an enjoyable learning atmosphere, increases student participation, and fosters students’ intrinsic motivation. Therefore, teachers need to comprehensively understand the concept of the deep learning approach before implementing it through storytelling. This study aims to explore teachers’ understanding of the deep learning approach in the use of storytelling in elementary schools, as well as the challenges they face in integrating storytelling with deep learning. This study employed a qualitative approach with a case study design, with data collected through interviews and questionnaires. The participants were 10 elementary school teachers in West Java who had at least four years of teaching experience and were civil servants. The results showed that some teachers had a positive understanding of the importance of the deep learning approach. However, several teachers still encountered challenges in implementing this approach effectively, including limited in-depth understanding, difficulty generating story ideas, and challenges in managing students with diverse learning styles. This study suggests the need for continuous teacher training and the development of appropriate story ideas based on students’ learning styles at each grade level.
Students’ voices on academic writing in higher education: Needs, preferences, and digital integration Yanuarti Apsari; Nur Hidayanto Pancoro Setyo Putro; Dyah Setyowati Ciptaningrum
Jurnal Profesi Pendidikan Vol. 5 No. 1 (2026): June
Publisher : PPG IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jpp.v5i1.31133

Abstract

Academic writing is a crucial skill for students in higher education; however, it remains a significant challenge, particularly in English as a Foreign Language (EFL) contexts. Limited research has foregrounded students’ voices regarding their academic writing needs, learning preferences, and the role of digital tools in supporting their writing development. Addressing this gap, the present study aims to explore students’ perceptions of their academic writing needs, investigate their preferred ways of learning academic writing, and examine their perceptions of the role of digital tools in facilitating and supporting their writing processes. This study employed a descriptive qualitative design to investigate students’ experiences and perceptions of academic writing. Data were collected through a survey involving 82 university students and in-depth interviews with six selected participants. The collected data were analyzed using thematic analysis. The findings show that students struggle with writing coherent paragraphs and structuring arguments. To overcome these challenges, they prefer a combination of structured scaffolding and digital collaborative learning. Regarding digital tools, research databases and writing platforms were the most commonly used, with Google Scholar used for reference searching and Grammarly for writing support. Moreover, students preferred interactive media, particularly educational videos, digital mind-mapping tools, and interactive quizzes. These findings suggest that integrating structured instruction, collaboration, and interactive digital tools can improve students’ engagement and academic writing skills.

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