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JURNAL MUARA PENDIDIKAN
Published by Universitas Muhammadiyah Muara Bungo
ISSN : 25286250     EISSN : 26210703     DOI : https://doi.org/10.52060/mp.v7i1
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Mathematics Other
Jurnal Muara Pendidikan merupakan media publikasi berkualitas dalam bidang Pendidikan yang diterbitkan LPPM Universitas Muhammadiyah Muara Bungo. Jurnal Muara Pendidikan menerima naskah artikel penelitian dari akademisi, profesional, praktisi dan mahasiswa berdasarkan proses hasil review. Naskah yang diterima akan disunting untuk keseragaman format tanpa mengubah maksud. Jurnal Muara Pendidikan terbit dua kali dalam satu tahun yaitu bulan Juni dan Desember.
Arjuna Subject : Umum - Umum
Articles 736 Documents
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Pengembangan Aplikasi Pembelajaran Akuntansi Keuangan Berbantuan Flutterflow dengan Integrasi Artificial Intelligence Fadil Muhammad; Roza Thohiri; Jufri Darma; Tuti Sriwedari; Choms Gary Ganda Tua Sibarani
Jurnal Muara Pendidikan Vol. 11 No. 1 (2026): Jurnal Muara Pendidikan, Vol 11 Issue 1, June 2026
Publisher : LPPM Universitas Muhammadiyah Muara Bungo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52060/mp.v11i1.4087

Abstract

This study aims to develop an Android-based learning application called AiC: Accounting in Companion integrated with Gemini AI to assist vocational students in understanding Financial Accounting. The research method used was Research and Development (R&D) with the ADDIE (Analysis, Design, Development, Implementation, Evaluation) model. Research instruments included expert validation sheets, student response questionnaires, and learning outcome tests (pre-test and post-test). The research subjects consisted of 30 students from class XI AKL SMKN 7 Medan. The results showed a material feasibility level of 93% (Very Feasible) and a media feasibility level of 75% (Feasible). The practicality test by students obtained an average score of 91% (Very Practical). The effectiveness test using N-Gain analysis resulted in a score of 0.41, which falls into the Medium improvement category. The primary feature, AI-driven smart recommendations, successfully provided personalized guidance and automatic material navigation for students experiencing difficulties in quizzes. The conclusion of this study is that the AiC application is very feasible, practical, and effective as an innovative adaptive learning medium in the digital era.
Building Student Responsibility Through Classroom Cleanliness Routines Rafael Vin Adelisa; Ni Luh Sekar Astuti
Jurnal Muara Pendidikan Vol. 11 No. 1 (2026): Jurnal Muara Pendidikan, Vol 11 Issue 1, June 2026
Publisher : LPPM Universitas Muhammadiyah Muara Bungo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52060/mp.v11i1.4408

Abstract

This study frames classroom cleanliness not as a minor technical issue but as an educational site for building student responsibility through routine-based classroom management in primary school. It examines how classroom cleanliness can be improved when Grade 6 students display low awareness and self-discipline, and how teachers respond through routines, guidance, and classroom management strategies. The study used a qualitative case study design in one Grade 6 classroom at Cendekia Harapan Primary School, Bali. The auditable data archive consisted of three structured observation sessions focused on the end-of-day cleaning routine, each lasting approximately ten minutes, supported by descriptive field notes. Thematic analysis generated four themes: low student awareness of cleanliness, dependence on teacher supervision, limited effectiveness of teacher strategies due to inconsistent reinforcement, and weak habit formation and student ownership. The findings indicate that the central problem was not a lack of tools or time, but the absence of durable collective responsibility. The study contributes by showing that classroom cleanliness routines can serve as a practical mechanism for responsibility formation when they are enacted consistently, participatively, and in ways that support student ownership rather than short-term compliance.  
Pengembangan Lembar Kerja Peserta Didik Berbasis Augmented Reality Berbantuan Assemblr Edu Restina Purba; Choms Gary Ganda Tua Sibarani; Andri Zainal; Weny Nurwendari; Ulfa Nurhayani
Jurnal Muara Pendidikan Vol. 11 No. 1 (2026): Jurnal Muara Pendidikan, Vol 11 Issue 1, June 2026
Publisher : LPPM Universitas Muhammadiyah Muara Bungo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52060/mp.v11i1.4089

Abstract

This research was driven by the lack of student enthusiasm in Accounting lessons. It aims to outline both the validity of a student worksheet (LKPD) integrated with Augmented Reality (AR) technology and the reactions of students upon utilizing it. The study took place during the 2025/2026 academic term at SMK Negeri 7 Medan. A limited trial was conducted involving 10 eleventh-grade students from the AKL 3 class, focusing specifically on an AR-supported LKPD covering the worksheet (neraca lajur) material.The methodology applied was Research and Development (R&D) following the 4D framework (Define, Design, Develop, Disseminate). Information was gathered via interviews, observations, questionnaires, and documentation. The educational product underwent expert appraisal by content and media specialists, alongside a teaching practitioner, prior to student testing. Findings revealed that the designed LKPD achieved a highly valid status. Evaluation scores stood at 88% from content specialists, 90.66% from media experts, and 91.11% from the educator. Furthermore, student feedback during the limited trial recorded an 88.88% approval rate, falling into the very good category. Consequently, the AR-integrated LKPD is deemed highly appropriate and feasible for facilitating Accounting instruction, most notably for the worksheet topic.
Efektivitas Fitur Match dan Blast Quizlet Terhadap Hasil Belajar Perkalian Siswa Sekolah Dasar Shandy Fahrizal; Heri Tri Luqman Budisantoso
Jurnal Muara Pendidikan Vol. 11 No. 1 (2026): Jurnal Muara Pendidikan, Vol 11 Issue 1, June 2026
Publisher : LPPM Universitas Muhammadiyah Muara Bungo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52060/mp.v11i1.4095

Abstract

The learning process in elementary school mathematics plays a role in honing students’ logical thinking skills; however, in reality, learning outcomes in multiplication remain relatively low. This situation highlights the need for innovative teaching methods that are interactive and engaging. The purpose of this study is to determine the effectiveness of using the Match and Blast features on Quizlet in improving the multiplication learning outcomes of fourth-grade students at SD Negeri Candi 01. The approach used in this study is a quantitative approach employing a quasi-experimental method with a non-equivalent control group design. The sample consists of two classes: an experimental class and a control class, with data collected through pretests and posttests. Since the results of the normality test did not follow a normal distribution, hypothesis testing proceeded using the Mann-Whitney test. Based on the analysis results, there was a significant difference between the control and experimental classes, with a significance value of 0.018 < 0.05. Meanwhile, the N-Gain test result of 0.4730 fell into the moderate category, indicating an improvement in student learning outcomes. Thus, the use of the Match and Blast features on Quizlet proved effective in supporting improvements in students’ multiplication learning outcomes.
Penerapan Model Pembelajaran Group Investigation (GI) berbantuan Media Kahoot untuk Meningkatkan Aktivitas dan Hasil Belajar Akuntansi Meylin Amanda Simalango; Rini Herliani; Andri Zainal; Ramdhansyah; Haryani Pratiwi Sitompul
Jurnal Muara Pendidikan Vol. 11 No. 1 (2026): Jurnal Muara Pendidikan, Vol 11 Issue 1, June 2026
Publisher : LPPM Universitas Muhammadiyah Muara Bungo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52060/mp.v11i1.4096

Abstract

This study was motivated by the low level of students’ learning activities and accounting learning outcomes, which were influenced by the dominance of teacher-centered learning, resulting in limited student engagement during the learning process. This study aimed to improve students’ learning activities and accounting learning outcomes through the implementation of the Group Investigation (GI) learning model assisted by Kahoot. The research was conducted at SMKS PAB 2 Helvetia in the second semester of the 2025/2026 academic year, involving 17 students of class XI AKL. This study employed Classroom Action Research carried out in two cycles, each consisting of planning, action, observation, and reflection stages. Data were collected through observation of learning activities and learning outcome tests. The results showed that the percentage of active students increased from 41.17% in the first cycle to 82.35% in the second cycle. In addition, students’ learning outcomes also improved, as indicated by the increase in learning mastery from 29.41% in the pre-test to 76.47% in the first post-test, and reaching 100% in the second post-test. Therefore, the implementation of the Group Investigation learning model assisted by Kahoot was proven to be effective in improving students’ learning activities and accounting learning outcomes.
Pengintegrasian Al-Islam Kemuhammadiyahan dalam Pembelajaran Membaca untuk Mahasiswa PGSD Aprizan; Refril Dani
Jurnal Muara Pendidikan Vol. 11 No. 1 (2026): Jurnal Muara Pendidikan, Vol 11 Issue 1, June 2026
Publisher : LPPM Universitas Muhammadiyah Muara Bungo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52060/mp.v11i1.4099

Abstract

Reading instruction is not only aimed at improving students’ text comprehension, but can also be used to instill Islamic values. This study aimed to describe the implementation, strategies, methods, and obstacles in integrating Al-Islam and Kemuhammadiyahan (AIK) into reading instruction. The study employed a descriptive qualitative approach. The informants consisted of 10 participants: 1 lecturer and 9 students of the Primary School Teacher Education Program at Muhammadiyah University of Muara Bungo. Data were collected through observation, interviews, and documentation, then analyzed using the Miles and Huberman model: data reduction, data display, and verification. The findings revealed that reading instruction was conducted in three stages: preliminary, core, and closing activities. AIK integration strategies included selecting reading materials containing Islamic values, relating text content to Islamic teachings, and reflecting on moral messages in the texts. The lecturer applied various methods, such as discussion, reading comprehension, question-and-answer, assignments, role modeling, and connecting the text content to students’ daily lives. The main obstacles were limited reading materials, limited instructional time, and differences in students’ understanding of Islamic values. It can be concluded that integrating AIK into reading instruction improves text comprehension while simultaneously serving as a medium for instilling Islamic values in students.
Pengaruh Supervisi Akademik Terhadap Kinerja Guru Madrasah Aliyah Syifa Rochati; Nur Kabibuloh
Jurnal Muara Pendidikan Vol. 11 No. 1 (2026): Jurnal Muara Pendidikan, Vol 11 Issue 1, June 2026
Publisher : LPPM Universitas Muhammadiyah Muara Bungo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52060/mp.v11i1.4104

Abstract

This research is based on the suboptimal implementation of academic supervision in improving teacher performance, especially in tahfidz-based madrasas that have unique religious learning characteristics and are still limited to empirical studies. This study aims to analyze the effect of academic supervision on teacher performance at MA Plus Tahfidz Raudhatul Qur'an Parung. This study uses a quantitative approach with a correlational design, where data are collected through questionnaires that are tested for validity and reliability using SPSS. The results of the descriptive analysis indicate that academic supervision and teacher performance are at a good level. Academic supervision shows a high average value, which indicates that teachers at the madrasa receive effective supervision. Likewise, teacher performance shows positive results with moderate variations. The normality test conducted using Shapiro-Wilk shows that the data for both variables are normally distributed, meeting the basic assumptions for regression analysis. The linearity test also shows that the relationship between academic supervision and teacher performance is linear, which ensures that the regression model used is valid. The results of the simple linear regression test indicate that academic supervision has a significant effect on teacher performance. Overall, this study concludes that academic supervision has a positive influence on improving teacher performance, and therefore, it is important to continue optimizing the implementation of academic supervision in supporting the development of learning quality in madrasas.
The Effect of Teaching Two-Dimensional Shapes Using the Collaborative Learning Method on Students’ Spatial Ability Latifa Intan; Febria Ningsih; Mesi Oktavia
Jurnal Muara Pendidikan Vol. 11 No. 1 (2026): Jurnal Muara Pendidikan, Vol 11 Issue 1, June 2026
Publisher : LPPM Universitas Muhammadiyah Muara Bungo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52060/mp.v11i1.4106

Abstract

This study aims to analyze the effect of implementing collaborative learning methods on flat-sided three-dimensional shapes on the improvement of students’ spatial abilities. The study used a quantitative approach with a quasi-experimental design and a Non-Equivalent Posttest-Only Control Group Design, with a population of eighth-grade students at MTsN 2 Kerinci and an instrument in the form of a spatial ability essay test. The analysis results indicate that the data from both classes are normally distributed, with a P-value of 0.323 for the experimental class and 0.218 for the control class (both > 0.05), and exhibit homogeneous variance based on Levene’s test with a P-value of 0.665. A two-tailed t-test revealed a mean difference of 21.73 with a 95% confidence interval ranging from 17.19 to 39.73 and a P-value of 0.000, indicating a significant difference between the two groups. Thus, it can be concluded that collaborative learning on flat-sided three-dimensional shapes is more effective in improving students’ spatial abilities compared to direct instruction.
Pengaruh Game Based Learning Berbasis Deep Learning Terhadap Penalaran Matematis Peserta Didik Rizky Tantina; Nuhyal Ulia
Jurnal Muara Pendidikan Vol. 11 No. 1 (2026): Jurnal Muara Pendidikan, Vol 11 Issue 1, June 2026
Publisher : LPPM Universitas Muhammadiyah Muara Bungo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52060/mp.v11i1.4108

Abstract

Penelitian ini dilatarbelakangi oleh rendahnya kemampuan penalaran matematis peserta didik yang disebabkan oleh dominannya penggunaan model pembelajaran konvensional. Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran Game Based Learning dengan pendekatan Deep Learning terhadap kemampuan penalaran matematis peserta didik sekolah dasar. Penelitian ini menggunakan pendekatan kuantitatif dengan desain pre-experimental tipe one-group pretest-posttest. Subjek penelitian berjumlah 22 peserta didik kelas V yang dipilih menggunakan teknik sampling jenuh. Teknik pengumpulan data dilakukan melalui tes pretest dan posttest. Analisis data menggunakan uji normalitas, uji paired sample t-test, uji n-gain, dan uji one-sample t-test. Hasil penelitian menunjukkan bahwa terdapat peningkatan kemampuan penalaran matematis peserta didik setelah diterapkan model pembelajaran Game Based Learning dengan pendekatan Deep Learning. Hal ini dibuktikan dengan nilai signifikansi sebesar 0,000 (<0,05) sehingga hipotesis alternatif diterima. Selain itu, hasil uji menunjukkan bahwa kemampuan penalaran matematis peserta didik telah mencapai kriteria ketercapaian tujuan pembelajaran (KKTP). Dengan demikian, dapat disimpulkan bahwa model Game Based Learning dengan pendekatan Deep Learning berpengaruh positif terhadap kemampuan penalaran matematis peserta didik sekolah dasar.
Analisis Pembelajaran Reflektif Ilmu Pengetahuan Sosial untuk Penguatan Kompetensi Pedagogik Mahasiswa Rekognisi Pembelajaran Lampau Aprinaldo; Dini Mufti
Jurnal Muara Pendidikan Vol. 11 No. 1 (2026): Jurnal Muara Pendidikan, Vol 11 Issue 1, June 2026
Publisher : LPPM Universitas Muhammadiyah Muara Bungo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52060/mp.v11i1.4121

Abstract

This research seeks to examine the implementation of reflective learning in the Elementary Social Studies (IPS SD) course within the context of Recognition of Prior Learning (RPL) and its contribution to enhancing students’ pedagogical competence. The study applied a qualitative method using an intrinsic case study design. The participants were RPL students with prior teaching experience in elementary schools. Data were collected through structured reflective journals, in-depth interviews, participant observation, and document analysis. The data were analyzed using thematic coding involving data reduction, categorization, and meaning construction. The findings reveal that initially, students perceived pedagogical competence in procedural terms, primarily oriented toward content completion. Through structured reflective cycles, a transformation of pedagogical awareness occurred, characterized by the deconstruction of routine practices, reconstruction of contextual learning strategies, integration of professional experience with academic theory, and a shift toward authentic assessment practices. Theoretically, the study confirms that professional experience does not automatically evolve into mature pedagogical competence without systematic critical reflection. Reflective learning in the RPL context functions as a transformative mechanism that bridges empirical experience with formal academic standards of teacher competence.

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