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Literasi: Jurnal Pendidikan Guru Indonesia
Published by Bale Literasi
ISSN : -     EISSN : 29634962     DOI : https://doi.org/10.58218/literasi.v1i2
Core Subject : Education,
Education Other
LITERASI: Jurnal Pendidikan Guru Indonesia adalah jurnal peer-review tentang pendidikan dan pelatihan guru. Jurnal ini dimaksudkan untuk menyediakan forum akademik bagi para peneliti yang tertarik dengan pembahasan isu-isu pendidikan dan keguruan saat ini dan yang akan datang, khususnya pendidikan dasar. Semua artikel akan ditinjau oleh para ahli sebelum diterima untuk publikasi. Setiap penulis bertanggung jawab penuh atas isi artikel yang diterbitkan. Jurnal ini terbit terbit setiap bulan Maret, Juni September, dan Desember Mulai tahun 2022. Jurnal ini terbuka untuk penulis di seluruh dunia tanpa memandang kebangsaan.
Arjuna Subject : Umum - Umum
Articles 166 Documents
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Studi Semantik Tentang Kesulitan Leksikal Siswa MI NW Darussholihin dalam Memahami Bahasa Sains pada Pembelajaran IPA: Semantic Study on the Lexical Difficulties of MI NW Darussholihin Students in Understanding Scientific Language in Science Learning Hayaturraiyan
Literasi: Jurnal Pendidikan Guru Indonesia Vol. 4 No. 2 (2025): Juni
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/literasi.v4i2.3162

Abstract

The purpose of this study is to analyze the types and sources of lexical difficulties experienced by students of MI NW Darussholihin in understanding scientific terms in science learning. This research used a qualitative descriptive method with a lexical semantic approach to examine how students construct meaning from scientific vocabulary. Research instruments included a lexical difficulty observation sheet, a semantic-based semi-structured interview guide, and a learning document analysis format. Data were collected through classroom observation, interviews with teachers and students, and analysis of textbooks, worksheets, and student work. Data analysis followed the Miles and Huberman model, comprising data reduction, categorical presentation of difficulties, and conclusion drawing. The findings reveal four forms of lexical difficulty: meaning ambiguity, literal interpretation, unfamiliarity with foreign terms, and transfer from everyday language. These difficulties stem from students' tendency to interpret scientific terms literally and through familiar everyday meanings. The findings underscore the need for learning strategies that emphasize contextual and conceptual meaning-making of scientific language to enhance students' science literacy.
Evaluasi Pelaksanaan Penilaian Autentik dalam Kurikulum Merdeka pada Pembelajaran IPAS di MI Al-Islamiyah Bebidas: Evaluation of the Implementation of Authentic Assessment in the Merdeka Curriculum for IPAS Learning at MI Al-Islamiyah Bebidas Lisnawati
Literasi: Jurnal Pendidikan Guru Indonesia Vol. 4 No. 3 (2025): September
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/literasi.v4i3.3163

Abstract

The Merdeka Curriculum places authentic assessment as the primary instrument for evaluating students' learning outcomes holistically, encompassing the cognitive, affective, and psychomotor domains. This study aims to evaluate the implementation of authentic assessment in Natural and Social Sciences (IPAS) learning, identify supporting and inhibiting factors, and analyze its impact at MI Al-Islamiyah Bebidas. The method used is descriptive qualitative with the CIPP (Context, Input, Process, Product) model evaluation design. Data were obtained through observation, interviews with the madrasah principal, IPAS teachers of grades IV–V, students, and documentation, then analyzed using source triangulation techniques. The results indicate that the implementation of authentic assessment has not been optimal because teachers rely more on written and oral tests, while project-based and portfolio assessments have not been applied consistently. Obstacles include limited teacher competence, supporting facilities, time management, and student discipline. Meanwhile, supporting factors include teachers' awareness of the urgency of authentic assessment and students' enthusiasm for interactive learning. This study concludes that authentic assessment has a positive impact on students' motivation, engagement, and critical thinking skills, although its implementation has not been fully comprehensive.
Efektifitas Peran Psikolinguistik terhadap Kemampuan Bahasa Arab Santri di MA Putra Al-Ishlahuddiny Kediri Zarkani, Moh.
Literasi: Jurnal Pendidikan Guru Indonesia Vol. 5 No. 1 (2026): Maret
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/literasi.v5i1.3194

Abstract

Arabic language learning in madrasahs still faces serious challenges, particularly the gap between understanding grammatical theory and practical language skills. Students at MA Putra Al-Ishlahuddiny Kediri exhibit various psycholinguistic barriers, including phonological difficulties, mother tongue interference, morphosyntactic constraints, anxiety, limited vocabulary, and pragmatic errors. This situation underscores the urgency of adopting a psycholinguistic analysis approach as a more relevant alternative to traditional rote memorization methods. This study aims to address how psycholinguistic factors influence students' Arabic language abilities and what strategies can support more effective language mastery. The research employs a qualitative method with a phenomenological approach. Data were collected through in-depth interviews, participatory observation, and documentation. Data analysis was conducted inductively through stages of reduction, presentation, and conclusion drawing. The findings indicate that students' Arabic language ability is influenced by a combination of cognitive factors (memory, phonological processing), affective factors (anxiety), and social factors (code-switching practices, cultural identity). Students struggle to distinguish similar phonemes, frequently transfer syntactic structures from Indonesian, and demonstrate limited vocabulary and listening comprehension. Code-switching was identified as both a communicative strategy and an expression of identity. These findings enrich the psycholinguistics literature by providing empirical evidence from the Indonesian pesantren/madrasah context, which has been underrepresented in global research. In conclusion, psycholinguistic factors significantly impact Arabic language acquisition. The implications of this study emphasize the need to integrate psycholinguistic strategies into the madrasah curriculum, such as structured phonological exercises, repeated vocabulary retrieval, anxiety management, and social support in the classroom. Further research is recommended using quasi-experimental and longitudinal intervention designs to examine the causal and long-term effectiveness of psycholinguistic strategies.
Model Komunikasi Pembelajaran Pendidikan Agama Islam Pada Anak Berkebutuhan Khusus Di Sekolah Luar Biasa Dharma Hafiz Pringgabaya Utara Shanti Ariani, Sri
Literasi: Jurnal Pendidikan Guru Indonesia Vol. 3 No. 1 (2024): Maret
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/literasi.v3i1.3197

Abstract

This study examines the communication model for Islamic Religious Education learning for children with special needs at the Dharma Hafiz Special Needs School in North Pringgabaya.This study is qualitative, with data collection techniques using literature review, observation, interviews, and documentation. The results of this study indicate that: 1) in Islamic Religious Education learning, the characteristics of children with special needs (ABK) participating in Islamic Religious Education (PAI) at the Dharma Hafiz Special Needs School in North Pringgabaya include varied learning styles, each guided by their own teacher. They often use a systematic approach, are not allowed to be left alone and learn independently, and require supervision to ensure children's successful participation in PAI learning, such as literacy/Quranic learning, where the material provided varies, for example, reading short surahs, practicing ablution, and practicing prayer. 2) The communication model used by teachers in effective Islamic Religious Education learning and the communication system where the blind person uses mobility orientation (OM) white cane, tusing, recording device, the deaf person uses sign language or body language, the mentally retarded person uses exercise and self-development, the physically disabled person uses binagerak, exercise and self-development, the autism person uses routine training and behavioral changes. So, in communication between teachers and students at SLB Dharma Hafiz Pringgabaya Utara, there are actions taken by teachers when communicating with students that vary according to the psychological condition of their students and convey stimuli, words to change their students' behavior and explain using communication models according to the conditions of children with special needs so that the objectives of a teaching and learning process can be implemented well. 3) Obstacles to learning Islamic Religious Education for children with special needs at SLB Dharma Hafiz Pringgabaya Utara, namely in the learning activities, students do not easily participate in learning, students need to approach teachers in following learning, ordinary students expect gifts to facilitate learning. The solution to address these issues is to foster good collaboration between students, teachers, administrative staff, and the principal, as well as the availability/readiness of existing facilities and infrastructure.
Manajemen Mutu Pembelajaran Pendidikan Agama Islam SMA Muhammadiyah Pohgading Shanti Ariani, Sri
Literasi: Jurnal Pendidikan Guru Indonesia Vol. 4 No. 4 (2025): December
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/literasi.v4i4.3198

Abstract

The quality of Islamic religious education plays a crucial role in shaping students' personalities. The purpose of this study is to examine the quality management of Islamic religious education. This study aims to understand the planning, implementation, and evaluation of Islamic Religious Education (PAI) quality management at SMAS Muhammadiyah Pohgading Boarding School. The method used was qualitative analysis with a case study approach in Aqidah at SMA Muhammadiyah Pohgading. Data collection was conducted through observation, interviews, and documentation. The informants in this study were the Islamic Religious Education teacher, the principal, and the vice principal in Aqidah at SMA Muhammadiyah Pohgading. The data obtained were then analyzed using data reduction, data presentation, and conclusion drawing techniques. The results of the study indicate: 1) The quality planning of learning at SMA Muhammadiyah Pohgading has been implemented quite well. Evidence of this good planning is that the planning prior to PAI learning is sufficiently structured, with the creation of lesson plans (RPPs) used by teachers to structure the lessons. 2) The implementation of quality management in learning has been quite well implemented. This is indicated by the RPP that can be implemented according to what is written there. Supported by a variety of learning models, methods that encourage students to be active in learning. 3). Evaluation of learning quality Evaluation of student learning outcomes is carried out in the form of joint work meetings. In measuring the success of learning by evaluating learning outcomes in several ways, namely: daily tests, semester exams, evaluation by looking at daily grades obtained by students and also seen from 3 aspects, attitude assessment, knowledge.
Interactive Learning Methods for Enhancing Students’ English Skills at SMA Negeri 14 Palembang Juliantina; Muhammad Aditya Purnomo; Nurul Aulia
Literasi: Jurnal Pendidikan Guru Indonesia Vol. 5 No. 1 (2026): Maret
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study aims to investigate the implementation of interactive learning methods for enhancing students’ English skills at SMA Negeri 14 Palembang. The research focuses on identifying how interactive activities improve students’ speaking, listening, reading, and writing abilities as well as their motivation and classroom participation. This study employed a qualitative descriptive method. The participants consisted of English teachers and students of SMA Negeri 14 Palembang. The instruments used in this research were classroom observations, interviews, and documentation. Data were collected through direct observation of teaching-learning activities, semi-structured interviews with teachers and students, and analysis of learning documents. The data were analyzed using data reduction, data display, and conclusion drawing techniques. The findings revealed that interactive learning methods such as group discussions, role plays, educational games, collaborative learning, and technology-based activities significantly enhanced students’ English skills and increased their confidence in using English during classroom interaction. The study also found that interactive learning created a more enjoyable and motivating learning atmosphere. In conclusion, interactive learning methods are effective in improving students’ English proficiency, participation, and motivation in English language learning at SMA Negeri 14 Palembang.

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