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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 254 Documents
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Pengaruh Model Problem Based Learning Dengan Pendekatan Deep Learning Berbasis Noken Terhadap Hasil Belajar Peserta Didik Asiroha Siboro; Kaleb Amaghi Yenusi; Sri Rosepda Sebayang; Mujasam Mujasam; Berliana Anggun Dwicahyani; Fadillah Ramadhani
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.v1i4.2690

Abstract

This study aims to analyze the effect of the Problem Based Learning (PBL) model with a deep learning approach based on local wisdom (noken) on students’ learning outcomes. This research is motivated by the low level of learning outcomes caused by memorization-oriented and less contextual learning processes. The method used was a quasi-experimental design with a pretest-posttest control group. The subjects of this study were students divided into experimental and control groups. The research instrument was a learning outcome test that had been validated and tested for reliability. Data were collected through pretest and posttest and analyzed using an independent t-test. The results showed that the mean score of the experimental group was 81.45, which was higher than that of the control group (73.34). The t-test result indicated that t-count = 3.42 > t-table = 2.00 with a significance value of 0.002 < 0.05, indicating a significant effect. Therefore, it can be concluded that the PBL model with a deep learning approach based on noken is effective in improving students’ learning outcomes.
Analysis of Principal Leadership Style on Teacher Performance: A Literature Review Arrafi Siraj Adha; Johar Permana
Literasi: Jurnal Pendidikan Guru Indonesia Vol. 5 No. 2 (2026): Juni
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/literasi.v5i2.2711

Abstract

School principals as leaders have various leadership styles according to their character. On the other hand, job satisfaction of teachers is one of the outcomes achieved from the application of the principal's leadership style. This literature study aims to understand the influence and comparison of school principals' leadership styles on teacher performance in various schools with different types and locations. This literature study was conducted by collecting several relevant scientific research articles, with the data collection process carried out through identification, screening, and eligibility, resulting in 10 relevant articles for the research questions. Based on the research results, there are three common leadership styles used by school principals in various schools, namely situational, transformational, and democratic leadership styles. The existing literature finds that the leadership style of the principal has a significant impact on job satisfaction. Democratic leadership style is generally more frequently applied, and this shows that the leadership style of the principal plays a key role in influencing the level of job satisfaction of teachers in schools
The Effect of Implementing the Project Based Learning (PJBL) Learning Model on Critical Thinking Skills in Science Learning for Grade 4 Students of SD Negeri 30 Pasir Tuntung Rita Harisma; Melyani Sari Sitepu; Halimah Tussa’diah; Lhutfia Wahyu Safutri
Literasi: Jurnal Pendidikan Guru Indonesia Vol. 5 No. 2 (2026): Juni
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/literasi.v5i2.2741

Abstract

This study aims to describe the effect of implementing project-based learning (PjBL) models on critical thinking skills in 4th grade elementary school students. This study uses a quantitative approach with a pretest-posttest one group design. Data were collected through tests to measure students' critical thinking skills. Data analysis techniques include normality tests and Paired Sample t-Test tests. The results of the study showed an increase in students' critical thinking skills after the implementation of project-based learning models. The average pretest score of 50.5 increased to 70.5 in the posttest. The results of the Paired Sample t-Test test showed a significance value of 0.000 (<0.05), so it can be concluded that there is a significant influence between the implementation of project-based learning models on students' critical thinking skills. Thus, the project-based learning model is effective for improving the critical thinking skills of 4th grade students of SD Negeri 30 Pasir Tuntung.
The Influence of the Use of Concrete Media on the Learning Motivation of Fourth Grade Students of SD Negeri 5 Palu Nadlrah Naimi; Hilya; Azizah; Asriani; Zulnuraini; Khairunisa; Melyani Sari Sitepu; Rita Harisma
Literasi: Jurnal Pendidikan Guru Indonesia Vol. 5 No. 2 (2026): Juni
Publisher : Lembaga Bale Literasi

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Abstract

This research is motivated by the low learning motivation of students in taking the science subject at SD Negeri 5 Palu. The purpose of this study is to analyze the effect of the use of concrete objects as media on the learning motivation of sixth grade students. Concrete objects as media were chosen because they are able to provide a more realistic learning experience, facilitate the understanding of abstract concepts, and encourage active student involvement in learning. This study uses a quantitative approach with a quasi-experimental method, involving two groups of students: the experimental group using concrete objects as media and the control group using conventional methods. The data collection technique was carried out by distributing a validated learning motivation questionnaire. The results of the statistical analysis showed that there was a significant difference between the learning motivation of students in the experimental group and the control group. This finding indicates that concrete objects have a positive influence on student learning motivation in science subjects. Therefore, the use of learning media that are real and contextual is highly recommended to improve the quality of learning and optimally encourage student learning interest.
Implementasi Pembelajaran Berbasis Etnosains Terhadap Hasil Belajar Ipa Siswa Madrasah Tsanawiyah Negeri Di Kota Palu Mirnawati Mirnawati
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.v5i1.2764

Abstract

This study aims to reveal the differences in the learning outcomes of students who implement ethnoscience-based science learning and conventional learning at Madrasah Tsanawiyah Negeri in Palu City. Using a quantitative approach, the technique of collecting data through tests. The data analysis techniques used were validity tests, and classical assumption tests, namely normality tests, homogeneity tests, and hypothesis tests. This research was conducted in four Madrasah Tsanawiyah schools in Palu City, namely MTsN 1 Palu, MTsN 2 Palu, MTsN 3 Palu and MTsN 4 Palu. Each school took 2 sample classes in grade VII. 4 experimental classes and 4 control classes. The number of respondents was 196 people. The data processing of this research uses the Jamovi application version 2.3.28. The results of the study show that the learning outcomes of science in classes that implement ethnoscience-based learning are different from conventional classes. It is characterized by the results of a statistical test (t-test), namely with a sig value of 0.001 < 0.05 so that Ha is accepted, namely there is a difference in science learning outcomes in classes that implement ethnoscience-based learning compared to conventional classes. The results of the correlation analysis showed that r of 0.447 indicated the degree of relationship between learning outcomes and the value of student learning outcomes at a moderate level. From the results of the t-test, an effect size value of 54.8% was also obtained, which shows how much the implementation of ethnoscience-based science learning has influenced the value of scientific learning outcomes. The implication of this research is that the results of this research are expected to contribute to thinking to always include cultural elements in every learning. So that schools in Palu City, especially for Madrasahs, will have characteristics that enrich insights for their students. It is also expected to be one of the contributions of thinking to make policies related to the school curriculum to pay more attention to local wisdom.
Peer Teaching to Improve the Social Interaction of Students with Special Needs in Inclusive Elementary Schools Mufid Zaiq Ja'far; Wahdan Najib Habiby
Literasi: Jurnal Pendidikan Guru Indonesia Vol. 5 No. 2 (2026): Juni
Publisher : Lembaga Bale Literasi

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Abstract

This study aims to analyze the effect of the peer teaching approach on the social interaction of children with special needs in inclusive elementary schools. The background of this study is based on the low level of social interaction among students with special needs, including limitations in communication, participation, and cooperation with peers. The peer teaching approach is considered effective in creating a more equal and supportive learning environment that can encourage social interaction. This study employed a quantitative approach using an experimental method with a one-group pretest-posttest design. The subjects of this study were children with special needs at SD Muhammadiyah Program Unggulan Gedongan who were selected using a purposive sampling technique. Data were collected through observations of social interaction before and after the implementation of peer teaching. The results showed that there was an improvement in the social interaction of children with special needs after the implementation of peer teaching, as indicated by increased communication, cooperation, and participation in learning activities. Therefore, peer teaching has a positive and significant effect and is effective in improving the social interaction of children with special needs in inclusive elementary schools.
The Effect of Deep Learning-Based Problem Based Learning on Students’ Learning Interest in Fifth-Grade Elementary School Mathematics Vicky Nada Qoriah; Wahdan Najib Habiby
Literasi: Jurnal Pendidikan Guru Indonesia Vol. 5 No. 2 (2026): Juni
Publisher : Lembaga Bale Literasi

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Abstract

This study aimed to analyze differences in students’ learning interest in mathematics between classes using a Deep Learning-based Problem Based Learning (PBL) approach and classes using conventional learning on whole number operations material. This study addressed the problem of low student learning interest caused by monotonous and one-way teaching methods. The study used a quantitative approach with a quasi-experimental design employing a Nonequivalent Control Group Design at MI Muhammadiyah Gonilan. The subjects consisted of 48 fifth-grade students divided into class V-A as the experimental group and class V-B as the control group. Data were collected using a Likert-scale learning interest questionnaire and observation sheets. The results showed that both groups experienced an increase in learning interest, but the experimental group demonstrated a higher improvement, with the average score increasing from 59.17 to 64.58, while the control group increased from 59.04 to 63.67. The Independent Samples T-Test results indicated a significant difference in learning interest between the two classes, showing that the implementation of Deep Learning-based Problem Based Learning was more effective than conventional learning in improving students’ learning interest in mathematics.
The Use of Educational Games to Improve Understanding of Islamic Religious Education Materials at MI Roudlotul Khuffadz Sorong Nur Janah; Budi Santoso; Firman Firman
Literasi: Jurnal Pendidikan Guru Indonesia Vol. 5 No. 2 (2026): Juni
Publisher : Lembaga Bale Literasi

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Abstract

This study aims to analyze the effect of using educational game media in improving the understanding of Islamic Religious Education material in MI Roudlotul Khuffadz Sorong students. The study used a quantitative approach with a quasi-experimental design of the nonequivalent control group design. The research sample consisted of 20 students divided into an experimental group and a control group. Data collection techniques used tests, observation, and documentation. The research instrument has met the validity test with 22 valid questions and high reliability with a Cronbach Alpha value of 0.87. Data analysis was carried out through normality tests, homogeneity tests, t-tests, and N-Gain calculations. The results showed that the average posttest of the experimental group was 82.6, higher than the control group at 68.3. The N-Gain value of the experimental group was 0.68 in the medium category, while the control group was 0.29 in the low category. The t-test results showed a significance value of 0.003 <0.05, which means there is a significant effect of the use of educational game media on student understanding. In addition to improving learning outcomes, educational game media also increases student learning activities in the good to very good category. Thus, educational game media is effectively used in Islamic Religious Education learning in elementary schools.
Analisis Kebutuhan Pengembangan Bahan Ajar IPAS Berbasis Project-Based Learning dan Edupreneurship pada Program Keahlian Kuliner di SMK Asrorul Azizi; A. Wahab Jufri; Muhammad Sarjan; Yunita Arian Sani Anwar
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.v5i1.2868

Abstract

This study investigates the need for developing integrated IPAS (Ilmu Pengetahuan Alam dan Sosial) teaching materials in vocational education, particularly within the culinary program. Addressing the gap between conceptual learning and vocational relevance, the study adopts a mixed-methods approach using a sequential explanatory design. Data were collected from nine IPAS teachers across five vocational schools in Lombok Island through a Likert-scale questionnaire and semi-structured interviews. The quantitative findings reveal that the availability and quality of existing teaching materials are low (mean = 2.11), whereas the need for Edupreneurship integration (mean = 4.33), Project Based Learning implementation (mean = 3.61), and authentic assessment development (mean = 4.67) are significantly high. Qualitative data further indicate that teachers face challenges in integrating interdisciplinary content, lack context-based instructional resources, and have not effectively linked learning to authentic culinary production processes. These findings underscore a critical mismatch between current instructional practices and the demands of vocational education. This study proposes an integrative framework of IPAS teaching materials that synergizes Project Based Learning, edupreneurship, and local culinary context to enhance students’ higher-order thinking skills and entrepreneurial competencies. This integrative approach constitutes the primary contribution of the study to vocational science education
Analysis of the Implementation of a Deep Learning Approach Assisted by Concrete Media for Fifth Grade Elementary School Students Rika Arfiyani; Herlina; Sisriawan Lapasere; Zulnuraini; Sri Wahyuni
Literasi: Jurnal Pendidikan Guru Indonesia Vol. 5 No. 2 (2026): Juni
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/literasi.v5i2.2891

Abstract

This study aims to describe the application of a deep learning approach supported by concrete media among fifth-grade students at SDN II Puntari Makmur. The method used was descriptive qualitative, with the research subjects involving fifth-grade students and the fifth-grade teacher at SDN II Puntari Makmur. The research instruments consisted of observation, interviews, and documentation, as well as data analysis through data collection, data condensation, data presentation, and drawing conclusions. The results of the study indicate that the implementation of a deep learning approach supported by concrete media in teaching the geometry unit in fifth grade at SDN II Puntari Makmur was successfully carried out and demonstrated achievement across all deep learning indicators: mindful learning, meaningful learning, and joyful learning. Among all the achieved indicators, regarding the aspect where students can rephrase the material in their own words under the meaningful learning indicator, further reinforcement is still needed to encourage students’ courage to ask questions and their ability to communicate their understanding in a more complex manner. The use of concrete media such as interactive flat panels (IFPs), geometric measuring tools, and real-world objects also facilitated the achievement of all deep learning indicators.

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