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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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Utilization Of Gemini Ai In Developing Teaching Tools For Teacher Work Efficiency At SD Inpres Kumelembuay Marsel Mamahit; Widdy H. F. Rorimpandey; Richard D. H. Pangkey
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.v5i2.2898

Abstract

This study aims to describe the use of Gemini AI, the obstacles encountered, and solutions to these obstacles in developing teaching materials for teacher work efficiency at SD Inpres Kumelembuay. The method used is descriptive qualitative research. Data were collected through observation, interviews, and documentation involving class teachers of phases A, B, and C, physical education teachers, English teachers, the principal, and students. Data analysis techniques include data reduction, data presentation, and conclusion drawing. Data validity was tested by data triangulation. The results of the study indicate that the use of Gemini AI in developing teaching materials improves teacher work efficiency by simplifying the preparation of teaching materials, reducing administrative burdens, saving time, and being easy to use in accordance with current developments. However, there are obstacles such as unstable internet connections, difficulties in creating AI prompts/instructions/commands, device limitations, and a tendency to rely on AI without critical thinking. The proposed solutions include compiling teaching tools that will be used for several meetings at once when the internet network is stable, practicing creating AI prompts/instructions/commands more often from various sources, maximizing the available tools, and being critical in checking and re-editing the results of teaching tools compiled through Gemini AI.
The Influence Of Immersive Learning Approach And Digital Interactive Board Media On Student Learning Motivation In Elementary Schools Mariyanti Mascarinhas; Juliana M Sumilat; Richard D. H. Pangkey
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.v5i2.2900

Abstract

This study aims to examine the effect of the deep learning approach and interactive digital board media on elementary school students’ learning motivation. The research employed a quantitative approach with a quasi-experimental method using a posttest-only control group design. The sample consisted of 40 fifth-grade students divided into an experimental group and a control group. Data were collected using a Likert-scale questionnaire consisting of 30 items measuring six indicators of learning motivation. The results showed that the experimental group had a higher mean score (136.50) compared to the control group (127.20). The independent sample t-test revealed a significant difference (t = 4.249; p < 0.001), indicating that the integration of deep learning and interactive digital boards significantly improves students’ motivation. The effect size analysis using Cohen’s d resulted in a value of 1.34, categorized as a large effect. These findings suggest that combining deep learning approaches with interactive digital media creates a more engaging and meaningful learning environment, significantly enhancing students' motivation. Therefore, integrating digital technology with student-centered pedagogy is highly recommended in elementary education.
Development of an Interactive E-Module Based on Project-Based Blended Learning to Improve Early Childhood Education Teachers’ Pedagogical Content Knowledge and Self-Efficacy in Computational Thinking Training Cynthia Paramitha Hartono; I Komang Sudarma; Ketut Agustini
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.v5i2.3017

Abstract

Early childhood education (ECE) teachers face a persistent gap in both pedagogical content knowledge (PCK) and self-efficacy when introducing computational thinking (CT) to young children, while existing in-service training tends to be theoretical, time-bound, and inflexible. This study aims to develop an interactive e-module based on project-based blended learning (PjBBL) and to examine its validity, practicality, effectiveness, and user response in CT Training for ECE teachers. The development followed the ADDIE model, with the product deployed on the Google Sites platform and containing four modules delivered through a six-phased PjBBL syntax over 32 training hours in a blended format. Field testing involved 30 ECE teachers in West Denpasar using a one-group pretest-posttest design. Content and media validity were analyzed using Gregory's coefficient; practicality using the User Experience Questionnaire (UEQ); effectiveness using paired-sample t-tests with N-Gain and Hedges' g; and user response using the System Usability Scale (SUS). Results indicated high content validity (0.80) and very high media validity (1.00), as well as Excellent UEQ scores across six scales. The e-module significantly improved PCK (pre-mean = 94.83, post-mean = 114.33; Hedges’ g = 1.666; N-Gain = 0.41, moderate) and self-efficacy (pre-mean = 2.705, post-mean = 3.358; Hedges’ g = 3.161; N-Gain = 0.54, moderate). Findings should be interpreted within the limits of an uncontrolled, single-group design.
The Utilization of Google Meet in the Physics Curriculum Review Course for Pre-Service Teachers within the PMM Program of Universitas Jambi at Universitas Mataram Hikmawati; Haerul Pathoni
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.v5i2.3048

Abstract

This study aimed to analyze the utilization of Google Meet in the Physics Curriculum Review course for pre-service teachers participating in the Student Exchange Program (Pertukaran Mahasiswa Merdeka or PMM) from Universitas Jambi at Universitas Mataram. This study employed a quantitative approach using a descriptive method. The research subjects consisted of 15 students who participated in online learning during the odd semester of the 2025/2026 academic year. Data were collected through an essay test consisting of 10 items designed to measure students’ Higher Order Thinking Skills at the levels of analysis, evaluation, and creation. The data were analyzed using descriptive statistics, including mean score, minimum score, maximum score, standard deviation, and percentage of learning achievement. The results showed that the students achieved an average score of 86.7, categorized as excellent, with the lowest score of 82.5 and the highest score of 90.0. The highest achievement was found at the analysis cognitive level (C4), followed by evaluation (C5) and creation (C6). These findings indicate that the use of Google Meet in the PMM program effectively supports interactive learning, the development of HOTS, pre-service teacher competencies, and the strengthening of impact-driven campus implementation in higher education.
The Effect of an Inquiry Learning Model Assisted by Card Games on Fifth-Grade Students’ Understanding of Food Chain Concepts Nursia Brongkos; Sirojjuddin Sirojjuddin; Mivtha Citraningrum
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.v5i2.3053

Abstract

This study aims to determine the effect of an inquiry learning model assisted by card games on fifth-grade students’ understanding of food chain concepts at SD Negeri 21 Kota Sorong. The problem underlying this research is the low level of students’ conceptual understanding due to learning that is still conventional and does not actively involve students in the learning process. This study employed a quantitative approach with a quasi-experimental design in the form of a pretest-posttest control group design. The research sample consisted of two classes, each with 25 students, namely the experimental group and the control group. The instrument used was a multiple-choice test to measure students’ conceptual understanding. The results showed that the average posttest score of the experimental group (82.5) was higher than that of the control group (68.3). The results of the independent sample t-test showed a significance value of 0.000 < 0.05, indicating a significant effect of the inquiry learning model assisted by card games on students’ conceptual understanding. In addition, the improvement in learning outcomes, as shown by the gain score, was also higher in the experimental group than in the control group. Based on these findings, it can be concluded that the inquiry learning model assisted by card games is effective in improving students’ understanding of food chain concepts. The implications of this study indicate that the use of innovative learning models and interactive media can improve the quality of science learning in elementary schools and can serve as an alternative learning strategy that is more effective and meaningful.
The Influence of Interactive Learning Media and Learning Motivation on Student Learning Outcomes in Science Subjects at Elementary School Cluster 1, Poigar District Glendra Robot; Aldjon N. Dapa; Zoja F. Sumampow
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.v5i2.3065

Abstract

This study aims to analyze the effect of interactive learning media and learning motivation on students’ learning outcomes in the subject of Natural and Social Sciences at Elementary School Cluster 1, Poigar District. Interactive learning media is believed to enhance students’ engagement through the integration of text, images, audio, video, and animation, thereby creating a more attractive and meaningful learning experience. In addition, learning motivation plays an important role as a psychological drive that influences students’ persistence and achievement in the learning process. This research employed a quantitative approach with a 2×2 factorial quasi-experimental design involving an experimental class and a control class. The subjects of the study were 40 fourth-grade students. The research instruments included an IPAS learning achievement test, a learning motivation questionnaire, and an observation sheet on the use of interactive learning media, all of which had been tested for validity and reliability. Data analysis was conducted using the independent samples t-test and two-way ANOVA to examine the main effects and interaction between variables. The results showed that interactive learning media and learning motivation significantly affected students’ learning outcomes, both partially and through interaction effects. The average posttest score of the experimental class (87.3) was higher than that of the control class (74.7), with N-gain scores of 73.05% (high category) and 43.51% (moderate category), respectively. In conclusion, interactive learning media and learning motivation significantly influence students’ learning outcomes in IPAS. The use of interactive media supported by high learning motivation can optimally improve students’ academic achievement.
The Relationship Between Learning Interest and Students' Learning Outcomes in Science at MTs Alkhairaat Pakuli Nurrahma Jumaliani; Mohammad Jamhari; Raya Agni; Fatmah Dhafir; Hayyatun Mawaddah; Syech Zainal
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.v5i2.3079

Abstract

This study aimed to analyze the relationship between students' learning interest and their learning outcomes in Science at MTs Alkhairaat Pakuli using a quantitative correlational research design. The study population consisted of 146 students, with a sample of 107 students selected using the Slovin formula and proportional stratified random sampling technique. Data on learning interest were collected through a Likert-scale questionnaire developed based on the indicators of enjoyment, engagement, attention, and students' interest in Science learning. Meanwhile, data on learning outcomes were obtained from the documentation of students' final Science examination scores. Data were analyzed using SPSS version 27 through the One-Sample Kolmogorov–Smirnov normality test and the Spearman's Rank correlation test. The normality test indicated that the data were not normally distributed (Sig. = 0.000 < 0.05); therefore, the hypothesis was tested using the non-parametric Spearman's Rank correlation. The results revealed a correlation coefficient of 0.026 with a significance value of 0.794 (p > 0.05), indicating a very weak and statistically insignificant relationship between learning interest and students' Science learning outcomes. Therefore, the alternative hypothesis (H?) was rejected, and the null hypothesis (H?) was accepted. It can be concluded that students' learning interest has a very weak and non-significant relationship with their learning outcomes in Science at MTs Alkhairaat Pakuli.
Improving the Motivation, Learning Engagement, and Learning Outcomes of Grade X Economics Students at MA Al Iman Magelang through the Jigsaw-Type Deep Learning Model Yusi Radita; Esti Setiawati; Victor Novianto
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

Abstract

This study aimed to improve the learning motivation, learning engagement, and economics learning outcomes of Grade X students at MA Al Iman Magelang through the implementation of the Jigsaw-type Deep Learning instructional model. The study employed a Classroom Action Research (CAR) design consisting of three stages: the pre-cycle, Cycle I, and Cycle II. Each cycle comprised four phases: planning, action, observation, and reflection. The research participants were 20 Grade X students of MA Al Iman Magelang during the 2025/2026 academic year. Data were collected through classroom observations, documentation, and achievement tests, and were analyzed using descriptive quantitative techniques based on percentages. The findings revealed continuous improvement across all observed aspects. Students' learning motivation in the high and very high categories increased from 0% in the pre-cycle to 40% in Cycle I, and further to 85% in Cycle II. Learning engagement in the high and very high categories improved from 0% in the pre-cycle to 55% in Cycle I, reaching 90% in Cycle II. Likewise, students' learning outcomes improved substantially, with the percentage of students achieving mastery increasing from 15% in the pre-cycle to 70% in Cycle I, and finally reaching 100% in Cycle II. These findings indicate that implementing the Jigsaw-type Deep Learning model effectively enhances students' learning motivation, classroom engagement, and economics learning outcomes.
The Effect of the Genially-Assisted Contextual Teaching and Learning Model on Social Studies Concept Understanding Rizqa Mardhiah; Nurdiansyah; Tiara Yogiarni
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.v5i2.3107

Abstract

This study was motivated by the low level of students’ understanding of social studies concepts in elementary school due to teacher-centered learning and the lack of interactive learning media. This study aimed to determine the effect of the Contextual Teaching and Learning model assisted by Genially on students’ understanding of social studies concepts and to compare the conceptual understanding of students taught using the Contextual Teaching and Learning model assisted by Genially with those taught using the Student Teams Achievement Divisions (STAD) model assisted by PowerPoint Canva. This study employed a quantitative approach with a quasi-experimental method using a Nonequivalent Control Group Design. The sample consisted of 52 fourth-grade students divided into an experimental class and a control class. The research instrument used multiple-choice tests. Data collection techniques included tests and documentation. Data were analyzed using normality tests, homogeneity tests, t-tests, and N-Gain analysis. The results showed that the Contextual Teaching and Learning model assisted by Genially had a positive effect on improving students’ understanding of social studies concepts. Furthermore, students taught using the Contextual Teaching and Learning model assisted by Genially achieved better conceptual understanding compared to students taught using the Student Teams Achievement Divisions (STAD) model assisted by PowerPoint Canva. Therefore, the Contextual Teaching and Learning model assisted by Genially can be used as an innovative learning alternative to improve students’ conceptual understanding in elementary social studies learning.
Analysis of the Deep Learning Approach in Arts, Culture and Crafts Subjects for Fourth-Grade Elementary School Eka Dela Puspita; Andi Imrah Dewi; Kadek Hariana; Zulnuraini; Andi Rahmaeni
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

Abstract

This study aims to describe the implementation of the deep learning approach and identify supporting and inhibiting factrors in the Arts, Culture, and Crafts (SBdP) subject in class IV A of SD Negeri 5 Palu. This study uses a qualitative approach with descriptive methods. The research subjects consisted of class IV A teachers and 23 students. Data collection was carried out through observation, interviews, and documentation, then analyzed using the Miles and Huberman model through the stages of data reduction, data presentation, and conclusion drawing. The results show that the deep learning approach has been implemented through the principles of meaningful learning, mindful learning, and joyful learning. The teacher links the material to students’ real experiences, facilitates reflection activities, and creates an active and enjoyable learning atmosphere through discussions, practices, educational games, and ice breakers. This implementation shows that the indicators of the deep learning approach have been met in the SBdP learning process and are able to increase student engagement, creativity, and understanding. However, in the reflection aspect, some students are still unable to explain in depth the process and learning outcomes obtained. Supporting factors for implementing a deep learning approach include teacher competence, a conducive learning environment, and adequate school facilities, while inhibiting factors include differences in student abilities and limited learning time. Thus, a deep learning approach can support the creation of meaningful learning, conscious, and enjoyable Arts and Culture learning in elementary school.

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