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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 266 Documents
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Internalization of Environmental Care Character through Science Learning in Elementary School Students in East Lombok Lia Rismawati; Muh. Jaelani Al Pansori; Qodri Mursyidin
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.v4i4.4292

Abstract

This study aims to describe the process of internalizing the environmental care character through science learning in elementary schools in East Lombok, covering its planning, implementation, and the supporting and inhibiting factors. The research employed a qualitative approach with a descriptive case study design. Informants comprised classroom teachers, principals, and fifth-grade students selected purposively. Data were collected through participant observation, in-depth interviews, and documentation, using observation guides, interview guides, and documentation checklists as instruments. Data were analysed using the interactive model of Miles and Huberman consisting of data reduction, data display, and conclusion drawing, while validity was ensured through source and technique triangulation and member checking. The findings reveal that internalization occurred through three interrelated stages—moral knowing, moral feeling, and moral action—actualised in habituation, direct environmental observation, and project-based activities, and reinforced by Sasak local wisdom. Environmental care was manifested in waste sorting, plant care, and water conservation. Teacher role-modelling and the school green culture were the primary supporting factors, whereas limited facilities and inconsistent habituation were the main inhibiting factors. The study concludes that contextual and culturally grounded science learning effectively internalizes the environmental care character.
Efektivitas Pendekatan Pembelajaran STEM-PjBL Terhadap Literasi Sains Pada Materi Termodinamika Siswa Kelas XI MA Mu’allimin NWDI Pancor Muh. Alfan Nawawi; Lalu Fahrizal; Baiq Aryani Novianti; Fartina; Tarpin Juandi
Literasi: Jurnal Pendidikan Guru Indonesia Vol. 5 No. 2 (2026): Juni
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Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/literasi.v5i2.4317

Abstract

Penelitian ini bertujuan untuk mengetahui apakah pendekatan pembelajaran STEM-PjBL efektif terhadap literasi sains pada pokok bahasan termodinamika di kelas XI MA Mu’allimin NWDI Pancor. Jenis penelitian ini menggunakan pendekatan kuantitatif dengan metode quasi eksperimen. Populasi dalam penelitian ini adalah siswa kelas XI IPA di MA Mu’allimin NWDI Pancor yang berjumlah 81 siswa. Sedangkan teknik sampling yang digunakan dalam penelitian ini adalah cluster random sampling. Kelas yang menjadi sampel adalah kelas XI IPA 3 sebagai kelas eksperimen dengan Pendekatan Pembelajaran STEM-PjBL dan kelas XI IPA 1 sebagai kelompok kontrol dengan menggunakan model pembelajaran konvensional (PBL). Instrumen penelitian ini berupa tes berbentuk uraian yang mengacu pada aspek kompetensi framework PISA 2025 dan telah dinyatakan valid serta reliabel. Teknik analisis data menggunakan analisis deskriptif dan inferensial. Hasil analisis data menunjukkan bahwa data pretest dan posttest kedua kelas terdistribusi normal dan homogen, dengan rata-rata posttest kelas eksperimen sebesar 82,5 lebih tinggi dibandingkan kelas kontrol sebesar 70,185. Hasil uji hipotesis menggunakan uji-t dua sampel independen pada taraf signifikansi 5% diperoleh (5,271 2,007), sehingga ditolak dan diterima. Artinya pendekatan pembelajaran STEM-PjBL efektif terhadap literasi sains siswa pada materi termodinamika di kelas XI MA Mu'allimin NWDI PancorPenelitian ini bertujuan untuk mengetahui apakah pendekatan pembelajaran STEM-PjBL efektif terhadap literasi sains pada pokok bahasan termodinamika di kelas XI MA Mu’allimin NWDI Pancor. Jenis penelitian ini menggunakan pendekatan kuantitatif dengan metode quasi eksperimen. Populasi dalam penelitian ini adalah siswa kelas XI IPA di MA Mu’allimin NWDI Pancor yang berjumlah 81 siswa. Sedangkan teknik sampling yang digunakan dalam penelitian ini adalah cluster random sampling. Kelas yang menjadi sampel adalah kelas XI IPA 3 sebagai kelas eksperimen dengan Pendekatan Pembelajaran STEM-PjBL dan kelas XI IPA 1 sebagai kelompok kontrol dengan menggunakan model pembelajaran konvensional (PBL). Instrumen penelitian ini berupa tes berbentuk uraian yang mengacu pada aspek kompetensi framework PISA 2025 dan telah dinyatakan valid serta reliabel. Teknik analisis data menggunakan analisis deskriptif dan inferensial. Hasil analisis data menunjukkan bahwa data pretest dan posttest kedua kelas terdistribusi normal dan homogen, dengan rata-rata posttest kelas eksperimen sebesar 82,5 lebih tinggi dibandingkan kelas kontrol sebesar 70,185. Hasil uji hipotesis menggunakan uji-t dua sampel independen pada taraf signifikansi 5% diperoleh (5,271 2,007), sehingga ditolak dan diterima. Artinya pendekatan pembelajaran STEM-PjBL efektif terhadap literasi sains siswa pada materi termodinamika di kelas XI MA Mu'allimin NWDI Pancor
Pembelajaran Bioteknologi di Sekolah Menengah Kejuruan: Systematic Literature Review tentang Model Pembelajaran, Integrasi Digital, dan Keterampilan Abad ke-21 Muh. Zaini Hasanul Muttaqin; Mulia Rasyidi; Esi Fitriani; Lalu M. Eka Prayudi
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.v5i2.4376

Abstract

Pembelajaran bioteknologi di Sekolah Menengah Kejuruan (SMK) memiliki peran strategis dalam mempersiapkan peserta didik menghadapi tantangan industri 4.0 dan kebutuhan dunia kerja berbasis sains serta teknologi. Namun, implementasi pembelajaran bioteknologi di SMK masih menghadapi berbagai tantangan pedagogis dan infrastruktur, seperti keterbatasan laboratorium, rendahnya integrasi teknologi digital, serta kurangnya bahan ajar kontekstual. Penelitian ini bertujuan untuk mengkaji secara sistematis tren penelitian terkait pembelajaran bioteknologi pada pendidikan vokasi, khususnya di Sekolah Menengah Kejuruan. Penelitian menggunakan metode Systematic Literature Review (SLR) dengan pendekatan PRISMA. Artikel diperoleh dari Google Scholar, Scopus, ERIC, dan ScienceDirect yang dipublikasikan pada tahun 2020–2025. Sebanyak 42 artikel yang memenuhi kriteria inklusi dianalisis berdasarkan tema penelitian. Hasil kajian menunjukkan bahwa Project-Based Learning (PjBL), Problem-Based Learning (PBL), dan Contextual Teaching and Learning (CTL) merupakan model pembelajaran yang paling efektif dalam meningkatkan pemahaman konsep, literasi sains, berpikir kritis, kreativitas, dan keterampilan kewirausahaan siswa pada pembelajaran bioteknologi. Selain itu, integrasi teknologi digital seperti e-modul, laboratorium virtual, Learning Management System (LMS), dan multimedia interaktif terbukti meningkatkan motivasi belajar serta hasil belajar siswa. Namun demikian, masih ditemukan beberapa kendala berupa rendahnya kemampuan Technological Pedagogical Content Knowledge (TPACK) guru, keterbatasan fasilitas laboratorium, dan minimnya bahan ajar berbasis industri. Oleh karena itu, pembelajaran bioteknologi di SMK perlu dikembangkan melalui integrasi proyek kontekstual, teknologi digital, potensi lokal, dan kolaborasi dengan industri guna mendukung penguatan kompetensi abad ke-21.
Cultural Studies Literacy and Numeracy Student Achieving at MAN 2 Kota Bima Syaifullah; Ida Waluyati; Irman Susanto
Literasi: Jurnal Pendidikan Guru Indonesia Vol. 5 No. 2 (2026): Juni
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Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/literasi.v5i2.4386

Abstract

Study This aim for know studies culture literacy and numeracy student achievement at MAN 2 Kota Bima. The research method used in study This is method study qualitative. Subject study is head school, teacher in charge student achievers, and students’ achievement. Data collection in study This use observation, interviews, and documentation. Based on results research conducted by researchers? so can concluded that, culture literacy and numeracy at MAN 2 Bima City have implemented in a way structured through various coaching programs, creative teacher strategies, as well support adequate facilities. Schools also face? a number of challenges like limitations time and variation interest students, however in a way general capable create environment conducive learning? for support performance student.
Dampak Asistensi Mengajar untuk Meminimalisir Tindakan Bullying di MA Hizbul Wathan NWDI Semaya, Lombok Timur Huldiya Syamsiar; Muhammad Muzahar Husni; Juliyana Fitri; Eka Fitriani; Ruwaida Irma Hani
Literasi: Jurnal Pendidikan Guru Indonesia Vol. 5 No. 2 (2026): Juni
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Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/literasi.v5i2.4418

Abstract

This article aims to provide information on the teaching assistance community service activity related to the socialization of bullying prevention efforts for students at MA Hizbul Wathan NWDI Semaya. This socialization is an educational outreach program for bullying students to prevent them from becoming victims of bullying or perpetrators of bullying. The methods used include need analysis, and antibullying socialization. The results of the anti- bullying socialization activity show a significant increase, especially regarding students’ understanding of the dangers of bullying, the factors that cause it, and how to prevent bullying
Pengembangan Modul Ajar Tiga Level dalam Meningkatkan Kemampuan Menulis Peserta Didik dengan Gangguan Disgrafia pada Anak Usia B di PAUD Darul Ulum Gereneng Timur Najamuddin Najamuddin; Rohyana Fitriani; Linda Mariani
Literasi: Jurnal Pendidikan Guru Indonesia Vol. 5 No. 2 (2026): Juni
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Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/literasi.v5i2.4424

Abstract

This study aims to develop teaching modules to improve the writing skills of students with dysgraphia in early childhood (5-6 years old) at Darul Ulum Gereneng Timur Early Childhood Education Center. The development model used is the ADDIE model, which consists of 5 stages, namely needs analysis, design, development, implementation, and evaluation. The learning media developed was validated by media and material experts. The results showed that the three-level teaching module product was suitable for use in learning. Based on the media expert validation results, the product was categorized as ‘Good’ with a score of 36, an average of 4, and a score range of 30.6<X?37.8. Meanwhile, the results of the material expert validation showed a ‘Very Good’ category with a score of 44, an average of 4.4, and a score range of X>41.88. The field test results showed that students with dysgraphia obtained an MB (Starting to Develop) category with a percentage of 27.7%. Thus, this three-level teaching module is feasible for use in improving menu skills.
Bernyanyi Sambil Belajar: Efektivitas Lagu Edukatif Terhadap Penguasaan Kosakata Dan Pemahaman Bahasa Inggris Siswa Madrasah Ibtidaiyah Dalam Perspektif Mixed Methods Explanatory Sequential Baiq Rahmi Aulia Az-Zahra; Khirjan Nahdi; Baiq Rismarini Nursaly
Literasi: Jurnal Pendidikan Guru Indonesia Vol. 4 No. 2 (2025): Juni
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Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/literasi.v4i2.4531

Abstract

This study examines the effectiveness of educational songs in improving fifth-grade students' English vocabulary mastery and comprehension at a Madrasah Ibtidaiyah in East Lombok, Indonesia. The study aimed to analyze the planning, implementation, and outcomes of English instruction using educational songs. An explanatory sequential mixed-methods design was employed, beginning with a one-group pretest-posttest quantitative phase involving 25 fifth-grade students, followed by a qualitative phase using participatory observation, in-depth interviews, and documentation. Data were collected through an adapted TOEFL Junior Primary vocabulary-comprehension test, a structured observation checklist, a student-response questionnaire, and interview guidelines, then analyzed using paired-sample t-test, Normalized Gain (N-Gain), and reflexive thematic analysis integrated through a joint-display technique. Results show a significant increase in mean scores from 54.20 (pretest) to 82.04 (posttest), t(24) = 84.35, p < .001, with a moderate mean N-Gain of 0.61. Qualitative findings revealed systematic lesson planning, interactive multimodal implementation, and markedly increased student motivation, participation, and vocabulary retention. Integrated evidence indicates that educational songs are moderately but consistently effective for vocabulary mastery and comprehension among young EFL learners, and the study offers an integrated mixed-methods model for evaluating song-based instruction in an underrepresented Madrasah context.
Development of an Individualized Education Program Module Integrating the Orton–Gillingham Approach for Reading Literacy Herlina Istiani; Muhamad Ali; Nuraeni
Literasi: Jurnal Pendidikan Guru Indonesia Vol. 4 No. 1 (2025): Maret
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Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/literasi.v4i1.4532

Abstract

This study aimed to develop an Individualized Education Program (IEP)-based teaching module integrated with the Orton–Gillingham approach to improve the reading literacy skills of students with special educational needs in inclusive primary schools. The development was based on teachers' need for adaptive, systematic, and individualized instructional materials. This research employed a Research and Development (R&D) approach by adapting the Borg and Gall development model. The research procedures included a preliminary study, product design, expert validation, product revision, practicality testing, and effectiveness testing. The research instruments consisted of expert validation sheets for content, media, and language, teacher response questionnaires, classroom implementation observation sheets, and students' reading literacy tests. Data were collected through observations, interviews, documentation, questionnaires, and tests and analyzed using descriptive qualitative and quantitative techniques. The findings indicated that the developed teaching module met the criteria of validity based on expert evaluations, practicality based on teachers' responses and implementation observations, and effectiveness in improving students' reading literacy skills. The integration of the Individualized Education Program with the Orton–Gillingham approach provided structured, multisensory, and individualized learning experiences for students with special educational needs. Therefore, the developed module is appropriate for supporting reading literacy instruction in inclusive primary schools. The abstract reflects the research objectives and development focus presented in the thesis.
Deep Learning Pedagogy in Indonesian Elementary Schools: A Case Study of Teacher Practices, Perceptions, and Implementation Challenges Ilmanul Yakin; Khirjan Nahdi; Nuraeni
Literasi: Jurnal Pendidikan Guru Indonesia Vol. 4 No. 1 (2025): Maret
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Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Deep learning pedagogy has emerged as a transformative approach in Indonesian education, emphasizing meaningful, mindful, and joyful learning experiences. However, the implementation of this approach in elementary schools, particularly in rural contexts, remains under-researched. This qualitative case study investigated teacher perceptions, practices, and challenges in implementing deep learning pedagogy in Gugus Perigi, Suela District, East Lombok, Indonesia. Data were collected through in-depth interviews with six elementary school teachers, classroom observations, and document analysis of teaching modules. Findings revealed that teachers demonstrated positive perceptions toward deep learning, understanding it as learning that transcends memorization toward conceptual understanding, contextual connection, and practical application. However, perceptions varied in depth, with some teachers exhibiting systematic understanding while others remained in developmental stages. Classroom practices showed strengths in creating psychologically safe environments (84.72%), building student awareness (81.94%), and connecting learning to real-life contexts (81.25%). Yet, challenges emerged in applying concepts to new situations (73.61%) and conducting meaningful reflection (77.78%). Implementation was constrained by student diversity, time limitations, resource availability, and pedagogical capacity. This study contributes to understanding deep learning implementation in resource-constrained Indonesian elementary school contexts and offers recommendations for teacher professional development and policy support to bridge the gap between pedagogical vision and classroom reality.
The Effect of Learning Models and Learning Motivation on Students' Ability to Write English Narrative Texts Junaidi; Padlurrahman; Baiq Rismarini Nursaly
Literasi: Jurnal Pendidikan Guru Indonesia Vol. 4 No. 3 (2025): September
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Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The ability to write English narrative texts is an essential skill for junior high school students, yet many students face difficulties due to non-optimal teaching methods and low learning motivation. This study aims to examine the effect of learning models (Problem Based Learning vs. Conventional) and learning motivation on students' ability to write English narrative texts. This research employed a quantitative approach with a quasi-experimental 2x2 factorial design. The population consisted of 40 ninth-grade students at SMPN Satu Atap 1 Keruak, with a sample of 28 students selected purposively. Data collection used motivation questionnaires and narrative text writing tests. Data analysis employed Two-Way ANOVA with prerequisite tests including normality and homogeneity tests. The results indicate that: (1) There is a significant difference in narrative text writing ability between students taught using the PBL model and those taught using the conventional model (Sig. 0.001 < 0.05); (2) There is a significant interaction effect between learning models and learning motivation on students' narrative text writing ability (Sig. 0.023 < 0.05); (3) For students with high motivation, PBL is significantly more effective than conventional learning (Sig. 0.000 < 0.05); and (4) For students with low motivation, there is no significant difference between PBL and conventional learning models (Sig. 0.367 > 0.05). This study concludes that PBL is an effective model for enhancing narrative writing skills, particularly when combined with high learning motivation. The findings imply the need for differentiated instruction and diagnostic assessment strategies in EFL writing classrooms.

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