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Jurnal Pendidikan Amartha
Published by CV. Rayyan Dwi Bharata
ISSN : 29647916     EISSN : 29641675     DOI : https://doi.org/10.57235
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Mathematics Other
Jurnal Pendidikan Amartha is a scientific journal that contains and disseminate the results of research, in-depth study, and the ideas or innovative work in the field of science education. The innovative work of the teachers and lecturers of the development of the education sector which is able to make a positive contribution to the schools and educational institutions the focus of this journal: Religious Education; Indonesian Literature Language Education and Linguistics; Foreign Language Education (Arabic, English, Japanese, etc.); Science and Social Studies Education; Pancasila and Citizenship Education; Early Childhood and Primary Teacher Education; Economics and Accounting Education; Extraordinary and Vocational Education; Physical Education, Sports and Health; etc.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 93 Documents
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Analisis Metakognitif dan Strategic Thinking Competency Murid pada Pembelajaran Biologi Dalam Education for Sustainable Development: Explanatory Sequential Design Fitry Della Andriani; Retni Sulistiyoning B; Lely Mardiyanti
Jurnal Pendidikan Amartha Vol. 5 No. 2 (2026): November 2026
Publisher : CV. Rayyan Dwi Bharata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57235/jpa.v5i2.9083

Abstract

Penerapan Education for Sustainable Development (ESD) dalam pembelajaran biologi menuntut peserta didik memiliki kemampuan metakognitif dan strategic thinking competency untuk menghadapi permasalahan secara kritis, reflektif, dan berkelanjutan. Penelitian ini bertujuan menganalisis profil kemampuan metakognitif dan strategic thinking competency murid pada pembelajaran biologi berbasis ESD serta menjelaskan temuan kuantitatif melalui data kualitatif. Penelitian menggunakan metode mixed methods dengan desain Explanatory Sequential. Tahap kuantitatif dilakukan melalui survei terhadap 108 murid kelas XII Fase F SMAN 1 Kota Jambi menggunakan Metacognitive Awareness Inventory (MAI) yang diadaptasi dari Schraw dan Dennison serta Strategic Thinking Questionnaire (STQ) yang diadaptasi dari Pisapia dkk. Tahap kualitatif melibatkan delapan murid yang dipilih berdasarkan kategori kemampuan rendah, sedang, dan tinggi melalui wawancara mendalam. Data kuantitatif dianalisis secara deskriptif dan komparatif menggunakan ANOVA, sedangkan data kualitatif dianalisis melalui teknik pengkodean, crosscheck, dan visualisasi menggunakan NVivo. Hasil penelitian menunjukkan bahwa kemampuan metakognitif memiliki nilai rata-rata 59,30 ± 9,20, sedangkan strategic thinking competency memiliki nilai rata-rata 60,71 ± 8,50. Sebagian besar murid berada pada kategori sedang, baik pada kemampuan metakognitif (75,00%) maupun strategic thinking competency (69,44%). Pada kemampuan metakognitif, indikator Planning dan Monitoring menunjukkan capaian tertinggi pada kelompok berkemampuan tinggi, sedangkan Information Management merupakan indikator yang relatif paling rendah. Pada strategic thinking competency, indikator System Thinking memperoleh capaian tertinggi pada kategori tinggi, sedangkan Reflecting memiliki capaian relatif paling rendah. Hasil ANOVA menunjukkan bahwa kemampuan metakognitif berbeda secara signifikan berdasarkan etnis, sedangkan strategic thinking competency tidak menunjukkan perbedaan berdasarkan jenis kelamin, etnis, maupun usia. Integrasi data kuantitatif dan kualitatif memperlihatkan bahwa kemampuan metakognitif berperan sebagai landasan berkembangnya strategic thinking competency melalui proses perencanaan, monitoring, evaluasi, refleksi, dan pengambilan keputusan dalam pembelajaran biologi berbasis ESD.
Pengaruh Penilaian Formatif terhadap Hasil Belajar melalui Metode Ceramah pada Materi Aku dan Kebutuhanku Fotani Mei Berkat Zega; Lesrari Waruwu
Jurnal Pendidikan Amartha Vol. 5 No. 2 (2026): November 2026
Publisher : CV. Rayyan Dwi Bharata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57235/jpa.v5i2.9109

Abstract

Penelitian ini dilatarbelakangi oleh belum optimalnya penerapan penilaian formatif dalam proses pembelajaran, sehingga hasil belajar murid pada materi Aku dan Kebutuhanku di kelas IV SD Negeri 071025 Helera belum mencapai hasil yang diharapkan. Penelitian bertujuan mengetahui pengaruh penerapan penilaian formatif menggunakan metode ceramah terhadap hasil belajar murid. Penelitian menggunakan pendekatan kuantitatif dengan metode eksperimen semu (quasi-experimental) dan desain non-equivalent control group. Desain ini dipilih karena kelompok kelas telah terbentuk secara alami sehingga randomisasi tidak memungkinkan, tetapi tetap memungkinkan perbandingan hasil pre-test dan post-test antara kelompok eksperimen dan kontrol. Data dikumpulkan melalui observasi, tes, dan dokumentasi; instrumen diuji validitas dan reliabilitasnya sebelum digunakan. Analisis data meliputi uji validitas, reliabilitas, tingkat kesukaran, daya pembeda, normalitas, linearitas, dan uji hipotesis menggunakan SPSS. Hasil menunjukkan rata-rata pre-test kelas eksperimen 48,00 dan kelas kontrol 43,25. Setelah perlakuan, rata-rata post-test kelas eksperimen mencapai 88,75, sedangkan kelas kontrol 80,75. Uji hipotesis menunjukkan nilai signifikansi 2-tailed sebesar 0,003, sehingga berdasarkan kriteria α = 0,05 hasilnya signifikan. Dengan demikian, penerapan penilaian formatif melalui metode ceramah berpengaruh terhadap hasil belajar murid pada materi Aku dan Kebutuhanku. Penelitian selanjutnya disarankan mengembangkan kombinasi metode pembelajaran lain dan memperluas variabel penelitian.
AI-Supported Learning and Its Relationship with Academic Procrastination and Academic Anxiety among Students with Visual Impairment Mukesh Kumar Yadav; Dhapu Kumari Sen; Raj Kumar
Jurnal Pendidikan Amartha Vol. 5 No. 2 (2026): November 2026
Publisher : CV. Rayyan Dwi Bharata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57235/jpa.v5i2.9168

Abstract

Artificial Intelligence (AI) has emerged as a transformative technology in higher education, offering innovative solutions to improve accessibility, personalized learning, and academic support for students with disabilities. The present study investigated the influence of AI utilization on academic procrastination and academic anxiety among students with visual impairment. A longitudinal mixed-methods research design was employed involving 24 students with visual impairment from higher educational institutions in Kanpur, Uttar Pradesh, India. Participants were selected through purposive sampling and observed over one academic semester. Quantitative data were collected using standardized measures of AI utilization, academic procrastination, and academic anxiety at three different time points, while qualitative data were gathered through semi-structured interviews, reflective audio journals, and AI usage logs. Quantitative data were analysed using descriptive statistics, Pearson correlation, hierarchical linear modelling, and multiple regression analysis, whereas qualitative data were analysed using thematic analysis. The findings revealed that AI utilization increased progressively throughout the semester, while both academic procrastination and academic anxiety demonstrated a steady decline. Correlation analysis indicated strong negative relationships between AI utilization and academic procrastination (r = –0.92) and between AI utilization and academic anxiety (r = –0.88). Regression analysis further confirmed that AI utilization significantly predicted reductions in both academic procrastination and academic anxiety. Qualitative findings supported the quantitative results by identifying accessibility, improved time management, better assignment planning, increased learning confidence, and reduced academic anxiety as the major perceived benefits of AI-assisted learning. Although a few participants expressed concerns regarding excessive dependence on AI, the overall educational benefits substantially outweighed these concerns. The study concludes that AI-assisted learning has considerable potential to promote accessible, independent, and inclusive education for students with visual impairment. By enhancing academic organization, reducing psychological barriers, and improving learner confidence, AI contributes to both academic success and emotional well-being. The findings highlight the importance of integrating AI-based educational technologies into inclusive higher education while promoting responsible and ethical AI use through appropriate institutional support and digital literacy initiatives.

Page 10 of 10 | Total Record : 93

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