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PIJAR: Jurnal Pendidikan dan Pengajaran
Published by CV putra publisher
ISSN : -     EISSN : 29647460     DOI : https://doi.org/10.58540/pijar.v1i2.147
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Mathematics Other
PIJAR: Jurnal Pendidikan dan Pengajaran is a scientific journal published by CV Putra Publisher. This journal aims to accommodate research articles and community service in the field of education and learning. This journal can provide an overview of the development of science and technology in the field of education for the academic community. This journal is published 3 times a year (December, April and August).
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 306 Documents
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Principal Accountability In Enhancing The Quality Of Islamic Religious Education Instruction: A Qualitative Study At SMK-S Al-Inayah Ratu Candra Nur Aulia; Muttaqin; Wiwin Narti; Novita Nurul Hidayah; Mabruri
PIJAR: Jurnal Pendidikan dan Pengajaran Vol. 1 No. 2 (2023): April
Publisher : CV Putra Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58540/pijar.v1i2.1599

Abstract

Sustained efforts to elevate the quality of Islamic Religious Education (IRE) in vocational secondary schools depend critically on the managerial accountability exercised by the school principal, yet most Indonesian studies still treat principal accountability as an administrative checklist rather than as an instructional driver linked to specific subject domains. This study examines how principal accountability operates as an integrated mechanism of planning, supervision, evaluation, and culture-building that shapes the quality of IRE instruction at SMK-S Al-Inayah, Rimbo Bujang, Jambi Province, Indonesia. A qualitative case-study design was employed, with informants selected purposively, comprising one principal, one IRE coordinator-teacher, and one twelfth-grade student. Data were generated through non-participant classroom observation across four sessions, three semi-structured interviews of 45–60 minutes each, and documentary analysis of school work plans, supervision records, and learning achievement reports. Analysis followed the Miles, Huberman, and Saldaña model, and trustworthiness was established through source and method triangulation and member checking. The findings reveal that principal accountability is enacted through six concrete practices: setting competence standards, supervising instruction, evaluating learning outcomes, facilitating teacher professional development, partnering with parents, and producing periodic performance reports. Instructional quality is perceived along three dimensions: innovative methods, character formation, and management-curriculum alignment. The principal’s role is distributed across the planning, implementation, and evaluation phases of the instructional cycle, indicating that accountability functions less as bureaucratic compliance and more as instructional leadership. The study concludes that subject-specific, cyclical, and culture-embedded accountability is a feasible model for strengthening IRE quality in private vocational schools.
Internalizing Islamic Educational Philosophy Epistemology to Construct Generation Z Religiosity in the Post-Truth Era: A Qualitative Study at an Indonesian Islamic University Husnul Khotimah; Noviana; Rahman Abadi; Noviriani; Mualimin; Mabruri
PIJAR: Jurnal Pendidikan dan Pengajaran Vol. 2 No. 2 (2024): April
Publisher : CV Putra Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58540/pijar.v2i2.1602

Abstract

The post-truth era, in which emotional resonance and identity-driven narratives often outweigh factual verification, has reshaped how Generation Z students access, interpret, and internalize religious knowledge through digital platforms. While prior studies have examined religious digital literacy and value-based character education in Indonesian Islamic schools, the role of the epistemology of Islamic educational philosophy in mediating Generation Z religiosity within non-state Islamic universities remains underexplored. This study investigates how the epistemological foundations of Islamic educational philosophy are internalized into the religiosity construction of Generation Z students at Universitas Islam Yasni Bungo, Jambi, Indonesia. Adopting a qualitative field-research design grounded in an interpretive paradigm, data were generated through semi-structured in-depth interviews with twelve students and six lecturers (purposively sampled), three months of participant observation across four academic and student-organization settings, and document analysis of curriculum syllabi, lecture materials, and student-organization records collected between February and April 2025. Data were analyzed using the Miles, Huberman, and Saldaña interactive model with both source and method triangulation to enhance trustworthiness, and member-checking with seven informants to verify interpretive accuracy. The analysis identified four interrelated mechanisms of epistemological internalization: dialogical and critical classroom practice rooted in the Qur'anic ḥiwār tradition; curricular integration that reconciles revelation, reason, and experience; lecturer modeling functioning as a hidden curriculum; and faith-based digital literacy emphasizing tabayyun. These mechanisms jointly cultivate a student religiosity that is reflective, rational, and resistant to disinformation rather than merely ritualistic. The study concludes that Islamic educational epistemology operates as a cognitive and normative filter that mediates students' engagement with digital religious discourse, offering a contextually grounded model for strengthening authentic religiosity in post-truth higher education.
Implementing the Wafa Five-Stage (5P) Right-Brain Method in Qur’an Memorization at an Indonesian Primary School: A Qualitative Case Study of Pedagogical Adaptation Choirul Azimin; Sriani; Wiwin Narti; Andryadi
PIJAR: Jurnal Pendidikan dan Pengajaran Vol. 3 No. 2 (2025): April
Publisher : CV Putra Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58540/pijar.v3i2.1606

Abstract

Conventional Qur’an memorization (tahfidz) in Indonesian elementary schools often relies on uniform repetition that disregards the concrete-operational cognition of children aged 7–12, yielding fatigue, motivational decline, and uneven progress. The Wafa method, structured around a five-stage protocol (Opening, Experiencing, Teaching, Assessing, Closing abbreviated 5P) and grounded in right-brain multisensory learning, has been promoted as a pedagogical response, yet most existing studies report aggregate effectiveness without examining how classroom teachers operationalize and adapt it when contextual constraints emerge. This study therefore investigates the planning, enactment, encountered constraints, and adaptive strategies of the Wafa 5P method at SD Lab School Integrated SKB, Bungo Regency, Indonesia. A qualitative case-study design was employed; data were generated over a ten-week period (March–May 2024) through participant observation of 24 lessons, semi-structured interviews with eight purposively sampled informants (principal, four tahfidz teachers, three homeroom teachers), and document analysis. Analysis followed the Miles, Huberman, and Saldaña interactive model, with credibility secured through source and method triangulation and prolonged engagement. Findings show that the 5P protocol was implemented in full sequence but encountered three recurrent constraints: difficulty internalizing the Hijaz tonal pattern, irregular attendance linked to home distance, and heterogeneous memorization pace within a 35-minute slot shared with Dhuha prayer. Teachers responded with three contextual adaptations: routine playback of child-oriented murottal audio, autonomy-supportive responses to tardiness coupled with catch-up tasks, and a 14:30–17:00 supplementary tahfidz class. Findings reframe Wafa as a teacher-mediated, context-responsive system, contributing evidence for differentiated Qur’an instruction in primary education.
Kepemimpinan Transformasional Kepala Sekolah dan Budaya Kerja Kolaboratif di SMP Abdi Siswa Bintaro Natalia Kartika Purnasari; Welius Purbonuswanto; Rahmat Mulyono; Saryanto
PIJAR: Jurnal Pendidikan dan Pengajaran Vol. 4 No. 2 (2026): April
Publisher : CV Putra Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58540/pijar.v4i2.1618

Abstract

Penelitian ini bertujuan untuk: (1) mendeskripsikan penerapan kepemimpinan transformasional kepala sekolah di SMP Abdi Siswa Bintaro, (2) menggambarkan kondisi budaya kerja kolaboratif di kalangan guru dan tenaga kependidikan, serta (3) menganalisis peran kepemimpinan transformasional dalam membentuk budaya kerja kolaboratif di sekolah tersebut. Penelitian ini menggunakan pendekatan deskriptif kualitatif. Subjek penelitian terdiri atas kepala sekolah, guru, dan tenaga kependidikan. Data penelitian diperoleh melalui teknik observasi, wawancara, dan dokumentasi. Analisis data dilakukan secara deskriptif melalui reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa kepala sekolah menerapkan empat dimensi utama kepemimpinan transformasional, yaitu idealized influence, inspirational motivation, intellectual stimulation, dan individualized consideration. Kepala sekolah berperan sebagai teladan melalui sikap disiplin, konsisten, dan berintegritas, serta mampu mengomunikasikan visi sekolah secara inspiratif kepada seluruh warga sekolah. Selain itu, kepala sekolah juga mendorong guru dan tenaga kependidikan untuk berinovasi, berpartisipasi aktif dalam pengambilan keputusan, serta mengembangkan profesionalisme sesuai kebutuhan individu masing-masing. Penerapan kepemimpinan transformasional tersebut berdampak pada terbentuknya budaya kerja kolaboratif yang ditandai dengan kerja sama tim, kepercayaan antarpersonel, dan pemberdayaan lingkungan kerja yang positif. Kondisi ini mendukung terciptanya hubungan kerja yang lebih efektif, inovatif, dan harmonis di lingkungan sekolah. Berdasarkan hasil penelitian, dapat disimpulkan bahwa kepemimpinan transformasional kepala sekolah memiliki peran penting dalam membentuk dan memperkuat budaya kerja kolaboratif di SMP Abdi Siswa Bintaro.
An Analysis Of Grammatical Errors In Students' Descriptive Text Writing In Seventh Grade At SMP Negeri 3 Pematangsiantar Dwi Angeli Pardede; Sanggam Siahaan; Tiarma Intan Marpaung
PIJAR: Jurnal Pendidikan dan Pengajaran Vol. 4 No. 2 (2026): April
Publisher : CV Putra Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58540/pijar.v4i2.1641

Abstract

This research aimed to analyze the types and factors of grammatical errors in descriptive texts written by seventh-grade students at SMP Negeri 3 Pematangsiantar. This research used a qualitative descriptive method. The data were collected from descriptive texts written by 30 students and analyzed using the Surface Strategy Taxonomy by Dulay et al. and the theory of error factors by Ellis. The findings showed that 105 grammatical errors were identified. Misformation was the most dominant error type (60%), followed by omission (33.3%) and addition (6.7%), while misordering was not found. In addition, intralingual transfer was the dominant contributing factor (67.6%), especially incomplete application of rules. These findings indicate that students’ grammatical errors were mainly caused by incomplete mastery of English grammar and the influence of their first language, Bahasa Indonesia.
Improving Students’ Listening Comprehension through Auditory, Intellectually, and Repetition (AIR) Model Integrated CAKE Application at Grade 11 of SMA Negeri 4 Pematangsiantar Juni Sari Sianturi; Dumaris Elseria Silalahi; Bobby Pramjit Singh Dhillon
PIJAR: Jurnal Pendidikan dan Pengajaran Vol. 4 No. 2 (2026): April
Publisher : CV Putra Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58540/pijar.v4i2.1642

Abstract

This research aimed to find out the effect of the Auditory, Intellectually, and Repetition (AIR) Model integrated with the CAKE Application on students’ listening comprehension at grade eleven of SMA Negeri 4 Pematang Siantar. This research used a quantitative method with a quasi-experimental design involving 72 students divided into an experimental class and a control class. The findings showed that the experimental class achieved better improvement than the control class. The result of the t-test showed that the t-observed value (4.37) was higher than the t-table value (2.00). Therefore, the alternative hypothesis (Hₐ) was accepted, indicating that the AIR Model integrated with the CAKE Application had a significant effect on students’ listening comprehension.
Efektivitas Model Pembelajaran Ulos Terhadap Keterampilan Proses Sains Siswa Di Sma Swasta Ir. H. Djuanda Tebingtinggi Ruth Angelina Pardede; Sudirman TP Lumban gaol; Apriani Sijabat
PIJAR: Jurnal Pendidikan dan Pengajaran Vol. 4 No. 2 (2026): April
Publisher : CV Putra Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58540/pijar.v4i2.1654

Abstract

Penelitian ini bertujuan untuk mengetahui efektivitas model pembelajaran ULOS terhadap keterampilan proses sains siswa pada materi fluida statis di SMA Swasta Ir. H. Djuanda Tebingtinggi. Penelitian ini dilatarbelakangi oleh rendahnya keterampilan proses sains siswa dalam pembelajaran fisika akibat pembelajaran yang masih berpusat pada guru sehingga siswa kurang aktif dalam kegiatan ilmiah. Penelitian ini menggunakan pendekatan kuantitatif dengan jenis penelitian kuasi eksperimen dan desain Nonequivalent Control Group Design. Sampel penelitian terdiri dari dua kelas, yaitu kelas XI Einstein I sebagai kelas kontrol dan kelas XI Einstein II sebagai kelas eksperimen yang masing-masing berjumlah 36 siswa. Teknik pengumpulan data menggunakan tes keterampilan proses sains berbentuk uraian melalui pretest dan posttest. Data dianalisis menggunakan uji validitas, uji reliabilitas, tingkat kesukaran, uji daya pembeda, uji normalitas, uji N-Gain, uji hipotesis. Hasil penelitian menunjukkan bahwa model pembelajaran ULOS efektif dalam meningkatkan keterampilan proses sains siswa. Hal ini terlihat dari peningkatan nilai posttest kelas eksperimen yang lebih tinggi dibandingkan kelas kontrol. Dengan demikian, model pembelajaran ULOS dapat digunakan sebagai alternatif pembelajaran yang mampu meningkatkan keterampilan proses sains siswa pada materi fluida statis.
Pengaruh Literasi Keuangan dan Financial Technology Terhadap Perilaku Keuangan Mahasiswa Pendidikan Ekonomi Universitas HKBP Nommensen Pematangsiantar Yola Tio Roselina Butarbutar; Benjamin Albert Simamora; Anggun Tiur Ida Sinaga
PIJAR: Jurnal Pendidikan dan Pengajaran Vol. 4 No. 2 (2026): April
Publisher : CV Putra Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58540/pijar.v4i2.1664

Abstract

Penelitian ini bertujuan untuk menganalisis pengaruh literasi keuangan dan financial technology terhadap perilaku keuangan mahasiswa Program Studi Pendidikan Ekonomi Fakultas Keguruan dan Ilmu Pendidikan Universitas HKBP Nommensen Pematangsiantar Tahun Akademik 2025/2026. Metode yang digunakan adalah penelitian kuantitatif dengan pendekatan asosiatif kausal. Hasil uji hipotesis secara parsial menunjukkan bahwa variabel Literasi Keuangan memiliki pengaruh signifikan terhadap Perilaku Keuangan Mahasiswa yang ditunjukkan dengan nilai thitung (4,086) > ttabel (1,661). Selain itu, variabel Financial Technology juga berpengaruh signifikan terhadap Perilaku Keuangan Mahasiswa dengan nilai thitung (6,429) > ttabel (1,661). Selanjutnya, hasil uji simultan menunjukkan bahwa Literasi Keuangan dan Financial Technology secara bersama-sama berpengaruh signifikan terhadap Perilaku Keuangan Mahasiswa, ditunjukkan dengan nilai Fhitung (32,587) > Ftabel (3,093). Dalam hasil analisis regresi linear berganda diperoleh konstanta sebesar 24,795 yang mengandung arti bahwa nilai konsisten variabel Perilaku Keuangan Mahasiswa adalah sebesar 24,795. Koefisien regresi X1 sebesar 0,214 dan X2 sebesar 0,260. Koefisien regresi tersebut bernilai positif, sehingga dapat dikatakan bahwa arah pengaruh variabel X1 dan variabel X2 terhadap Y adalah positif. Berdasarkan hasil uji koefisien determinasi, diperoleh nilai Rsquare sebesar 0,409 yang berarti 40,9% variabel Literasi Keuangan dan Financial Technology berpengaruh signifikan terhadap Perilaku Keuangan Mahasiswa, sedangkan 59,1% sisanya dijelaskan oleh variabel lain yang tidak diteliti dalam penelitian ini.
Pengaruh Model Pembelajaran Kooperatif Tipe Make A Match Terhadap Hasil Belajar Siswa Pada Mata Pelajaran IPS Kelas VIII di UPTD SMP Negeri 1 Pematangsiantar Feky Marshanda Simbolon; Tumpal Manahara Siahaan; Binsar Tison Gultom; Anggun Tiur Ida Sinaga
PIJAR: Jurnal Pendidikan dan Pengajaran Vol. 4 No. 2 (2026): April
Publisher : CV Putra Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58540/pijar.v4i2.1665

Abstract

Penelitian ini dilatarbelakangi oleh rendahnya keterlibatan siswa dalam proses pembelajaran IPS yang masih didominasi oleh pendekatan teacher-centered, sehingga menyebabkan hasil belajar siswa belum optimal. Selain itu, masih ditemukan siswa yang kurang aktif dalam diskusi, kurang fokus saat pembelajaran berlangsung, serta rendahnya partisipasi dalam kegiatan kelompok. Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran kooperatif tipe Make A Match terhadap hasil belajar siswa pada mata pelajaran IPS. Penelitian ini menggunakan pendekatan kuantitatif dengan metode kuasi eksperimen. Sampel penelitian terdiri dari dua kelas, yaitu kelas VIII-6 sebagai kelas eksperimen yang diberikan perlakuan menggunakan model pembelajaran kooperatif tipe Make A Match dan kelas VIII-7 sebagai kelas kontrol yang menggunakan pembelajaran konvensional. Teknik pengumpulan data dilakukan melalui tes hasil belajar berupa pre-test dan post-test yang diberikan pada kedua kelas penelitian. Hasil penelitian menunjukkan bahwa terdapat perbedaan hasil belajar antara siswa pada kelas eksperimen dan kelas kontrol. Berdasarkan pengujian hipotesis menggunakan uji-t diperoleh bahwa nilai t-hitung lebih besar dibandingkan t-tabel pada taraf signifikan 0,05, sehingga hipotesis nol (Ho) ditolak dan hipotesis alternatif (Ha) diterima. Dengan demikian, dapat disimpulkan bahwa model pembelajaran kooperatif tipe Make A Match berpengaruh signifikan terhadap hasil belajar siswa pada mata pelajaran IPS kelas VIII di UPTD SMP Negeri 1 Pematangsiantar.
Implementasi Kurikulum Pendidikan Agama Islam Dalam Pembelajaran di SMP IT Al-Husna Lebong Epa Kristina; Rana Meiyanda; Mutiara Mahardika; Muhammad Idris; Deri Wanto
PIJAR: Jurnal Pendidikan dan Pengajaran Vol. 4 No. 2 (2026): April
Publisher : CV Putra Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58540/pijar.v4i2.1673

Abstract

Penelitian ini bertujuan untuk menganalisis implementasi Kurikulum Merdeka dalam pembelajaran Pendidikan Agama Islam (PAI) di SMP IT AL-Husna Lebong. Penelitian ini dilatarbelakangi oleh pentingnya penerapan Kurikulum Merdeka dalam menciptakan pembelajaran yang fleksibel, berpusat pada peserta didik, serta mampu memperkuat karakter religius siswa di tengah tantangan pendidikan abad ke-21. Urgensi penelitian ini terletak pada masih terbatasnya kajian mengenai implementasi Kurikulum Merdeka pada pembelajaran PAI di sekolah Islam terpadu, khususnya yang mengkaji aspek perencanaan, pelaksanaan, dan evaluasi pembelajaran secara komprehensif. Penelitian ini menggunakan pendekatan kualitatif dengan jenis penelitian deskriptif. Data primer diperoleh melalui observasi dan wawancara terhadap guru PAI dan peserta didik, sedangkan data sekunder diperoleh dari dokumentasi, perangkat pembelajaran, dan arsip sekolah. Analisis data dilakukan melalui reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa implementasi Kurikulum Merdeka telah dilaksanakan melalui tahap perencanaan, pelaksanaan, dan evaluasi pembelajaran yang kontekstual dan interaktif. Penerapan kurikulum ini mampu meningkatkan partisipasi belajar dan penguatan karakter religius siswa, meskipun masih terdapat kendala berupa keterbatasan pemahaman guru dan kurangnya pelatihan. Penelitian ini menegaskan pentingnya pengembangan kompetensi guru dan dukungan sekolah agar implementasi Kurikulum Merdeka dapat berjalan optimal.

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