cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Safnowandi
Contact Email
lp3kamandanu@gmail.com
Phone
+6287865818141
Journal Mail Official
educatoriajurnal@gmail.com
Editorial Address
Jln. TGH. Lopan, Griya Rumak Asri, Kediri, Lombok Barat, Nusa Tenggara Barat 83362
Location
Kab. lombok barat,
Nusa tenggara barat
INDONESIA
Educatoria : Jurnal Ilmiah Ilmu Pendidikan
Published by Lembaga Pendidikan, Penelitian, dan Pengabdian Kamandanu
ISSN : 2808361X     EISSN : 28082699     DOI : https://doi.org/10.36312/educatoria
Core Subject : Education, Social,
Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences Other
Educatoria : Jurnal Ilmiah Ilmu Pendidikan (E : JIIP), 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 S1, S2, and S3 students, 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.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 184 Documents
 15   16   17   18   19 
Komparasi Model PBL dan PjBL terhadap Peningkatan Literasi Sains Siswa Kelas V Madrasah Ibtidaiyah Aprelliza Putri Lucki Bintari; Karimatus Saidah; Frans Aditia Wiguna
Educatoria : Jurnal Ilmiah Ilmu Pendidikan Vol. 6 No. 3 (2026): July (In Progress)
Publisher : Lembaga Pendidikan, Penelitian, dan Pengabdian Kamandanu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/educatoria.v6i3.1627

Abstract

This study aims to analyze the impact of Problem-Based Learning (PBL) and Project-Based Learning (PjBL) models on improving students' scientific literacy skills and to compare the effectiveness of both models. A quantitative approach was employed using a quasi-experimental, pretest-posttest design with two treatment groups. The sample consisted of 29 fifth-grade students (Class V-C) in the PBL group and 30 fifth-grade students (Class V-D) in the PjBL group at MIS Al Irsyad Al Islamiyyah, Kediri City. Data collection involved a 30-item scientific literacy test validated by experts, achieving a feasibility score of 79.13% and a Cronbach’s Alpha reliability coefficient of 0.871. Data were analyzed using paired-sample t-tests and independent-sample t-tests with the aid of IBM SPSS 25 software. The results indicate that the PBL model had a significant effect on improving students' scientific literacy (p < 0.001). Furthermore, a significant difference in effectiveness was observed between the two models (p = 0.016), with the PjBL group achieving a higher post-test mean score (90.43) compared to the PBL group (86.69). Thus, the Project-Based Learning model is more effective than the Problem-Based Learning model in enhancing the scientific literacy of fifth-grade students regarding the topic of alternative energy.
Pengembangan Media Smart Box Literasi untuk Meningkatkan Kemampuan Membaca Permulaan Siswa Kelas II Sekolah Dasar Lunissa Prasdiana Putri; Karimatus Saidah; Frans Aditia Wiguna
Educatoria : Jurnal Ilmiah Ilmu Pendidikan Vol. 6 No. 3 (2026): July (In Progress)
Publisher : Lembaga Pendidikan, Penelitian, dan Pengabdian Kamandanu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/educatoria.v6i3.1628

Abstract

Early reading instruction for Grade IIA students at MIS Al Irsyad Al Islamiyyah, Kediri City, has not been optimal due to a teacher-centered approach and limited use of instructional media. This study aims to determine the validity, practicality, and effectiveness of the "Literacy Smart Box" instructional medium for teaching new vocabulary. The study employs the Research and Development (R&D) method using the ADDIE model. The research subjects consisted of 36 students: 10 in the limited trial and 26 in the field trial. Data were collected through observation, interviews, questionnaires, and tests, then analyzed using percentages and a paired-sample t-test. The results indicate that the medium achieved a validity level of 81.5% (highly valid) and a practicality level of 94% (highly practical). It also improved early reading skills, with the average score rising from 67.50 in the pre-test to 89.62 in the post-test. The paired-sample t-test yielded a significance value of 0.000 (p < 0.05), demonstrating a significant improvement in early reading skills. All students achieved learning mastery. Thus, the Literacy Smart Box meets the criteria of being highly valid, highly practical, and highly effective, making it suitable for use as an instructional medium for early reading. This medium offers an engaging alternative for helping students learn new vocabulary and improve their early reading abilities.
Pengaruh Model Project Based Learning Berbasis Daur Ulang Sampah terhadap Keterampilan Berpikir Kreatif Siswa Hilia Rahmadina; Siti Nurhidayati; Baiq Muli Harisanti
Educatoria : Jurnal Ilmiah Ilmu Pendidikan Vol. 6 No. 3 (2026): July (In Progress)
Publisher : Lembaga Pendidikan, Penelitian, dan Pengabdian Kamandanu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/educatoria.v6i3.1630

Abstract

Creative thinking skills are essential in science education; however, teacher-centered instruction often limits students' opportunities to generate diverse alternative solutions. This study aimed to analyze the impact of a waste-recycling-based Project-Based Learning (PjBL) model on the creative thinking skills of 7th-grade students regarding the topic of interactions between living organisms and their environment. A quasi-experimental method with a non-equivalent control group design was employed. The sample consisted of 62 students, divided into an experimental group (31 students) and a control group (31 students). Data were collected through creative thinking skills tests, observations of lesson implementation, project assessments, and documentation, and subsequently analyzed using N-Gain and Mann-Whitney U tests. The results showed that the average pre-test and post-test scores for the experimental group rose from 39.32 to 67.45, while the control group increased from 41.45 to 54.16. The Mann-Whitney U test revealed a significant difference between the two groups (p < 0.001). The experimental group's N-Gain score was 0.46 (moderate category), which was higher than the control group's score of 0.22 (low category). Thus, the waste-recycling-based PjBL model has a significant impact and fosters greater improvement in students' creative thinking skills. This model offers a viable alternative for science instruction by integrating creativity, problem-solving, and environmental awareness.
Efektivitas Model Blended Learning pada Pendidikan Abad ke-21: Literature Review I Wayan Karmana
Educatoria : Jurnal Ilmiah Ilmu Pendidikan Vol. 6 No. 3 (2026): July (In Progress)
Publisher : Lembaga Pendidikan, Penelitian, dan Pengabdian Kamandanu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/educatoria.v6i3.1878

Abstract

This study aims to examine the effectiveness of blended learning models in supporting 21st century education through a literature review approach. The method used is a literature review with a qualitative descriptive approach to scientific articles published in 2019–2025 and obtained from various databases, such as Google Scholar, Scopus, ERIC, ScienceDirect, and Garuda. The analysis process is carried out through identification, selection, analysis, and synthesis of research results based on the inclusion and exclusion criteria that have been set. The results of the study show that blended learning is generally effective in improving learning outcomes, motivation, independence, and student involvement. In addition, this learning model contributes to the development of 21st century skills, such as critical thinking, problem-solving, collaboration, communication, creativity, and digital literacy. The effectiveness of the implementation of blended learning is influenced by various factors, including the readiness of technology infrastructure, the digital competence of educators and students, the quality of learning design, and institutional support. This study also identified research gaps related to the long-term impact of blended learning on higher thinking skills, character building, creativity, and readiness for the world of work. Thus, blended learning can be recommended as a relevant learning strategy in supporting educational transformation in the digital era, provided that its implementation is designed in a systematic, balanced, and student-centered manner.

Page 19 of 19 | Total Record : 184

 15   16   17   18   19 

Filter by Year

2021 2026


Reset
Filter By Issues
All Issue Vol. 6 No. 3 (2026): July (In Progress) Vol. 6 No. 2 (2026): April Vol. 6 No. 1 (2026): January Vol. 5 No. 4 (2025): October Vol. 5 No. 3 (2025): July Vol. 5 No. 2 (2025): April Vol. 5 No. 1 (2025): January Vol. 4 No. 4 (2024): October Vol. 4 No. 3 (2024): July Vol. 4 No. 2 (2024): April Vol. 4 No. 1 (2024): January Vol. 3 No. 4 (2023): October Vol. 3 No. 3 (2023): July Vol. 3 No. 2 (2023): April Vol. 3 No. 1 (2023): January Vol. 2 No. 4 (2022): October Vol. 2 No. 3 (2022): July Vol. 2 No. 2 (2022): April Vol. 2 No. 1 (2022): January Vol. 1 No. 1 (2021): October More Issue